Ethics training at the master's level: A national survey.

Conducted a national survey of 289 terminal master's programs in psychology to assess the nature and extent of training in ethics. Directors of programs listed in the American Psychological Association's Graduate Study in Psychology: 1982–1983 completed questionnaires. Results show that 87% of the programs had some format for teaching ethics, 29% had formal courses, and 47% taught ethics as part of a course. Master's programs were less inclined than were doctoral programs to see a formal course in ethics as necessary. It is concluded that ethical thinking may need to be regarded as a skill, which can and should be taught in formal courses. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Career experiences of doctors of psychology.

Surveyed 184 graduates (mean age 37 yrs) of 9 PsyD programs to determine the professional activities in which they were engaged, satisfaction with careers and graduate training in professional psychology, and public acceptance of the PsyD degree and compared the results with similar data on PhD clinicians. Most Ss were primarily engaged in direct professional services in professional settings. They were generally satisfied with their careers in professional psychology and significantly more satisfied with the graduate training they had received than were clinical psychologists trained in traditional PhD programs. More Ss reported that the PsyD degree was an advantage rather than a disadvantage when competing for jobs with candidates who had other degrees. PsyD Ss were found to be active joiners of professional associations. 91% of PsyD Ss who applied for licensure or certification encountered no difficulty due to their degree. Almost no unfavorable attitudes toward the degree were perceived among clients, employers, or colleagues. It is concluded that fears about perception of the PsyD as a second-rate credential are unfounded. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training adolescents in self-disclosure and empathy skills.

Conducted a study to develop, implement, and evaluate a communication skills training program for adolescent high school students. 25 students were given 16 hrs of training in the skills of self-disclosure and empathy, and 23 other students served as a contact control group and received no formal skills training. Ss completed both a behavioral and paper-and-pencil assessment prior to and immediately following training. Ss who received training demonstrated significantly higher self-disclosure and empathy skill levels than did the untrained Ss. Results are discussed in terms of the high skill level attained by Ss and the implications for training adolescents or younger populations in communication skills. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The current state of sexual ethics training in clinical psychology: Issues of quantity, quality, and effectiveness.

Given the harm caused to clients and the psychology profession by therapist sexual misconduct, sexual ethics training should be given high priority in graduate training programs. The present study surveyed sexual ethics training and student understanding of sexual ethics in clinical psychology doctoral programs from the perspectives of 84 training directors and 451 students. Ninety-four percent of the students had received sexual ethics training; programs provided an average of 6 hr of training. Still, students showed significant deficits in knowledge of sexual ethics principles. Students who had discussed a client attraction with a supervisor showed the best understanding of sexual ethics. Suggestions for ensuring adequate sexual ethics training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predoctoral internship training in Canada - I: Internship settings and supervisory issues.

Presents the results of our 1992 survey of internship directors and clinical supervisors in Canadian predoctoral internship training programs belonging to the Canadian Council of Professional Psychology Programs. 25 internship directors and 58 clinical supervisors responded to the survey. On average, individual programs offered 2.28 funded positions, at an average stipend of $20,269 per annum. Within the internship programs, a wide range of training opportunities were offered to interns, but limited opportunities existed for training in geriatric psychology, and in custody, competence, and forensic assessments. Over the 3 yrs surveyed there was a high degree of stability in terms of the number of applicants, number of interns interviewed, and acceptance rates. The majority of the clinical supervisors were well trained clinicians, but had received limited formal training in supervision. The supervisors were flexible in providing supervision in a wide range of training experiences, but with some limitations. Individual sessions were the most frequently employed form of supervision. The majority of supervisors reported no problems in supervision. The most frequently reported problems in supervision were related to interns' personal concerns and stress, and inadequate pre-internship training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training child clinical predoctoral interns and postdoctoral fellows in ethics and professional issues: An experiential model.

The purpose of this article is to outline an experiential professional issues and ethics seminar program developed for predoctoral psychology interns and postdoctoral fellows in the child psychology training program at Stanford University Medical School. It is imperative that trainees develop a comprehensive and practical understanding of both ethical principles and professional issues before completing their academic and clinical training in psychology. A review of this seminar program may help other internship and postdoctoral training programs develop or fine-tune their methods of educating trainees in both professional issues and ethics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology interns as patient suicide survivors: Incidence, impact, and recovery.

The authors investigated incidence, impact, and methods of coping with patient suicide during the training years of psychology graduate students. All 54 interns in clinical psychology at the Boston VA in 1983–1988 were surveyed. One in 6 Ss had experienced a patient's suicide at some time during their training. The group who experienced a patient's suicide and a group who experienced a patient's suicide attempt both reported high levels of stress on the Impact of Event Scale. Trainees with patient suicides reported stress levels equivalent to that found in patient samples with bereavement and higher than that found with professional clinicians who had patient suicides. Trainees most frequently turned to supervisors for both support and formulation of the suicide. Preparatory efforts at suicide education were found to be minimal and inadequate. Recommendations for assisting the trainee who experiences a patient's suicide are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship training in clinical neuropsychology.

Reports the results of a survey of 136 predoctoral clinical and counseling psychology internship sites regarding neuropsychology training. Most internship programs offered some specialized neuropsychology training; rotation requirements, patient populations, and training focus varied widely among programs. The Halstead-Reitan Neuropsychological Battery was the most widely used standardized battery. Although use of such batteries was widespread, Ss emphasized a qualitative approach to performance analysis regardless of what formal assessment instruments were used. The extent of professional time devoted to neuropsychology varied widely. Differences in available training were found when those who practiced neuropsychology a majority of the time were compared with identified neuropsychology trainers who practiced neuropsychology less often. The majority of Ss indicated that upon completion of neuropsychology rotations, an intern was prepared to use neuropsychology in general assessment practice rather than as a neuropsychology specialist. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in geropsychology: A survey of graduate and internship training programs.

Results of a survey of 76 doctoral training and 97 internship programs in clinical psychology approved by the American Psychological Association indicate that there is little in the way of formal training in geropsychology. Only one program offered it as a subspecialty; no internship programs offered it as a main area of specialization, in contrast with the number of programs that specialized in the mental health needs of children. Results document the growth of training in the psychology of aging on many campuses, but clinical programs remain largely uninvolved. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A national survey of interns' perceptions of their preparation for counseling women and of the atmosphere of their graduate education.

268 psychology interns reported perceptions of training received on counseling women and the atmosphere of their graduate training. Results were mixed. Although the majority received training on issues such as rape and incest, women's issues were not incorporated into core courses, few reported courses on counseling women, and most had not received information on the Principles Concerning the Counseling and Therapy of Women (see record 1979-29494-001). Sex, program type, and internship setting differences were found. Although the majority did not report experiencing sex bias in terms of mentors, funding, and dissertation support, an alarming number of women experienced sexual harassment from male faculty and clinical supervisors. Implications for graduate training programs and internship sites are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interns' perceptions of their internships.

When 62 clinical interns from 11 programs and 56 school interns prepared by 13 programs completed a 32-item questionnaire on the internship experience, results show that Ss (1) perceived the majority of their settings met and exceeded the standards and guidelines promulgated by national professional organizations and (2) held positive perceptions of their internship. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The failure of clinical psychology graduate students to apply understood ethical principles.

Surveyed 170 graduate students from 25 American Psychological Association (APA)-approved clinical training programs on what they should do in a hypothetical situation in which a peer/friend is violating the ethical principles stated in APA's Ethical Standards of Psychologists, and then what they would do. It was found that approximately half of these Ss would do less than they believe they should. The need for a thorough, formal, and systematic approach to training in ethics is emphasized. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multicultural competencies of doctoral interns at university counseling centers: An exploratory investigation.

In this study the multicultural competencies of 141 doctoral interns at university counseling centers were explored. Results indicated that some educational variables were predictive of multicultural competencies. Interns who had received supervision for a multicultural counseling situation, attended more multicultural workshops, or taken more multicultural course work, reported greater multicultural knowledge and skills than did interns who had no such supervision, fewer workshop hours, or less course work. Only supervision provided to interns in a multicultural setting correlated significantly with multicultural awareness, thus accounting for only 3% of the variability in interns' multicultural awareness. No significant relationships were found between multicultural competencies and demographic variables. Implications of these findings are discussed in terms of training for doctoral interns and future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics training in Canadian graduate schools of psychology.

Evaluated the extent and nature of ethics training in 27 Canadian graduate schools of psychology by means of a questionnaire sent to the schools that asked questions on the nature of graduate programs, the nature of graduate programs and of graduate employment, the content areas, and views on whether and how ethics should be taught. It was found that many graduates from nonclinical programs obtain clinical employment, and that clinical students are more likely to receive some ethics training than are nonclinical. In view of the variable and often minimal approaches to ethics in some institutions, it is unsafe to assume that graduates generally have knowledge and practice in dealing with ethical issues. In order to avoid potential harm to the public and to the profession of psychology, it is recommended that professional associations promote continuing education programs and that graduate schools increase their commitment to teaching ethics and developing effective teaching models. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An examination of Doctor of Psychology interns.

Questionnaire data from 9 clinical interns who were candidates for the Doctor of Psychology (PsyD) degree showed that Ss (1) viewed their clinical skills and training as superior to those of clinicians' receiving the Doctor of Philosophy (PhD) degree; (2) had received training similar to that of PhD candidates in the areas of psychotherapy, psychological evaluation, and psychodiagnostic assessment; (3) had adequately developed their research and writing skills; and (4) had not experienced difficulty in receiving placements. Findings support the value of the PsyD degree, although problems regarding its professional acceptance are noted. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological and physical benefits of circuit weight training in law enforcement personnel.

The effects of circuit weight training on mood, perceived stress, job satisfaction, and physical symptoms were investigated in a sample of state law enforcement officers. 43 male officers who were not regularly exercising were assigned to either 4 mo of circuit weight training or a wait-list control condition. Four months of circuit weight training led to a significant increase in strength on cardiovascular fitness. Ss also demonstrated significant improvements in mood, including decreases in somatization, anxiety, depression, and hostility. Circuit weight training also resulted in a decrease in reports of physical symptoms and in improvements in job satisfaction. Results indicate that Ss who dropped out of the exercise training program evidenced significantly greater anxiety, depression, and hostility at pretreatment than Ss who completed the program. These findings suggest that circuit weight training programs may contribute to important psychological benefits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervisees' perceptions of their development: A test of the counselor complexity model.

Examined the perceptions of 91 trainees in counseling and clinical psychology regarding their development of counseling and supervision behaviors. Ss were from 8 geographically diverse training programs and were categorized into 3 levels on the basis of a composite of their degree of experience in graduate school, counseling, and received supervision. Ss' responses to an instrument designed to assess constructs relevant to the 2nd author's (see record 1981-06282-001) counselor complexity model were examined across these experience levels. Results indicate that higher-level Ss reported greater self-awareness, autonomy, acquisition of counseling skills and understanding of theory than did Ss at a lower experience level. Implications for developmental models of supervision are discussed. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of rater training and diary-keeping on psychometric error in ratings.

Compared the psychometric properties of ratings on behavioral expectation scales (BES) across 4 groups totalling 156 undergraduate raters. Groups differed with respect to amount of prior training (1 hr or more), the nature of psychometric errors, and the extent of exposure to scales (read scales and recorded observed critical incidents, discussed general scale dimensions, or no exposure to scales). Three Ss from each group rated 1 of 13 instructors during the last week of a 10-wk term. Significantly less leniency error and halo effect, plus higher interrater reliability, were found for the group that had received the hour of training and full exposure to the BES. Ss who had received only training had significantly less halo error than those that had received no training. The need for rater training prior to observation and the use of BES as a context for observation are discussed. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do supervisors modify psychotherapy supervision according to supervisees' levels of experience?

Administered a questionnaire concerning goals, expectations, and procedures of supervision to 10 supervisors who had 1st-yr practicum students, 13 supervisors with 2nd-yr externship students, and 8 supervisors with interns who had at least 2 yrs prior clinical experience as psychotherapists. All Ss had an average of 10 yrs clinical experience and 5 yrs experience as supervisors. Results show no significant differences among the 3 groups of Ss who were supervising trainees with different levels of clinical development and skill, suggesting that supervisors may not modify their manner of providing supervision in accordance with supervisees' levels of experience. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)