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)     

APA-accredited predoctoral internships for doctoral training in psychology: 1987.

Presents a list of the APA-accredited predoctoral internships for doctoral training in psychology in 1987. 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 accredited programs by professional specialty has been dropped. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of group psychotherapy training during predoctoral psychology internship.

Do psychologists receive sufficient training in group psychotherapy? Existing literature indicates that comprehensive training standards have not been universally or rigorously followed within the field of psychology. Results of this study indicate that, much like graduate school programs, predoctoral clinical psychology internships also do not routinely provide adequate group therapy training. This deficit in training undermines the proficiency and competency of psychologists who will increasingly be called upon to lead psychotherapy groups in clinical practice. Specific recommendations are provided to training directors who are interested in expanding their group therapy training opportunities. (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)     

A growing bottleneck: The internship supply-demand imbalance in 2007 and its impact on psychology training.

This article provides a comprehensive analysis of the growing imbalance between the supply of predoctoral internship positions in psychology and the demand for such positions by graduate students. Data from the 2007 Match sponsored by the Association of Psychology Postdoctoral and Internship Centers (APPIC) are provided along with the results from several surveys of applicants from that year. An overview of applicant and program participation for the nine APPIC Matches that occurred between 1999 and 2007 is also provided. Implications of the increasing supply-demand imbalance for applicants, graduate and internship programs, and the profession are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

The Commission on Accreditation announces the following status changes for accredited doctoral (clinical, counseling, school, developed practice area, and combined professional-scientific), internship, and postdoctoral residency programs in professional psychology. These changes update the listing provided in the December 2010 issue of the American Psychologist. Except for newly accredited programs, updates for year of next review will not appear in this listing but will be updated annually in December. Hard copies of these listings are available on request from the APA Office of Program Consultation and Accreditation. The most up-to-date listings are provided online (http://www.apa.org/ed/accreditation/ programs/index.aspx). The current listings do not contain a full historical record of accredited programs and should not be used for historical credential review. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

Presents a supplement to the official 2002 listing of doctoral programs, internships, and postdoctoral training programs accredited by the American Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social justice in the training of professional psychologists: Moving forward.

The Special Section for Social Justice in Training of the journal for Training and Education in Professional Psychology adds to the growing social justice literature and offers advances in training. This article reflects on the main themes presented in the Special Section including the prevalent role of developmental perspectives, multiculturalism, implementation of learning through action, and organizational recommendations. Further, we highlight areas for additional consideration including the importance of examining values and assumptions of the profession, issues of power within training programs, the need to provide training in navigating and negotiating in systems, benefits of interdisciplinary collaboration, pragmatic and ethical issues in shifting to a social justice framework, and professional development needs of faculty and supervisors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

The Committee on Accreditation announces changes in the listing of accredited doctoral (clinical, counseling, school, and combined professional-scientific), internship, and postdoctoral residency programs in professional psychology. These changes update the listing in the December 2006 issue of the American Psychologist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social justice in practicum training: Competencies and developmental implications.

This article addresses the challenge in the predoctoral education of professional psychologists of providing practicum training experiences with a strong social justice focus while also ensuring that students are acquiring the full range of foundational competencies expected of practicing psychologists. The theory-based distinction between interactional, procedural, and distributive justice will be discussed as a framework for considering a developmental progression in practicum training, moving from individually focused skills to more advanced competencies emphasizing social/institutional change. The article concludes with aspirational recommendations for any academic program seriously committed to the pursuit of social justice as part of its training mission. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

In this article, the Commission on Accreditation announces changes in the listing of accredited doctoral (clinical, counseling, school, developed practice area, and combined professional-scientific), internship, and postdoctoral residency programs in professional psychology. These changes update the listing in the December 2007 issue of the American Psychologist. Except for newly accredited programs, updates for year of next review will not appear in this listing but will be updated annually in December. Complete listings are available on request from the American Psychological Association Office of Program Consultation and Accreditation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

The Committee on Accreditation announces the following changes in the listing of accredited doctoral (clinical, counseling, school, and combined professional-scientific), internship, and postdoctoral residency programs in professional psychology. These changes update the listing in the December 2005 issue of the American Psychologist. Except for newly accredited programs, updates for the year of next review will not appear in this listing but will be updated annually in December. Complete listings are available on request from the APA Office of Program Consultation and Accreditation. The complete listings also are provided via electronic means (www.apa.org/ed/accreditation/), but those listings are for informational purposes only and should not be used for official credential review. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applying for the predoctoral internship: Training program strategies to help students prepare.

The predoctoral internship signifies the culmination of applied training in professional psychology. With the increasing supply and demand gap, securing an internship has become competitive and has resulted in many students employing a wide variety of steps in an attempt to ensure a successful internship application. However, little is known about how academic training programs assist students in applying for an internship. The purpose of this study was to describe what activities training programs engage in to prepare their students for the internship application process, and to better understand students' perception of their preparedness to apply as well as to understand their experience applying. The results suggested that training programs prepared students well for general aspects of the process but did not adequately prepare them for the more specific tasks related to the application process. Results also suggested that while the students didn't find the application process confusing or difficult they found it stressful and anxiety provoking. Suggestions for programs to inform and assist their students in preparing for applying are presented as well as recommendations for future research. (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)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

The Commission on Accreditation announces the status changes presented here for accredited doctoral (clinical, counseling, school, developed practice area, and combined professional-scientific), internship, and postdoctoral residency programs in professional psychology. These changes update the listing provided in the December 2008 issue of the American Psychologist. Except for newly accredited programs, updates for year of next review will not appear in this listing but will be updated annually in December. Complete listings are available on request from the APA Office of Program Consultation and Accreditation. The complete listings are also provided via electronic means (http://www.apa.org/ed/accreditation/), but those listings are for informational purposes only and should not be used for official credential review. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Costs of predoctoral clinical psychology internship training in a Canadian health care setting.

Financial pressures on institutional health care in Canada in recent years have led to substantial pressures on institutional psychological services. These pressures have resulted in the elimination or substantial diminution of psychological services in some of these institutions, including the discontinuation of many longstanding psychology internship programs. It is therefore important for psychologists to demonstrate their cost-efficiency in delivering services. However, evidence for this efficiency in the current Canadian context is lacking. This investigation examines the costs and clinical activities of the interns and staff at a major Canadian teaching hospital in order to determine the degree to which the internship is a cost-efficient method of delivering services. The results indicate that there is a small increased cost to having the services delivered through an internship program. The results are viewed as part of a balanced scorecard approach to the evaluation of an internship program. From such a perspective, other factors can be seen as balancing out the slightly increased cost. Also, a number of strategies are outlined for increasing internship cost-efficiency. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1985.

The Committee on Accreditation has accredited the predoctoral internship training programs in psychology offered by the agencies listed in this article. There are three categories of accreditation. Full accreditation is granted to any program that, in the professional judgment of the Committee, meets the criteria in a satisfactory manner. Provisional accreditation is granted to programs making initial application that, in the professional judgment of the Committee, do not meet all the criteria but for which the Committee believes there is a reasonable expectation that they will be met within a foreseeable period of time from the date of the initial site visit. Probation is the category into which a fully accredited program is placed when the Committee has evidence that it is not currently in satisfactory compliance with the criteria. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

The Commission on Accreditation announces the following status changes for accredited doctoral (clinical, counseling, school, developed practice area, and combined professional-scientific), internship, and postdoctoral residency programs in professional psychology. These changes update the listing provided in the December 2009 issue of the American Psychologist. Except for newly accredited programs, updates for year of next review will not appear in this listing but will be updated annually in December. (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)