Internship opportunities in clinical neuropsychology emphasizing recent INS training guidelines.

Surveyed the directors of 230 predoctoral internship programs in clinical and counseling psychology about the nature of clinical neuropsychological experiences provided at the internship site, training in neuropsychological batteries, information about providers, and availability of formal postdoctoral training. Of the 170 programs responding, 117 indicated that they offered some form of training in clinical neuropsychology. The most common format for this training was the seminar. Findings show that while there is continued demand for clinical neuropsychology training opportunities, the programs' present structure and limited training opportunities are not likely to produce competent practitioners. Although formal postdoctoral experiences were a major recommendation of the International Neuropsychological Association (INS) training guidelines, positions were limited. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Issues related to postdoctoral education and training in professional psychology: Results of an opinion survey.

Is professional psychology assuming adequate responsibility for advanced training in the profession? Although professional psychology has taken enormous strides in articulating standards for doctoral and internship training, postdoctoral education and training (PDET) have received much less attention, resulting in a lack of clear guidelines for managing the transition from training to independent practice. Professional psychology's practitioners, educators, and trainees were asked to provide their opinions on a number of PDET-related issues. Data are presented that include broad support for maintaining the postdoctoral training year. Implications address steps to assist advanced students in maximizing their postdoctoral training experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship training in clinical neuropsychology.

Reports the results of a survey of 136 predoctoral clinical and counseling psychology internship sites regarding neuropsychology training. Most internship programs offered some specialized neuropsychology training; rotation requirements, patient populations, and training focus varied widely among programs. The Halstead-Reitan Neuropsychological Battery was the most widely used standardized battery. Although use of such batteries was widespread, Ss emphasized a qualitative approach to performance analysis regardless of what formal assessment instruments were used. The extent of professional time devoted to neuropsychology varied widely. Differences in available training were found when those who practiced neuropsychology a majority of the time were compared with identified neuropsychology trainers who practiced neuropsychology less often. The majority of Ss indicated that upon completion of neuropsychology rotations, an intern was prepared to use neuropsychology in general assessment practice rather than as a neuropsychology specialist. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in adolescent treatment: Where is psychology?

Determined the extent to which doctoral and postdoctoral/internship training programs (TPs) focus on working with adolescents. A questionnaire was mailed to all American Psychological Association approved clinical and counseling psychology doctoral TPs and all postdoctoral and internship TPs listed with the Association of Psychology Postdoctoral and Internship Centers. Data were obtained from 299 program directors, 146 of whom were postdoctoral/internship respondents. The majority of doctoral level TPs do not offer specific training in working with adolescents. Only 25% of TPs were identified as offering any course work in adolescent psychopathology and in all cases adolescents were lumped together with children. In the category of postdoctoral/internship TPs, only 27% offer courses in the treatment of adolescents and only 21% offer practicums. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training opportunities in neuropsychology at APA-approved internship settings.

Survey data from 98 American Psychological Association (APA)-approved or conditionally APA-approved internship programs indicated that 86 offered training in neuropsychology. Of these, 30 indicated that they admitted students who wished to specialize in clinical neuropsychology. Information on the type of neuropsychological training involved, the length of training, type of tests given, and the number of cases seen by the student are reported. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2003.

Presents the official listing of accredited internship and postdoctoral residency programs in psychology. It reflects all committee decisions through June 29, 2003. Included are accredited internship training programs, accredited postdoctoral residency training programs, substantive specialty practice programs, and internship programs withdrawing from accreditation or closing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate neuropsychology training: A later look.

Surveyed 113 American Psychological Association (APA)-approved clinical programs to determine (a) the nature and extent of graduate neuropsychology training; (b) the extent that existing training programs meet the requirements of training models proposed to APA by the International Neuropsychological Society (INS) Task Force; (c) whether current training was required of clinical graduate students; (d) how much time was devoted to theory, research, and practice during training; (d) and the extent that the Luria-Nebraska Neuropsychological Battery (LNNB) and the Halstead-Reitan Neuropsychological Test (HRNT) Battery were included in such training. Questionnaires returned by 65% of the schools revealed neuropsychology training in 88% of them. The structure of such training is generally not geared to the training models proposed by the INS Task Force, mostly because schools that offer neuropsychology training only require clinical graduate students to take a course or seminar in about 20% of those schools. Time devoted to theory, research, and practice varied widely, as did the types of training that schools planned to add to their programs. The LNNB was taught in 54% of the schools, and the HRNT was taught in 88%. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in clinical psychology: As amorphous as an inkblot.

Although the American Psychological Association (APA) currently recognizes no formal training requirements beyond the PhD degree and offers no standards or guidelines for postdoctoral training, an examination of state licensing and certification laws clearly indicates that postdoctoral training is quickly becoming the norm rather than the exception for psychology doctorates pursuing state licensure. In light of the increasing demand for postdoctoral training experience before state licensing eligibility, and because of the further specialization of psychology, Toye and Pierce (1987) recently called for the development of a required postdoctoral residency program after a year of predoctoral internship training, to be instituted and promulgated by the APA. Whether one is in favor of or opposed to the implementation of a mandatory postdoctoral residency program, current and future licensing and certification laws may eventually force psychologists to implement such a program as well as develop standards and guidelines regarding postdoctoral training. Thus although postdoctoral training experience has become a practical reality for psychology professionals pursuing state licensure, the APA currently offers no standards or guidelines for postdoctoral training or the postdoctoral training application process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2006.

Presents the official listing of accredited internship and postdoctoral residency programs. It reflects all committee decisions through July 16, 2006. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. (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)     

Accredited internship and postdoctoral programs for training in psychology: 2008.

This article provides an official listing of accredited internship and postdoctoral residency programs. It reflects all Commission on Accreditation decisions through July 20, 2008. The Commission on Accreditation has accredited the predoctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. The accreditation status listed for each program reflects that program's current status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Survey of the educational backgrounds and specialty training of instructors of clinical neuropsychology in APA-approved graduate training programs.

A survey of 36 clinical neuropsychology instructors showed that few Ss possessed even the minimal requirements for practitioners in the field. Ss evidenced a limited academic background in areas such as physiological psychology and the neurosciences, and the Ss' modal number of publications and neuropsychological examinations performed in the previous year were both zero. Results suggest the need for instructors to receive more clinical and research training and for the creation of national standards to assure professional accountability. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2007.

Provides the official listing of accredited internship and postdoctoral residency programs. This list reflects all committee decisions through July 22, 2007. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. Also listed for each program is the date of the next regularly scheduled site visit. The accreditation status listed for each program reflects that program's current accredited status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2002.

This is the official listing of accredited internship and postdoctoral residency programs for training in psychology. It reflects all committee decisions through July 28, 2002. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical utility rankings of neuropsychologically related journals.

Surveyed designated neurologists of 60 graduate psychology departments and internship training programs to examine the relative importance of 22 journals to the field of clinical neuropsychology. The Journal of Clinical Neuropsychology, the Journal of Consulting and Clinical Psychology, and Clinical Neuropsychology were judged the most clinically useful. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A survey of interns' preferences and plans for postdoctoral training.

What are interns' plans and preferences for postdoctoral training? In this survey, most interns indicated they preferred an informal postdoctoral experience rather than a formal one, and half of them obtained a position before the end of their internships. Interns based their choices for positions more on personal and practical considerations and indicated that obtaining a postdoctoral position was less stressful than obtaining an internship. Interns had adequate knowledge of the required length of postdoctoral experience for licensure, but most were unsure about the parameters for supervision. Half of the interns were willing to pursue postdoctoral psychopharmacology training, especially if it could be completed within 2 years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2010.

This is the official listing of accredited internship and postdoctoral residency programs. It reflects all Commission on Accreditation decisions through July 18, 2010. The Commission on Accreditation has accredited the predoctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. The original date of accreditation, listed for each program, is the day on which the program’s accredited status became effective. The original date of accreditation, listed for each program, is the day on which the program’s accredited status became effective. (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)     

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)