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1.
Discusses the fact that there have been few articles about training in professional psychology published in Professional Psychology: Research and Practice. The author highlights the need for professional psychology to address the issues of doctoral program curricula, postdoctoral training and continuing professional education, and internship training issues focusing on the application and selection process. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
2.
Hutchings Philinda Smith; Mangione Lorraine; Dobbins James E.; Wechsler Frederick S. 《Canadian Metallurgical Quarterly》2007,1(4):276
The concern in professional psychology about the growing disparity between the numbers of available internship positions and applicants prompts reevaluation of the contributing factors and potential solutions. The problem is more than the "supply and demand" metaphor implies and involves issues of funding, a disconnect between internship and doctoral programs, and need for innovation in training. Solutions include creation of internship positions, advocacy, and a national conference for changing the infrastructures of training, reimbursement and credentialing in psychology and in other systemic forces. Changes requiring a paradigm shift in psychology training are envisioned in order to address systemic problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
3.
《Canadian Metallurgical Quarterly》1973,28(9):846
Presents a list of agencies offering internships approved for doctoral training in professional psychology by the American Psychological Association's Committee on Accreditation. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of approved programs by professional specialty has been dropped. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
4.
Identifying, obtaining, and completing a predoctoral psychology internship: Research considerations.
LeJuez C. W.; Read Jennifer P.; Gollan Jackie K.; Zvolensky Michael J. 《Canadian Metallurgical Quarterly》2001,32(6):650
The quality of clinical training is a critical factor to consider when selecting a psychology predoctoral internship placement. Yet, research activities are also an integral part of a scientist-practitioner training model. Pursuit of ongoing research training during an internship can impact an individual's professional development and productivity, both during the internship year and beyond. Although many published resources have outlined the steps to obtaining a predoctoral internship, few sources have offered adequate consideration of research goals and training. To address this gap in the existing literature, the present article offers a discussion of research issues relevant to the process of identifying, securing, and completing a predoctoral internship in applied psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
5.
The internship year in clinical psychology training has been described as a "professional adolescence." During this time the trainee is involved in consolidating a professional identity through the integration of previous experiences and the application of knowledge to clinical work in a novel situation. Through presentation of personal experiences and observations of a clinical psychology intern, elements of the internship year are compared with the identity process of adolescence. Particular emphasis is placed on issues of competency as they arise throughout the internship year. Aspects of the internship experience that facilitate development of a professional identity are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
6.
Greenberg David J.; Cradock Carroll; Godbole Anil; Temkin Ted 《Canadian Metallurgical Quarterly》1998,29(6):604
The future of professional psychology may well rest on psychology training programs successfully defending their existence in purely monetary terms. This article examines the effectiveness of the training program of an urban mental health center that includes an American Psychological Association-accredited psychology internship. The training program was found to produce net revenues for the facility and to meet the training needs of its participants. Variables related to producing a cost effective psychology training program are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
7.
No authorship indicated 《Canadian Metallurgical Quarterly》1987,42(12):1094
Presents a list of the APA-accredited predoctoral internships for doctoral training in psychology in 1987. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of accredited programs by professional specialty has been dropped. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
8.
The necessity of serving a year-long internship has become an important issue in the training of counseling psychologists. This is especially true for anyone who might be interested in obtaining employment in a college or university counseling center. This particular issue has serious implications for prospective interns who are being trained in non-APA-approved counseling psychology programs who wish to be employed in college and university counseling centers. Currently, there are 25 centers that have active counseling psychology internship training programs, and although only half of them are APA-approved now, the majority of them will be in the near future (Dorn, 1984). If nothing else, they will be facing a restrictive environment when it comes to the development of their professional careers as well as in obtaining an internship in a setting that will be more positively regarded by prospective counseling center employers. In an effort to fully clarify the issue of whether APA-approved counseling psychology internship sites in college and university counseling centers are selecting candidates from non-APA-approved counseling psychology training sites, a brief questionnaire was mailed to each individual who was serving an internship in one of the 13 fully or provisionally APA-approved college and university counseling center sites (APA, 1981) during the 1981-1982 academic year. The results of this survey indicate that although the majority of counseling psychology interns selected by these sites are from APA-approved training programs, intern applicants from non-APA-approved training programs do have an opportunity to serve an APA-approved internship in one of these sites. These results should not be interpreted optimistically, however. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
9.
Comments on the original article by Robert Langston that focuses on the value of a nonrotational clinical psychology internship (see record 1987-98336-047). The current authors suggest that, while making the case for a nonrotational internship, Langston has presented an inaccurate picture of the current state of internship training, and they seek to point out three fallacies inherent in Langston's view of the current training. As they do so, they assert that the many issues regarding professional training in psychology are hardly settled. They do suggest, though, that it is essential to relate their own ideas to existing criteria and evidence of current training practice, in order to effectively make decisions regarding necessary changes. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
10.
Neimeyer Greg J.; Rice Kenneth G.; Keilin W. Gregory 《Canadian Metallurgical Quarterly》2007,1(3):153
[Correction Notice: An erratum for this article was reported in Vol 1(4) of Training and Education in Professional Psychology (see record 2007-18975-009). The biography for the third author was incorrect. It should read as follows: GREGORY KEILIN is an Assistant Director at the Counseling and Mental Health Center at the University of Texas at Austin and a former Chair of APPIC. He received his doctorate in Counseling Psychology from Colorado State University. His current research interests include supply and demand issues in professional psychology.] Academic training programs in clinical psychology vary in the emphasis that they place on science and practice, and this paper examines whether these differential emphases are linked to distinctive internship outcomes. In a study of 2,130 internship applicants from clinical psychology programs, differences were noted among practice-oriented programs, balanced science-practice programs, and science-oriented programs. Against a backdrop of some similarities, a differential emphasis on science and practice within academic training programs was related to significantly different internship match rates, as well as to successful matching in qualitatively different internship settings. Results provided qualified support for future work that might further address the relationship between academic training programs and outcomes in the field of clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
11.
Internship matches among students within clinical (n = 2,130) and counseling (n = 450) psychology doctoral training programs were examined for a complete cohort of intern applicants. The overall rates of successful internship matching, as well as the rankings of those matches, were similar for the 2 specialties. The settings of those internship matches revealed significant differences, however. Clinical psychology students matched at higher rates to a range of medical facilities, for example, whereas counseling psychology students matched at higher rates to counseling center settings. These and other differences were examined in relation to the historical and enduring differences between the 2 specialties and their implications for education, training, and practice within the field of professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
12.
《Canadian Metallurgical Quarterly》1972,27(12):1108
The Committee on Accreditation has approved for doctoral training in professional psychology the internships offered by the agencies listed below. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of approved programs by professional specialty has been dropped. Readers desiring information on training goals offered at specific agencies are encouraged to write directly to the agencies. Each of the agencies listed has met the same qualitative standards with respect to adequacy of training. The list is alphabetical by states and agencies within states. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
13.
No authorship indicated 《Canadian Metallurgical Quarterly》1978,33(12):1124
The American Psychological Association Committee on Accreditation has approved for doctoral training in professional psychology the predoctoral internships offered by the agencies listed below. The criteria for evaluating these programs can be obtained from the Accreditation Office. The current criteria for accreditation of predoctoral internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of approved programs by professional specialty has been dropped. Readers desiring information on training goals offered at specific agencies are encouraged to write directly to the agencies. Each of the agencies listed has met the same qualitative standards with respect to adequacy of training. The enclosed list is alphabetical by agencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
14.
No authorship indicated 《Canadian Metallurgical Quarterly》1974,29(11):841
The Committee on Accreditation has approved for doctoral training in professional psychology the internships offered by the agencies listed below. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of approved programs by professional specialty has been dropped. Readers desiring information on training goals offered at specific agencies arc encouraged to write directly to the agencies. Each of the agencies listed has met the same qualitative standards with respect to adequacy of training. The list is alphabetical by agencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
15.
No authorship indicated 《Canadian Metallurgical Quarterly》1979,34(12):1145
The Committee on Accreditation has approved for doctoral training in professional psychology the internships offered by the agencies listed below. The criteria for evaluating these programs can be obtained from the Accreditation Office. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of approved programs by professional specialty has been dropped. Readers desiring information on training goals offered at specific agencies are encouraged to write directly to the agencies. Each of the agencies listed has met the same qualitative standards with respect to adequacy of training. The list is alphabetical by agencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
16.
No authorship indicated 《Canadian Metallurgical Quarterly》1976,31(12):876
The American Psychological Association Committee on Accreditation has approved for doctoral training in professional psychology the internships offered by the agencies listed below. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of approved programs by professional specialty has been dropped. Readers desiring information on training goals offered at specific agencies are encouraged to write directly to the agencies. Each of the agencies listed has met the same qualitative standards with respect to adequacy of training. The list is alphabetical by agencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
17.
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) 相似文献
18.
No authorship indicated 《Canadian Metallurgical Quarterly》1997,52(8):910
The Committee on Accreditation presents a report of changes in the list of American Psychological Association-accredited doctoral programs in professional (clinical, counseling, school, and combined professional-scientific) and internship training programs in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
19.
Complex issues are inherent in psychology training. This bibliography addresses diverse aspects of supervision in psychotherapy and more generally in professional psychology, especially during internship. English-language articles, books, and chapters are listed in 8 categories: books; administrative, ethical, and legal issues; evaluation; internship; professional standards and training; supervisee development, perspectives, and issues; supervisor issues and the supervisory relationship; and supervision approaches, issues, research, techniques, and theories. Citations from the counselor education, marital/familytherapy, psychiatry, psychoanalysis, school psychology, and social work literatures are also included. Most references are from the 1970s and 1980s; older citations are included to provide historical perspectives on supervision. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
20.
No authorship indicated 《Canadian Metallurgical Quarterly》1986,41(12):1346
The Committee on Accreditation has accredited the predoctoral internship training programs in psychology offered by the agencies listed here. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. The criteria for evaluating these programs can be obtained from the Office of Accreditation. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs; therefore, the separate listing of accredited programs by professional specialty has been dropped. Readers who desire information on training goals offered at specific programs are encouraged to write directly to the agencies that are listed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献