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)     

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)     

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)     

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.

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)     

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 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)     

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: 1975.

This article outlines the activities of the Association for the Advancement of Psychology (AAP) in its first year of activity. In its first full calendar year of operation, AAP and the Washington operations of the Council for the Advancement of the Psychological Professions and Sciences moved decisively ahead in promoting the public policy objectives of American psychology on Capitol Hill and in the executive agencies--working toward still greater organizational strength and accomplishments in 1976 and the years beyond. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association for the Advancement of Psychology: 1982.

News and issues related to the Association for the Advancement of Psychology, the advocacy arm of American psychology in the public policy arena. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association for the Advancement of Psychology: 1981.

The Association for the Advancement of Psychology (AAP) is the advocacy arm of American psychology, representing the interests of psychology in the public policy arena. A nonprofit corporation, AAP was founded under the auspices of the Council of Representatives of the American Psychological Association in 1974 and is supported by both APA contributions and individual membership dues. The AAP's Board, various committees, and public policy activities for 1981 are discussed in this article. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association for the Advancement of Psychology: 1978.

Discusses the recent activities of the Association for the Advancement of Psychology. Founded in 1974 under the auspices of the Council of Representatives of the American Psychological Association, the Association for the Advancement of Psychology (AAP) is a nonprofit corporation that interacts with all branches of the federal government in the interest of psychology and the public. (PsycINFO Database Record (c) 2010 APA, all rights reserved)