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Training in Integrated Pediatric Psychology Services

College of Arts and Sciences

Academic Initiative

Groups Served
Faculty, Graduate

Program Website
Visit the Program Website

Contact Information
Cohen, Lindsey
llcohen@gsu.edu
404-413-6263

Address
145 Decatur Street
Atlanta, GA 30303

Campus
Atlanta

Funding

US Department of Health and Human Services (HHS)

Overview

One of the primary goals of Training in Integrated Pediatric Psychology Services (TIPPS), an HRSA-funded training project, is to train GSU graduate students to provide therapy services to underrepresented youth (e.g., Black adolescents) with medical conditions (e.g., sickle cell disease). Thus, the project funds the students' training in culturally-sensitive practices.

Benefits

Dr. Cohen has run iterations of this project since 2010. The current grant funds 20 doctoral students in psychology and provides an annual stipend (either 12,500 for part-time or 25,000 for full-time work), travel to relevant trainings and professional conferences, supervision, training opportunities and supplies. Data suggest that trainees meet a number of professional competencies; are productive (e.g., presentations, publications); and secure internships, post-docs and jobs all related to provision of services for underrepresented and disadvantaged populations.

Supplemental Materials

TIPPS Project Abstract

Discipline Focus
Life Sciences

Diversity Group ( Social Identity)
Ability/Disability, Race/Ethnicity, Socioeconomic Status

Race/Ethnic Group
Black, Hispanic/ Latinx groups, Multi-racial

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
08/01/2010

Number Served
51-100

Research Components and Activities

Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Student or faculty stipend/compensation

Additional Research Components, Roles and Responsibilities

The training includes training in research with underrepresented minority populations or issues relevant to diversity. Many presentations and publications have been disseminated over the years.

Self-efficacy Emphasis

One-on-one as well as group supervision and mentoring.

Acknowledgement/Affirmation of Identity, Strengths, Needs

Scaffolded mentoring and supervision provided in one-on-one or group formats.

Examples of Inclusionary Practices and Activities

Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues)

Additional Information

Supervision-completed evaluations

Participant Empowerment

Publication opportunities, Mentoring opportunities

Mentoring Components

Mentors provide regular scheduled meetings with mentees, Mentors exchange social displays of scientific knowledge and practices, Mentors provide support with goal setting and or career planning, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)

Opportunities to Privilege Voice

Evaluation Methods

external review/evaluation, annual performance report, other

Anticipated Participant Outcomes

attendance, completion of a course(s),conducting research (e.g., course-based, laboratory-based, apprentice-based, discovery-based),publishing a scholarly work as defined by an academic discipline, presenting at a conference/symposium, increasing academic skill area (s),obtaining employment (industry or other sector),persistence in research (e.g., applying to other research programs, completing other mentored research experiences)

Outcome Milestones

“…”

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
08/01/2010

Number Served
51-100

Research Components and Activities

Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Student or faculty stipend/compensation

Additional Research Components, Roles and Responsibilities

The training includes training in research with underrepresented minority populations or issues relevant to diversity. Many presentations and publications have been disseminated over the years.

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

One-on-one as well as group supervision and mentoring.

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?

Scaffolded mentoring and supervision provided in one-on-one or group formats.

Inclusionary practices/activities utilized in your program:

Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues)

Additional Information

Supervision-completed evaluations

Participant Empowerment

Publication opportunities, Mentoring opportunities

Mentoring Components

Mentors provide regular scheduled meetings with mentees, Mentors exchange social displays of scientific knowledge and practices, Mentors provide support with goal setting and or career planning, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)

Opportunities to Privilege Voice

Evaluation methods are used to substantiate the program’s outcomes:

external review/evaluation, annual performance report, other

Anticipated participant outcomes for your program:

attendance, completion of a course(s),conducting research (e.g., course-based, laboratory-based, apprentice-based, discovery-based),publishing a scholarly work as defined by an academic discipline, presenting at a conference/symposium, increasing academic skill area (s),obtaining employment (industry or other sector),persistence in research (e.g., applying to other research programs, completing other mentored research experiences)