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)     

Competency-based geropsychology training in doctoral internships and postdoctoral fellowships.

Opportunities for geropsychology training in doctoral internships and postdoctoral fellowships have slowly grown over the years. There will be a need for more geropsychology training programs as the U.S. population ages concurrent with increased demand for mental health services from older adults. This article provides recommendations for competency-based geropsychology training that derive from the Pikes Peak Model for Training in Professional Geropsychology. We believe the recommendations provide useful guidance to existing internships and postdoctoral fellowships that offer geropsychology training, as well as to those who would like to establish programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in geropsychology: A survey of graduate and internship training programs.

Results of a survey of 76 doctoral training and 97 internship programs in clinical psychology approved by the American Psychological Association indicate that there is little in the way of formal training in geropsychology. Only one program offered it as a subspecialty; no internship programs offered it as a main area of specialization, in contrast with the number of programs that specialized in the mental health needs of children. Results document the growth of training in the psychology of aging on many campuses, but clinical programs remain largely uninvolved. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in adolescent treatment: Where is psychology?

Determined the extent to which doctoral and postdoctoral/internship training programs (TPs) focus on working with adolescents. A questionnaire was mailed to all American Psychological Association approved clinical and counseling psychology doctoral TPs and all postdoctoral and internship TPs listed with the Association of Psychology Postdoctoral and Internship Centers. Data were obtained from 299 program directors, 146 of whom were postdoctoral/internship respondents. The majority of doctoral level TPs do not offer specific training in working with adolescents. Only 25% of TPs were identified as offering any course work in adolescent psychopathology and in all cases adolescents were lumped together with children. In the category of postdoctoral/internship TPs, only 27% offer courses in the treatment of adolescents and only 21% offer practicums. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved internships for doctoral training in clinical and counseling psychology: 1973.

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)     

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)     

APA-approved predoctoral internships for doctoral training in clinical and counseling psychology: 1977.

Lists the internships for doctoral training approved by the American Psychological Association Committee on Accreditation for 1977. 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)     

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)     

APA-approved predoctoral internships for doctoral training in clinical and counseling psychology: 1978.

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)     

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)     

Training in projective testing: Survey of clinical training directors and internship directors.

Eighty-nine percent of directors of doctoral programs in clinical psychology accredited by the American Psychological Association (APA) and 84% of directors of APA-accredited internships responded to similar surveys on expectations, attitudes, and practices in the instruction of projective techniques. Directors of internship programs appeared to value projective techniques more than did directors of doctoral programs, and they expected students to have more experience with these techniques than is typically provided in doctoral programs. The two groups also differed significantly in where they believed the responsibility for correcting this imbalance should lie. In addition, 15% of directors of doctoral programs did not believe that training in projective techniques should be required, whereas only 4% of directors of internship programs expressed this view. This study documents the disparity between the average amount of training in projectives provided to students in doctoral programs and the proficiency expected of those students in their internships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2006.

Presents the official listing of accredited internship and postdoctoral residency programs. It reflects all committee decisions through July 16, 2006. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychotherapy integration in internships and counseling psychology doctoral programs.

Training directors from APA-accredited internships and counseling psychology doctoral programs reported on the status of doctoral training in psychotherapy integration. A mail survey was used to assess several areas related to psychotherapy integration, such as didactic and clinical training, faculty/staff theoretical orientation and hiring practices, student competency and evaluation, directors' beliefs about integrative/eclectic training, and internship admissions. Overall results show a positive attitude toward psychotherapy integration in predoctoral training and suggest that the foundations for further student development in psychotherapy integration exist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The next generation: How are clinical child psychologists being trained?

A survey of doctoral programs in psychology examined the extent to which 17 key program components, derived from Roberts et al. (1998), are integrated into graduate training programs in clinical child psychology. Results from 29 programs indicate that training is comprehensive and addresses a variety of components related to development, assessment, intervention, context and community, diversity, and ethical and legal issues. In addition, 93% of the programs require exposure to, experience with, or expertise in evidence-based interventions, suggesting a robust focus on this issue. Programs vary in number of students admitted, number of faculty, and number of child-oriented practicum placements available; more than 80% offer practicum at program-administered clinics or centers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology training programs for direct services to the aging (status report: 1980).

Reports findings from a 1980 survey of all American Psychological Association-approved doctoral and internship programs in clinical and counseling psychology about their training opportunities for work with the elderly. Of the 127 programs that responded, 6 formal and 27 informal programs in the psychology of aging were reported. Among the internship programs, 56 (4%) had a formal part of training devoted to work with the elderly. Compared to data obtained in 1975, there has been only a moderate increase in involvement of training programs. Implications for the projected psychological needs of the elderly are discussed. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship Training: Do Models Really Matter?

During the past 50 years, a number of models of training (scientist-practitioner, practitioner-scholar, clinical scientist) have been developed. This study examined how these models are conceptualized and implemented at internship and postdoctoral training programs. Surveying 248 internship programs (42% response rate), the authors found that the model name (i.e., scientist-practitioner) was not related to how programs were conceptualized or how their training was implemented, raising questions about accreditation requirements. Implications for training sites and the American Psychological Association Committee on Accreditation are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1987.

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)     

A critical analysis of systemic problems with psychology pre-doctoral internship training: Contributing factors and collaborative solutions.

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)     

The internship supply–demand crisis: Time for a solution is now.

This article reviews the ongoing supply–demand crisis in internship availability and the models that have been proposed as solutions. “Restraint of trade” has been the chief argument used by regulating agencies to dampen solutions aimed at the demand side of the supply–demand crisis. We offer a legal analysis of the restraint of trade argument and offer a solution to the crisis through utilization of the Association of Psychology Postdoctoral and Internship Centers (APPIC) match program, accreditation of programs by the American Psychological Association, and/or development of internship programs by doctoral programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)