Developmental stresses of psychology internship training: What training staff can do to help.

Abstract

This article, written from the perspective of both a recent intern and an internship director, discusses some of the major stresses of the internship year, including adjusting to a new program, developing a sense of trust in the training staff, questioning one's competence as a psychotherapist, taking risks to learn new skills with different patient groups, accurately assessing one's own strengths and weaknesses, and planning one's professional life after the internship. The internship year is viewed as part of the "professional adolescence" of clinical psychologists. In this year, interns pass through the stages of a separationindividuation 'process, similar to that described by Mahler and her colleagues. Internship staff members need to be aware of the personal and professional developmental needs of each intern. Helpful recommendations for training staff during each stage of the intern's development are presented.

Personal risk factors associated with burnout among psychotherapists: A systematic review of the literature

“…Mindfulness training has also shown some promise, particularly in relation to reducing neurotic ruminations and self-expectations (Kaslow, & Rice, 1985;Morse et al, 2012;Pakenham, 2015;Pakenham & Stafford-Brown, 2012;Shapiro, Brown, & Biegel, 2007). Training that emphasizes the importance of self-care and work-life balance is also essential to counteract unrealistic self-expectations (Emery et al, 2009;Rupert & Kent, 2007;Skovholt, 2001).…”

Intern Self-Care: An Exploratory Study Into Strategy Use and Effectiveness.

“…The internship experience has been described as a significant time in the career of a professional psychologist (Kaslow & Rice, 1985), and numerous stressors have been associated with the internship experience (Solway, 1985). These include things like adjustment to demanding full-time clinical work, a changed sense of professional identity, and concern about performance evaluations (Lamb, Baker, Jennings, & Yarris, 1982).…”

Effective Supervision As Portrayed By Trainee Expectations and Preferences

“…They found this easier to do when they varied the format of sessions: They discussed various topics, such as alcoholism prevention or marriage counseling; they held workshops; they consulted on case conceptualization; they sought feedback on personal growth. Kaslow and Rice (1985) investigated stresses of internship training and identified three phases of intern development. Initially, interns may be more dependent for developing professional identity (Yogev, 1982).…”

“…Initially, interns may be more dependent for developing professional identity (Yogev, 1982). In the midphase of the internship (Kaslow & Rice, 1985), trainees become more autonomous, using frequent perception checks with the staff. Interns want their exchanges to operate in a collegial relationship.…”

“…The last of Kaslow and Rice's (1985) intern stages is the "individuation" phase in which interns achieve their own individuality. They take more leading roles within the program, intervene more actively with clients, and challenge and disagree with supervisors.…”