PMC:7276834 / 1354-2619 JSONTXT

{"project":"LitCovid-PD-MONDO","denotations":[{"id":"T4","span":{"begin":405,"end":413},"obj":"Disease"}],"attributes":[{"id":"A4","pred":"mondo_id","subj":"T4","obj":"http://purl.obolibrary.org/obo/MONDO_0100096"}],"text":"1 INTRODUCTION\nOur commentary to this Journal of Clinical Psychology special issue on “Telepsychology: Research, Training, Practice, and Policy” has several purposes. We begin by making general observations about some of the themes emerging in the special issue with considerations for application, training, theory‐driven research, and policy. We then position telepsychology amidst the backdrop of the COVID‐19 pandemic, which arguably is a historical event that has had the largest impact on the provision of telepsychology services since the invention of the webcam. The article will present as a case example the rapid deployment during the pandemic of telepsychology doctoral training and services at the Virginia Commonwealth University (VCU) Primary Care Psychology Collaborative, which is funded by two grants from the Health Resources and Services Administration (HRSA) and at any given time trains over 30 psychology doctoral students across a dozen or so primary care psychology training sites. The article will focus on the changes being made at VCU to adapt from in‐person services and training to telepsychology, successes, and supports in that adaptation, barriers encountered, and lessons learned for telepsychology training and service provision."}

{"project":"LitCovid-PD-CLO","denotations":[{"id":"T5","span":{"begin":146,"end":149},"obj":"http://purl.obolibrary.org/obo/CLO_0051582"},{"id":"T6","span":{"begin":442,"end":443},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T7","span":{"begin":466,"end":469},"obj":"http://purl.obolibrary.org/obo/CLO_0051582"},{"id":"T8","span":{"begin":600,"end":601},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T9","span":{"begin":954,"end":955},"obj":"http://purl.obolibrary.org/obo/CLO_0001020"},{"id":"T10","span":{"begin":1025,"end":1030},"obj":"http://purl.obolibrary.org/obo/CLO_0009985"}],"text":"1 INTRODUCTION\nOur commentary to this Journal of Clinical Psychology special issue on “Telepsychology: Research, Training, Practice, and Policy” has several purposes. We begin by making general observations about some of the themes emerging in the special issue with considerations for application, training, theory‐driven research, and policy. We then position telepsychology amidst the backdrop of the COVID‐19 pandemic, which arguably is a historical event that has had the largest impact on the provision of telepsychology services since the invention of the webcam. The article will present as a case example the rapid deployment during the pandemic of telepsychology doctoral training and services at the Virginia Commonwealth University (VCU) Primary Care Psychology Collaborative, which is funded by two grants from the Health Resources and Services Administration (HRSA) and at any given time trains over 30 psychology doctoral students across a dozen or so primary care psychology training sites. The article will focus on the changes being made at VCU to adapt from in‐person services and training to telepsychology, successes, and supports in that adaptation, barriers encountered, and lessons learned for telepsychology training and service provision."}

{"project":"LitCovid-PD-CHEBI","denotations":[{"id":"T2","span":{"begin":287,"end":298},"obj":"Chemical"}],"attributes":[{"id":"A2","pred":"chebi_id","subj":"T2","obj":"http://purl.obolibrary.org/obo/CHEBI_33232"}],"text":"1 INTRODUCTION\nOur commentary to this Journal of Clinical Psychology special issue on “Telepsychology: Research, Training, Practice, and Policy” has several purposes. We begin by making general observations about some of the themes emerging in the special issue with considerations for application, training, theory‐driven research, and policy. We then position telepsychology amidst the backdrop of the COVID‐19 pandemic, which arguably is a historical event that has had the largest impact on the provision of telepsychology services since the invention of the webcam. The article will present as a case example the rapid deployment during the pandemic of telepsychology doctoral training and services at the Virginia Commonwealth University (VCU) Primary Care Psychology Collaborative, which is funded by two grants from the Health Resources and Services Administration (HRSA) and at any given time trains over 30 psychology doctoral students across a dozen or so primary care psychology training sites. The article will focus on the changes being made at VCU to adapt from in‐person services and training to telepsychology, successes, and supports in that adaptation, barriers encountered, and lessons learned for telepsychology training and service provision."}

{"project":"LitCovid-sentences","denotations":[{"id":"T17","span":{"begin":0,"end":15},"obj":"Sentence"},{"id":"T18","span":{"begin":16,"end":103},"obj":"Sentence"},{"id":"T19","span":{"begin":104,"end":167},"obj":"Sentence"},{"id":"T20","span":{"begin":168,"end":345},"obj":"Sentence"},{"id":"T21","span":{"begin":346,"end":571},"obj":"Sentence"},{"id":"T22","span":{"begin":572,"end":1007},"obj":"Sentence"},{"id":"T23","span":{"begin":1008,"end":1265},"obj":"Sentence"}],"namespaces":[{"prefix":"_base","uri":"http://pubannotation.org/ontology/tao.owl#"}],"text":"1 INTRODUCTION\nOur commentary to this Journal of Clinical Psychology special issue on “Telepsychology: Research, Training, Practice, and Policy” has several purposes. We begin by making general observations about some of the themes emerging in the special issue with considerations for application, training, theory‐driven research, and policy. We then position telepsychology amidst the backdrop of the COVID‐19 pandemic, which arguably is a historical event that has had the largest impact on the provision of telepsychology services since the invention of the webcam. The article will present as a case example the rapid deployment during the pandemic of telepsychology doctoral training and services at the Virginia Commonwealth University (VCU) Primary Care Psychology Collaborative, which is funded by two grants from the Health Resources and Services Administration (HRSA) and at any given time trains over 30 psychology doctoral students across a dozen or so primary care psychology training sites. The article will focus on the changes being made at VCU to adapt from in‐person services and training to telepsychology, successes, and supports in that adaptation, barriers encountered, and lessons learned for telepsychology training and service provision."}

{"project":"LitCovid-PubTator","denotations":[{"id":"7","span":{"begin":405,"end":413},"obj":"Disease"}],"attributes":[{"id":"A7","pred":"tao:has_database_id","subj":"7","obj":"MESH:C000657245"}],"namespaces":[{"prefix":"Tax","uri":"https://www.ncbi.nlm.nih.gov/taxonomy/"},{"prefix":"MESH","uri":"https://id.nlm.nih.gov/mesh/"},{"prefix":"Gene","uri":"https://www.ncbi.nlm.nih.gov/gene/"},{"prefix":"CVCL","uri":"https://web.expasy.org/cellosaurus/CVCL_"}],"text":"1 INTRODUCTION\nOur commentary to this Journal of Clinical Psychology special issue on “Telepsychology: Research, Training, Practice, and Policy” has several purposes. We begin by making general observations about some of the themes emerging in the special issue with considerations for application, training, theory‐driven research, and policy. We then position telepsychology amidst the backdrop of the COVID‐19 pandemic, which arguably is a historical event that has had the largest impact on the provision of telepsychology services since the invention of the webcam. The article will present as a case example the rapid deployment during the pandemic of telepsychology doctoral training and services at the Virginia Commonwealth University (VCU) Primary Care Psychology Collaborative, which is funded by two grants from the Health Resources and Services Administration (HRSA) and at any given time trains over 30 psychology doctoral students across a dozen or so primary care psychology training sites. The article will focus on the changes being made at VCU to adapt from in‐person services and training to telepsychology, successes, and supports in that adaptation, barriers encountered, and lessons learned for telepsychology training and service provision."}