Are professional psychology training programs willing the future to economic illiterates?: a clarion call for pedagogical action

Abstract

Background: The behavioral health care environment in the United States is changing and many experts expect seismic shifts in access, accountability and reimbursement policies. Students in professional psychology training programs will be called upon to administer, manage, supervise and deliver clinically sound as well as cost effective services. While in general, traditional professional psychology training curricula prepare students well for clinical challenges, most students enter the profession naïve to the economic, financial and business enterprise crucibles in the behavioral health care marketplace.

Aims: This article examines the problem of such naiveté and offers several recommendations for improving graduate students’ economic literacy. Moreover, the article argues that increased business and economic acumen may serve to close the research-practice gap in professional psychology.

Methods: The article reviews literature pertinent to training psychologists and highlights pedagogical gaps.

Results: Several recommendations for curricular development are offered. Specifically, adding courses in health care economics and basic business principles is suggested. Integrating cost-effectiveness analyses across all course content is proposed. The article also emphasizes both didactic and experiential learning opportunities.

Conclusion: Course work should be augmented with training opportunities at the practicum, internship, and post-doctoral fellowship level.

Keywords:

• psychology training
• economics
• curricular changes

Declaration of interest

The author reports no conflicts of interest. The authors alone are responsible for the content and writing of this article.