Academic and Internship Directors' Perspectives on Practicum Experiences: Implications.

Academic and internship training directors (TDs) were surveyed regarding practicum training. The most frequently endorsed definition was that a variety of specific activities at a practicum site constituted a legitimate part of a practicum hour, including supervised clinical assessment, clinical intervention, and community consultation, advocacy, or training. Academic and internship TDs differed in their views regarding the minimum number of practicum hours necessary and whether the number of hours should be capped. Implications for points of agreement and disagreement are discussed, and applications of these data to future education and training initiatives are proposed. Suggestions for turning the focus toward competencies rather than hours obtained are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology Training Directors' Views of Trainees' Readiness to Practice Independently.

When are psychology trainees ready to practice independently? This question has been debated extensively during the past few years. To contribute to this debate, a national survey of training directors of academic programs, predoctoral internships, and postdoctoral fellowships was conducted. The study explored training directors' views regarding the examinations and supervisory hours necessary to become an independent practitioner. The study found that training directors were divided in their opinions of when trainees are competent to practice independently. Academic training directors believed that trainees are ready for independent practice earlier in the training sequence than internship and postdoctoral training directors. The implications for conflicting views are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Practicum Experience: A Survey of Practicum Site Coordinators.

It has recently been acknowledged that more needs to be known about predoctoral practicum experience in professional psychology from the perspective of those who do the practicum training. This article reports the results of a survey completed by 263 predoctoral practicum sites in the United States and Canada. Information presented includes the distribution of sites where practicum training is currently taking place and the wide range of training opportunities occurring at diverse sites. Results indicate problems in communication between practicum sites and graduate programs, evidenced in a lack of awareness of graduate program expectations by practicum site coordinators. Recommendations to improve communication are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to Listing of Accredited Doctoral, Internship, and Postdoctoral Training Programs in Professional Psychology.

Announces changes in the listing of accredited doctoral (clinical, counseling, school, and combined professional-scientific), internship, and postdoctoral programs in professional psychology. Complete listings are available on request from the American Psychological Association Office of Program Consultation and Accreditation. (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)     

Supplement to listing of APA-Accredited Doctoral and Predoctoral Internship Training Programs in Psychology.

Presents an update to the listing published in the December 1987 American Psychologist of APA-accredited doctoral programs in professional (clinical, counseling, school) psychology and predoctoral internship programs in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of Multicultural Training in Predoctoral Internship Programs: A Survey of Interns and Training Directors.

Multicultural training at internship sites is a critical component in the preparation of doctoral-level psychologists, so the quality of this training is of the utmost importance. In the following study, the authors examine multicultural training from the perspective of predoctoral interns and training directors at counseling center sites that offer a major or minor rotation in multicultural therapy. Results suggest that perspectives vary between interns and training directors and that there is a great difference in the type of criteria used by each site as evidence of a major or minor rotation. The need for more standardized criteria to define major and minor rotations and suggestions for the Association of Psychology Postdoctoral and Internship Centers, internship training directors, and prospective interns are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to Listing of APA-Accredited Doctoral and Internship Training Programs.

This supplement lists changes to the APA-Accredited Doctoral Programs in Professional (Clinical, Counseling, and School) Psychology and Predoctoral Internship Programs in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to Listing of Accredited Doctoral, Internship, and Postdoctoral Training Programs in Professional Psychology.

Presents a supplement to the listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology. These changes update the listing in the December 2003 issue of the American Psychologist and reflects all committee decisions through April 4, 2004. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to Listing of APA-Accredited Doctoral and Internship Training Programs.

A list of changes in the list of APA-Accredited Doctoral Programs in Professional (Clinical, Counseling, and School) Psychology and Predoctoral Internship Programs in Psychology is announced by the Committee on Accreditation. These changes update the listing published in the December 1983 American Psychologist (pp. 1373-1382). Complete lists are available on request from the APA Accreditation Office. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applying for the predoctoral internship: Training program strategies to help students prepare.

The predoctoral internship signifies the culmination of applied training in professional psychology. With the increasing supply and demand gap, securing an internship has become competitive and has resulted in many students employing a wide variety of steps in an attempt to ensure a successful internship application. However, little is known about how academic training programs assist students in applying for an internship. The purpose of this study was to describe what activities training programs engage in to prepare their students for the internship application process, and to better understand students' perception of their preparedness to apply as well as to understand their experience applying. The results suggested that training programs prepared students well for general aspects of the process but did not adequately prepare them for the more specific tasks related to the application process. Results also suggested that while the students didn't find the application process confusing or difficult they found it stressful and anxiety provoking. Suggestions for programs to inform and assist their students in preparing for applying are presented as well as recommendations for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determining the Optimal Number of Psychologists and Psychology Training Programs: A Cautionary Note.

Marwit (1982, see record 1982-28952-001) argues persuasively for the benefits of university affiliation for schools of professional psychology. However, as part of his discussion, he draws on questionable data in citing the need for additional training programs of this kind. His argument depends on the juxtaposition of epidemiological data, which summarize the prevalence of psychological disorder, and service-availability data. Because there are insufficient practitioners to serve the psychologically disturbed population, Marwit concludes that more practitioners are needed. Marwit's analysis fails to attend to several important considerations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training Psychology Interns in Primary Behavioral Health Care.

This article describes a training program for primary behavioral health care (PBHC) for clinical psychology interns. The authors discuss the rationale for integrating mental health into primary care and the need for additional training programs at the predoctoral internship level. A review of relevant literature suggests that effective functioning in primary care requires competence in (a) generalist psychology, (b) health psychology, (c) interdisciplinary team functioning, and (d) skills specific to primary care. The authors advocate for a relatively intensive training program to address these areas. Common intern training difficulties observed during 3 years of program implementation are discussed. Practical, lessons-learned recommendations that address these problem areas provide guidance for others seeking to develop a PBHC training program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-Approved Internships for Doctoral Training in Clinical and Counseling Psychology: 1976.

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)     

The Implications of 'Psychological Injuries' for Clinical Psychology Training Programs.

This paper uses the psychological and legal concept of "psychological injury" as an illustration of the evolving market for psychological knowledge and of necessary changes in the graduate and internship training of clinical psychologists. Our current graduate and internship training fails many of our students through neglecting important areas of knowledge and experience. In this paper, I discuss the importance of exposing graduate students to: a) the economics of mental health; b) professional roles involving knowledge dissemination outside traditional academia; c) information needs of direct and indirect consumers of psychological knowledge; and, d) communication skills necessary when interacting with nonpsychologists. Suggestions are made for the improvement of our graduate training programs, including more explicit acknowledgement of the likely career paths of most of our graduates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to Listing of Accredited Doctoral, Internship, and Postdoctoral Training Programs in Professional Psychology.

The American Psychological Association (APA) Committee on Accreditation announces the following changes in the listing of accredited doctoral (clinical, counseling, school, and combined professional-scientific), internship, and postdoctoral residency programs in professional psychology. These changes update the listing in the December 2002 issue of the American Psychologist. Except for newly accredited programs, updates for the year of next review will not appear in this listing but will be updated annually in December. Complete listings are available on request from the APA Office of Program Consultation and Accreditation. The complete listings also are provided via electronic means (http://www.apa.org/ed/accreditation/), but those listings are for informational purposes only and should not be used for official credential review. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The utility of interdisciplinary training and service: Psychology training on a psychiatry consultation-liaison service.

Increasing numbers of psychologists work in medical settings because of the growing acceptance of a biopsychosocial approach to illness. Do training programs prepare sufficient numbers of graduates to function effectively in medical settings? The authors describe the process of adding an inpatient medical-surgical consultation-liaison (C-L) service to a psychology internship's training rotations, the learning objectives used, and issues in the preparation of trainees for work in medical settings. Psychology trainees added significant capacity to the C-L service. These data may help facilitate the development of C-L training experiences for other programs (PsycINFO Database Record (c) 2010 APA, all rights reserved)