Forensic psychology and criminal justice: An evolving subspecialty at Hahnemann Medical College.

Kaslow, Florence W.; Abrams, Jules C.

doi:10.1037/0735-7028.7.4.445

Cited by 5 publications

(3 citation statements)

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“…Perhaps it is somewhat surprising to find that the first article related to training content considered forensic psychology. Kaslow and Abrams (1976) described details of a particular forensic program at Hahnemann Medical College and argued for the need to train psychologists in forensic work, which they described as turbulent, obviously a precursor of things to come. Later, Lawlor, Siskind, and Brooks (1981) (Durand, Blanchard, & Mindell, 1988;Piatrowski, 1984) concluded that, though many intern directors value projective techniques and expect interns to know these instruments, the academic community was less supportive regarding their value.…”

Section: What Interns Should Be and Are Taughtmentioning

confidence: 99%

What we know about predoctoral internship training: A review.

Stedman

1997

Professional Psychology: Research and Practice

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Each year approximately 2,500-3,000 students, primarily from clinical and counseling psychology programs, seek internship programs. But what is known about this key educational event? This article attempts to answer that question by reviewing the internship-related literature of the last 22 years. Existing literature demonstrates that there is a substantial body of knowledge but also points to the need for updates of old data and for additional new investigations.The clinical psychology internship was inaugurated in 1949 at the American Psychological Association's (APA's) Boulder Conference (Raimy, 1950) when delegates recommended both a university experience and an internship sequence as essential in the training of clinical psychologists. In 1952, the Division of Counseling Psychology followed suit by recommending a predoctoral internship training sequence for its students. Later, in 1956, as quality control became an issue, the APA, through its Office of Accreditation, began accrediting clinical and counseling internships. In 1968, the Association of Psychology Internship Centers (now the Association of Psychology Postdoctoral and Internship Centers [ APPIC]) was organized to respond to a growing array of internship issues that were beyond the scope of accreditation, and today APPIC stands as an essential organization concerned with all issues relevant to pre-and postdoctoral field training in clinical and counseling psychology.The internship has been and continues to be a required and essential ingredient in the training of clinical and counseling psychologists. But what is known about this key educational event? This article seeks to answer that question by reviewing internship-related literature generated over the past 22 years (1974 to 1996). A computer search of the PsycLIT database revealed over 269 entries during this period, including many

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Section: What Interns Should Be and Are Taughtmentioning

confidence: 99%

What we know about predoctoral internship training: A review.

Stedman

1997

Professional Psychology: Research and Practice

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“…The earliest articles reviewing clinical-forensic programs focused on the need to train students to work with correctional populations (e.g., Gormally & Brodsky, 1973). 3 For example, Kaslow and Abrams (1976) described Hahnemann College’s doctoral-level clinical training model which included courses, symposia, workshops, and practical training at a maximum-security correctional facility. Fenster, Litwack, and Symonds (1975, 1976) described the John Jay College of Criminal Justice Psy.D.…”

Section: Methodsmentioning

confidence: 99%

A historical review and resource guide to the scholarship of teaching and training in psychology and law and forensic psychology.

Najdowski¹,

Bottoms²,

Stevenson³

et al. 2015

Training and Education in Professional Psychology

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The field of psychology and law, including forensic psychology, is an exciting concentration of research activity and student training and has grown rapidly, but to what extent have teaching and training efforts in the field been systematically catalogued and evaluated? We conducted a historical review and content analysis of the American and Canadian literature on the scholarship of teaching and training in the field. This review catalogs (a) information related to the development of training and teaching, (b) descriptions of programs and courses at various levels, and (c) articles on teaching resources or techniques in this field. We hope it serves as a useful guide to the literature resources for those in the field and a catalyst for future interest in this area of scholarship, especially for future evaluations of teaching and training.

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“…Perhaps it is somewhat surprising to find that the first article related to training content considered forensic psychology. Kaslow and Abrams (1976) de-scribed details of a particular forensic program at Hahnemann Medical College and argued for the need to train psychologists in forensic work, which they described as turbulent, obviously a precursor of things to come. Later, Lawlor, Siskind, and Brooks (1981) determined that forensic training was more prevalent but characterized it as haphazard, uncoordinated, and unplanned.…”

Section: What Interns Should Be and Are Taughtmentioning

confidence: 99%