| Abstract: | 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) |
