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Training in Integrated Pediatric Psychology Services
College of Arts and Sciences
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
Building
Urban Life Building
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
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)