Developing

Interprofessional
Competencies in
Professional Psychology
Developing
Interprofessional
Competencies in
Professional Psychology
A Practical Guide

Olga Heath, PhD

Maxine Holmqvist, PhD
Developing Interprofessional Competencies in Professional Psychology:
APractical Guide
Copyright Momentum Press, LLC, 2017.

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any
meanselectronic, mechanical, photocopy, recording, or any other
except for brief quotations, not to exceed 250 words, without the prior
permission of the publisher.

First published in 2017 by

Momentum Press, LLC
222 East 46th Street, New York, NY 10017
www.momentumpress.net

ISBN-13: 978-1-94664-616-3 (print)

ISBN-13: 978-1-94664-617-0 (e-book)

Momentum Press Developing a Competency Based Mental Health

Practice Collection

DOI: 10.5643/9781946646170

Cover and interior design by S4Carlisle Publishing Services

Private Ltd., Chennai, India

First edition: 2017

10 9 8 7 6 5 4 3 2 1

Printed in the United States of America

 Abstract
This book presents a model for incorporating interprofessional e ducation
(IPE) into graduate training programs and continuing education for
professional psychology. The authors begin the book by highlighting the
importance of interprofessional collaboration for professional psychology
practice and discuss the growing evidence base supporting the value of
IPE. This is followed by a definition of collaboration competencies and a
review of barriers and enablers to including IPE in professional psychology
training. The remainder of the book is guided by the authors model, which
explains how collaboration competencies can be optimally integrated
across the continuum of professional development, with corresponding
suggestions for learner assessment and program evaluation.
If you are a faculty member in a professional psychology training pro-
gram, a clinical supervisor, or a practicing clinician who wants to develop
collaborator competencies, this book will provide you with practical
suggestions to help you achieve your goals. It will also be of interest to psy-
chology learners, instructors from other professional programs, and those
developing interprofessional curricula. There are separate chapters for
each stage of professional development focused around different learning
environments, including classroom settings, practica and internship, and
post-registration psychology practice, with specific activities you can use
with students and supervisees or in your own practice. You will enjoy the
books engaging and accessible style, and find it to be a practical aid in
creating high-quality interprofessional learning opportunities.

Keywords
Collaboration, Competency-based education, Health care improvement,
Interprofessional care, Interprofessional education, Professional psychology
 Contents
Prefaceix
Foreword................................................................................................xi
Acknowledgments................................................................................... xv

Chapter 1 What Is Interprofessional Care (IPC), and Why Is It

Important in Professional Psychology?...............................1
Chapter 2 What Are Interprofessional Competencies?......................11
Chapter 3 Barriers and Enablers to Including IPE in Psychology
Training Programs............................................................25
Chapter 4 A Model for Interprofessional Education,
Collaborative Competency Assessment, and Program
Evaluation in Professional Psychology..............................43
Chapter 5 Interprofessional Education in Professional
Psychology Training: Classroom Settings..........................59
Chapter 6 Interprofessional Education in Professional
PsychologyTraining: Practica andInternship...................89
Chapter 7 Interprofessional Education in Professional
Psychology: Post-registration..........................................107

Final Thoughts....................................................................................121
References............................................................................................123
Index..................................................................................................135
 Preface
Dr. Olga Heath and I first met in May 2013. I had been encouraged
by my Department Head to travel to the East Coast of Canada to learn
more about how educators there were breaking new ground in teaching
health care professionals, and to bring these insights back to my role as
the theme lead for health psychology and behavioral medicine in the
College of Medicine at the University of Manitoba. I was nauseated and
battling jet lag when I arrived at Memorial University on a windy and
rainy Wednesday morning. Despite the circumstances and the differences
in our backgrounds and experiences, in Olga, I immediately recognized
a kindred spirit.
My involvement with IPE began when I was a graduate student at the
University of Saskatchewan. I had spent years traveling, volunteering, and
teaching before committing to a career in clinical psychology, and Iwas
looking for a way to apply the skills I was learning to the needs I saw
around me. When I heard about an interprofessional group of students
working to establish an after-hours, student-run clinic in a core neigh-
borhood, I knew I had found my answer. My experiences at the Student
Wellness Initiative Toward Community Health (SWITCH) clinic fun-
damentally changed my view of what psychological practice should be,
and it continues to inform my work as a clinician in primary care and
outpatient services, and as a teacher, educational lead, interprofessional
mentor, supervisor, and researcher.
Olgas work as the Director of the Centre for Collaborative Health
Professional Education (CCHPE) is genuinely inspiring, and she
accomplishes it by bringing the full breadth and depth of her training as a
psychologist to every aspect of interprofessional curriculum d
evelopment,
implementation, and evaluation. She is a terrific example of the added
value psychologists can bring to IPE, and when she invited me to write
this book with her, I leapt at the opportunity. In these pages, you will
find a roadmap for how to integrate collaborative competencies into
x PREFACE

professional psychology training. Our model and the activities we present

draw heavily from our own experiencesboth our successes and the
lessons we have learned the hard way. We hope you will enjoy reading it
as much as we enjoyed writing it.

M. Holmqvist and O. Heath

 Foreword
Health and social care professionals, both those who provide education
on university and college campuses and those who are responsible for
learning environments in practice settings, are increasingly expected
to understand, develop, and practice interprofessional, collaborative,
patient-centered, team-based care. Over the past 60 years, our under-
standing of health and the complexities of providing safe high-quality
care have necessitated a radical rethinking of the spectrum of education
necessary for competent, efficient, and effective practice.
As this book clearly shows, the task of understanding the team as a
flexible unit of work has been greatly enhanced by research in organiza-
tional psychology and other related social sciences in industry, and health
care and social care-related fields. Bringing this work to the notice of
practicing psychologists is one of the major functions of this book.
As a textbook, it builds on logic derived from practice (across the
various levels of health and social care) to the construction of relevant
practice scenarios. By examining the concepts underlying interprofes-
sional care (IPC), and why IPC is central to professional psychology, the
reader is shown why competencies to practice are so important and how
these can be achieved and then measured. The book treats these matters in
detail and places them within an interprofessional capability framework,
where the intersection of education and practice are captured as a matrix
for the role of professional psychology within interprofessional education
for collaborative patient-centered practice.
It is well known that there are considerable barriers to collaboration
in education across the many health disciplinesa topic that is carefully
explored because if approached inappropriately, the entire interprofes-
sional education (IPE) project fails.
Research from a variety of different sources has now demonstrated
that IPE is a continuum of learning, and practicing, from prelicensure
preparation through lifelong learning. This book carefully examines
each of these steps and provides excellent suggestions and devices about
xii FOREWORD

how the integration of steps across the continuum might be effectively

addressed and, more importantly, sustained.
At base, the differences between health and social care professionals
are in many ways attributable to differences in values that profoundly
affect their behavior. This book places professional psychology within
these difficult and contentious matters in ways that illustrate the differ-
ences, and why it is so important for professional psychology to be part
of the collaborative of health and social care. The authors recognize that
all health professionals come from somewhere, that regardless of work
setting they are inevitably situated within their personal and professional
culturesthe place of a lifetime of learning, that their daily motivation
to action is guided by their personal and professional culture, and that
their interaction with others in daily practice is inevitably bound to their
individual cultural understanding. This book deals sensitively and wisely
with these issues and presents the reader with many opportunities to test
her or his perceptions against the realities of practice as illustrated in the
scenariosin this regard, their Final Thoughts (p. 91) represent an appo-
site capture of this complex issue:

We argued throughout this book that professional psycholo-

gists must be able to collaborate effectively in order to provide
high quality, safe patient care and that working successfully as a
team and including the patient as a member of the team requires a
complex set of interpersonal skills which must be taught, assessed
and sustained.

If (and at this time the if is very large) health care systems are
to change, then the education of health care professionals, in all their
environments, must inevitably start the journey to learn with, from and
about each other, for the purposes of collaboration to improve the qual-
ity of care (WHO, 2010) as soon as possible, or even sooner! This book
 FOREWORD
xiii

provides an intriguing and important place from which professional psy-

chology may start that journey.

John H. V. Gilbert, C.M., Ph.D., LLD., FCAHS

ProfessorEmeritus,University of BritishColumbia.
AdjunctProfessor, DalhousieUniversity.
DR.TMA Pai EndowmentChair in InterprofessionalEducation &
Practice,ManipalUniversity.
Adjunct Professor, University of Technology, Sydney
Senior Scholar, WHOCollaborating Centre onHealth
WorkforcePlanning&Research, DalhousieUniversity.
FoundingChair, CanadianInterprofessional HealthCollaborative.
 Acknowledgments
We would like to thank Dr. Debby Lake and Ms. Tyla Charbonneau for
their valuable insights and feedback on an early draft of this manuscript,
and Dr. John Gilbert and Dr. Catherine Grus for their reviews of a later
version. Thank you to Antony Hughes and Heather Roberts for their
assistance with graphic design and our editor, Dr. Julie Gosselin, for her
inspiration and direction. Finally, thanks to Momentum Press and Peggy
Williams for their interest in and support for this book.
 CHAPTER 1

What Is Interprofessional
Care (IPC), and Why Is It
Important in Professional1
Psychology?
Alone we can do so little; together we can do so much.
Helen Keller

Its 9:15 a.m. and Im just sitting down in an office I share on a rotating basis
with a dietician, foot care specialist and social support counselor. This primary
care clinic is located in an Aboriginal Health & Wellness Centre that includes
a head start daycare, a school, an art gallery, educational support and respite
for parents of young children, counselors for those going through the Indian
Residential School claims process and a restaurant serving locally sourced and
traditional foods. Ive just come from clinic rounds, where the cases for the
day were reviewed with the team, which today includes the clinic director,
2nurses, 2 physicians, a nurse-practitioner, an occupational therapy practi-
cum student, social support and community health workers and a traditional

1
Both authors of this book are clinical psychologists working in academic settings
where clinical psychologists are trained, and our work undoubtedly reflects this per-
spective. However, we have chosen to use the term professional psychology because we
believe that these principles have utility not only for clinical psychologists, but also for
other psychologists who provide psychological health services to the public, includ-
ing counseling and school psychologists. We understand that in some countries other
terminology may be preferred (e.g., the use of health service psychology in the United
States; Health Service Psychology Education Collaborative [HSPEC], 2013) but we
have chosen to use the broader term professional psychology here.
2 DEVELOPING INTERPROFESSIONAL COMPETENCIES

healer. On my schedule for today: a 54-year old man with poorly controlled
diabetes and depression, a 20-year old woman struggling with panic attacks
and nightmares following a home invasion and assault, a 41-year old woman
with chronic pain and Irritable Bowel Syndrome who was recently discharged
from hospital following a suicide attempt and a 36-year old man currently in
a wheelchair who is struggling with adjusting to his diagnosis of progressive
Multiple Sclerosis. As the nurse stops by to let me know my first person has
arrived, she mentions that his recent bloodwork shows that his A1c (blood
sugar level) is dangerously high; however, he has been non-compliant with his
medications in the past. She wonders if I can feel out whether he would be
willing to try insulin therapy again and asks if I know anything about needle
phobias. I feel a tremendous wave of gratitude for this hard-working and
dedicated team. How on earth could I provide quality care to these individu-
als in isolation? How could anyone?

quote from primary care consulting psychologist

Introduction
Collaboration in health and social careat least at the grassroots levelis
nothing new, and references to the need for psychologists to work with
other disciplines can be found in the academic literature at least as far
back as the 1950s (e.g., MacFarlane, 1950). What does seem to have
changed in recent years, however, is both the accumulation of evidence
in favor of collaborative care, and the recognition by governments and
other key stakeholders that interprofessional care (IPC) is not only desir-
able, but necessary. In this chapter, we will define IPC and discuss current
trends that have contributed to the rise in IPC.

Our Changing World

It is no coincidence that the call for collaborative care has gained so much
momentum at this particular point in history; health care is going through
a transformative process of change. Up until the early 20th century, the
most significant threats to global health were widely acknowledged to be
infectious and parasitic diseases, which disproportionately affected infants
and young children. Advances in sanitation, food production, technology,
 WHAT IS INTERPROFESSIONAL CARE (IPC) 3

and antibiotics and other drugs added decades to the human life span by
reducing childhood mortality and enabling individuals to live for many
years with illnesses that previously would have been fatal. Now, in the
second decade of the 21st century, noncommunicable and chronic diseases,
particularly heart disease, stroke, and diabetes, impose the greatest burden
on global health, accounting for more than 60% of deaths and 48% of
healthy life years lost (World Economic Forum, 2011). Chronic diseases
are highly impacted at every stage by potentially modifiable behavioral
factors; in fact, the World Health Organization (WHO) estimates that
at least 80 percent of heart disease, stroke, and type II diabetes and 40
percent of cancers could be prevented through adoption of a healthy diet,
adequate physical activity, and avoidance of tobacco products (WHO,
2005). The world is also facing an unprecedented demographic milestone,
with people over the age of 65 projected to outnumber children under age
5 for the first time in recorded history within a few years (WHO, 2011).
This trend is expected to accelerate globally between now and 2050, with
the number of older adults in developed countries projected to increase
by 71 percent and the number of older adults in developing countries
expected to increase more than 250percent. Health status scores decline
with age, while disability rates and per capita expenditures on health care
increase (WHO, 2011); thus, an aging population requires a health care
system that can respond both to increasing demand and significantly
increased complexity.
In addition to these two trends, mental illnesses are increasingly
being recognized as a significant public health problem. According to
the WHO (2004), 1 in 4 people worldwide will suffer from mental
and/or behavioral disorders at some point during the course of their
lives. Unipolar depression is among the largest single causes of disability
worldwide (World Economic Forum, 2011), while dementia is antici-
pated to reach epidemic proportions as the population ages, given almost
30 percent of those aged 85 to 89 are affected (Mose, Schwarzinger, &
Um, 2004). In 2012, the World Health Assembly adopted a resolution
to develop a coordinated action plan for 2013 to 2020 (WHO, 2013a)
to help address the immense burden of mental illness. That document
highlights the fact that individuals with mental illness are at increased
risk of developing a range of physical health problems (including cancer,
4 DEVELOPING INTERPROFESSIONAL COMPETENCIES

heart disease, and human immunodeficiency virus/acquired immune

deficiency syndrome [HIV/AIDS]) and have an excess mortality rate
two to three times higher than that in the general population (De Hert
etal., 2011). Conversely, individuals with chronic health conditions
such as diabetes, cancer, and Parkinsons disease are at greatly increased
risk of developing a mental disorder. The tremendous overlap between
chronic disease and mental illness is further complicated by the fact
that certain medications used to treat common conditions (e.g., heart
disease) are known to potentially have psychological consequences
(e.g., anxiety, insomnia).
In order to offer our patients2 the best possible care, professional psy-
chologists must be prepared to navigate a system where our work is in-
tricately and unavoidably interdependent with that of other professionals
and care providers. The need for IPC has never been greater.

What Is IPC and Why Is It Important?

Although many definitions of IPC exist, we like the one offered by the
WHO in 2010 because it incorporates several key concepts related to
IPC. Lets consider each of these in turn.

Interprofessional care occurs when multiple health workers from

different professional backgrounds provide comprehensive health
services by working with patients, their families, caregivers and
communities to deliver the highest quality of care across settings
(WHO, 2010).

2
Individuals accessing psychological services may be referred to in a variety of ways, includ-
ing service user, survivor, person with lived experience, patient, or client, with preferred
nomenclature often determined by the context of care and official bodies (e.g., insti-
tutions or organizations where psychologists work, professional associations). A lthough
we recognize its limitations, in this book we use patient to designate a recipient of
psychological services because this is the preferred term in health care and the word
most commonly used by other professionals with whom we may collaborate (social work
is a notable exception). The interested reader may wish to refer to Covell, M cCorkle,
Weissman, Summerfelt, & Essock (2007) or Simmons, Hawley, Gale, & Sivakumaran
(2010) for a more nuanced discussion of terminology in mental health settings.
 WHAT IS INTERPROFESSIONAL CARE (IPC) 5

IPC Involves Health Workers from Different Professional

Backgrounds Coming Together

Lake, Baerg, and Paslawski (2015) identify three features common to all
frequently used definitions of IPC. These are: (1) a process for commu-
nicating and making decisions, (2) shared goals, and (3) synergy (i.e., the
whole is greater than the sum of its parts). These definitions all suggest
that while physical proximity or colocation (e.g., having a psychologist in
the same primary care office as a physician) is often necessary, it is certainly
not sufficient to ensure genuinely collaborative care.
In the course of their professional work, psychologists will often be
called upon to collaborate with individuals in sectors other than health
care (e.g., education, justice) and with individuals who are not formally
members of professions (e.g., case managers). The same principles and
competencies that allow for effective collaboration between professionals
apply in these situations, although the context will be somewhat different
(for further discussion of interprofessional competencies, see C hapter2).
Collaboration can occur in a variety of ways, and many different terms are
used to describe working together. In particular, confusion around the use
of prefixes and suffixes is common (see Text Box 1.1).

IPC Is Comprehensive

The need for collaboration increases with the complexity of the patient,
problem, or task. Multiple perspectives allow us to address complexity
more fully, as each member of the team brings a different set of lenses
(i.e., experiences and knowledge) to the case. It follows that not all pro-
fessional endeavors require collaboration. Indeed, part of what must be
learned is an understanding of when it is important to collaborate, and
with whom. Within health care, IPC is essential when patient needs and
problems are multiple, complex and/or overlap professional boundar-
ies (Heinemann, Schmitt, Farrell, & Brallier, 1999). As we have already
noted, there is ample reason to believe that the patients we serve have
increasingly complex needs and IPC has become commonplace for many
kinds of health care teams that routinely include psychologists, including
pain management, rehabilitation, and developmental disabilities, as well
as in private practice (e.g., Mendelberg, 2014).
6 DEVELOPING INTERPROFESSIONAL COMPETENCIES

Text Box 1.1

Use of Prefixes/Suffixes
Discipline vs. profession
A discipline is a distinct academic field of study, while a profession is
a line of work requiring specialized knowledge and formal preparation
(Oandasan & Reeves, 2005). Professions typically have codes of ethics
and conduct, and have some formal system of accountability to society
and/or regulation (e.g., licensing, registration). The term interprofes-
sional is used more in health care due to the fact that there may be
multiple disciplines within one profession (e.g., genetics, psychiatry,
and internal medicine are all different medical disciplines), whereas
interdisciplinary is more common in academic settings.

Inter vs. multi

The use of the prefix inter denotes a greater degree of integration
than that of the prefix multi. The use of multi- implies that team
members work independently (i.e., in parallel or sequentially) toward
a common purpose. In contrast, the use of the prefix inter- suggests
a high degree of synthesis and team reflection. Thus, interprofessional
care is characterized by features such as joint goal setting and the
development of shared care plans, reflecting the explicit and inten-
tional coordination of services and shared leadership.

Mental health care is undergoing its own revolution. There has been
a global movement to integrate mental and social care providers into pri-
mary care clinics as one means of increasing access to these services, while
improving outcomes in a variety of domains (WHO, 2008). In the United
Kingdom, the National Health Service (NHS) rolled out the Improving
Access to Psychological Therapies (IAPT) program in 2008 (http://www
.iapt.nhs.uk/) with the aim of dramatically increasing access to evidence-
based psychological therapies. Psychologists were, and remain, pivotal in
developing and evaluating the IAPT program and also play a key role in
training and supervising frontline clinicians, who may have a variety of pro-
fessional backgrounds. In Canada, the C anadian P
sychiatric Association and
College of Family Physicians of Canada released a joint paper in 2011 on
 WHAT IS INTERPROFESSIONAL CARE (IPC) 7

collaborative mental health care that promotes the idea of shared care,
where mental health providers are integrated into family practice through
shared care teams (Kates etal., 2011); the notion of reversed shared
care has also arisen, where physical health providers (e.g., nurse practitio-
ners, family doctors) are brought into mental health settings (e.g., Ungar,
Goldman, & Marcus, 2013). In Australia, a similar Better Access initiative
was launched in 2006 as part of the National Action Plan on Mental Health
(Council of Australian Governments, 2006), while in the United States, ef-
forts to promote psychologys participation in collaborative health care set-
tings were bolstered by the passing of the Affordable Care Act (ACA). The
ACA requires that essential health benefits include mental health, preventive
and wellness services, and chronic disease management in addition to more
biomedically focused interventions and services. At the time of writing, the
future of the ACA is uncertain; however, we believe it is likely that many of
the incentives for interprofessional practice will remain in place.

IPC Can Improve the Safety, Quality, and Cost-Effectiveness of Care

For the past two decades, attention has increasingly focused on the issue
of preventable medical errors. According to the WHO, in developed
countries worldwide, the approximate likelihood that a hospitalized pa-
tient will be the victim of a medical error is 10 percent (WHO, 2014).
Research has shown that the majority of errors are not due to lapses of
skill, but rather failures of communication. In fact, inadequate prepara-
tion of health professionals for working in interprofessional teams has
been implicated in a range of negative outcomes in addition to patient
safety issues, including lower levels of provider and patient satisfaction,
low workforce retention, system inefficiencies resulting in higher costs,
and suboptimal community engagement (Epstein, 2014; Institute Of
Medicine, 2003; WHO, 2010; Zwarenstein etal., 2009).
While assessing the effectiveness of IPC is a complex undertaking,
important progress has been made, and effective IPC has been linked to
a range of positive outcomes across a variety of settings (see Text Box 1.2
for a summary, with illustrative examples). For an overview of this litera-
ture, the reader may want to consult one of the many summary papers
that have been written for this purpose (e.g., Barrett, Curran, Glynn, &
Godwin, 2007; Suter etal., 2012; WHO, 2010).
8 DEVELOPING INTERPROFESSIONAL COMPETENCIES

Text Box 1.2

Benefits of IPC
Increases patient self-confidence, role functioning, and
involvement in care (Taylor, Oberle, Crutcher, & Norton,
2005; Pirkis etal., 2004)
Lowers costs (Fuller etal., 2011)
Improves access to services for underserved communities (Pinto,
Wall, Yu, Penido, & Schmidt, 2012)
Improves patient safety and quality of care (OLeary etal.,
2011; Sommers, Marton, Barbaccia, & Randolph, 2000)
Increases job satisfaction and retention of health care providers
(Suter etal., 2012)
Improves response to epidemics (WHO, 2010)

IPC Is Valued by Key Stakeholders

IPC is valued by our patients, our colleagues, our institutions, and our gov-
ernments. In the 1960s and 70s, parents of children with developmental
disabilities requested that service providers work together to provide more
coordinated care (Bamm & Rosenbaum, 2008), and randomized controlled
trials suggest increased patient satisfaction with IPC when compared with
usual care in a range of settings, including prenatal and palliative care (Bir,
Waldenstrom, Brown, & Pannifex, 2003; B rumley etal., 2007). Indeed, IPC
is a fundamental enabler of patient-centered care. Not only does it minimize
the burden on p atients by allowing them to access the expertise of multiple
care providers simultaneously rather than separately, but the range of poten-
tial services that can be offered by teams, relative to single providers, is greatly
expanded, allowing for more patient choice and better matching of skill sets
to patient needs. In the literature on IPC, patients, families, and communities
are increasingly seen as integral members of the team, while interprofessional
education (IPE) opportunities designed to teach providers to collaborate with
one another are beginning to recognize the need to teach collaboration with
patients and to emphasize the patient perspective (e.g., Bridges, D avidson,
Odegard, Maki, & Tomkowiak, 2011), with some programs employing pa-
tients themselves as trainers (e.g., Towle & Godolphin, 2013).
 WHAT IS INTERPROFESSIONAL CARE (IPC) 9

Many of our colleagues in health care have fully embraced a collab-

orative care model, and governments, particularly in developed countries,
have proposed IPC as a potential solution to a host of problems. The
triple aim of health care improvement refers to simultaneously improv-
ing the patient experience of care (including quality and satisfaction),
improving the health of populations, and reducing the per capita cost
of health care. As governments strive to meet these goals, hospitals, clin-
ics, and even independent private practitioners are increasingly being in-
centivized to build IPC into their service delivery frameworks, and in
many cases governments have actively funded demonstration projects and
research on IPC. In fact, this may be one of the rare instances where
patient advocacy groups, charitable organizations, managers, politicians,
and policy analysts are all in agreementwe need more and better inter-
professional communication to build a safer system.

Professional Psychologists Can Contribute to IPC

Psychologists can bring important, and often unique, skills and knowl-
edge to IPC. Psychologists are trained to listen actively and attend to
nonverbal communication and can provide leadership in evidence-based
practice, research skills, and ethical decision making. In terms of patient
care, in addition to expertise in mental health, psychologists have much
to contribute to health care teams looking to facilitate behavioral change
for those at risk for, or already diagnosed with, chronic disease. An il-
lustrative example is that of nonadherence. Once a chronic disease has
been diagnosed, treatment is critical to limit costly complications and fur-
ther deterioration. The efficacy of these interventions is limited, however,
by very low rates of adherence (approximately 50 percent in developed
countries and even worse in developing countries; WHO, 2003). Under-
standing nonadherence and helping patients to effectively change behav-
ior requires integrating knowledge of, and sensitivity to, environmental
factors, social factors, and individual factors, including physiological,
cognitive, and affective components. Because of their broad base of train-
ing, psychologists are uniquely well-positioned to assess, conceptualize,
and implement evidence-based behavior change programs and to address
mental health issues in a range of settings.
10 DEVELOPING INTERPROFESSIONAL COMPETENCIES

Globally, psychologists are beginning to participate on collaborative

care teams and in IPE; however, in order to meet the demonstrable and
undeniable need for more psychologists in this area, we must rethink not
only how professional psychology is practiced, but also how professional
psychologists are trained (Rozensky, 2011).

Summary
The writing on the wall is clear. In order to offer excellent quality,
evidence-based psychological services to the public, regardless of setting,
professional psychology graduates must have strong collaborative skills.
But how do we build these competencies in our learners?
In Chapter 2, we will delve into the research literature on IPE and
will outline the competencies required to become effective collaborators.
In Chapter 3, we will explore barriers and enablers to including IPE into
a professional psychology program. This will be expanded in Chapter 4,
where we present a model for integrating IPE into professional psychology
training, and use this to discuss program development, learner assessment,
and evaluation. In Chapters 5 to 7, we go on to provide specific strategies
for developing IPE competencies along the continuum of professional
training (classroom, practica, internship3, and post-registration), with
practical examples.
Interprofessional collaboration is good not only for patients and for
overburdened health care systems, but also for practitioners. Research has
consistently linked IPC with better employee retention, lower rates of
burnout, and greater job satisfaction (e.g., Suter & Deutschlander, 2010).
Personally, both authors have found our interprofessional relationships to
be, at various times, frustrating, exhilarating, challenging, satisfying, and
ultimatelyimmensely rewarding. We invite you to join us on this journey.

3
We have observed that many sites have begun to replace the term internship with
residency. This appears to stem from a desire to communicate interprofessionally that
the level of preparation for these professional psychology trainees is comparable to
that of medical trainees who are referred to as residents. Although we recognize and
applaud this change, because it is not fully integrated into the lexicon of professional
psychology training, we will use the more traditional term internship throughout this
book.
 Index
Accreditation of Interprofessional
Health Education
(AIPHE), 23
Affordable Care Act (ACA), 7
Agency for Healthcare Research and
Quality (AHRQ), 116
American Interprofessional Health
Collaborative (AIHC), 115
American Psychological Association
(APA), 13, 62
American Psychological Association
Committee on Accreditation
(CoA), 13
Andragogy, 47
Association of State and Provincial
Psychology Boards (ASPPB),
13, 19
Barriers to IPE, in professional
psychology, 2542
attitudinal barriers, 26
in classroom settings, 2735
adequate funding, ensuring,
3335
curricula for professional
psychology programs, 2829
graduate and undergraduate
training, division between,
3032
learners are not interested
in IPE, 35
psychologists training in different
faculties, not health science,
3233
scheduling for IPE, 2930
in continuing IPE (CIPE), 3840
collaborative skills in practice
environment, improving,
3940
professional psychology degree,
having, 3839
enablers to overcome, 4042
in practice settings, 3537
clinical responsibilities to
incorporate IPE, 37
different clinical placement
schedules, 37
practice supervisors to assess
collaborative competencies,
3637
supervisors are not trained
in interprofessional
collaboration, 3637
team-based practicum during
training, requirement of,
3536
structural barriers, 26
Behaviorism, 47
Building Interprofessional
Collaborative Teams (BICT),
110111
Canadian Interprofessional Health
Collaborative (CIHC), 16
Canadian Psychiatric Association, 6
Centre for Collaborative Health
Professional Education
(CCHPE), 98, 104, 110
CIHC National Competency
Framework, 16, 17
Classroom settings, IPE in
professional psychology
training
collaborative behaviors, assessment
of, 83
collaborator competencies,
assessing, 8285
developing collaborator
competencies, 6062
existing IPE programming,
utilizing and building
upon, 60
136 INDEX
Classroom settings, (continued)
importance of IPE activities,
communicating, 61
IPE course, creating, 6162
integrating concepts related to
collaboration, 6381
concepts to be included in
required courses, 6365
interprofessional communication,
managing, 6974
interprofessional conflict,
handling, 7577
team dynamics, 6567
team failure, examining, 79, 81
IPE competencies, assessment
strategies for, 85
IPE debriefing, 81
learner response to IPE, evaluating,
8586
Collaboration
competencies, developing expertise
in, 109, 112
in health care, 2
with individuals, 5
integrating into continuing
education, 114
need for, 5, 14
with other professionals and
patients/families, 107108
between professionals, 5
psychological training to enhance, 38
in social care, 2
transformative change
achieving, 20
in healthcare, 24
Collaborative leadership, 96, 119
College of Family Physicians of
Canada, 6
Competency-based education
(CBE), 12
Competency Reflection Journal
(CRJ), 95
Constructivist theory, 47
Continuing education (CE), 111
Continuing interprofessional
education (CIPE), 3840,
108, 110, 111, 120
Curtin Universitys Interprofessional
Capability Framework, 16, 18
Discipline vs. profession, 6
Educating Health Professionals
for Interprofessional Care
(EHPIC), 115
Effective collaboration, 5, 20
Emotional intelligence (EI), 7779
Foundations, of IPE, 4748
andragogy, 47
behaviorism, 47
constructivist theory, 47
transformative learning theory, 48
Health care
collaboration in, 2, 7
improvement, 9
psychologists contribution to, 910
transformative change in, 24
Hidden curriculum, 93
Improving Access to Psychological
Therapies (IAPT), 6
International Association of Applied
Psychology (IAAP), 13
International Project on Competence
in Psychology (IPCP), 13
International Union of Psychological
Science (IUPsyS), 13
Interprofessional activities,
structuring, 46
Interprofessional Capability
Framework, 1516
Interprofessional Care (IPC), 110, 29
benefits of, 8
common place for healthcare
teams, 5
definition of, 4
discipline vs. profession, 6
health workers from different
professional backgrounds, 5
importance in professional
psychology, 410
inter vs. multi, 6
introduction to, 2
need for collaboration, 5
organizations dedicated to, 21
professional psychologists
contribution to, 910
 INDEX
137
safety, quality, and cost-effectiveness
of care, improving, 7
transformative change in
healthcare, 24
valued by key stakeholders, 89
Interprofessional collaboration, 10,
16, 22, 36
Interprofessional Collaborator
Assessment Rubric (ICAR),
104
Interprofessional communication,
96, 119
biases and values in, 7274
importance of, 71
managing, 6974
Interprofessional competencies,
1124, 109
development of, 13
frameworks, 1519
importance of, 14
overview, 14
Interprofessional Competency
Assessment Rubric (ICAR),
117118
Interprofessional competency
frameworks, 1519
CIHC National Competency
Framework, 16, 17
Curtin Universitys Interprofessional
Capability Framework, 16, 18
Interprofessional Capability
Framework, 1516
Interprofessional Education
Collaborative (IPEC), 16, 18
Interprofessional conflict, 96
Interprofessional conflict
resolution, 119
Interprofessional consultation, 19
Interprofessional Education (IPE), 8
accreditation standards,
requirement of, 2829
as a continuing education (CE),
5253
activities in practice settings,
debriefing, 103104
additional ideas about starting, 50
at appropriate level, 48
assessment and intervention
courses, 64, 66
competencies, assessment strategies
for, 85
continuing, evaluating
response to, 120
across continuum of professional
development, 4853
in classroom settings, 51
postregistration, need for, 5253
in practice settings, 5152
debriefing, 81
definition of, 21
extracurricular opportunities, 102
focus on, 9294
foundations of, 4748
andragogy, 47
behaviorism, 47
constructivist theory, 47
transformative learning theory, 48
importance of, 20
institutionally run practice
placement, 95
key concept of, 20
key principles, 49
leads to better outcomes, 2122
model for professional psychology,
4446, 61
outside of practice settings,
opportunities for, 113117
opportunities, finding and
participating in, 94101
organizations dedicated to, 21
orientation to external practica, 101
origins of, 20
into practica courses and
internship readiness material,
integrating, 101102
practice placements, web-based
resources, 9899
in practice settings, opportunities
for, 109113
practice supervisors related to
collaboration, 96
preparation activity
collaborative care and psychology
guiding documents, 64
communication style, 7475
conflict management style and
emotional intelligence, 7779
impact of biases, 72
138 INDEX
Interprofessional Education (IPE),
(continued)
interprofessional
communication, 71
multiple professionals,
involvement of, 57
patient voice, 55
professional psychology roles, 54
professional standards, 53
scope of practice, 56
team failure, 79, 81
team role, 6869
preparing learners for, 5357
collaborative care, necessity of,
5657
patient as member of team,
5455
professional roles on teams, 56
professional development
opportunities, 115116
for professional psychology, barriers
to, 2542
professional psychology in, 2224
in professional psychology training,
5987, 89106, 107120
Interprofessional Education
Collaborative (IPEC),
16, 18
Interprofessional Practice-Based
Learning (IPPL), 100
Interprofessional Teams in Practice
(ITIP), 110
Inter vs. multi, 6
Intraprofessional consultation, 19
Lancet Commission, 12
Mental Health Professionals Network
(MHPN), 19
Mutual recognition agreement
(MRA), 13, 19
National Action Plan on Mental
Health, 7
National Center for Interprofessional
Practice and Education
(NEXUS), 99, 116
National Council of Professional
Schools in Psychology, 13
National Health Service (NHS), 6
National Register of Health Service
Psychologists, 115
Occupational therapists (OT), 65
Physicianpsychologist collaboration,
38
Postregistration, IPE in professional
psychology training
assessing collaboration
competencies, 117120
collaborative competencies,
activities, and assessment in,
118119
continuing interprofessional
education, evaluating
response to, 120
curriculum example for
collaborative health
professional education,
110111
developing collaborator
competencies, 109
focus on IPE, 109
IPE in practice settings,
opportunities for, 109113
IPE outside of practice settings,
opportunities for, 113117
Practica and internship, IPE in
professional psychology
training
assessing collaborative
competencies, 104105
developing collaborator
competencies, 92104
extracurricular IPE
opportunities, 102
focus on IPE, 9294
IPE into practica courses and
internship readiness material,
integrating, 101102
IPE opportunities, finding and
participating in, 94101
learner response, evaluating,
105106
learners and supervisors,
importance of, 91
Professional competencies, 1213
 INDEX
139

Professional psychology training Transformative learning theory, 48

communication skills, developing, 69
concepts to be included in required World Health Assembly, 3
courses, 6365 World Health Organization
curricula for, 2829 (WHO), 3, 20
Interprofessional Education (IPE)
in, 2542, 5987, 89106,
107120
length and rigor of, 31
 OTHER TITLES IN OUR DEVELOPING A COMPETENCY
BASEDMENTAL HEALTH PRACTICE COLLECTION
Julie Gosselin, Editor
A Systematic and Integrative Model for Mental Health
Assessment and Treatment Planning
by Julie Gosselin and Mlanie Joanisse
Working Together in Clinical Supervision: A Guide for
Supervisors and Supervisees by Edward A. Johnson

FORTHCOMING TITLE FOR THIS COLLECTION

Systems and Management in Clinical Psychology
by Andrea Piotrowski
Momentum Press is one of the leading book publishers in the field of engineering,
mathematics, health, and applied sciences. Momentum Press offers over 30 collections,
including Aerospace, Biomedical, Civil, Environmental, Nanomaterials, Geotechnical,
and many others.

Momentum Press is actively seeking collection editors as well as authors. For more
information about becoming an MP author or collection editor, please visit
http://www.momentumpress.net/contact

Announcing Digital Content Crafted by Librarians

Momentum Press offers digital content as authoritative treatments of advanced engineering
topics by leaders in their field. Hosted on ebrary, MP provides practitioners, researchers,
faculty, and students in engineering, science, and industry with innovative electronic content
in sensors and controls engineering, advanced energy engineering, manufacturing, and
materials science.

Momentum Press offers library-friendly terms:

perpetual access for a one-time fee

no subscriptions or access fees required
unlimited concurrent usage permitted
downloadable PDFs provided
free MARC records included
free trials

The Momentum Press digital library is very affordable, with no obligation to buy in future
years.

For more information, please visit www.momentumpress.net/library or to set up a trial in the

US, please contact mpsales@globalepress.com.