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)     

Psychology Training Directors' Views of Number of Practicum Hours Necessary Prior to Internship Application.

A national survey of training directors of academic programs, predoctoral internships, and postdoctoral fellowships was conducted to explore what constitutes an adequate number of practicum hours necessary to apply for internship. Training directors agreed that minimum standard hours should be set but differed on what those hours should be, with academic training directors endorsing fewer hours than directors of predoctoral internships and postdoctoral fellowships. The results raise questions about what is a practicum hour and suggest a need to obtain consensus about minimum standards and the possibility of a competency-based approach rather than emphasizing hours of practicum experience. (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)     

Internship hours revisited: Further evidence for a national standard.

Inconsistent training requirements across predoctoral internships have problematic implications for psychologists seeking licensure and for the profession as a whole. This investigation is an 11-year follow-up to a previous study (Bartle & Rodolfa, 1999) that explored the variation in hours accrued across predoctoral internship programs. The current study examined the total number of supervised training hours provided by internships and the methods utilized by training directors to calculate these hours. The total number of supervised hours reported by training directors ranged from 1,840 to 2,080, with 58.2% calculating hours by approximation, rounding off, or estimation. As training directors reported more total hours, they were increasingly likely to include holiday, vacation, and sick leave. Recommendations for state licensing boards and internship training programs are provided, including a national licensure requirement of 1,800 hours accrued during internship. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Competency-based geropsychology training in doctoral internships and postdoctoral fellowships.

Opportunities for geropsychology training in doctoral internships and postdoctoral fellowships have slowly grown over the years. There will be a need for more geropsychology training programs as the U.S. population ages concurrent with increased demand for mental health services from older adults. This article provides recommendations for competency-based geropsychology training that derive from the Pikes Peak Model for Training in Professional Geropsychology. We believe the recommendations provide useful guidance to existing internships and postdoctoral fellowships that offer geropsychology training, as well as to those who would like to establish programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The integration of HIV training into internship curricula: An exploration and comparison of two models.

Psychologists are becoming increasingly involved in HIV disease prevention and intervention. Developing the competencies to work effectively with this population requires dedicated educational commitment. It can be challenging to get HIV experience during graduate school, and few programs have faculty devoted to HIV endeavors. The authors propose the internship year as a reasonable time to develop HIV competencies within a broader internship curriculum. To explore this idea further, the authors examined two internships that offer specialized HIV training. To increase psychology's capacity to provide HIV training, recommendations are proposed for the application of these models to other internship sites. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"APA-accredited predoctoral internships for doctoral training in psychology: 1996": Correction.

Reports an error in "APA-accredited predoctoral internships for doctoral training in psychology: 1996" by (American Psychologist, 1996[Dec], Vol 51[12], 1287-1305). In the original article, Central Louisiana State Hospital was incorrectly listed under Programs Withdrawing From Accreditation at the End of Training Year 1995-1996 on page 1305. The correct listing is provided in the erratum. (The following abstract of the original article appeared in record 1996-06917-011.) Lists the agencies whose predoctoral internship training programs 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. (A correction concerning this article appears in American Psychologist, 1997[Jan], Vol 52[1], 31. On page 1305, Central Louisiana State Hospital was incorrectly listed under "Programs withdrawing from acceditation at the end of training year 1995–1996." It should have been included in the list of APA-accedited professional internships.) (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)     

A model for teaching psychotherapy theory through an integrative structure.

This article discusses a model for teaching psychotherapy theory through an integrative structure from the start of graduate students' training. This model articulates an ordering structure for the reputed 400+ so-called "theories" of psychotherapy. The rationale for such a structure highlights one dimension among several--that is, the recognition that a vast majority of mental health practitioners describe their orientation as eclectic or integrative. Professionals in training are encouraged to use this structure as an organizing principle to create the underpinnings for future professional development. The structure informs all aspects of a graduate-level course, including its syllabus, the textbooks selected, the reader, learning objectives, and tools for learning outcome assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Unique internship structures that expand training opportunities.

Internship is a vital component of professional psychology training. This article describes a variety of internship structures that have developed outside the more traditional ones. Complex relationships with the academic program, specific elements of philosophy of training, emphasis on diversity and social responsibility, and responsiveness to changing demography in clients and students are noted. The authors suggest implications for the viability of a variety of internship structures, the content and methods of quality assurance within the context of competency evaluation, tailoring internships to the needs of students, and the issue of stipends and resources. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychotherapy integration in internships and counseling psychology doctoral programs.

Training directors from APA-accredited internships and counseling psychology doctoral programs reported on the status of doctoral training in psychotherapy integration. A mail survey was used to assess several areas related to psychotherapy integration, such as didactic and clinical training, faculty/staff theoretical orientation and hiring practices, student competency and evaluation, directors' beliefs about integrative/eclectic training, and internship admissions. Overall results show a positive attitude toward psychotherapy integration in predoctoral training and suggest that the foundations for further student development in psychotherapy integration exist. (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)     

Internships for doctoral training in clinical and counseling psychology approved by the American Psychological Association.

Provides a list of APA-approved internships in clinical and counseling psychology. On the recommendation of the Committee on Evaluation, the Education and Training Board has recommended and the Board of Directors of the American Psychological Association has approved for doctoral training in clinical and counseling psychology the internships offered by the agencies listed in this article. These training agencies meet the minimum standards stated in the American Psychologist, 1958, 13, 59-60. The Committee on Evaluation is currently revising the criteria for accreditation of internship agencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Predoctoral Internship: Is Current Training Anachronistic?

The historical context of the predoctoral internship system is contrasted with the current state of graduate training. The internship system emerged because psychology students often acquired insufficient clinical experience during graduate training in the mid-20th century. However, modern graduate training typically involves extensive supervised clinical contact prior to internship. Moreover, traditional internships exact significant financial, psychological, and personal costs from students. The authors conclude with a discussion of recent progress in the internship process, promising alternatives to traditional internship training (i.e., elective internship training, distributed clinical training, and the affiliated internship model), and implications for the profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From the ground up: Building a psychology of women internship track.

Where can a graduate student interested in a specialty track in the psychology of women apply for internship? Until recently, there was no American Psychological Association (APA)-approved internship site in the United States offering such an experience. In addition to the generalist training that typifies APA internships, the internship year also presents an opportunity for specialization. If internship sites are to produce psychologists well equipped to address women's unique mental health needs, then it is vital to create opportunities for trainees to specialize in the psychology of women while on internship. This article describes the development of a Psychology of Women Track as part of a predoctoral internship program, including the context of the track, the specific training experiences included in the track, and a conceptual model of psychology of women training that can be used at other internship sites. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved predoctoral internships for doctoral training in clinical and counseling psychology: 1977.

Lists the internships for doctoral training approved by the American Psychological Association Committee on Accreditation for 1977. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of approved programs by professional specialty has been dropped. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved internships for doctoral training in clinical and counseling psychology: 1973.

Presents a list of agencies offering internships approved for doctoral training in professional psychology by the American Psychological Association's Committee on Accreditation. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of approved programs by professional specialty has been dropped. (PsycINFO Database Record (c) 2010 APA, all rights reserved)