Predoctoral training models in professional geropsychology.

Although small in number, current predoctoral programs in professional geropsychology offer models and training strategies that can guide future program development. Training opportunities exist within generalist programs as well as in geropsychology tracks within broader programs. This article explores the variety of ways by which predoctoral programs can facilitate development of foundational attitudes, knowledge, and skills that comprise the competencies in geropsychology. New programs can benefit from the guidance and ideas offered about how to accomplish professional geropsychology training within a variety of structures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnosis training in APA- and non-APA-approved clinical/counseling doctoral programs.

Assessed the status of and attitudes toward hypnosis training in 186 American Psychological Association (APA)-approved and nonapproved doctoral programs. 53% of the departments returned questionnaires within the allotted time period. Results indicate that 30% of the APA-approved and 39% of the non-APA-approved programs offer either a full or partial course in hypnosis. Approximately 60% of the programs in both groups either offer some type of academic course or allow students the opportunity to enhance their previously learned hypnosis skills through practicum courses. Respondent attitudes toward hypnosis were generally positive. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Present status of psychological research and training in hypnosis.

Anonymous questionnaires on training and research in hypnosis were returned by 54 of 55 psychology department chairmen with approved clinical psychology training programs and 39 of 85 American Medical Association approved medical schools. 8 psychology departments and 2 medical schools have courses in hypnosis. Unless the "psychological profession is more active in protecting its rights to research and clinical use of a methodology which is basically psychological, it may find itself legally excluded from the field." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctor of Psychology degree: From hibernation to reality.

Since the beginning of the American Psychological Association (APA), there have been 3 explicit models of psychologists: scientist, scientist–professional, and professional. In the late 1940's, there was a need for a model of clinical training that the Boulder scientist-professional model fulfilled. However, the emphasis on training in the science of psychology seemed to increase at the expense of training in the applied aspects of psychology. The need was increasingly voiced for a service-oriented training program with a clear professional identity. These pressures culminated in the most recent training conference convened by APA at Vail, Colorado in 1973. The Vail conferees asserted that the development of psychological science had sufficiently matured to justify creation of explicit professional programs. The Doctor of Psychology (PsyD) model and rationale are explained, and essential ingredients of currently operating PsyD programs are discussed. Future developments in professional programs, credentialing and designation, and the critical interface with societal needs are also examined. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Medical referrals for hypnotherapy: opinions of physicians, residents, family practice outpatients, and psychiatry outpatients

Previous studies surveying attitudes and education regarding the clinical use of hypnosis have been conducted with patient populations only. The current study was undertaken to assess the attitudes, experiences, training levels, and interest in future education regarding the use of hypnosis by staff physicians, medical resident physicians, family practice outpatients, and psychiatry outpatients. All subjects were drawn from a 400-physician group practice in Central Texas affiliated with a large university health science center. Results indicate that the majority of physicians (79%) and residents (67%) had received no prior training and even fewer had experienced hypnosis. The percentages for personal experience with hypnosis were similar for psychiatric outpatients, physicians, and residents. The need for patient and practitioner education was elucidated by the high rate of endorsement of misconceptions regarding hypnosis by patients (over half) and by some medical practitioners as well. Limited awareness of the appropriate applications of hypnosis was reported. However, 85% of practitioners expressed an interest in hypnosis education. Further research in medical setting demographics is recommended to validate generalizability of results and facilitate construction of medical education programs in hypnosis.     

The Fights of Spring: Separation, individuation, and grief in training centers.

Describes the crisis period that occurs in training programs for psychotherapists about midway through each training year, which is often referred to as "February Fight" or "Spring Madness." This crisis contains a wide variety of conflicts within the training institute, ranging from the current struggles of individual members searching for greater autonomy to institutional struggles present since the institute's beginnings. The crisis is viewed as a normal developmental stage in any training year that, when properly understood, may be used to humanize the training institution, further the professional growth of staff and students alike, and facilitate an effective termination of training for the students when the year ends. When not understood and adequately responded to, that same crisis period may prove to be unnecessarily difficult and even detrimental for both staff and students. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promotion of Academic Careers in School Psychology: A Conceptual Framework of Impact Points, Recommended Strategies, and Hopeful Outcomes.

School psychology is facing a major shortage of faculty in graduate training and education programs. To deal with this shortage and the issues that surround it, we propose a conceptual framework that incorporates a number of impact points that graduate training programs can use to educate and sustain individuals in academic careers. The impact points include: selection of students, program-related training variables, post-program transition variables, and sustainability of academic careers. Each of these impact points is discussed within the context of the role that current faculty and practitioners in the profession can play in graduate education and training of academic scholars. Among the variety of potential solutions to the shortage, we introduce the concept of the "virtual university" to promote future education and sustainability of faculty within our graduate training programs. A case scenario from graduate students at the University of Wisconsin-Madison is presented as a context for the impact points raised in the article. We argue that those of us in the profession think systemically and lead the way into a new era of collaborative work across our graduate programs and among our colleagues in clinical, counseling, and related areas of applied and professional psychology graduate training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

APA-accredited doctoral programs in clinical, counseling, and school psychology: 1983.

The Committee on Accreditation has accredited the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the accredited programs are directed by the department of psychology unless otherwise indicated. All programs, unless otherwise noted, are PhD programs. Programs that have not requested evaluation, and programs that have been evaluated but not accredited, are not included in the list. Readers desiring information on training goals and approaches of specific programs are encouraged to write directly to the departments in which the programs are offered. The criteria for evaluating these programs can be obtained from the Accreditation Office. There are three categories of accreditation. Full accreditation is awarded to any program that, in the professional judgment of the committee, meets the criteria in a satisfactory manner. Provisional accreditation is awarded to programs making initial application that, in the professional judgment of the committee, do not meet all the criteria but for which the committee believes there is a reasonable expectation that they will be met within a foreseeable period of time from the date of the initial site visit. Probation is the category into which a fully accredited program is placed when the committee has evidence that the program is not currently in satisfactory compliance with the criteria. Inclusion of an institution in this list indicates accreditation of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Project CAUSE, the Federal anti-poverty program, and some implications of subprofessional training.

Youth unemployment and problems resulting therefrom are extensive and likely to multiply. Generalizations may be extended from the field of vocational counseling to other aspects of the helping professions which may be involved in the several antipoverty programs, such as teaching, casework and group work, family counseling, child guidance programs for the aging, etc. Problems of professional unpreparedness include a lack of techniques, class bias in recruitment and training of professionals, inappropriateness of the model for personal help, and a shortage of professionals. 2 solutions to the problem of providing services to the disadvantaged have been offered: (1) "If the existing structure of the professions is failing to meet the need, then increase the dosage." (2) Federal Government actions, including the Deartment of Labor's Project CAUSE, were initiated to solve problems of youth unemployment. Challenges posed by Project CAUSE fall into 5 general areas, each of which is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evaluation and the Cultures of Professional Psychology Education Programs.

Evaluation is an important aspect of professional psychology education programs, particularly as the field moves increasingly toward competency-based models and concerns arise about the qualifications of students in some doctoral programs. Attitudes about evaluation are shaped by the cultures of professional training programs, which are illuminated by K. J. Gergen's (1991/2000) distinction among the romantic, modernist, and postmodernist views. Issues considered include the effects of competition, the implications of competency-based evaluation, evaluation-free environments versus evaluation-rich environments and safety, the wish for the "riskless risk," faculty roles, faculty modeling, evaluation of faculty by students, and the distinction between client and student roles. The cultures of evaluation and associated attitudes influence the nature of collegiality and how one responds to diverse theoretical positions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Training in Engineering Psychology.

In the April 1961 issue of the "American Psychologist," the Division 21 Committee on Training in Engineering Psychology presented a report covering the scientific and professional aspects of human factors engineering, with special emphasis on training programs intended to provide adequate preparation for specialization in this area. While the underlying philosophy and specific training programs outlined in the article are, in general, satisfactory a few points need to be emphasized and a few critical remarks need to be made. Those remarks are stated in this comment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional practice out of the urban context: Defining Canadian rural psychology.

There is an often unacknowledged difference between urban and rural practice in psychology which lacks clarity, in part, because of the lack of a common definition of rurality. Rural psychology in Canada presents complex and nuanced aspects of professional practice. The professional and social milieus of rural communities position the practising psychologist within a context that may differ vastly from urban settings. The rural context highlights the need to define this specific practice setting. This paper proposes a tentative definition of rural Canadian professional practice in psychology. This is meant to elucidate the distinct practice, training, and ethical considerations that may be the realities of the psychologists who are in professional practice in rural Canada. Rural professional practice is unique and Canadian training programs are urban-based. Training of future psychologists needs to acknowledge the unique features of rural practice to meet our obligations to students specifically and to rural Canadians generally. This is enhanced with a shared definition of rural professional practice in psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Professional role modeling by faculty: The neglected child in doctoral training.

Are faculty members in doctoral training programs in professional psychology expected to model practice? According to the American Psychological Association (APA) Criteria for Accreditation, the answer is yes. According to what actually happens within most doctoral programs, the answer is no. Some of the problems that relate to this discrepancy and some suggested solutions to those problems are discussed in this article. Faculties of professional psychology can make a substantial improvement in how they serve as role models for their doctoral students. First, they can consistently practice what they teach. Second, they can practice exclusively through their own psychological service centers. Third, they can organize their professional work through faculty practice plans. Fourth, they can fully integrate their research, practice, teaching, training, and supervision while increasing the financial support for students. Last, they can routinely model the best of contemporary practice. The broad adoption of these five suggestions would represent a marked departure from what has been modal practice in doctoral programs, but it would greatly strengthen the quality of graduate education and training, improve students' satisfaction with their doctoral training, and advance professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match": Correction to Neimeyer, Rice, and Keilin (2007).

Reports an error in "Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match" by Greg J. Neimeyer, Kenneth G. Rice and W. Gregory Keilin (Training and Education in Professional Psychology, 2007[Aug], Vol 1[3], 153-162). 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. (The following abstract of the original article appeared in record 2007-12635-001.) 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)     

APA-approved internships for doctoral training in clinical and counseling psychology: 1972.

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)     

Professional interests and career aspirations of graduate students in professional psychology: An exploratory survey.

Graduate students in American professional psychology programs (N = 498) were surveyed to examine differences between specialty area (clinical vs. counseling), degree type (PhD vs. PsyD), and gender with respect to demographics, training models, theoretical orientations, career aspirations and reasons for choices, research productivity, and expected salaries. Clinical and counseling students differed with respect to training models, theoretical orientations, career aspirations, and expected salaries, whereas PhD and PsyD students differed with respect to training models, theoretical orientations, career aspirations, and research emphasis. The changing gender composition in professional psychology is unlikely to have a dramatic effect given their professional similarities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Priorities for professional training in the 90s: Perspectives of directors of psychology training programs.

This paper presents a systematic examination of the opinions of the directors of professional training programs in psychology about the issues of primary importance facing their training programs today. 69 training directors whose programs are members of the Canadian Council of Professional Psychology Programs (CCPPP) completed a survey questionnaire and then participated in a day-long discussion as part of a CCPPP workshop. There was good agreement between the directors of doctoral programs and internship settings regarding the issues of greatest importance to their programs. Directors saw their priorities as honing the clinical training that they offered to students and ensuring that their programs survived. Program expansions and revisions were clearly of lower priority. Issues identified at the recent Mississauga Conference received mixed support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)