Accredited Internship and Postdoctoral Programs for Training in Psychology: 2005.

Presents the official listing of accredited internship and postdoctoral residency programs. It reflects all committee decisions through July 17, 2005. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies in this article. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. Also listed for each program is the date of the next regularly scheduled site visit. Program review is governed by the "Guidelines and Principles for Accreditation of Programs in Professional Psychology" (G&P). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Geography and internship match rates: Quantifying competitiveness and discussing implications for the internship imbalance.

In response to the internship supply/demand imbalance, the field of psychology recognized a crisis and proposed solutions. With each passing year, however, graduate students face the real possibility that they may not match. Using four years worth of site match rates, competitiveness is quantified and analyzed with respect to implications for the field, APPIC, internship sites, graduate programs, and prospective interns. Results suggest geographic differences in match rates are less meaningful for applicant strategies than monitoring competitiveness using site match rates and submitting 10 to 15 applications. Discussion includes implications for students and how they may use match rate data to improve their site selection strategies and chances for a successful match. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The internship supply and demand issue: Graduate student's perspective.

The increasing gap between the number of internship applicants and the number of students applying for internship is of great concern for psychology graduate students and the American Psychological Association of Graduate Students (APAGS). APAGS sees this concern as multifaceted and has been involved in a variety of efforts to address this imbalance since the early 1990s. This article outlines in greater detail APAGS' view of the internship supply and demand concern, how this problem affects students, and how APAGS has worked to address the issue. It also presents APAGS recommendations for advancing psychology's collective efforts to address this concern. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The internship match: Understanding the problem-seeking solutions.

When 25% (842) of the 3,430 students participating in the 2007 APPIC Match were not placed, the Editorial Team of Training and Education in Professional Psychology (TEPP) expressed considerable concern about the significant barrier that exists for a sizable number of students seeking internships. The numbers of unplaced applicants has increased significantly during the last few APPIC Matches (Keilin et al., this issue). Unfortunately, the TEPP Board does not anticipate that this anxiety-provoking trend will reverse or end. We believe that the profession of psychology should be more than concerned. We believe that they should take action. This internship "supply and demand" problem has existed for at least 10 years and is increasing in severity. The profession must come to an agreement about the components of the problem and then address each one. There are no easy solutions but the TEPP editorial staff believes that there are many creative, thoughtful, collaborative solutions proposed in this special issue. We hope that this special issue will help the profession understand the varied views of this problem. We believe that the profession must come to a consensus about the problem and develop creative, pragmatic steps to provide a streamlined, effective sequence of training and education in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to Listing of Accredited Doctoral, Internship, and Postdoctoral Training Programs in Professional Psychology.

Presents a supplement to the listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology. These changes update the listing in the December 2003 issue of the American Psychologist and reflects all committee decisions through April 4, 2004. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to Listing of Accredited Doctoral, Internship, and Postdoctoral Training Programs in Professional Psychology.

The American Psychological Association (APA) 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 2002 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 (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)     

Supplement to Listing of Accredited Doctoral, Internship, and Postdoctoral Training Programs in Professional Psychology.

Announces changes in the listing of accredited doctoral (clinical, counseling, school, and combined professional-scientific), internship, and postdoctoral programs in professional psychology. 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 2004 issue of the American Psychologist. (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)     

Internship recruitment and the VA Psychology Training Program.

A survey of 13 accredited and 12 nonaccredited VA internship centers indicates a flexible and varied administration of the program at the local level as to stipends, training hours, and training rotations. Responses to an anonymous questionnaire by 115 intern applicants who rejected VA internship offers indicated that the rejecting interns had a positive image of the VA, but they wanted a more heterogeneous patient population and a greater academic atmosphere for their internship than they thought the VA could provide. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A scientist-practitioner perspective of the internship match imbalance: The stairway to competence.

This paper focuses on the supply and demand imbalance from a scientist-practitioner perspective, emphasizing competency development. A conceptual framework, the Stairway Model, illustrates the basic steps leading to emerging professional competence and stimulates research leading to thoughtful solutions to the internship match imbalance. Three immediate recommendations are offered. Doctoral programs should be (a) held accountable for their match rates, and (b) required to publicly disclose program and national match rates. Third, research must be conducted to determine factors that influence match rate and competency development. Concerns with other commonly proposed solutions are also discussed. (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)     

Accredited internship and postdoctoral programs for training in psychology: 1999.

This document is the official 1999 listing of accredited internships and postdoctoral residency programs in psychology. The original date of accreditation is listed for each program as is the date of the next regularly scheduled site visit or submission of self-study report. (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)     

Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology.

The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The intent of these guidelines is to improve the quality of teaching and learning in the area of the practice of CP, especially OCP, within the scientific discipline and profession of psychology. Towards these ends, this document is intended as guidance for psychologists who teach or plan curricula for teaching CP/OCP at doctoral or postdoctoral levels of professional education and training in psychology. The guidelines are structured in the form of overarching principles, general competencies, and domain-specific competencies that are ideally obtained by persons receiving training at the doctoral or postdoctoral level in CP/OCP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association for the Advancement of Psychology: 1983.

This article describes the public policy activities in Congress of the Association for the Advancement of Psychology (AAP), which is the recognized independent national advocacy arm of American psychology, representing the interests of psychology in the public policy arena. AAP's public policy activities in Congress continued to focus on the elimination of discrimination with regard to the treatment of mental illness and mental health professionals, increased federal funding of behavioral and social science research and research training, and the protection of constitutional rights without exception. AAP activities included working with other mental health advocacy groups to urge Congress to enact fiscal 1984 appropriations measures favorable to psychology, lobbying for various child-related federal programs in 1983, and legislation drafted by the AAP to eliminate current discrimination between physical and mental health benefits for the 10 million federal employees, annuitants, and families. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association for the Advancement of Psychology: 1977.

The Association for the Advancement of Psychology (AAP) is a nonprofit corporation founded in 1974 under the auspices of the Council of Representatives of the American Psychological Association. In the interest of psychology and the public, AAP interacts with Congress, the executive branch, and the judicial branch of the federal government. AAP is governed by a 24-member Board of Trustees selected equally, by mail ballot of AAP members, from the professional, public-social, and scientific sectors of psychology. Some major public-policy activities in 1977 included confirmation hearings on the new director of the Alcohol, Drug Abuse, and Mental Health Administration; Psychology-Medicare bills; the equal rights amendment; research, training, and service funding in the National Institute of Mental Health, the National Institute of Education, the National Science Foundation, the Veterans Administration, the Office of Naval Research, etc.; welfare reform; antidiscrimination amendments in employee insurance plans; President Carter's Commission on Mental Health; a complaint to the Federal Trade Commission against the Joint Commission on Accreditation of Hospitals and the American Medical Association; services and provider status in CHAMPUS, the Veterans Administration, the Federal Employees Health Benefits Program, and the military; governmental reorganization; the "Child Health Assessment Plan"; development of national health insurance proposals; the Community Mental Health Centers Act; rights of institutionalized persons; the Health Planning Act; educational and industrial testing; evaluation of persons with access to nuclear materials; the Professional Standards Review Organizations Act; the Consumer Protection Agency; federal workers' compensation; zero-based budgeting of federally funded programs; disability determination procedures in the Social Security Administration; protection of human subjects; and copyright law revision. AAP officials and staff also worked informally on a continuous basis with individual Representatives, Senators, and their staffs, as well as with the staffs of various committees in both Houses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association for the Advancement of Psychology: 1985.

This article discusses a merger between the American Psychological Association (APA) and the Association for Advancement of Psychology (AAP), 1985. That "merger of certain AAP and APA functions" (Fox, 1985), as it came to be officially called, was accomplished on February 1, 1986. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association for the Advancement of Psychology: 1984.

The Association for the Advancement of Psychology (AAP) serves as the public policy arm of the American Psychological Association (APA). This article discusses the AAP's public policy activities as well as providing recognition for psychologists in public law and information on AAP internal affairs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association for the Advancement of Psychology: 1976.

The Association for the Advancement of Psychology (AAP), established by the Council of Representatives of the American Psychological Association in 1974, interacts with the U.S. Congress and federal regulatory agencies on issues of interest to psychology, in the public interest. This article presents information on AAP board members, Operations Committee members, meeting dates, legislative agenda, headquarters staff members, and bylaws revisions for the year 1976. (PsycINFO Database Record (c) 2010 APA, all rights reserved)