Postdoctoral training in clinical psychology: A preliminary report by an interest group.

3 purposes of this paper are: "to bring to those concerned with the education of psychologists some information about postdoctoral training in clinical psychology and some thinking of an interest group actively concerned with this problem, to call to the attention of potential candidates postdoctoral training opportunities which now exist, and to invite correspondence and future participation from interested institutions and individuals." 19 centers offering postdoctoral fellowships and their training directors are listed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychotherapy outcome in a university-based psychology training clinic.

Evaluated the effectiveness of psychotherapy conducted by clinical psychology students in a university-based psychological training clinic. Factors contributing to positive outcomes were also explored. Based on both therapist (n?=?53) and client (n?=?59) perceptions of the overall helpfulness of therapy and on their ratings of perceived change in the specific problems treated, it is concluded that the student-conducted therapy was successful and provided a genuine service to the community. Therapies that terminated by mutual consent (vs termination by therapist or client alone) and those that were longer were more successful. The positive results are attributed to the careful supervision of each case, the enthusiasm of novice therapists, and the nature of the client sample. Implications for training and clinic policy are discussed. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Energy psychology: A review of the preliminary evidence.

Energy psychology utilizes imaginal and narrative-generated exposure, paired with interventions that reduce hyperarousal through acupressure and related techniques. According to practitioners, this leads to treatment outcomes that are more rapid, powerful, and precise than the strategies used in other exposure-based treatments such as relaxation or diaphragmatic breathing. The method has been exceedingly controversial. It relies on unfamiliar procedures adapted from non-Western cultures, posits unverified mechanisms of action, and early claims of unusual speed and therapeutic power ran far ahead of initial empirical support. This paper reviews a hierarchy of evidence regarding the efficacy of energy psychology, from anecdotal reports to randomized clinical trials. Although the evidence is still preliminary, energy psychology has reached the minimum threshold for being designated as an evidence-based treatment, with one form having met the APA Division 12 criteria as a "probably efficacious treatment" for specific phobias; another for maintaining weight loss. The limited scientific evidence, combined with extensive clinical reports, suggests that energy psychology holds promise as a rapid and potent treatment for a range of psychological conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of a clinical child psychology training program.

Growing interest in clinical child psychology has led to concern for appropriate training for the field. An example is presented of a graduate-level specialty training program that is heavily based on a scientist–practitioner model, that integrates clinical and developmental psychology perspectives, and that responds to expanded roles for clinical child psychologists. Issues to be considered in the development of such a program are noted. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Organizational and programmatic issues in operating a psychology training clinic.

I identify a number of organizational and programmatic issues that create problems in the operation of psychology training clinics. Several levels of problems are noted, including those involving the goals of the clinic, the organization of the clinic, and the clinic's relation to the department, the university, and the community. Suggestions for clarification and resolution of some of these issues are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research training in counseling psychology: Some preliminary data.

Surveyed 35 current students (aged 21–40 yrs) and 34 PhD graduates (aged 28–52 yrs) from a graduate program in counseling psychology to assess (a) whether attitudes toward research changed during and after graduate school and (b) what activities/factors within graduate training affect research skill and interest. Using a combination of current and retrospective reports, it was found that although Ss at all levels perceived their training program's expectations for research as greater than students' own wants, students' interest in research (doing and valuing) increased as they progressed through training and afterwards. Three factors within graduate training that facilitate interest and skill in research are hypothesized: (1) social/interpersonal interaction; (2) training in applied, practical, and less traditional approaches to research; and (3) early, active involvement in research. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A program for training college teachers of psychology: Mark II.

Changes in the program for training psychology teachers at the University of Michigan earlier reported (see 26: 59) are discussed. Major sections are: Selection, Training, Initial Experience, Teaching Experience and the Teaching Seminar, and Evaluating the Program. In the teaching seminar, 2 focal points in discussing the role of phychology in a liberal and general education are (a) a list of objectives for introductory psychology prepared by McKeachie and (b) Claude Buxton's book, College Teaching: A Psychologist's View. (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 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)     

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)     

An initial evaluation of a clinical psychology practicum training program.

Assessed 2 groups of clinical psychology graduate student trainees (N?=?26) either 3 or 4 times over the 1st 2 yrs of training. Skills measured included the ability to both communicate and discriminate empathic responses. Faculty supervisory ratings of Ss and internship supervisory ratings were obtained. For comparison purposes, data were gathered from 9 graduate trainees who did not undergo systematic skills training. Results indicate that both experimental training groups (receiving skill training) improved in their ability to produce empathic responses as compared with the control group. The training group that received the more intense and experiential training showed greater improvement in ability to discriminate facilitative responses. Faculty ratings during practicum did not reveal improvement; however, internship supervisory ratings did reflect trainee improvement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

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)     

Developing a VA counselling psychology training program: a case history of university-hospital cooperation.

"… APA-approved training programs have been organized in an increasing number of universities in cooperation with nearby VA training hospitals." The first such university-VA hospital training program involved Columbia University's Teachers College and the VA training unit for Metropolitan New York. The selection of trainees, the integration of university training and VA traineeships, the success of the training, and the role, responsibilities, and privileges of consultants in this particular program are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bilevel training in school psychology: Interlocking degrees for program accreditation.

Multiple standards exist for the accreditation of training programs in school psychology: American Psychological Association's standards apply to doctoral programs and National Association of School Psychologists/National Council for Accreditation of Teacher Education's standards apply to doctoral and specialist programs for professional school personnel. Program accreditation by these associations is designed to assure the quality of professional preparation. However, the multiple standards for accreditation seriously challenge programs to accommodate requirements for content, breadth, and depth of professional preparation. The problem is compounded for training programs offering bilevel training. An interlocking relationship between training levels is proposed as one approach compatible with both the generic and specific criteria of the several associations accrediting school psychology programs. The design of a training program that integrates specialist and doctoral-level preparation is analyzed, using multiple criteria of the major accrediting associations to determine advantages and disadvantages of this approach. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology in preschool settings: A review of training and practice issues.

Explores facets of preschool psychological services that potentially pose problems for skill-oriented training and traditional practices (e.g., screening, individual assessment, curricula). It is suggested that techniques that stem from the most promising constructs in applied developmental psychology lead to dilemmas in training because of the necessity for time-consuming informal, or ad hoc, procedures. A review and a conceptual analysis of training and practice issues for preschool psychological services are offered. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A look backward: The peer review program of the American Psychological Association.

The American Psychological Association (APA) contracted with a major insurance company to implement an experimental peer review program between 1982 and 1986. One hundred fifty mental health treatment reports (MHTRs) and 72 corresponding peer reviews were analyzed to determine criteria for review and review outcome. Longer, more intensive treatments were reviewed more often, and shorter treatments were reviewed more positively. MHTRs were less often reviewed if they estimated treatment length, stated appropriate plans and goals, responded to need for medication, and were clearly written. MHTRs were positively reviewed for the same reasons and for mentioning measurable functional impairment and how patients used treatment support and intervention. Relation of findings to past research and APA peer review as a whole are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Linking psychology and public health: A predoctoral clinical training program in youth violence prevention.

Although clinical psychology has made strides in developing prevention and intervention strategies to reduce youth violence, there has been little attention to skills-oriented preprofessional training to prepare graduate students for practice roles in this emerging area of public health concern. This article describes a practicum training experience that prepares doctoral-level clinical psychology trainees to serve as youth violence prevention service providers, trainers, and consultants. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Efficacy of an outpatient treatment program for insomnia: A preliminary report.

Evaluated 20 patients who suffered from chronic insomnia and who completed all phases of a 1-yr treatment program. The treatment, which consisted of 5 weekly, 1-hr group sessions and a follow-up 1 mo later, provided education about sleep, instruction in relaxation techniques, stimulus control instructions, and training in sleep hygiene. Self-monitoring data collected by the Ss showed general improvement across a variety of sleep parameters. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parentline: A demonstration program for graduate practicum training and community service in clinical child psychology.

Describes a telephone consultation service for parents with questions about their children's developmental, behavioral, and learning problems. First-year graduate students participate as staff after having completed an intensive 10-wk training program that provides a knowledge and skill base in assessment, empathic responding, child development, parenting techniques, and change theory. Staff members learn to propose interventions that include providing information, developing individualized management programs, or offering referral assistance. Community utilization of the program as well as the impact of this practicum training experience on graduate students' professional development are discussed. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)