Health psychology training in doctoral psychology programs.

Presents the results of a Division 38 (the health psychology division of the American Psychological Association) survey of graduate training programs in psychology, along with facility-specific information on doctoral training opportunities in health psychology as of Fall 1981. 310 questionnaires were returned from psychology programs; 53 indicated that doctoral training in health psychology was available at their institution. It was found that established subspecialty programs were expanding to include health psychology, and new programs were developing in that area. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between scientific and theoretical orientation among clinical psychology doctoral students.

Examined the relationship between theoretical orientation and research attitudes and interests among 233 doctoral students in clinical psychology. Responses to a survey sent to 10 doctoral training programs indicated that behaviorally oriented students are more interested in conducting research and are more likely to endorse the basic tenets of science than those students expressing a preference for psychodynamic or humanistic orientations. Behavioral students were also younger and more likely to have majored in psychology as undergraduates, suggesting an earlier commitment to a career in psychology. The results are discussed in terms of their implications for the role of training programs in encouraging clinical psychology graduate students to become better consumers of scientific literature. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions of perceived competence in professional psychology.

Appraised levels of general professional competence for 126 trainees in professional psychology by supervisors who had worked closely with the students. After rating the students, supervisors were asked to describe the dominant characteristics of "outstanding" and "incompetent" trainees. The most commonly mentioned quality of outstanding practitioner-trainees was high intelligence. The most commonly mentioned characteristic of incompetent trainees was lack of knowledge. A rating schedule composed of the 28 most commonly used terms was then employed by supervisors in rating students the following year. Four factors—Professional Responsibility, Interpersonal Warmth, Intelligence, and Experience—emerged from analysis of intercorrelations among variables. Intercorrelations of factor scores with ratings of overall competence showed that behaviorally oriented supervisors gave less weight to warmth in evaluating general competence than did supervisors with psychodynamic or eclectic viewpoints. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics and perceptions of beginning doctoral students in school psychology.

A national sample of 251 1st- and 2nd-yr doctoral students in school psychology responded to a questionnaire measuring demographic characteristics, preferences among applied specialties in professional psychology, graduate program applications, anticipated internship setting, preferred client population, personal interests, professional goals, and satisfaction with current training. Survey responses showed a clear preference for working directly with children and adolescents following graduation, a high degree of correspondence between training program emphases and student interests and goals, and a moderate degree of student satisfaction with training experiences. Results are interpreted with respect to training trends and standards in school psychology, the relationship between school and clinical psychology, satisfaction of students in clinical and counseling psychology programs, and methodology limitations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reminiscences of early doctoral training programs in clinical psychology.

Although the origins of clinical psychology may be traced to the efforts of L. Witmer in the last century, contemporary clinical psychology, involving therapy as well as diagnostics, evolved in the years immediately following World War II. The 1st specialty programs leading to the PhD in clinical psychology were instrumental in shaping that evolution. This article describes the state of training before the specialty programs and how the specialty programs were developed. Their significance to licensing, accreditation standards, and other professional issues is explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1989.

A list is provided of the predoctoral internship training programs in psychology which have been accredited by the Committee on Accreditation within the American Psychological Association (APA). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student–educator sex in clinical and counseling psychology doctoral training.

This study assessed reported rates of sexual liaisons between students and educators during doctoral training in clinical or counseling psychology. One thousand American Psychological Association members (600 women & 400 men) were anonymously surveyed with a mailed questionnaire; response rate was 51%. Though only 2% of the male respondents reported sexual contact with an educator, 15% of the female respondents reported having had such contact. The modal liaison was between a 40-year-old, married male educator and a 30-year-old, single female student in her 2nd year of graduate training. No sexual contacts occurred in the absence of a working relationship. Respondents were, in retrospect, more likely to view the sexual relationship as coercive, ethically problematic, and a hindrance to the working relationship compared to how they viewed it at the time it occurred. The authors suggest changes in professional training and revisions to the ethics code. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1985.

The Committee on Accreditation has accredited the predoctoral internship training programs in psychology offered by the agencies listed in this article. There are three categories of accreditation. Full accreditation is granted to any program that, in the professional judgment of the Committee, meets the criteria in a satisfactory manner. Provisional accreditation is granted to programs making initial application that, in the professional judgment of the Committee, do not meet all the criteria but for which the Committee believes there is a reasonable expectation that they will be met within a foreseeable period of time from the date of the initial site visit. Probation is the category into which a fully accredited program is placed when the Committee has evidence that it is not currently in satisfactory compliance with the criteria. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1987.

Presents a list of the APA-accredited predoctoral internships for doctoral training in psychology in 1987. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of accredited programs by professional specialty has been dropped. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1990.

Lists the American Psychological Association (APA)-accredited predoctoral internship training programs in psychology and their status of accreditation: full, provisional, or probation. Because the current accreditation criteria no longer make the distinction between clinical and counseling internship programs, the separate listing of accredited programs by professional specialty has been dropped. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1992.

Lists all predoctoral internship training programs for psychology accredited by the American Psychological Association under 3 categories: Full Accreditation, Provisional Accreditation, and Probation. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1984.

Provides a list of the agencies accredited in 1984 by the American Psychological Association's (APA's) Committee on Accreditation that offer predoctoral internship training programs in psychology. Each agency is assigned either full accreditation, provisional accreditation, or probation category. The criteria for evaluating these programs can be obtained from the APA accreditation office. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1986.

The Committee on Accreditation has accredited the predoctoral internship training programs in psychology offered by the agencies listed here. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. The criteria for evaluating these programs can be obtained from the Office of Accreditation. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of accredited programs by professional specialty has been dropped. Readers who desire information on training goals offered at specific programs are encouraged to write directly to the agencies that are listed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1988.

The Committee on Accreditation has accredited the predoctoral internship training programs in psychology offered by the agencies listed below. In accordance with Section 4.c of the APA "Accreditation Procedures" each program as required has provided evidence in an annual report of its continued compliance with the criteria at the level of its accredited status. Each program's accreditation status has been reaffirmed by the Committee at its fall meeting. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. The criteria for evaluating these programs can be obtained from the Office of Accreditation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1994.

Lists the agencies whose predoctoral internship training programs 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. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1993.

Lists the agencies whose predoctoral internship training programs in psychology have been 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. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1996.

[Correction Notice: An erratum for this article was reported in Vol 52(1) of American Psychologist (see record 2008-09832-001). In the original article, Central Louisiana State Hospital was incorrectly listed under Programs Withdrawing From Accreditation at the End of Training Year 1995-1996 on page 1305. The correct listing is provided in the erratum.] Lists the agencies whose predoctoral internship training programs 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. (A correction concerning this article appears in American Psychologist, 1997[Jan], Vol 52[1], 31. On page 1305, Central Louisiana State Hospital was incorrectly listed under "Programs withdrawing from acceditation at the end of training year 1995–1996.' It should have been included in the list of APA-accedited professional internships.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1995.

The American Psychological Association's (APA's) Committee on Accreditation presents the list of agencies with accredited predoctoral internship training programs in psychology. The programs are given 1 of 3 accreditations: full, provisional, or probation. The original date of accreditation, and the date of the next regularly scheduled site visit are provided. Those programs visited in 1994 or 1995, but for which the Committee had not completed its review at the time of print, are listed as having the next visit scheduled for 1994 or 1995. The current criteria no longer make a distinction between clinical and counseling internship programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical and counseling psychology doctoral trainnees: How students perceive internships.

The authors examined applicants' perceptions of internship site types by specialty affiliation (clinical and counseling psychology). Multidimensional scaling analyses suggest that clinical psychology students focus their attention on internship site prestige, future job opportunities, opportunities for research, degree of client psychopathology and physical illness, and their overall comfort in working with the client population associated with the site type. Counseling students focus on fewer attributes, including site prestige, quality of supervision, degree of client physical illness, and comfort in working with the client population. Specialty affiliation also accounted for systematic differences in internship site preferences. Results are discussed with regard to internship supply-and-demand issues, and implications are offered for student applicants, academic training directors, and internship training directors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)