2 Postdoctoral Positions Annually, 1 Incredible Training Year
The Pediatric Psychology Fellowship at Hurley Medical Center provides a capstone, advanced training experience in pediatric psychology. The program accepts two fellows annually to participate in a 12-month experience and prepares fellows for a variety of high-demand, pediatric psychology positions. Program content is informed by expert guidelines in relevant fields, accreditation standards set by the American Psychological Association, the current needs of an evolving healthcare climate, the needs of our community, and the needs of program learners. Training occurs in a culturally humble atmosphere that continuously strives to strengthen equity, diversity in thought and cultural composition, and inclusion. Postdoctoral fellows are deeply integrated into collaborative healthcare teams and the Michigan State University College of Human Medicine Pediatric Residency Program at Hurley Medical Center. They also interact with fellows from other Flint-based postdoctoral fellowship programs and partners within the community. The fellowship program is made possible by a partnership with Genesee Health System, Genesee County’s community mental health provider.
Program Aims and Competencies
Postdoctoral fellows work in fully integrated, interprofessional educational environments that support readiness for independent pediatric psychology practice by program completion. The fellowship has two primary aims as follows:
Pediatric Psychology Fellowship Program Aims
1. Advanced practice competency in Pediatric Psychology.
2. Preparedness to effectively fulfill professional, non-clinical roles within and outside medical education.
In addition, the fellowship monitors progress toward readiness for independent practice within the following seven domains of competence:
- Assessment and Intervention
- Diversity, Cultural Considerations, and Inclusion
- Interpersonal and Communication Skills
- Systems-Based Practice
Together, the two program aims and activities within the seven domains of competence comprise the measured and monitored outcomes of interest to the fellowship program. Measurement of growth from program initiation to completion occurs based on the level of knowledge and skill, and resulting level and type of supervision needed to competently perform the primary program aims and domain-related activities. Ratings are assigned using the following scale:
- Level 1: The level of knowledge and skill in relation to the activity does not enable the fellow to perform the activity, even with proactive, ongoing direct supervision. Learners at this level may take a more observational role and benefit from additional education.
- Level 2: The level of knowledge and skill in relation to the activity enables the fellow to perform the activity under proactive, ongoing, direct supervision. Learners at this level may receive high levels of formative feedback, direction, and support, along with frequent explanations & clarification of supervisors' decision making.
- Level 3: The level of knowledge, skills, and attributes enables the fellow to perform the activity competently with only reactive supervision. Learners at this level participate in problem solving, are beginning to anticipate the need for support, and benefit from identification of progress toward independent practice; they may review self-developed plans with supervisors, then implement them after only minor adjustments are made.
- Level 4: The level of knowledge, skills and attributes enables the fellow to perform the activity competently, using appropriate consultation with supervisors. Learners at this level proactively request support in anticipation of needs, and regularly identify and solve problems with little support; they may be given responsibility for decisions and implementation under readily available supervision.
- Level 5: The level of knowledge, skills, and attributes enables the fellow to act as a supervisor or instructor of the activity. Learners at this level benefit from opportunities for independent practice, teaching, and supervision, with supervisory consultation available as needed; they evaluate their work objectively, engage in 2-way dialogue, and collegially discuss differences in opinion alongside their supervisor(s) and senior psychologists.
Fellows are formally evaluated twice (at 6-months and 12-months). Fellows are expected to advance toward competence or beyond over the course of their training, as demonstrated by growth in evaluation ratings from the 6-month evaluation to the 12-month evaluation. The rating of “competent” on the Faculty Evaluation of Fellow Performance form is used to indicate that fellow performance of a given activity or in relation to a specific aim is at a level sufficient to support entry into independent pediatric psychology practice. Thus, graduating fellows are expected to demonstrate an average rating across the two program aims of 3.0 or higher and an average rating across the domain-related activities of 3.0 or higher on their 12-month faculty evaluation of fellow performance. NOTE: In the event concerns arise, due-process procedures and a grievance policy are in place to support equity and transparency.
Find us on the Universal Psychology Postdoctoral Directory.
Hurley's Postdoctoral Pediatric Psychology Program is a member of both the Association of Psychology Postdoctoral & Internship Centers and the Child Clinical and Pediatric Psychology Training Council. The program was approved for membership after demonstrating that it meets certain professional standards and other educational criteria.