The role of the psychology department clinic in training scientist-professionals.

The role of psychology department clinics in the development of the discipline of clinical psychology is discussed, and an ideological and structural framework for enabling such clinics to facilitate the integration of research and practice is provided. The University of Massachusetts Psychological Services Center is described as an example of a clinic operating within this framework. Several examples of clinical scholarship that have evolved in this setting are offered. Some of the key characteristics of a training clinic subscribing to the objective of training clinical psychologists with scientist-professional ideals and capabilities are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perspectives of psychology training clinics from training and clinic directors.

139 directors of clinical training (DCTs) and training clinic directors (TCDs) completed a survey concerning their views of the roles of the training center and its director and the relationship between DCTs and TCDs. There was a high degree of consensus concerning the importance of psychology training clinics, their functions, who should be trained and served, and the type of training provided. Ss agreed that student clinical training was more important than research and community service and that students should be provided with training in assessment and prevention as well as treatment. Most stated that the training clinic should operate on the basis of a mental health clinic model rather than as a community psychology model. Although there was also high agreement on the qualifications and responsibilities of the director, differences between the 2 groups emerged with respect to the relative control of the clinic by DCTs and TCDs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training for managed care: A national survey of psychology and social work programs.

Although there is much discussion within the professional literature about the training needs of graduate students in response to managed care, little empirical research exists that assesses the extent to which graduate programs provide training opportunities in this field. The present study surveyed graduate program training directors in clinical psychology, counseling psychology, and social work about the training opportunities available for their graduate students. Almost 60% of the respondents indicated that they provide some type of training related to managed care. Implications and applications of these results are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of research conducted in psychology program training clinics.

Although the importance of promoting research in psychology program training clinics (PPTCs) has often been stated, there are no reviews that document the extent and nature of published research from these settings. We conducted a literature search, a systematic review of selected journals, and a survey of training clinic directors to identify a substantial body of published research that has been conducted in training clinics. Publications that provide useful information about PPTCs are reviewed within the following categories: the nature and organization of training clinics, client characteristics, assessment, intervention, clinical training, and research and research training. Finally, examples of PPTCs that have fostered programmatic research are cited, and recommendations are made for improving the contribution of research conducted in PPTCs to increase knowledge of these settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Program evaluation as applied to the goals of a psychology department clinic.

A comprehensive evaluation of a psychology department clinic in relation to its goals, in which goal definition was based on observations of clinical faculty members and students, demonstrated that, overall, clinic goals were determined by departmental priorities that put training before both research and service. An evaluation instrument composed of 5 segments to measure goal attainment is discussed in terms of its assessment of graduate students' evaluation of training through the clinic, faculty members' views of the effects of the training program, adequacy of the training program as reflected in postdoctoral accomplishments of former students, community awareness and attitudes regarding the clinic, and clients' satisfaction with services. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation activity in psychology training clinics: National survey findings.

Surveyed 74 US psychology training clinics to determine the scope, nature, impact, and problems of evaluation research conducted in these settings. 68% reported current quantitative evaluation of client treatment, and 61% reported current quantitative evaluation of clinical training. A wide variety of specific outcome measures were used with varying frequency. Most evaluation activities were exclusively supported by internal financing, with the clinic director the most likely collector of evaluation data and the clinic staff the most likely recipients of evaluation findings. Major obstacles to evaluation included resource constraints, staff resistance, pragmatic difficulties, and technological limitations. 48% of the directors of clinics conducting treatment evaluation believed evaluation had a significant influence on policy, whereas 42% of those conducting training evaluation reported such influence. Several correlates of policy impact were also identified. Further plans to conduct evaluation were widespread, though not universal. The need for better measures, faculty resistance to evaluation, ways of improving policy impact, and the importance of increased communication across training sites are discussed. (43 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training in clinical psychology: Student perspectives on selecting a program.

Although graduate programs in clinical psychology spend considerable energy and resources selecting students, there is limited information regarding the factors students consider important when they choose a training program. A review of recent literature found one study that looked at how first-year graduate students rated the importance of a number of factors in their decision-making process when selecting a clinical psychology training program (Walfish, Stenmark, Shealy, & Shealy, 1989). The current study extends this research by comparing reports from first-year graduate students enrolled in traditional “Boulder model” programs with those enrolled in professional “Vail model” programs. As part of a larger survey project, students answered questions about factors they considered important when they made decisions about applying to and selecting a graduate program to attend. Responses from students enrolled in traditional programs were compared with students attending professional programs. These differences are discussed, as well as their implications for program directors engaged in student recruitment and selection. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Graduate training...in Canada": Comment.

Comments on the original article by Dr. Park O. Davidson (see record 2007-02137-003) on "Graduate training and research funding for clinical psychology in Canada." Davidson has made some excellent recommendations regarding the nature of graduate training and research funding in psychology, and then has negated the effectiveness of such recommendations for social relevancy in community services by ignoring the spectrum of psychological services required and by restricting himself to a rather sterile Eysenckian model. Dr. Davidson's general recommendations regarding graduate training in clinical psychology are sensible and long overdue--less extreme specialization in Ph.D. programs, greater knowledge of problems of applied settings for research, more interdisciplinary training, broader methodology, more effective internship and practicum training, a community psychology program, and more effective bridging research. However when the needed spectrum of services for people is considered, there is an obvious need for psychologists who can share in the assessment and treatment of problems in human functioning beyond the technician level. Manpower needs will never be adequately met until service personnel and University personnel can share in the what, why and how of professional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contemplating a university clinical department

University clinics combine teaching, research and patient care. Some think that no single person (head of department) can perform all three tasks. Also, the head has to have the political skills necessary to manage the faculty society. The guidelines for university clinics, and for their heads in particular, are: (a) conscious pursuit of optimal quality, (b) giving the highest priority to training house staff and teaching students, (c) providing patient care and (d) ensuring that clinical research should serve the purpose of inspiring scientific attitudes in house staff. The 'product' of a university clinic is neither the sum of its publications nor the cured patient, but the medical specialist delivered to society.     

Doctoral internship training opportunities in clinical geropsychology.

What types of internship training opportunities are there for psychology graduate students interested in working with older adults? The authors summarize characteristics of 65 doctoral psychology internships self-identified as offering training opportunities in clinical geropsychology. The internships appear to have the resources, staff, training placements, and training experiences that are at least adequate, and in most programs, much more than adequate, for generalist training in aging. Internship programs at facilities of the Department of Veterans Affairs compose a major resource in clinical geropsychology training. Practical suggestions are offered to graduate students interested in obtaining geropsychology training during internship and to internship program directors who may want to offer such training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The internship marketplace: The new depression?

Conducted a survey to provide data on past and future estimates of supply and demand in the internship marketplace and on current and anticipated financial support for clinical psychology graduate students and interns. A questionnaire sent to training directors of the 149 listed clinical psychology graduate programs and 242 listed predoctoral clinical internship facilities, yielded returns of 67% and 81% respectively. Results show a greater increase in demand than in supply of internship positions for the past 5 yrs, with a 14% nonplacement rate predicted within 3 yrs. Financial support data predict shifting of sources of funding from current levels such that a nonsupport rate of 12% for graduate students and 9% for interns is expected. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training graduate students to be clinical supervisors: A survey of Canadian professional psychology programmes.

Recognising the need for training in clinical supervision, the Canadian Psychological Association (CPA) requires that accredited professional psychology programmes offer graduate students training in supervision. To fill a gap in the existing supervision literature, we surveyed training directors (or designates) of CPA accredited clinical and counselling programmes to understand how this training standard is currently being met in the area of clinical supervision. Responses were obtained from 20 of 28 programmes (71.4% response rate). Approximately 50% of respondents indicated that their programmes required some coursework related to clinical supervision, with wide variability, however, in the number of hours of coursework provided to students (range 3 to 39). Most courses included lectures and group discussion, but also often provided students with practical experience in clinical supervision provision. Only 25% of programmes required a practicum in which students gained experience in clinically supervising other students, although an additional 40% of programmes offered an elective practicum in which students gained some training in clinical supervision. Most programmes (~71%) identified strategies for improving training in clinical supervision (e.g., improving course work, requiring practical experience), but also identified challenges to offering clinical supervision training (e.g., availability of skilled supervisors, insufficient time to devote to supervision, student competency). Based on the findings, we offer some recommendations for how training in clinical supervision could be improved in Canadian professional psychology programmes as well as describe some important directions for future research in this area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sport psychology training within a clinical psychology program and a department of intercollegiate athletics.

Many applicants to clinical and counseling psychology programs are interested in receiving the training needed to practice competently in the professional specialty area of sport psychology. In this article, the authors describe a collaborative training and service relationship between an APA-accredited clinical psychology program and an intercollegiate athletics department. Sport Psychology Services provides performance enhancement, program evaluation, and mental health services to the athletic department. In return, graduate students receive applied training, financial support, and opportunities to conduct research. The authors present program evaluation data and offer practical guidelines to graduate programs wishing to establish similar training opportunities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology training related to AIDS: Survey of doctoral graduate programs and predoctoral internship programs.

Surveyed all APA-approved graduate programs in clinical and counseling psychology and predoctoral internship programs to assess the extent of student training in areas related to acquired immune deficiency syndrome (AIDS). The survey found that 75% of graduate programs do not cover AIDS at any point in their curricula and that less than half train students in human sexuality. Other foundation topics pertinent to AIDS prevention and clinical service provision receive little attention in most graduate and internship programs. The authors discuss reasons why greatly increased prevalence of AIDS and human immunodeficiency virus (HIV) conditions will require more substantial training and research among psychologists, and they outline some possible mechanisms to provide this training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology graduate students' perceptions of their scientific and practical training: A Canadian perspective.

The scientist-practitioner model is the most commonly used training modality in Canadian clinical psychology graduate programmes. Despite pervasive endorsement throughout Canadian psychology programmes, there is a paucity of data available on Canadian student opinions of the model's implementation. The current study assessed 134 students from 9 provinces with a 38-item questionnaire developed by the Council of University Directors of Clinical Psychology for assessing students' perceptions about the quantity, quality, and breadth of science training in their clinical psychology doctoral programmes. Most students described their programs as providing a mix of research and clinical focus, with slightly more weight given to research. Science training was reported as very important to students, with indications they receive a good amount of high-quality training in science. Moreover, there was a high level of agreement between desired levels of science training and the science training received. Implications for future research and training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Where have all the students gone? Positions of psychologists trained in clinical/services programs.

This article presents a variety of findings derived from two outcome studies of psychologists who received their doctorates from clinical/services training programs supported by the National Institute of Mental Health in the years 1968-1980. Comparative data are presented regarding the initial positions and geographical distribution of graduates during this period. Despite some erosion in the market for academic faculty positions, the results show a consistent and extraordinary degree of employment consonant with training and virtually no unemployment. Two thirds of the graduates have jobs in a range of organized settings for service, and over 22% of the remainder are in academic or research positions. The most recent study enables analyses of certain factors influencing the initial location of graduates. Particular attention is paid to three topics of national concern. Criteria are developed for designating rural/small town service providers, and evidence is presented showing that programmatic implementation of this priority in training yields results. The issue of clinical research is discussed; the scope of such research and the extent to which students may be engaged in it are examined. Data are provided on the recruitment of minority students, and factors affecting minority student retention and completion of training are discussed. Outcomes of master's-level training programs are presented separately, and characteristics of training at that level are contrasted with those in doctoral programs. In a concluding section, the findings are discussed in the context of changes in psychology graduate education during the past generation, some current value dilemmas that affect education are explored, and certain implications of the revised national policies for support of clinical training in mental health are reviewed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Respecialization in clinical psychology.

Surveyed 371 departments that offer graduate programs in psychology to determine their current respecialization efforts. Program directors from 43 departments indicated that they are currently involved in respecialization efforts, 26 of these in clinical psychology. A 2nd questionnaire was sent to the 149 students identified as having been involved in clinical respecialization, and responses were received from 65. Results show that students and program directors agreed about the feasibility and success of respecialization efforts. Students felt that they performed significantly better in coursework than did regular clinical students on internships and significantly better in their jobs. It is important for the profession that additional opportunities for such training be made available. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training practices in consultation: A national survey of clinical, counseling, industrial/organizational, and school psychology faculty.

Faculty who educate and train psychology students in consulting from clinical, counseling, school, and industrial/organizational graduate programs were identified via mail from department chairs and program directors. Of 197 faculty members identified, 89 (46.9% response rate) completed a detailed survey questionnaire about demographics and professional consulting activities, including teaching practices in consulting in their graduate program. Results were somewhat encouraging within industrial/organizational and school psychology programs and least positive in counseling/clinical programs, especially clinical programs. Detailed results are presented along with some implications for future graduate training in consulting psychology. A call is made for convening a national conference on educational standards in consulting psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Innovations in speciality training: The Clinical Child Psychology Program at the University of Kansas.

This article describes innovations in graduate training in the Clinical Child Psychology Program (CCPP) at the University of Kansas. The CCPP is an interdepartmental doctoral program jointly affiliated with the Department of Human Development and Family Life (and its Developmental and Child Psychology Program) and the Department of Psychology (and its Clinical Psychology Program). The CCPP is expressly designed for a high degree of specialization because children and families require increasingly specialized assessment and therapeutic techniques. This specialty focus includes an orientation to principles of development and empirically supported interventions. The CCPP's faculty and students are involved in research and clinical efforts in the community and state in addition to activities in the program's training clinic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training in clinical psychology and the study of suicide.

Assessed the current level of training in the study of suicide in member departments (N?=?115) of the Council of University Directors of Clinical Psychology Programs. Of the 80% (92) of the departments that responded, only 35% offered any formal training in the study of suicide. If training occurred, it was usually offered as part of another course. In addition, the training directors did not feel that faculty should be required to have formal training in managing suicidal patients. We also found that 80% of the clinical faculty had treated or assessed suicidal patients; 35% were highly experienced with this population; 9.5% had actually lost a patient to suicide. Futhermore, the study of suicide was seen as relatively important to the graduate education of clinical psychologists, and graduate training was viewed as the most appropriate place for this training to occur. Reasons for this lack of formal training in the graduate curriculum are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)