Joint Division 22 and ACRM guidelines for postdoctoral training in rehabilitation psychology.

Abstract

This paper contains the guidelines for postdoctoral training in Rehabilitation Psychology that were jointly developed by the APA Rehabilitation Psychology Division and the American Congress of Rehabilitation Medicine. The guidelines integrate the relevant sections produced at the 1992 Ann Arbor Conference on Postdoctoral Training in Professional Psychology. A brief history of the development of postdoctoral training in general psychology, as well as the specialty area of rehabilitation, is presented.

Postdoctoral Training for New Doctoral Graduates: Taking a Step Beyond a Doctorate

“…Taking a Step Beyond a Doctorate T he goal of postdoctoral training is production of scientists capable of successfully pursuing academic and research careers (Patterson & Hanson, 1995). The postdoctoral fellowship is a period of apprenticeship.…”

Guidelines for competency development and measurement in rehabilitation psychology postdoctoral training.

“…This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Patterson and Hanson (1995) published the first formal guidelines for postdoctoral training in rehabilitation psychology. These guidelines specified that training should involve persons with disability and chronic health conditions, but they primarily focused on the structural and process elements of training programs, modeled after the APA requirements for accreditation of training programs, rather than on any specific competencies acquired by residents.…”

Providing effective supervision in clinical neuropsychology

“…The value of a specialty is dependent on the provision of competent supervision to its trainees. In clinical neuropsychology, as in other areas of professional health-service psychology (Falender & Shafranske, 2004), supervision is the most frequently used method for teaching a variety of INTRODUCTION A specialty is shaped by its selection of trainees, educational standards, expected competencies, and the structure of its training programs (Patterson & Hanson, 1995;Stiers & Stucky, 2008). The value of a specialty is dependent on the provision of competent supervision to its trainees.…”

“…A specialty is shaped by its selection of trainees, educational standards, expected competencies, and the structure of its training programs (Patterson & Hanson, 1995;Stiers & Stucky, 2008). The value of a specialty is dependent on the provision of competent supervision to its trainees.…”