Traumatic stress, disaster psychology, and graduate education: Reflections on the special section and recommendations for professional psychology training.

The articles appearing in this special section highlight disaster psychology as a typically neglected aspect of the clinical curriculum, the challenges of operationalizing efficacy measures for program evaluation, and the personal and professional impact of disaster exposure. The authors review literature suggesting the importance of training in disaster psychology. The authors also offer a framework for promoting competency among future psychologists who may serve and conduct research in disaster-affected communities and describe the clinical/disaster psychology specialization within the University of South Dakota's doctoral clinical psychology program as an example of how disaster-related curriculums, research, and practicums may be integrated into existing predoctoral training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Real-time training: Transfer of knowledge through computer-mediated, real-time feedback.

In this article, the author describes an interactive, computer-mediated method/technology for promoting transfer of knowledge, theoretically grounded in cognitive science, that responds specifically to needs outlined by Binder (1993; 1999) and Berger (2004) for integrating cognitive psychology principles and interactive, computer-mediated methods with psychotherapy training. The article provides a context for understanding the process known as Real-Time Training (RTT; Rosenberg, 2000a) by reviewing expertise research literature as applied to clinical training, describing the conceptual framework underlying the development of RTT, reviewing live and computer-mediated supervision methods for clinical training, providing preliminary research validation of RTT, and discussing clinical training and supervision implications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identifying, obtaining, and completing a predoctoral psychology internship: Research considerations.

The quality of clinical training is a critical factor to consider when selecting a psychology predoctoral internship placement. Yet, research activities are also an integral part of a scientist-practitioner training model. Pursuit of ongoing research training during an internship can impact an individual's professional development and productivity, both during the internship year and beyond. Although many published resources have outlined the steps to obtaining a predoctoral internship, few sources have offered adequate consideration of research goals and training. To address this gap in the existing literature, the present article offers a discussion of research issues relevant to the process of identifying, securing, and completing a predoctoral internship in applied psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Present status of psychological research and training in hypnosis.

Anonymous questionnaires on training and research in hypnosis were returned by 54 of 55 psychology department chairmen with approved clinical psychology training programs and 39 of 85 American Medical Association approved medical schools. 8 psychology departments and 2 medical schools have courses in hypnosis. Unless the "psychological profession is more active in protecting its rights to research and clinical use of a methodology which is basically psychological, it may find itself legally excluded from the field." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training the Trainee as Well as the Trainer: Lessons to be Learned From Clinical Psychology.

The training literature in industrial/organizational (I/O) psychology has benefited from empirical research in experimental psychology on such subject matter as massed vs distributive practice, knowledge of results (KOR), and the transfer of learning from the training setting to the workplace. The purpose of the present paper is to argue that further advances in the field of training will occur when there is a shift in research emphasis from reliance on findings from experimental psychology to building on extant training techniques in clinical psychology, particularly cognitive behavioral psychology. Further advances in the field of training may also occur when there is a shift in emphasis from the recipient of training, namely, the trainee, to the administrator of training, namely the trainer. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research and practice in health psychology.

The task force on research and practice in health psychology responded to three presentations on important issues. It was posited that clinical health psychology may represent the ideal specialty for scientist-practitioner training. There are exciting, important questions regarding health problems, health policy, and health treatment systems needing interdisciplinary research. Health psychologists are uniquely prepared to take a leadership role due to their training in both research and service delivery. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sport psychology training within a clinical psychology program and a department of intercollegiate athletics.

Many applicants to clinical and counseling psychology programs are interested in receiving the training needed to practice competently in the professional specialty area of sport psychology. In this article, the authors describe a collaborative training and service relationship between an APA-accredited clinical psychology program and an intercollegiate athletics department. Sport Psychology Services provides performance enhancement, program evaluation, and mental health services to the athletic department. In return, graduate students receive applied training, financial support, and opportunities to conduct research. The authors present program evaluation data and offer practical guidelines to graduate programs wishing to establish similar training opportunities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Graduate training...in Canada": Comment.

Comments on the original article by Dr. Park O. Davidson (see record 2007-02137-003) on "Graduate training and research funding for clinical psychology in Canada." Davidson has made some excellent recommendations regarding the nature of graduate training and research funding in psychology, and then has negated the effectiveness of such recommendations for social relevancy in community services by ignoring the spectrum of psychological services required and by restricting himself to a rather sterile Eysenckian model. Dr. Davidson's general recommendations regarding graduate training in clinical psychology are sensible and long overdue--less extreme specialization in Ph.D. programs, greater knowledge of problems of applied settings for research, more interdisciplinary training, broader methodology, more effective internship and practicum training, a community psychology program, and more effective bridging research. However when the needed spectrum of services for people is considered, there is an obvious need for psychologists who can share in the assessment and treatment of problems in human functioning beyond the technician level. Manpower needs will never be adequately met until service personnel and University personnel can share in the what, why and how of professional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diversity for Clinical Training Programs.

Comments on the L. H. Levy article (see record 1963-04084-001) which discusses publication statistics among a group of 781 clinical psychologists. Levy's finding that that close to 30% of the 1948-53 graduates of studied clinical psychology programs have yet to publish suggested to Levy that a redefinition of clinical psychology is in order. The definition ostensibly accepted by Levy is one selected from a report in 1947 of the APA Committee on Training in Clinical Psychology, i.e., a clinical psychologist is a "research-oriented professional person." Interpretations of this thesis are discussed, and it is noted that there is a strategy which might be implied in Levy's article, and which is clearly championed by many faculty members of training universities. This is the basic research strategy. In essence, it is proposed that university psychology departments should contribute to the mental health field only by doing research and by training researchers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match": Correction to Neimeyer, Rice, and Keilin (2007).

Reports an error in "Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match" by Greg J. Neimeyer, Kenneth G. Rice and W. Gregory Keilin (Training and Education in Professional Psychology, 2007[Aug], Vol 1[3], 153-162). The biography for the third author was incorrect. It should read as follows: GREGORY KEILIN is an Assistant Director at the Counseling and Mental Health Center at the University of Texas at Austin and a former Chair of APPIC. He received his doctorate in Counseling Psychology from Colorado State University. His current research interests include supply and demand issues in professional psychology. (The following abstract of the original article appeared in record 2007-12635-001.) Academic training programs in clinical psychology vary in the emphasis that they place on science and practice, and this paper examines whether these differential emphases are linked to distinctive internship outcomes. In a study of 2,130 internship applicants from clinical psychology programs, differences were noted among practice-oriented programs, balanced science-practice programs, and science-oriented programs. Against a backdrop of some similarities, a differential emphasis on science and practice within academic training programs was related to significantly different internship match rates, as well as to successful matching in qualitatively different internship settings. Results provided qualified support for future work that might further address the relationship between academic training programs and outcomes in the field of clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1982.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing school psychologists: Perspectives on program design and training goals.

Describes the miniseries found within the current issue of Professional School Psychology: "Preparing School Psychologists: Perspectives on Program Design and Training Goals." Each of the four articles chosen presents a thoughtful and informative analysis of issues related to the miniseries topic. The first article argues for training school psychologists as "data-based problem solvers." The second paper examines the training of ethical principles and behavior in school psychology. The third article explores both the demographics and professional attitudes that are expected to be the major influences upon future training practices in school psychology. The final article of the miniseries presents a rationale for developing training efforts based on the research and principles of behavioral psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology graduate students' perceptions of their scientific and practical training: A Canadian perspective.

The scientist-practitioner model is the most commonly used training modality in Canadian clinical psychology graduate programmes. Despite pervasive endorsement throughout Canadian psychology programmes, there is a paucity of data available on Canadian student opinions of the model's implementation. The current study assessed 134 students from 9 provinces with a 38-item questionnaire developed by the Council of University Directors of Clinical Psychology for assessing students' perceptions about the quantity, quality, and breadth of science training in their clinical psychology doctoral programmes. Most students described their programs as providing a mix of research and clinical focus, with slightly more weight given to research. Science training was reported as very important to students, with indications they receive a good amount of high-quality training in science. Moreover, there was a high level of agreement between desired levels of science training and the science training received. Implications for future research and training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical child psychology: A practice specialty serving children, adolescents, and their families.

[Correction Notice: An erratum for this article was reported in Vol 41(3) of Professional Psychology: Research and Practice (see record 2010-11935-006). The following sentence on page 79 is incorrect: “As evidence of the growing recognition of board certification, many institutions providing services to children, adolescents, and families are requiring their psychologists to become certified by ABPP (e.g., Mayo Clinic) and some insurance companies now mandate this for their panels (e.g., Group Health in Seattle).” In fact Group Health in Seattle does not mandate ABPP certification for psychologists. The sentence should not contain the example in the second set of parentheses.] Clinical child psychology is a growing and vibrant field of practice and research within professional psychology. The purpose of this article is to contribute to the recent series of articles on specialties in Professional Psychology Research and Practice and delineate the development, design, and purpose of clinical child psychology. The article describes the current trends in the specialty and the challenges clinical child psychologists face in tending to the mental health needs of youth and their families. The need for the specialty and the definition of the scope of the work of clinical child psychologists is described. The parameters of training are also discussed, with a focus on the distinctiveness of the role of the clinical child psychologist. Outlined are applications of the work with children, adolescents, and their families including types of professional practice and collaborations with other professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A closer look at the role of spirituality in psychology training programs.

Should psychology training programs take steps to incorporate content related to spiritual and religious diversity in their curriculum? This article provides a critical discussion of research demonstrating minimal integration of spiritual and religious issues in psychology training, supervision, and course work. Unique aspects of training related to spiritual diversity and interventions across various subdisciplines in psychology are highlighted. Suggestions for integrating spiritual and religious diversity into psychology training are presented. For the benefit of students, clients, and their communities, psychologists are encouraged to obtain specialized training to enhance their spiritual and religious competency. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training for managed care: A national survey of psychology and social work programs.

Although there is much discussion within the professional literature about the training needs of graduate students in response to managed care, little empirical research exists that assesses the extent to which graduate programs provide training opportunities in this field. The present study surveyed graduate program training directors in clinical psychology, counseling psychology, and social work about the training opportunities available for their graduate students. Almost 60% of the respondents indicated that they provide some type of training related to managed care. Implications and applications of these results are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training and research funding for clinical psychology in Canada: Review and recommendations.

Graduate training programs for clinical psychologists in Canada have almost uniformly developed around variations of one model - the scientist-practitioner. Training in this model, as it is exemplified in Canadian universities, may not result in appropriate preparation for the manpower needs of the future. Some alternate models are outlined in terms of possible changes in the role of the psychologist working in applied settings. Research and research funding problems in clinical psychology are inextricably related to the same problems for other areas of psychology, and the great need for more "bridging" research between the separate areas of psychology is emphasized. Recommendations on research funding policies are proposed in respect to the research needs of psychology and to the research needs of the community at large. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training Primary Care Psychologists: A Model for Predoctoral Programs.

This article focuses on blueprints for developing primary care psychology training in graduate psychology programs. The rationale and the foundations for establishing primary care psychology as a generalist model in clinical programs are identified. An outline of a core curriculum for multiprofessional training and an introductory knowledge base for primary care psychology is presented. Finally, a developmental model for primary care practicum training and supervision is described and exemplified. Funding issues, faculty development, and student evaluations of this training are discussed. This article represents the ever-evolving model and lessons learned through 10 years of experience in collaborative programs among Wright State University's School of Professional Psychology, the School of Medicine, the College of Nursing and Health, and a set of urban community health centers. (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)     

"Clinical child psychology: A practice specialty serving children, adolescents, and their families": Correction to Jackson et al (2010).

Reports an error in "Clinical child psychology: A practice specialty serving children, adolescents, and their families" by Yo Jackson, Fred L. Alberts Jr. and Michael C. Roberts (Professional Psychology: Research and Practice, 2010[Feb], Vol 41[1], 75-81). The following sentence on page 79 is incorrect: “As evidence of the growing recognition of board certification, many institutions providing services to children, adolescents, and families are requiring their psychologists to become certified by ABPP (e.g., Mayo Clinic) and some insurance companies now mandate this for their panels (e.g., Group Health in Seattle).” In fact Group Health in Seattle does not mandate ABPP certification for psychologists. The sentence should not contain the example in the second set of parentheses. (The following abstract of the original article appeared in record 2010-02467-010.) Clinical child psychology is a growing and vibrant field of practice and research within professional psychology. The purpose of this article is to contribute to the recent series of articles on specialties in Professional Psychology Research and Practice and delineate the development, design, and purpose of clinical child psychology. The article describes the current trends in the specialty and the challenges clinical child psychologists face in tending to the mental health needs of youth and their families. The need for the specialty and the definition of the scope of the work of clinical child psychologists is described. The parameters of training are also discussed, with a focus on the distinctiveness of the role of the clinical child psychologist. Outlined are applications of the work with children, adolescents, and their families including types of professional practice and collaborations with other professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)