Child care research: A case for Canadian national standards.

Research on child care is reviewed with respect to the effects of (1) licensing/regulation and (2) teacher education on the provision of high quality care for young children and developmental outcomes. A model is proposed indicating direct and indirect links between licensing and regulation, teacher education, the quality of child care, and child development outcomes. Discussion focuses on critical differences in American and Canadian demographics and attitudes toward social assistance and how this influences interpretation of research findings. Using the Canadian context as a framework, recommendations are made for national standards regarding (1) licensing and regulation of child care and (2) teacher education. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The impact of managed health care on predoctoral internship sites: A national survey.

Little empirical research has identified the impact of managed health care (MHC) on various types of predoctoral internship sites. Thus, the authors examined (a) the extent to which MHC affected such sites, (b) the types of sites most affected by MHC, and (c) internship training directors' (ITDs') perceptions of MHC's influence on specific issues in their sites. Overall, ITDs indicated that MHC had generally little impact on internship agencies to date. However, ongoing monitoring of MHC's effects on internship sites is warranted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group supervision practices at psychology predoctoral internship programs: A national survey.

Group supervision is widely practiced, yet little is known about the frequency of use and how it is actually practiced. A national survey of psychology predoctoral internships was conducted to examine current practices of group supervision. Data were collected on characteristics of the leader, the structure and content of group supervision, and leaders' perceptions about the unique qualities of group supervision. The 243 returned surveys showed that group supervision was conducted at a majority (65%) of the sites. The survey indicated that groups typically consist of 3 to 5 interns who meet weekly for the entire internship. Group supervisors were also found to enjoy conducting group supervision and to have extensive experience in doing so. Results about the content of group supervision and the perceived unique characteristics are also presented, along with suggestions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The emergency service: A setting for internship training.

The Emergency Psychiatric Service is only recently being added as a training setting for clinical psychology interns within a program of varied rotations. The roles of psychology faculty and trainees on the Emergency Psychiatric Service and the importance of learning to deal with patients in acute crises are discussed. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluating a prospective clinical internship: Tips for the applicant.

Discusses the general process of finding a clinical internship, a process that involves the decision to seek training, collecting information, interviewing, and making a decision. It is suggested that the prospective intern should not assume that every internship site is designed primarily to meet the interns' needs or that internships represent themselves accurately. An analogy between clinical evaluation of a client and evaluation of a prospective internship is drawn, and suggestions are made to help applicants successfully identify an acceptable internship. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social justice in an accredited internship in professional psychology: Answering the call.

Calls from the psychological literature have highlighted a need for the integration of social justice training in APA-accredited internships in professional psychology. This article presents an example of how foundational principles of social justice can be integrated into predoctoral internships. The authors identified foundational principles of social justice from the literature and applied them to training, using the internship at the University of California San Diego's Psychological and Counseling Services as a case example. Ways in which these principles have shaped trainees, learning activities, and trainee perspectives are presented. Finally, recommendations for integration of these principles for teaching psychology trainees are underscored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A case for the nonrotational internship.

Discusses the need for an alternative to the traditional rotational internship, outlines advantages of a nonrotational internship, and presents some of the problems and possible solutions that are unique to the nontraditional internship experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The quest for an internship: Four students' perspective.

What are students' experiences in applying for internships? Although the preponderance of recent internship literature addresses marketplace issues and competitive strategies, narratives of the applicants' experiences have been largely absent. Using an interpretive approach, 4 recent internship applicants reflect on the process of applying for internships as it contributes to the development of becoming a psychologist. The authors highlight 3 values of professional practice—community, respect, and authenticity—that can inform the dialogue of internship reform and suggest practical implications for student applicants, internship training directors, directors of clinical training, and the Association of Psychology Postdoctoral and Internship Centers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comments on the clinical internship application process.

Suggests ways the application process for internships in clinical psychology could be improved. The present author recommends additional items that could be included in the directory of internship centers, the establishment of a national application deadline date, guidelines regarding the time frame within which interviews are conducted and the proportion of applicants invited for on-site interviews, and caveats against internship sites requiring feedback from applicants far in advance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral internship training opportunities in clinical geropsychology.

What types of internship training opportunities are there for psychology graduate students interested in working with older adults? The authors summarize characteristics of 65 doctoral psychology internships self-identified as offering training opportunities in clinical geropsychology. The internships appear to have the resources, staff, training placements, and training experiences that are at least adequate, and in most programs, much more than adequate, for generalist training in aging. Internship programs at facilities of the Department of Veterans Affairs compose a major resource in clinical geropsychology training. Practical suggestions are offered to graduate students interested in obtaining geropsychology training during internship and to internship program directors who may want to offer such training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Standardization versus individualization in the clinical internship.

The roles of standardization and individualization in internship training are examined. Several areas in which standardization may be useful are identified. These include ones in which it facilitates clear communication and information sharing. Individualization is needed to take account of interns' unique patterns of training needs and rates of personal and professional development. A developmental model of training and supervision may facilitate this individualization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The therapeutic gay support group: A call for professional involvement.

Advocates the involvement of professional psychotherapists in facilitating therapy/support groups for gay persons. The special advantages of group therapy are discussed, as are guidelines for establishing a group. Effective therapist characteristics and strategies and typical psychological and group process issues, including a review of affirmative developmental models, are presented. Experiences with 83 participants in a series of 12 groups are summarized. (62 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategies for selecting and securing the predoctoral clinical internship of choice.

Discusses the goals that need to be considered in selecting a clinical internship site, procedures involved in applications and interviews, and the need for preparation in both the academic and personal realms. A carefully planned transition will likely result in a positive experience for both the intern and the site. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Salaries of clinical psychologists employed in APA-approved internship settings: 1979.

Updates data and provides information on present salaries of clinical psychologists working in internship-training centers. Salary schedules from 80 training centers approved for predoctoral internship training in clinical or counseling psychology indicate that federally-funded training centers provide the highest salaries for psychologists, and charity-supported agencies and those located in the Northeast provide the lowest salaries. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Issues of internship supply and demand: A survey of academic counseling and clinical programs.

This article reviews internship placement rates since 1992 and provides comparative data from a survey of academic training directors in the Council of University Directors of Clinical Training Programs, their student applicants, and academic training director members in the Council of Counseling Psychology Training Programs. Data from the 1997–1998 internship year suggest that although internship placement rates have remained relatively stable since 1992, larger members of students have been unsuccessful in securing an internship. Implications of current market trends in conjunction with recommendations regarding possible solutions are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A decision-making technique for choosing a psychology internship.

Anew method, the paired-comparison ranking technique, is proposed for assisting with internship selection decisions. This technique is discussed in terms of its ability to minimize the effects of decision frames (cf. D. Kahneman & A. Tversky, see record 1981-31998-001) as internship sites are selected. The technique is also compared with M. C. Jacob's (see record 1988-15125-001) internship decision grid. The paired-comparison ranking technique requires a greater number of choices to be made about internship sites and may require internship applicants to think more deeply about their alternatives. Specific instructions and a detailed example are provided to illustrate how to complete and interpret the paired-comparison ranking technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perspectives on an internship: The passages of training directors during the internship year.

Proposes a model to explain the transitions experienced by training directors during an internship year. Six transitions are identified, including courting, bonding, rapprochement, mentoring, launching, and reunion, and the particular behaviors and events that signal each passage are described. These transitions are contrasted with those often experienced by interns. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The graduate student viewpoint on internship preparedness: A 2008 council of university directors of clinical psychology student survey.

To better understand the graduate student viewpoint on quality of preparation provided by graduate programs in terms of the internship application process, the current study surveyed students enrolled in member programs of the Council of University Directors of Clinical Psychology (CUDCP). Six hundred seventy-four students completed a questionnaire designed to assess perceptions regarding preparation for the internship application process, relative prioritization of individual application components, and faculty behaviors that contribute to student anxiety related to the application process. Results demonstrated that student subgroups based on internship status (i.e., those who have not yet applied, current applicants, and current interns) significantly differed on many issues related to internship preparation. The findings suggest that graduate programs are not placing enough emphasis on the conveying of internship-related information early in a student's training. Furthermore, the findings highlight training techniques and faculty behaviors that can be adopted by programs to increase preparedness and reduce anxiety among applicants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A framework for half-time internship training in psychology.

In the past 50 years, psychology has so heavily emphasized the full-time internship as the preeminent training model that it has often overlooked the benefits of half-time internships for educators, students, the profession, and the populations that psychologists serve. This article makes a case for the nearly forgotten half-time predoctoral internship. The history and context of the half-time internship, culminating in a recent national conference, is presented. The benefits to students, doctoral programs, and the community are described, as well as obstacles and solutions for their implementation. Implications for developing more half-time internships for psychology stakeholders are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)