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Research Article
Interprofessional collaboration: Implications for Combined-Integrated doctoral training in professional psychology
Article first published online: 20 AUG 2004
DOI: 10.1002/jclp.20031
Copyright © 2004 Wiley Periodicals, Inc.
Issue
1097-4679/asset/cover.gif?v=1&s=43ac4db4a2f77657e5f46efdab08d3cfed771880 "Journal of Clinical Psychology")
Journal of Clinical Psychology
Special Issue: The Consensus Conference and Combined-Integrated Model of Doctoral Training in Professional Psychology (Part 2)
Volume 60, Issue 10, pages 995–1010, October 2004
Additional Information
How to Cite
Johnson, C. E., Stewart, A. L., Brabeck, M. M., Huber, V. S. and Rubin, H. (2004), Interprofessional collaboration: Implications for Combined-Integrated doctoral training in professional psychology. J. Clin. Psychol., 60: 995–1010. doi: 10.1002/jclp.20031
Publication History
- Issue published online: 9 SEP 2004
- Article first published online: 20 AUG 2004
- Abstract
- References
- Cited By
Abstract
Interprofessional collaboration (IPC) is becoming “best practice” in the field of professional psychology and other health care professions. It was named as a core competency at Competencies 2002 and the Consensus Conference and has been endorsed by the American Psychological Association on several occasions. The authors provide a definition of IPC, present conceptual, scholarly, and pragmatic support for IPC, and offer guidance on how Combined-Integrated (C-I) doctoral programs in professional psychology can include IPC to ensure students are well equipped to respond to a client's complex needs. Furthermore, although C-I programs might be particularly well prepared to incorporate IPC into their training, it is argued that programs in the single practice areas of clinical, counseling, and school psychology also may benefit from the inclusion of IPC. © 2004 Wiley Periodicals, Inc. J Clin Psychol.