Statement of the American Psychological Association in response to the "joint principles: integrating behavioral health care into the patient-centered medical home".

Comments on the article "Joint principles: Integrating behavioral health care into the patient-centered medical home" (see record 2014-24217-011), presented by the Working Party Group on Integrated Behavioral Healthcare. The American Psychological Association (APA) shares concerns about the lack of reference to behavioral health care in the original 2007 Joint Principles of the Patient-Centered Medical Home for which this new document is intended to supplement but not replace. The decision to support the supplemental Joint Principles was not an easy one for APA, as there is one area of significant concern. That concern is related to the use of the term "physician-directed medical practice"

Guidelines for cognitive behavioral training within doctoral psychology programs in the United States: report of the Inter-organizational Task Force on Cognitive and Behavioral Psychology Doctoral Education.

The Association for Behavioral and Cognitive Therapies initiated an interorganizational task force to develop guidelines for integrated education and training in cognitive and behavioral psychology at the doctoral level in the United States. Fifteen task force members representing 16 professional associations participated in a year-long series of conferences, and developed a consensus on optimal doctoral education and training in cognitive and behavioral psychology. The recommendations assume solid foundational training that is typical within applied psychology areas such as clinical and counseling psychology programs located in the United States. This article details the background, assumptions, and resulting recommendations specific to doctoral education and training in cognitive and behavioral psychology, including competencies expected in the areas of ethics, research, and practice.

Changing educational needs of psychologists: do we need more medical knowledge, basic science and more psychological science?

Psychologists of the 21st century must be highly skilled and versatile to function effectively in academic health centers (AHCs). Thus, the current paper focuses on the training psychologists receive to prepare them for their diverse roles in AHCs. The paper is framed around the question: Do we need more medical knowledge, basic science and more psychological science? posed to the author by the conference organizers of the 3rd National Association of Psychologists in Academic Health Centers (APAHC) Conference and is based on the perspective of the author.

Teaching evidence-based practice: implications for psychology.

A movement advocating the use of evidence-based practice (EBP) is increasingly influencing health care and the practice of psychology. Thus, teaching evidence-based practice in psychology (EBPP) is critical to the preparation of future health service psychologists. In this article, the authors address common myths associated with EBP, propose core components involved in teaching EBPP, and describe an example of how such training can be incorporated into a professional psychology education and training curriculum.

Anonymous oocyte donation: a follow-up analysis of donors' experiences.

BACKGROUND: this study was conducted to assess oocyte donors' satisfaction after the procedure and to obtain information on base rates of various experiences associated with oocyte donation. METHODS: volunteer anonymous oocyte donors seen at a university-based IVF programs were identified (N = 54). The follow-up questionnaire asked donors to rate aspects of clinic interactions, medical procedures and experiences during and after the process, as well as expectations and level of fulfillment. RESULTS: ten individuals were lost to follow-up and 20 donors did not respond. The typical oocyte donor respondent (N = 24) was 26.5 years old, Caucasian, single with no children and had experienced some college education. Mean follow-up time was 21 months. Overall, 79% were satisfied or extremely satisfied with their experience, 42 % would be an oocyte donor again and 50% would recommend that a friend consider being an oocyte donor. Donors tolerated procedures well, but most did experience cramping and injection site pain. A significant proportion experienced anxiety and negative emotional experiences during the process. Expectations were fulfilled regarding helping another woman and sense of satisfaction, but most (87.5%) expressed the desire to know the outcome for the recipient. CONCLUSIONS: the data demonstrate that oocyte donation was a positive experience for the majority of women in the program, although emotional symptoms are normative.

Rethinking education in psychology and psychology in education. The inaugural Education Leadership Conference.

The inaugural Education Leadership Conference was convened by the American Psychological Association (APA) in October 2001 to provide a forum for groups and organizations across all levels of education and training to address issues of mutual concern, to promote a shared disciplinary identity among education and training leaders in psychology, and to influence public policy regarding education in psychology and psychology in education. Participants from 23 national education and training organizations, 25 APA divisions, and national credentialing organizations in psychology identified 8 major issues for education and training in psychology and addressed a number of specific questions relevant to ongoing work of the Board of Educational Affairs.