Psychology Training Directors' Views of Number of Practicum Hours Necessary Prior to Internship Application.

A national survey of training directors of academic programs, predoctoral internships, and postdoctoral fellowships was conducted to explore what constitutes an adequate number of practicum hours necessary to apply for internship. Training directors agreed that minimum standard hours should be set but differed on what those hours should be, with academic training directors endorsing fewer hours than directors of predoctoral internships and postdoctoral fellowships. The results raise questions about what is a practicum hour and suggest a need to obtain consensus about minimum standards and the possibility of a competency-based approach rather than emphasizing hours of practicum experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology Training Directors' Views of Trainees' Readiness to Practice Independently.

When are psychology trainees ready to practice independently? This question has been debated extensively during the past few years. To contribute to this debate, a national survey of training directors of academic programs, predoctoral internships, and postdoctoral fellowships was conducted. The study explored training directors' views regarding the examinations and supervisory hours necessary to become an independent practitioner. The study found that training directors were divided in their opinions of when trainees are competent to practice independently. Academic training directors believed that trainees are ready for independent practice earlier in the training sequence than internship and postdoctoral training directors. The implications for conflicting views are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral internship training opportunities in clinical geropsychology.

What types of internship training opportunities are there for psychology graduate students interested in working with older adults? The authors summarize characteristics of 65 doctoral psychology internships self-identified as offering training opportunities in clinical geropsychology. The internships appear to have the resources, staff, training placements, and training experiences that are at least adequate, and in most programs, much more than adequate, for generalist training in aging. Internship programs at facilities of the Department of Veterans Affairs compose a major resource in clinical geropsychology training. Practical suggestions are offered to graduate students interested in obtaining geropsychology training during internship and to internship program directors who may want to offer such training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Geropsychology training in Canada: A survey of doctoral and internship programs.

The Canadian Psychological Association emphasises the importance of diversity training for doctoral and internship programs, and age is an important aspect of diversity. Yet, little is known about training capacity in clinical geropsychology in Canada. To address this issue, the authors surveyed directors of clinical training in all accredited clinical and counselling psychology doctoral and internship programs in Canada. Responses from 92% (n = 43) of these programs indicated that there are no doctoral programs in Canada with a formal concentration in geropsychology; however, 40% of internships offer a major rotation in geropsychology and a further 48% offer a minor rotation. Training activities are largely focused on the diagnosis and assessment of mental health problems, with relatively less attention to therapeutic interventions. Data are presented on the availability of geropsychology resources (e.g., faculty/clinical supervisors, courses, practicum, research opportunities) and the perceived need for geropsychology training. Recommendations for enhancing geropsychology training capacity in Canada are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in geropsychology: Guidelines for formal programs and continuing education.

Clinical geropsychology is a relatively new practice area. Inherent in the emergence of a new professional specialty is the development of standards for training. In this study, a qualitative analysis of 8 Veterans Affairs postdoctoral fellowship programs was completed. Results suggest a coalescence of training experiences leading to skill and knowledge competencies requisite for geropsychology expertise. Breadth of training, including assessment and intervention across multiple contexts, appears to be a key feature. The role of research and education and the problem of balancing generalist vs specialist goals are discussed. Also presented are applications of these findings to practitioners seeking additional proficiency in geropsychology through continuing education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in professional geropsychology: A survey of fellowship graduates.

Have psychologists who have pursued postdoctoral training in geropsychology viewed such training as a worthwhile professional investment? As the population is aging, psychologists are increasingly working with older adults. For many psychologists, competent practice with the elderly will require some continuing education, whereas other psychologists may choose to secure specialty-level training in the field. A survey of psychologists who completed such specialized postdoctoral training found a high level of satisfaction with the training and a sense of professional competence in most of the geropsychology competency areas set forth by the American Psychological Association. The need for increased opportunities for both proficiency and specialty-level training in applied geropsychology is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

Presents a supplement to the official 2002 listing of doctoral programs, internships, and postdoctoral training programs accredited by the American Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Step-down trend tests for identifying the minimum effective dose

This article discusses the role of empirically supported treatments (ESTs) in the training of clinical psychologists. Training in ESTs can be integrated in ways that vary depending on the level of training and setting. Predoctoral programs, internships, postdoctoral programs, and continuing education are discussed in regard to special challenges and sequencing of training. A preliminary set of guidelines for training in ESTs is suggested.     

Predoctoral training models in professional geropsychology.

Although small in number, current predoctoral programs in professional geropsychology offer models and training strategies that can guide future program development. Training opportunities exist within generalist programs as well as in geropsychology tracks within broader programs. This article explores the variety of ways by which predoctoral programs can facilitate development of foundational attitudes, knowledge, and skills that comprise the competencies in geropsychology. New programs can benefit from the guidance and ideas offered about how to accomplish professional geropsychology training within a variety of structures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Empirically supported treatments: Implications for training.

This article discusses the role of empirically supported treatments (ESTs) in the training of clinical psychologists. Training in ESTs can be integrated in ways that vary depending on the level of training and setting. Predoctoral programs, internships, postdoctoral programs, and continuing education are discussed in regard to special challenges and sequencing of training. A preliminary set of guidelines for training in ESTs is suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

State psychological association creates a postdoctoral residency and internship training program.

State psychological associations can respond to supply and demand problems for postdoctoral residencies and internships by creating statewide training programs. A state psychological association training model is presented. The Arizona Psychological Association (AzPA) created a nonprofit subsidiary corporation- the Arizona Psychology Training Consortium-to increase the number of high-quality training opportunities in Arizona. The structure and operation of the program are described. The training model emphasizes cultural diversity, psychotherapy, and independent practice. Members of the practice community in Arizona serve as supervisors, trainers, and mentors. From 2001 through 2006, 19 postdoctoral residents and 51 interns completed the program. AzPA has benefited from increased student involvement. Many residents and interns later became association members. Arizona can serve as a model for other states that wish to help their professionals in training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational and training models in forensic psychology.

The field of forensic psychology has experienced remarkable growth over the past three decades. Perhaps the best evidence of this growth is the number of forensic psychology training programs currently enrolling students. Those interested in forensic psychology can choose from several types of programs aimed at different educational outcomes. In addition, opportunities for postdoctoral fellowships, continuing education, and respecialization have become increasingly more available. Despite the increased availability of forensic psychology training programs, there is little consensus regarding the core substantive components of these programs. This article will summarize the existing educational and training models in forensic psychology programs and then identify a core set of competencies that should be considered for inclusion in doctoral-level forensic psychology training curricula to adequately prepare students for the increasingly varied roles assumed by forensic psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Formalized postdoctoral fellowships: A national survey for postdoctoral fellows.

Why do some recent doctoral graduates participate in formalized postdoctoral fellowship programs? What activities do fellows engage in, and are fellowships meeting their training needs? By analyzing a national survey of 204 fellows, the authors address these and other questions. Desire for advanced training, particularly psychotherapy and assessment, was the most common reason for seeking and accepting a postdoctoral fellowship. It is interesting to note that training focused on new and emerging areas in psychology were not highly rated. Fellows reported engaging in a variety of activities, with nearly half of their work week spent providing direct clinical services. The majority of fellows were highly satisfied with their fellowship experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 1997.

Lists the agencies whose internships and postdoctoral programs for training in psychology were accredited by the American Psychological Association's Committee on Accreditation. For each program the date of accreditation and the date for the next regularly scheduled site visit are listed. Programs listed as accredited have been judged by the committee to be consistent substantively and procedurally with the "Guidelines and Principles for Accreditation of Programs in Professional Psychology" in a satisfactory manner. A list of those programs withdrawing from accreditation is provided as is a list of revocations of accreditations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in clinical psychology: A preliminary report by an interest group.

3 purposes of this paper are: "to bring to those concerned with the education of psychologists some information about postdoctoral training in clinical psychology and some thinking of an interest group actively concerned with this problem, to call to the attention of potential candidates postdoctoral training opportunities which now exist, and to invite correspondence and future participation from interested institutions and individuals." 19 centers offering postdoctoral fellowships and their training directors are listed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in law and psychology: Models from the Villanova conference.

Although the domain of law and psychology is a burgeoning and popular field of study, there has never been a concerted effort to evaluate current training models or to develop newer, more effective ones. 48 invited participants attended a national conference held at Villanova Law School to remedy this deficiency. Working groups addressed issues of education and training for the undergraduate level; for doctoral-level programs in law and social science; for forensic clinical training; for joint-degree (JD/PhD–PsyD) programs; for those in practica, internships, and postdoctoral programs; and for continuing education. This article delineates levels and models of training in each of these areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 1998.

Lists the agencies whose internships and postdoctoral programs for training in psychology were accredited by the American Psychological Association's (APA's) Committee on Accreditation. For each program the date of accreditation and the date for the next regularly scheduled site visit are listed. Programs listed as accredited have been judged by the committee to be consistent substantively and procedurally with the "Guidelines and Principles for Accreditation of Programs in Professional Psychology" in a satisfactory manner. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology postdoctoral training: A developmental perspective.

Postdoctoral training for psychologists has increased. This article provides an overview of postdoctoral fellowships, including information regarding training opportunities and requirements for licensure and employment. A developmental perspective on the postdoctoral training experience is offered, focusing on negotiating the tasks of individuation and self-definition. Special attention is paid to personal issues. As the postdoctoral fellow's professional identity solidifies, he/she develops expertise in focused areas of interest, experiences a deepening commitment to the work, develops an increasing sense of self-efficacy and self-acceptance as a psychologist, and gains respect from others as a competent professional. This enables the postdoctoral fellow to develop more collegial relationships with former mentors, teachers, and supervisors and shift toward the practice of professional psychology and the teaching of more junior professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attitude, knowledge, and skill competencies for practice in professional geropsychology: Implications for training and building a geropsychology workforce.

Professional geropsychology is a growing area of practice and training. To meet the mental health needs of an aging population, increasing numbers of psychologists need to develop competence to work with older adults, their families, and related care systems. The Pikes Peak model for geropsychology training (Knight, Karel, Hinrichsen, Qualls, & Duffy, 2009) delineates attitude, knowledge, and skill competencies for professional geropsychology practice and makes recommendations for training. In this paper, we define and illustrate the Pikes Peak geropsychology practice competencies through a case example. In the case, an older man with complex needs seeks care through a generalist psychologist in an outpatient setting. The attitudes, knowledge, and skills that the psychologist needs to consider, and implications for training, are reviewed. Training recommendations and resources are provided, with a focus on the training needs of psychologists who wish to expand their practices to include older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of interns' preferences and plans for postdoctoral training.

What are interns' plans and preferences for postdoctoral training? In this survey, most interns indicated they preferred an informal postdoctoral experience rather than a formal one, and half of them obtained a position before the end of their internships. Interns based their choices for positions more on personal and practical considerations and indicated that obtaining a postdoctoral position was less stressful than obtaining an internship. Interns had adequate knowledge of the required length of postdoctoral experience for licensure, but most were unsure about the parameters for supervision. Half of the interns were willing to pursue postdoctoral psychopharmacology training, especially if it could be completed within 2 years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)