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)     

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)     

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)     

Program disparities in unmatched internship applicants.

Predoctoral internship represents an important capstone in the training of clinical and counseling psychologists. However, in the past decade there has been growing concern over the number of applicants to internship who have not been matched to an internship site. We investigated the scope of the internship match problem by assessing program-level contributions to the number of unmatched internship applicants. Results from analysis of the 2000–2006 internship match report indicated that 15 programs (less than 4% of the total number of programs under analysis) contributed over 30% of the unmatched applicants for that same time period. Suggestions are made for implementing new policies aimed at limiting future internship site supply–demand disparities and ensuring quality internship placements. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1986.

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)     

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)     

Counseling psychology perspectives on the predoctoral internship supply-demand imbalance: Strategies for problem definition and resolution.

The authors discuss the internship supply demand situation from the perspectives of counseling psychology (CP) training programs by incorporating the viewpoints of CP training directors (TDs), garnered through an online survey. Survey results indicated relatively lower match rates for the preceding year (2007), increased stress among students, and TD concerns about decreased emphases on science training. The authors offer strategies regarding the resolution of this difficult situation, including increased mentoring and individualized practicum planning (program level), the development of captive internship sites and slots, particularly in underserved areas (subspecialty level), and data collection and sharing techniques (field level). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship hours revisited: Further evidence for a national standard.

Inconsistent training requirements across predoctoral internships have problematic implications for psychologists seeking licensure and for the profession as a whole. This investigation is an 11-year follow-up to a previous study (Bartle & Rodolfa, 1999) that explored the variation in hours accrued across predoctoral internship programs. The current study examined the total number of supervised training hours provided by internships and the methods utilized by training directors to calculate these hours. The total number of supervised hours reported by training directors ranged from 1,840 to 2,080, with 58.2% calculating hours by approximation, rounding off, or estimation. As training directors reported more total hours, they were increasingly likely to include holiday, vacation, and sick leave. Recommendations for state licensing boards and internship training programs are provided, including a national licensure requirement of 1,800 hours accrued during internship. (PsycINFO Database Record (c) 2011 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)     

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)     

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: 1974.

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)     

APA-approved predoctoral internships for doctoral training in clinical and counseling psychology: 1979.

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)     

Accredited internship and postdoctoral programs for training in psychology: 2008.

This article provides an official listing of accredited internship and postdoctoral residency programs. It reflects all Commission on Accreditation decisions through July 20, 2008. The Commission on Accreditation has accredited the predoctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. The accreditation status listed for each program reflects that program's current status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2003.

Presents the official listing of accredited internship and postdoctoral residency programs in psychology. It reflects all committee decisions through June 29, 2003. Included are accredited internship training programs, accredited postdoctoral residency training programs, substantive specialty practice programs, and internship programs withdrawing from accreditation or closing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship placements: Similarities and differences between clinical and counseling psychology programs.

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)     

Forests, grazing areas, water supplies, and the internship imbalance problem: Redefining the paradigm to implement effective change.

We are frustrated with the internship imbalance. Twenty years ago, those of us involved in academic training programs prepared students in our doctoral programs for the internship application process by meeting with them for an hour and giving them a few pointers. Now, the focus on securing an internship seems to pervade all aspects of doctoral education. We listen to students worry that they don’t have sufficient hours, assessment experience, or diverse practicum placements. As the Association of Psychology Postdoctoral and Internship Centers (APPIC) Match approaches, we meet with students more frequently, helping them to prepare their applications and carefully construct their list of internship sites. We devote time helping students to complete the APPIC Application for Psychology Internship (AAPI), prepare for interviews, and rank sites. Those of us who are involved in internship training programs spend extensive hours reviewing hundreds of applications in Phase I and Phase II of the APPIC Match. We respond to applicant concerns, questions, and anxiety. And all of us try to provide support and consolation, as well as some understanding about “what went wrong” to those students who aren’t matched. When we have a moment, we look beyond the students in front of us and worry about the future of our profession. How is it possible that we’ve gotten ourselves into this mess? Hatcher’s (this issue, pp. 126 –140) article (a manifesto, if you will) has the potential to point us in a new direction. Our hope is that each of you, like us, will view Hatcher’s article as the beginning of a paradigm shift in terms of how we characterize this problem and its potential solutions. His innovative and bold view of how the professional training community can work collaboratively to reorganize has the potential to effectively impact the internship imbalance and the quality of the profession as a whole. By likening the internship imbalance to a resource management issue similar to what has been encountered in regard to other resources such as crops and forests, Hatcher provides us with an opportunity to rise above our own positions to draw upon existing, evidence-based approaches to cooperative solutions that can benefit all involved. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2007.

Provides the official listing of accredited internship and postdoctoral residency programs. This list reflects all committee decisions through July 22, 2007. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. Also listed for each program is the date of the next regularly scheduled site visit. The accreditation status listed for each program reflects that program's current accredited status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A framework for half-time internship training in psychology.

In the past 50 years, psychology has so heavily emphasized the full-time internship as the preeminent training model that it has often overlooked the benefits of half-time internships for educators, students, the profession, and the populations that psychologists serve. This article makes a case for the nearly forgotten half-time predoctoral internship. The history and context of the half-time internship, culminating in a recent national conference, is presented. The benefits to students, doctoral programs, and the community are described, as well as obstacles and solutions for their implementation. Implications for developing more half-time internships for psychology stakeholders are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)