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)     

Post-notification day perceptions of unplaced internship applicants and their academic training directors: Recommendations for improving future selection processes.

The demand for predoctoral internships has risen in recent years, possibly contributing to some students' difficulty in securing a slot. The present study examined the experiences of unplaced applicants and their academic training directors after the 1995-1996 internship selection process. Respondents provided their perceptions about (a) why some students did not obtain an internship placement, (b) how prospective applicants may wish to conduct themselves in future selection processes, and (c) how the American Psychological Association, the Association of Psychology Postdoctoral and Internship Centers, and academic and internship training programs might respond to the perceived shortage of internship positions. Recommendations for addressing the hypothesized applicant-to-slot imbalance are also presented. (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)     

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)     

Psychology Training Directors' Views of Trainees' Readiness to Practice Independently.

When are psychology trainees ready to practice independently? This question has been debated extensively during the past few years. To contribute to this debate, a national survey of training directors of academic programs, predoctoral internships, and postdoctoral fellowships was conducted. The study explored training directors' views regarding the examinations and supervisory hours necessary to become an independent practitioner. The study found that training directors were divided in their opinions of when trainees are competent to practice independently. Academic training directors believed that trainees are ready for independent practice earlier in the training sequence than internship and postdoctoral training directors. The implications for conflicting views are discussed. (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)     

Perceptions of Multicultural Training in Predoctoral Internship Programs: A Survey of Interns and Training Directors.

Multicultural training at internship sites is a critical component in the preparation of doctoral-level psychologists, so the quality of this training is of the utmost importance. In the following study, the authors examine multicultural training from the perspective of predoctoral interns and training directors at counseling center sites that offer a major or minor rotation in multicultural therapy. Results suggest that perspectives vary between interns and training directors and that there is a great difference in the type of criteria used by each site as evidence of a major or minor rotation. The need for more standardized criteria to define major and minor rotations and suggestions for the Association of Psychology Postdoctoral and Internship Centers, internship training directors, and prospective interns are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in projective testing: Survey of clinical training directors and internship directors.

Eighty-nine percent of directors of doctoral programs in clinical psychology accredited by the American Psychological Association (APA) and 84% of directors of APA-accredited internships responded to similar surveys on expectations, attitudes, and practices in the instruction of projective techniques. Directors of internship programs appeared to value projective techniques more than did directors of doctoral programs, and they expected students to have more experience with these techniques than is typically provided in doctoral programs. The two groups also differed significantly in where they believed the responsibility for correcting this imbalance should lie. In addition, 15% of directors of doctoral programs did not believe that training in projective techniques should be required, whereas only 4% of directors of internship programs expressed this view. This study documents the disparity between the average amount of training in projectives provided to students in doctoral programs and the proficiency expected of those students in their internships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association of psychology postdoctoral and internship centers' guidelines and the internship selection process: A survey of applicants and academic and internship training directors.

Although the Association of Psychology Postdoctoral and Internship Centers (APPIC) established guidelines for internship offers and acceptances, the internship selection process has been viewed as stressful by many of its participants. The present study explored participants' experiences with the selection process to understand how certain behaviors may contribute to selection difficulties. Surveys were mailed to internship applicants, academic training directors, and internship training directors who participated in the 1994–1995 selection process. Results revealed some significant differences among these respondents with respect to their perceptions of potential internship selection behaviors. In addition, 40% of the internship applicants perceived that violations of the APPIC guidelines had occurred during the selection process. Recommendations for addressing internship selection issues are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Decrease! What decrease? Intern stipends have gone up, not down, in Manitoba.

Comments on the original article "Predoctoral internship training in Canada--I: Internship settings and supervisory issues," by J. Howes, M. Vallis, A. Wilson, M. Ross, and H. Louisy (see record 1996-06731-004). In their report on Canadian internship settings (Canadian Psychology, August 1996) Howes, Vallis, Wilson, Ross & Louisy correctly reported that Manitoba had the highest intern stipend in the 1992-1993 Internship Directory of the Canadian Council of Clinical Psychology Program Directors (CCCPPD, 1991), although they underreported it by $1,000. They then went on to report that by the time of the 1996-1997 Directory, "Stipends...decreased in Manitoba, Ontario and Nova Scotia (mean decreases of $5,290, $1,074, and $880 respectively)." (pp. 175). Unfortunately, these data create the incorrect impression that Manitoba's interns have been hit with a huge reduction in pay; the biggest decrease in the country. This is not true. In actuality, both of Manitoba's internships have increased their stipends. A further indication of the support for psychology training in Manitoba is that the total number of internship positions in the province increased during the time period covered by their study (and will increase again in 1997-1998 as the internship in the Faculty of Medicine adds two more interns). (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)     

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)     

Priorities for professional training in the 90s: Perspectives of directors of psychology training programs.

This paper presents a systematic examination of the opinions of the directors of professional training programs in psychology about the issues of primary importance facing their training programs today. 69 training directors whose programs are members of the Canadian Council of Professional Psychology Programs (CCPPP) completed a survey questionnaire and then participated in a day-long discussion as part of a CCPPP workshop. There was good agreement between the directors of doctoral programs and internship settings regarding the issues of greatest importance to their programs. Directors saw their priorities as honing the clinical training that they offered to students and ensuring that their programs survived. Program expansions and revisions were clearly of lower priority. Issues identified at the recent Mississauga Conference received mixed support. (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)     

Internship selection in 1999: Was the Association of Psychology Postdoctoral and Internship Centers' Match a success?

This article evaluates the 1st year of operation of the Association of Psychology Postdoctoral and Internship Centers' (APPIC) Matching Program, a computer-based selection process for predoctoral internships, from the perspective of internship applicants, internship training directors, and directors of clinical training. Statistics from the APPIC Match are presented along with the results from surveys that were sent to participants to assess their experiences with the new system. Results revealed a generally high level of satisfaction with the new selection process, along with considerable evidence that the APPIC Match resulted in less stress for participants and a dramatic reduction in violations of APPIC policies. Some limitations and procedural difficulties are reviewed and recommendations for future APPIC Matches are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in empirically validated treatments: What are clinical psychology students learning?

Directors of clinical training (83%) and directors of internships with American Psychological Association approval (55%) responded to a survey concerning empirically validated psychological treatments in which their students received training. Most programs provided supervised clinical experience in a number of these treatments. However, over 20% of doctoral training programs failed to provide minimal coverage of empirically validated treatments in didactic courses, and internship programs typically did not require that students be competent in any of these treatments before completion of the program. The absence of didactic and clinical training in empirically validated psychodynamic therapies and interpersonal therapy was most marked. These findings suggest that programs need to be more attentive to teaching data-based treatments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional psychology internships in school psychology: Fact or fiction?

We investigated the types of training options for school psychology students in internship settings accredited by the American Psychological Association (APA). Survey results were obtained from APA-accredited programs in school psychology and APA-accredited predoctoral internships that accept school psychology applicants. The results suggested a discrepancy between the number of accredited programs and the number of accredited predoctoral internships available to the prospective school psychology intern. These findings are reviewed in light of recommended internship components obtained from survey information and guidelines approved by the Council of Directors of School Psychology Programs (1983) and the American Psychological Association (1986). Recommendations for development of school psychology rotations within APA-accredited predoctoral internships for doctoral training in psychology are presented. (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)     

Premature termination of psychology interns.

Determined how frequently an internship is prematurely terminated, why it happens, the relative rate of premature termination of minorities, and the legal ramification of premature terminations. A questionnaire was completed by 105 training directors of internships fully approved by the American Psychological Association. Of 3,325 internship positions available during the past 5 yrs, 51 interns failed to complete the training experience, although such action was considered with an additional 89 interns. Males had a disproportionately higher failure rate than females, and the most frequent reasons given were signs of emotional instability and/or a personality disorder, as manifested by the intern. Recommendations are made for dealing with the failure and termination process. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)