Knowledge competence in clinical and counseling training and readiness for internship

Stedman, James M.; Schoenfeld, Lawrence S.

doi:10.1002/jclp.20740

Cited by 27 publications

(35 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Consistent with reports elsewhere (cf. meta-analysis by Kuncel, Hezlett, & Ones, 2001) the results support the validity of GRE and undergraduate GPA in predicting outcomes, including EPPP scores (Stedman & Schoenfeld, 2011), and underscore the need for continued inclusion of these data as indicators of incoming student quality and potential for successful outcomes in psychology graduate training. Results further indicated that beyond predoctoral characteristics, program training plays an important role in outcomes; several programs produce outcomes that are exceptionally better than predicted.…”

Section: Discussionmentioning

confidence: 81%

Hidden gems among clinical psychology training programs.

Callahan

Ruggero

Parent

2013

Training and Education in Professional Psychology

View full text Add to dashboard Cite

As a result of CoA-mandated program disclosure being initiated in 2006, there are now sufficient data available to allow for analyses that compare clinical psychology programs on a range of variables, including student outcomes. This standardized data, in concert with other sources of publically available data (i.e., APPIC and ASPPB), allow for programs to be compared empirically in new ways. Using SEM, in this Study 80.6% ofthe variance in clinical psychology training programs' outcomes (i.e., internship match and licensure exam performances) was accounted for by predoctoral characteristics (measured by GPA and GRE scores). Analyses then identified programs that produced exceptionally better outcomes than expected, given their predoctoral characteristics. The identified top programs were next compared on a range of department level training-relevant variables to similar programs, but whose outcomes were equal to or worse than expected. Findings are discussed and future directions for research and policy are suggested.

show abstract

Section: Discussionmentioning

confidence: 81%

Hidden gems among clinical psychology training programs.

Callahan

Ruggero

Parent

2013

Training and Education in Professional Psychology

View full text Add to dashboard Cite

show abstract

“…A notable sixth solution was proposed by Stedman and Schoenfeld (2011). However, we now have two problems that need to be addressed: the Internship Imbalance Problem and the Internship Legal Problem.…”

Section: Ros and Cons Of Six Previously Proposed Ideas To Solve The Imentioning

confidence: 95%

A legal “case” against the internship placement system and a proposal to fix the system and the internship imbalance.

Meyerson¹,

Meyerson²,

Bolson³

et al. 2013

Training and Education in Professional Psychology

View full text Add to dashboard Cite

Students in school, counseling, clinical, and combined psychology doctoral programs are required to obtain and complete an internship that is approved by their doctoral program in order to graduate. However, psychology's longstanding problem is that there are more students than there are internship positions (Internship Imbalance Problem). Moreover, the internship imbalance appears to be a direct result of the fact that, under the current internship placement system, doctoral programs are not responsible for providing internship positions to their students in good standing and subsequently cannot provide these students with the requirements to graduate. The inability of doctoral programs to provide their students in good standing with the requirements to graduate may be actionable in a court of law (Legal Problem). This article provides (a) a legal analysis of the current internship placement system under contract theory, estoppel, fraud, and misrepresentation; (b) explanations for why previously proposed solutions to diminish the imbalance have worked with only limited success, do not appear likely to eliminate the imbalance, and may not address the Legal Problem; and (c) a solution to address both the Internship Imbalance Problem and Legal Problem. A major tenet of this solution is that, regardless of absolute size, each doctoral program would contribute to the pool of internships to the extent that they contribute to the pool of students.

show abstract

“…It has not integrated standardized knowledge competency examinations into its graduate curriculum as has medicine (Stedman & Schoenfeld, 2011).…”

Section: Should Professional Psychology Further Embrace Cbe and If Smentioning

confidence: 99%

Competency-based education for professional psychology: Moving from concept to practice.

Hatcher¹,

Fouad²,

Campbell³

et al. 2013

Training and Education in Professional Psychology

View full text Add to dashboard Cite

Competency-based education (CBE) is a model that guides the educational process toward acquisition of the knowledge, skills, and attitudes needed for effective professional practice in service of the public. Increasingly adopted by medicine and other professions, the CBE model involves establishing competency goals, developing curricula and other experiences designed to help students reach these goals, integrating instruction in the full range of competencies throughout the educational sequence, guiding and evaluating student learning through ongoing assessment of competence, and revising courses and activities in hght of student competence outcomes. Included in a full CBE model are attention to unintended learning outcomes (the "hidden curriculum") and to areas not covered (the "null curriculum"), and efforts to promote education based on individual student learning trajectories as opposed to set courses or number of hours. Within professional psychology, we suggest that APA accreditation is aligned with a version of the CBE model; and significant progress has been made in identifying and measuring professional competencies. However, these are merely tools that can help training programs implement a broader CBE educational model that we contend has not been widely realized in professional psychology. This article reviews CBE and its application in medicine, discusses the benefits and criticisms of CBE, and considers what a fuller realization of CBE would look like in professional psychology training programs, including graduate programs, practicum, internships, and postdoctoral settings.In recent years, the time-honored processes of doctoral education and training in the health professions have been challenged by a new model known as competency-based education, or CBE. This model has greatly affected education in a number of professions, including medicine and dentistry (Chambers, 1993;Frank et al.,

show abstract

Knowledge competence in clinical and counseling training and readiness for internship

Cited by 27 publications

References 14 publications

Hidden gems among clinical psychology training programs.

Hidden gems among clinical psychology training programs.

A legal “case” against the internship placement system and a proposal to fix the system and the internship imbalance.

Competency-based education for professional psychology: Moving from concept to practice.

Contact Info

Product

Resources

About