The 1987 National Conference on Internship Training in Psychology was the first conference in the history of psychology to examine broad policy issues related to internship training in professional psychology. Delegates adopted a policy statement, which is printed here in its entirety. Core requirements for internship training were delineated, and implications of these policy statements are discussed. Perhaps most notably, the model of the one-year internship as the capstone of graduate education and training was considered to be outdated. A two-year supervised training experience was deemed necessary to produce an autonomously functioning professional psychologist. The need for another nomenclature was recognized.
I N late 1966, the Education and Training Boardof APA appointed a Committee on Psychology in Medical Schools. The intent of the Board was to make a broad study of the development of psychology in professional schools, starting with an examination of psychology in medical schools and then moving on to psychology in other settings. The Board, in view of its mission, was interested in medical schools as training resources, and in possibly identifying new training models; however, the Board's concern extended beyond the educational sphere to questions of the utilization of psychologists within medical schools. There were still other questions of interest to the Board: How are psychologists faring as they live their lives "away from home base"? Might the information gained from this survey be useful to psychologists in medical schools by suggesting ways in which their own situations might be improved? What suggestions about organizational arrangements for psychology may be made to administrators setting up new medical schools? Against the serious and growing need for personnel trained at the subdoctoral level, might training resources for such personnel be identified in medical school settings? 1 The study reported here is the product of the work of the Committee on Psychology in Medical Schools, appointed by the Education and Training Board of APA in late 1966. At the time it was constituted, the Committee consisted of Ivan N. Mensh, Louis L. McQuitty, and Herman A. Witkin (Chairman). Louis D. Cohen later joined the Committee. McQuitty, who played an active role in organizing the survey, left the Committee before the study was completed, and Cohen was on sabbatical leave in Europe at the time this report was written, so they did not take part in its preparation.2 Requests for reprints of this article or for copies of the Committee's full report to the Education and Training Board should be directed to
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