Effect of perceptual pretraining on children's concept performance with nonpreferred relevant dimensions: Evidence for the role of attentional strategies.

Two experiments investigated why perceptual pretraining (PPT) facilitates children's performance on concept problems involving a nonpreferred relevant dimension and preferred irrelevant dimensions. In Exp I, 5 groups of 15 kindergartners each received a concept problem in which their least preferred dimension was relevant and their most preferred dimensions were irelevant. One group received no PPT, whereas the others differed in the relationship between PPT stimuli and concept stimuli. Results indicated that concept performance was facilitated by PPT on dimensions that did not appear in the concept problem. In fact, no additional facilitation was obtained by including Ss' least preferred dimension among the PPT dimensions. Exp II, with 48 kindergartners, replicated the finding that concept performance was facilitated by PPT on 4 dimensions that were not involved in the concept problem. However, an equivalent amount of PPT involving only 1 dimension produced no significant facilitation. It is concluded that PPT facilitated concept performance by inducing a general strategy of switching attention among dimensions. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of rater training programs: Error training and accuracy training.

108 undergraduates were randomly assigned to 1 of 4 experimental groups to rate videotaped performances of several managers talking with a problem subordinate. The research employed a single-factor experimental design in which rater error training (RET), rater accuracy training (RAT), rating error and accuracy training (RET/RAT), and no training were compared for 2 rating errors (halo and leniency) and accuracy of performance evaluations. Differences in program effectiveness for various performance dimensions were also assessed. Results show that RAT yielded the most accurate ratings and no-training the least accurate ratings. The presence of error training (RET or RET/RAT) was associated with reduced halo, but the presence of accuracy training (RAT or RET/RAT) was associated with less leniency. Dimensions?×?Training interactions revealed that training was not uniformly effective across the rating dimensions. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating training programs for paraprofessionals and nonprofessionals.

The importance of paraprofessional and nonprofessional human service workers in the current mental health delivery system has resulted in the development of systematic training methods for such personnel. Mental health professionals must begin the complex task of assessing such training. Three major strategies for the comprehensive evaluation of training programs are offered. The 1st strategy concerns the assessment of the differential usefulness of selection vs training of helpers. The 2nd strategy focuses on identifying factors producing effective training, while the 3rd entails an evaluation of the impact of systematically trained helpers on helpees. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cost effectiveness of internship training programs: Clinical service delivery through training.

Internship training programs require a substantial investment of the host agency's resources. Such investment must be justified, in part, by an analysis of the cost effectiveness of the services delivered by interns. A means by which training staff can determine the average cost per intern trained is presented, along with a formula for comparing the cost of direct services offered by interns with that of services offered by senior staff psychologists. The formula was applied to a university counseling center training program with 6 interns. We demonstrated that interns' direct service hours were half the cost of senior staff's direct service hours, and clients' perceptions of the quality of services received from interns and staff did not show a difference in reported satisfaction. The data support the conclusion that intern training programs can be highly cost effective, as well as provide valuable nonmonetary benefits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The stress of patient suicidal behavior: Implications for interns and training programs in psychology.

Patient suicide and patient suicide attempts are frequently unexpected, sudden, and violent. They can have a significant emotional impact on the treating clinician, particularly if the clinician is still in a training status (cf. P. M. Kleespies et al, 1993). An estimated 40% of psychology trainees have a patient suicide (11.3%) or a patient suicide attempt (29.1%) during their training years. A concept of systematic response called psychological resynthesis (H. L. Resnick, 1969) is proposed for psychology interns and training programs that must cope with the aftermath of a patient suicide or a serious patient suicide attempt. Suggestions for suicide education and the preparation of trainees for the "occupational hazard" of patient suicidal behavior are discussed as part of a health-promotive approach to the training and clinical work environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-cultural issues in psychology training programs: An invitation for discussion.

The American Psychological Association has, since 1973, formally supported the inclusion of cross-cultural training in accredited clinical psychology programs. However, in practice, such training has been slow in implementation at the departmental level. In this article, possible reasons are discussed for the resistance against including cross-cultural training in clinical programs, such as assumptions about the scope and importance of the courses. These resistances are placed within a framework of majority culture identity models (e.g., J. G. Ponterotto; see record 1989-20395-001). The content of the cross-cultural course taught at Washington State University is described in detail. It is offered as a model for those interested in developing a similar course and also serves to inform those unaware of the contents of such courses. The authors hope to stimulate a dialog about this important topic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2007.

Provides the official listing of accredited internship and postdoctoral residency programs. This list reflects all committee decisions through July 22, 2007. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. Also listed for each program is the date of the next regularly scheduled site visit. The accreditation status listed for each program reflects that program's current accredited status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 1999.

This document is the official 1999 listing of accredited internships and postdoctoral residency programs in psychology. The original date of accreditation is listed for each program as is the date of the next regularly scheduled site visit or submission of self-study report. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2002.

This is the official listing of accredited internship and postdoctoral residency programs for training in psychology. It reflects all committee decisions through July 28, 2002. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing psychologists for managed care settings: Enhancing internship training programs.

Do internship programs prepare new professionals for success in today's behavioral health care marketplace? Managed care has quickly affected internship training programs and has dramatically altered the delivery of mental health services. but training programs have been slow to adapt to these changes. For example, instruction in business concepts and training in clinical and professional issues unique to managed care are discernible deficiencies in contemporary internship training programs. This article presents strategies to remedy training deficits in order to produce psychologists who are capable of meeting current market demands. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2010.

This is the official listing of accredited internship and postdoctoral residency programs. It reflects all Commission on Accreditation decisions through July 18, 2010. The Commission on Accreditation has accredited the predoctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. The original date of accreditation, listed for each program, is the day on which the program’s accredited status became effective. The original date of accreditation, listed for each program, is the day on which the program’s accredited status became effective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2003.

Presents the official listing of accredited internship and postdoctoral residency programs in psychology. It reflects all committee decisions through June 29, 2003. Included are accredited internship training programs, accredited postdoctoral residency training programs, substantive specialty practice programs, and internship programs withdrawing from accreditation or closing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2004.

Presents the official listing of internship and postdoctoral residency psychology training programs accredited by the Committee on Accreditation. The list reflects all committee decisions through July 17, 2004. The original date of accreditation, which is the day on which the program’s accredited status became effective, is provided. Also listed for each program is the date of the next regularly scheduled site visit or submission of self-study report. Accreditation is a voluntary process. Programs that have not applied for accreditation are not included in the list. 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.” (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2001.

The official 2001 listing of internship and postdoctoral residency programs accredited by the American Psychological Association. (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)     

Accredited internship and postdoctoral programs for training in psychology: 2000.

This document is the official 2000 listing of accredited internships and postdoctoral residency programs in psychology. The original date of accreditation is listed for each program as is the date of the next regularly scheduled site visit or submission of self-study report. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2006.

Presents the official listing of accredited internship and postdoctoral residency programs. It reflects all committee decisions through July 16, 2006. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. (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)