The crisis in clinical psychology training.

"The directors of university clinical-psychology training programs and state-level psychologists of the 10 northeastern states met in Princeton in June 1962 to consider joint responsibilities, focusing particular attention on the nature of internships. Analysis of fact sheets, completed by both university and state participants prior to the meeting, indicated an acute shortage of doctoral clinical-psychology candidates and of qualified students accepting internships." Suggestions of participants "included (a) expansion of present doctoral training programs, (b) additional training programs including retooling of current masters' programs, (c) and experimental development of professional schools." (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)     

California's training octad in clinical psychology.

In this article the author argues that a mental health service has the inherent responsibility to train personnel if it is to meet its obligations of public service. Nine underlying assumptions are intended to serve as the foundation of psychological services for California's Department of Mental Hygiene. To meet these service needs and responsibilities, eight separate approaches to the training of clinical psychologists have been developed. The eight approaches include: scholarships, internships, career development training, specialized training, interfacility training travel, educational leave, consultation, and university affiliation. These eight approaches to training illustrate the fundamental and substantial emphasis given to training by the Department of Mental Hygiene and throughout Psychological Services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Graduate training and research funding for clinical psychology in Canada: Review and recommendations.

Graduate training programs for clinical psychologists in Canada have almost uniformly developed around variations of one model - the scientist-practitioner. Training in this model, as it is exemplified in Canadian universities, may not result in appropriate preparation for the manpower needs of the future. Some alternate models are outlined in terms of possible changes in the role of the psychologist working in applied settings. Research and research funding problems in clinical psychology are inextricably related to the same problems for other areas of psychology, and the great need for more "bridging" research between the separate areas of psychology is emphasized. Recommendations on research funding policies are proposed in respect to the research needs of psychology and to the research needs of the community at large. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology in Britain: A laboratory for the American psychologist.

"The present status of the clinical psychologist in Britain may permit perspectives on problems relating to standards and curricula of graduate training in university departments and the question of legal, and therefore public, status for the practicing psychologist—chiefly the clinician." In Britain: "Conditions of appointment, standards of training, and promotion for clinical psychologists have been outlined in a series of official memoranda dating from 1951." A number of problems for the psychologist in Britain are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Up close and personal: An inside look at university training programs in school psychology.

In each issue, "Up Close and Personal: An Inside Look at University Training Programs in School Psychology" will highlight a different, nationally known graduate training program in school psychology. The purpose of this regularly appearing feature is to help professionals in the field as well as potential students gain insight into the particular education programs that currently prepare school psychologists. Our goal is to take a focused look at various programs through the eyes of the educators who have guided their direction. Hopefully, over time, we will draw a unique picture of the issues that underlie professional preparation in our field. (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)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical psychology and in counseling psychology" conducted by the institutions listed. Under "Doctoral Programs in Clinical Psychology" 52 institutions are listed; 10 of these are indicated as having received interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 26 institutions are listed; 7 of these have interim approval. The institutions listed "have been reported to the United States Public Health Service, to the Veterans Administration, and to The Surgeon General's Office, Department of the Army as conducting at the present time approved programs of doctoral training in areas indicated." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Historically grounding the practice of psychology: Implications for professional training.

The author explores 3 ways the history of psychology can be made relevant to professional training in clinical psychology. Focusing on the practitioner-scholar model of clinical professional training, he argues that 3 central facets of historical understanding can be wedded to existing goals of professional training: (a) providing an interdisciplinary context for psychology, (b) addressing concerns about humans in the field, and (c) mediating theory-practice tensions that often exist in professional training. Suggestions are also made for encouraging historical understanding as essential to fostering critical self-reflection among students preparing for careers in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The skew in clinical psychology.

"The group studied is the 781 psychologists whose dissertations were listed by Rabin… in his A Bibliography of Doctoral Dissertations in Clinical Psychology… . The entire group produced a total of 2,922 publications during the period studied, with a mean of 3.7 and a median of 1.6. The distribution was extremely skewed with 28.9% of the group having no publications to their credit and another 19.2% having only one publication; 10% of the group accounted for 45% of their output… . In the language of the day, the particular mixture of fact and fantasy which we have here appears to be a highly fissionable one… " (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Length of graduate training for experimental and clinical psychologists.

Tabulations of data on Division 3 (experimental) and Division 12 (clinical) members listed in the 1959 "American Psychological Association Directory" are reported. It "takes the average experimental psychologist slightly over 2 years to receive the MA after he receives the BA, but over 3.25 years are spent by the average clinical psychologist… . It also takes the average clinical psychologist much longer to progress from the MA to the PhD degree"—about 3.5 years for the experimental psychologist and over 6 years for the clinical psychologist. From Psyc Abstracts 36:02:2AM78V. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology graduate students' perceptions of their scientific and practical training: A Canadian perspective.

The scientist-practitioner model is the most commonly used training modality in Canadian clinical psychology graduate programmes. Despite pervasive endorsement throughout Canadian psychology programmes, there is a paucity of data available on Canadian student opinions of the model's implementation. The current study assessed 134 students from 9 provinces with a 38-item questionnaire developed by the Council of University Directors of Clinical Psychology for assessing students' perceptions about the quantity, quality, and breadth of science training in their clinical psychology doctoral programmes. Most students described their programs as providing a mix of research and clinical focus, with slightly more weight given to research. Science training was reported as very important to students, with indications they receive a good amount of high-quality training in science. Moreover, there was a high level of agreement between desired levels of science training and the science training received. Implications for future research and training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

A list of the APA approved training programs in clinical and counseling psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical psychology and in counseling psychology" conducted by the institutions listed. Under "Doctoral Programs in Clinical Psychology" 57 institutions are listed; 7 of these have interim approval while the others are undifferentiated by any rating. Under "Doctoral Programs in Counseling Psychology" 24 institutions are listed; 1 of these has interim approval. From Psyc Abstracts 36:02:2AM12A. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical and in psychology that are conducted by the institutions listed… ." Of the 47 institutions indicated in the clinical psychology list, six are asterisked to indicate that the institutions have recently developed programs which meet minimum standards. Of the 25 institutions in the counseling psychology list, seven have been asterisked. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved predoctoral internships for doctoral training in clinical and counseling psychology: 1981.

The Committee on Accreditation has approved for doctoral training in professional psychology the internships offered by the agencies listed. The criteria for evaluating these programs can be obtained from the Accreditation Office. 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)     

"Graduate training...in Canada": Comment.

Comments on the original article by Dr. Park O. Davidson (see record 2007-02137-003) on "Graduate training and research funding for clinical psychology in Canada." Davidson has made some excellent recommendations regarding the nature of graduate training and research funding in psychology, and then has negated the effectiveness of such recommendations for social relevancy in community services by ignoring the spectrum of psychological services required and by restricting himself to a rather sterile Eysenckian model. Dr. Davidson's general recommendations regarding graduate training in clinical psychology are sensible and long overdue--less extreme specialization in Ph.D. programs, greater knowledge of problems of applied settings for research, more interdisciplinary training, broader methodology, more effective internship and practicum training, a community psychology program, and more effective bridging research. However when the needed spectrum of services for people is considered, there is an obvious need for psychologists who can share in the assessment and treatment of problems in human functioning beyond the technician level. Manpower needs will never be adequately met until service personnel and University personnel can share in the what, why and how of professional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship year in clinical psychology training as a professional adolescence.

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)     

Graduate training for managed care: A national survey of psychology and social work programs.

Although there is much discussion within the professional literature about the training needs of graduate students in response to managed care, little empirical research exists that assesses the extent to which graduate programs provide training opportunities in this field. The present study surveyed graduate program training directors in clinical psychology, counseling psychology, and social work about the training opportunities available for their graduate students. Almost 60% of the respondents indicated that they provide some type of training related to managed care. Implications and applications of these results are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)