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)     

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)     

Psychology graduate school training on interventions for child maltreatment.

This current study surveyed psychology programs' use of empirically supported treatments (ESTs) for children and their families with a history of child maltreatment. In May 2009, there were 599 graduate school programs listed by the Graduate Study in Psychology Online of the American Psychological Association (APA). Psychology graduate school department heads or directors of training were asked to complete an online survey about training offered in treatments for this population. Of the 599 psychology graduate school programs contacted, 201 (34%) responded. Of the 201 programs that responded, 140 provided training in treatments for children and their families with a history of child maltreatment. Results indicated that training in at least 1 EST was provided by 89% of the programs that provided training in treatments for this population. However, training in the treatment rated as meeting the highest standard of evidence, Trauma-focused cognitive–behavioral therapy, was provided in only 45% of the programs. Training in treatments that have been rated as not yet having sufficient research evidence to be labeled as supported were more likely to occur in non-APA accredited and non-PhD programs (i.e., terminal Master's, EdS, PsyD). As an important vehicle for the dissemination of ESTs in child maltreatment, considerable progress is needed to improve the training provided by psychology graduate programs. (PsycINFO Database Record (c) 2011 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)     

Substance abuse training in APA-accredited doctoral programs in clinical psychology: A survey.

A survey addressing training provided in the area of substance abuse was mailed to all 160 doctoral clinical psychology programs provisionally and fully accredited by the American Psychological Association (APA). A total of 95 replies were received (59%). This study was conducted to ascertain whether levels of doctoral training in this area have changed appreciably since comparable surveys by J. A. Selin and S. Svanum (1981) and B. Lubin et al (1986). Because of the considerable increase in number of APA-accredited PsyD programs since the previous 2 surveys, it was also possible to compare relative levels of training in substance abuse in PhD, PsyD, and combined PhD/PsyD programs. Survey results did not suggest that substance abuse training either has changed markedly over time or differs substantially across types of degree programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate neuropsychology training: A later look.

Surveyed 113 American Psychological Association (APA)-approved clinical programs to determine (a) the nature and extent of graduate neuropsychology training; (b) the extent that existing training programs meet the requirements of training models proposed to APA by the International Neuropsychological Society (INS) Task Force; (c) whether current training was required of clinical graduate students; (d) how much time was devoted to theory, research, and practice during training; (d) and the extent that the Luria-Nebraska Neuropsychological Battery (LNNB) and the Halstead-Reitan Neuropsychological Test (HRNT) Battery were included in such training. Questionnaires returned by 65% of the schools revealed neuropsychology training in 88% of them. The structure of such training is generally not geared to the training models proposed by the INS Task Force, mostly because schools that offer neuropsychology training only require clinical graduate students to take a course or seminar in about 20% of those schools. Time devoted to theory, research, and practice varied widely, as did the types of training that schools planned to add to their programs. The LNNB was taught in 54% of the schools, and the HRNT was taught in 88%. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training of scientist–practitioner-oriented clinical psychologists: Where we can improve.

To improve psychology graduate programs, the training provided by scientist- or practitioner-oriented graduate programs in clinical psychology is evaluated from the perspective of a director of clinical training in an American Psychological Association-approved internship. Areas in which graduate training may be improved are divided into knowledge, supervision, research, and professional development. Specific training deficits are enumerated, and suggestions for their remediation are offered. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship Training: Do Models Really Matter?

During the past 50 years, a number of models of training (scientist-practitioner, practitioner-scholar, clinical scientist) have been developed. This study examined how these models are conceptualized and implemented at internship and postdoctoral training programs. Surveying 248 internship programs (42% response rate), the authors found that the model name (i.e., scientist-practitioner) was not related to how programs were conceptualized or how their training was implemented, raising questions about accreditation requirements. Implications for training sites and the American Psychological Association Committee on Accreditation are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Getting in and getting money: A comparative analysis of admission standards, acceptance rates, and financial assistance across the research–practice continuum in clinical psychology programs.

The diversification and proliferation of doctoral programs in clinical psychology call for their periodic comparative analysis to inform prospective applicants, their advisors, and the entire field. The authors surveyed directors of the 232 American Psychological Association (APA)–accredited doctoral programs in clinical psychology (98% response) regarding application numbers, acceptance rates, financial assistance, and credentials of incoming students. Results are summarized for all clinical programs and then separately for 6 types of programs along the practice–research continuum: freestanding PsyD, university professional school PsyD, university department PsyD, practice-oriented PhD, equal-emphasis PhD, and research-oriented PhD. Lower acceptance rates and higher Graduate Record Examination scores were strongly associated with programs oriented toward more research training; for example, research-oriented PhD programs admitted far fewer applicants (7% vs. 50%) than did freestanding PsyD programs. Freestanding PsyD programs awarded significantly less full financial assistance to incoming students (1% vs. 89%) and required 1 less year to complete than did PhD programs. Overall, PhD-level students were more likely to secure an APA or Association of Psychology Postdoctoral and Internship Centers internship than were PsyD students. The authors conclude with observations about the historical changes and heightened differentiation of doctoral training in clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1987.

The Committee on Accreditation has accredited the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this document. Also listed are programs in the category of combined professional-scientific psychology, a category for those accredited programs that afford doctoral training and meet at least the minimal criteria in two or more of the specialties of clinical, counseling, and school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctor of Psychology degree: From hibernation to reality.

Since the beginning of the American Psychological Association (APA), there have been 3 explicit models of psychologists: scientist, scientist–professional, and professional. In the late 1940's, there was a need for a model of clinical training that the Boulder scientist-professional model fulfilled. However, the emphasis on training in the science of psychology seemed to increase at the expense of training in the applied aspects of psychology. The need was increasingly voiced for a service-oriented training program with a clear professional identity. These pressures culminated in the most recent training conference convened by APA at Vail, Colorado in 1973. The Vail conferees asserted that the development of psychological science had sufficiently matured to justify creation of explicit professional programs. The Doctor of Psychology (PsyD) model and rationale are explained, and essential ingredients of currently operating PsyD programs are discussed. Future developments in professional programs, credentialing and designation, and the critical interface with societal needs are also examined. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training opportunities in neuropsychology at APA-approved internship settings.

Survey data from 98 American Psychological Association (APA)-approved or conditionally APA-approved internship programs indicated that 86 offered training in neuropsychology. Of these, 30 indicated that they admitted students who wished to specialize in clinical neuropsychology. Information on the type of neuropsychological training involved, the length of training, type of tests given, and the number of cases seen by the student are reported. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

College counseling center internships: Are APA-approved sites selecting candidates from non-APA-approved training programs?

The necessity of serving a year-long internship has become an important issue in the training of counseling psychologists. This is especially true for anyone who might be interested in obtaining employment in a college or university counseling center. This particular issue has serious implications for prospective interns who are being trained in non-APA-approved counseling psychology programs who wish to be employed in college and university counseling centers. Currently, there are 25 centers that have active counseling psychology internship training programs, and although only half of them are APA-approved now, the majority of them will be in the near future (Dorn, 1984). If nothing else, they will be facing a restrictive environment when it comes to the development of their professional careers as well as in obtaining an internship in a setting that will be more positively regarded by prospective counseling center employers. In an effort to fully clarify the issue of whether APA-approved counseling psychology internship sites in college and university counseling centers are selecting candidates from non-APA-approved counseling psychology training sites, a brief questionnaire was mailed to each individual who was serving an internship in one of the 13 fully or provisionally APA-approved college and university counseling center sites (APA, 1981) during the 1981-1982 academic year. The results of this survey indicate that although the majority of counseling psychology interns selected by these sites are from APA-approved training programs, intern applicants from non-APA-approved training programs do have an opportunity to serve an APA-approved internship in one of these sites. These results should not be interpreted optimistically, however. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Roles, functions, and training in clinical psychology: A survey of academic clinicians.

Describes a questionnaire sent to 239 academic clinical psychologists in American Psychological Association (APA)-approved clinical training programs to obtain their attitudes towards a number of critical issues in clinical psychology. 75% returned the questionnaire. A PhD degree in psychology, with equal emphasis on scientific and applied training, was endorsed by most respondents, as was the training of MA and MS clinicians. Other doctoral programs for training clinicians, including PsyD degrees, did not receive strong endorsement. Activity areas of clinical psychologist were rated from 6 reference points ranging from adequacy of present training to training emphasis expected in 7 yr. Results indicate that: (a) therapy and research were rated high by most respondents; (b) many respondents believed that consulting and teaching should be emphasized more and that their clinical training programs did not adequately train in these areas; (c) the emphasis on diagnosis was expected to decline in training and future usefulness; (d) in addition to research, respondents believed that APA should support other interest areas; and (e) clinical psychology should be more attuned to social problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1990.

Lists American Psychological Association (APA)-accredited doctoral training programs in clinical, counseling, school, and combined professional-scientific psychology in 3 categories of accreditation: full, provisional, and probation. The category of combined professional-scientific psychology lists programs that meet at least the minimal criteria in 2 or more of the specialties of clinical, counseling, and school psychology. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of two types of phonological awareness training on word learning in kindergarten children.

The effects of 2 types of oral-language training programs on development of phonological awareness skills and word learning ability were examined. One of the training programs provided explicit instruction on both analytic (segmenting) and synthetic (blending) phonological tasks; the other program trained synthetic skills only. Effects of these programs were contrasted with a language-experience control group that received no phonologically oriented training. 48 kindergarten children participated in small-group training sessions 3 times per week for 7–8 wks. Children who received both analytic and synthetic training improved significantly on both types of skills, whereas children receiving the synthetic skills training alone improved only on blending skills. Only children receiving training on both types of tasks showed a positive training effect for the word learning or reading analog task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional psychology internships.

Questionnaire data from 167 directors of psychology internship training programs were analyzed. From the results, suggestions are offered for assisting internship applicants, improving training programs, and conducting research on internships. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparative study of "transfer through generalization" and "transfer through identical elements" in technical training.

When are very short specialized training programs good enough in naval aviation technical training? Graduates of several specialized training programs were compared with those having had broader training. Technical behavior check lists were used with groups of up to 60 Ss. Specialized training was adequate for mechanical manipulation but not for abstract conceptual tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variations of doctoral training programs in clinical health psychology: Lessons learned at the box office.

Using the metaphor of viewing a movie premiere, characteristics of doctoral programs in clinical health psychology are outlined. Common elements of training include: uniform training competencies, graduated sequence of training, emphasis upon broad and general training, reliance on the biopsychosocial model, and integration of scientific and practical competencies. Exclusive programs, in which all students are being trained in one area of concentration, are differentiated from programs embedded within general training in clinical or counseling psychology. Elucidation of these program characteristics assists prospective students, faculty members who develop these programs, and those developing educational and training guidelines within clinical health psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)