Passages of an internship in professional psychology.

Lamb, Douglas H.; Baker, Jeff; Jennings, Martha L.; Yarris, Elizabeth

doi:10.1037/0735-7028.13.5.661

Cited by 44 publications

(65 citation statements)

References 11 publications

(7 reference statements)

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“…A direct result of this enormous professional pressure is the development of externally imposed rigidity in many areas of professional functioning, such as role or working style, conceptualization of issues, and measurement of success. (See Lamb, Baker, Jennings, and Yarris [1982] for a description of developmental issues during the internship. )…”

Section: Imitation Of Expertsmentioning

confidence: 99%

Themes in Therapist and Counselor Development

Skovholt

Rønnestad

1992

Jour of Counseling & Develop

274

270

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This study focused on therapist-counselor development. In-depth, semistructured interviews with 100 participants served as the data-gathering method. Data from this study were first used to develop a stage model. Then, 20 themes of therapist-counselor development were extracted from the 120 pages of narrative stage data. The themes were extracted jointly by the two authors through a set of qualitative research procedures. These themes are described within the categories of primary characteristic themes, process descriptor themes, source of influence themes, and secondary characteristic themes. Professional development topics addressed include professional individuation, methods of renewal, conceptual orientation, measures of success, learning processes, boundary regulation, and impact of professional elders.

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Section: Imitation Of Expertsmentioning

confidence: 99%

Themes in Therapist and Counselor Development

Skovholt

Rønnestad

1992

Jour of Counseling & Develop

274

270

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“…They go through the uncertainty about one's abilities, the questioning of professional roles, and the clarification of strengths and weaknesses (Lamb, Baker, Jennings, & Yaris, 1982). The professional self materializes from this phase, with increased knowledge, proficiency, and sense of autonomy.…”

Section: Internshipmentioning

confidence: 99%

Mentoring Geropsychologists-in-Training during Internship and Postdoctoral Fellowship Years

Karel

Stead

2011

Educational Gerontology

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Psychology internship and fellowship years are exciting yet challenging times of professional development, as geropsychologists-in-training transition to independent practice and work to consolidate their identities as professional geropsychologists. Geropsychology supervisors help interns and fellows to develop and refine attitude, knowledge, and skill competencies for geropsychology practice. Transformational geropsychology supervisors also serve as mentors. They offer professional role modeling, acknowledgement of unique strengths and areas for growth, socialization to the geropsychology community, and communication of confidence and support for the professional development of interns and fellows.The internship and fellowship years are intense periods of professional development for clinical and counseling psychologistsin-training, including those who choose to focus training in the field This article not subject to US copyright law. The authors thank their Geropsychology colleagues, supervisees, and peers who have shared perspectives on supervision and mentoring over the years. In particular, Michele Karel thanks her colleague Jennifer Moye and previous Fellows, now colleagues, Kelly Trevino and Michelle Braun for their collaboration and support in geropsychology training. Further, Michele Karel thanks those geropsychology interns and fellows who responded to an e-mail inquiry and shared their thoughts about supervision and mentoring during their geropsychology internship and=or fellowship years at Veterans Health Administration (VA) Boston. Carolyn Stead thanks the many excellent supervisors who provided her with invaluable mentorship and support during internship and fellowship years. This material is the result of work supported with resources from and the use of facilities at the Boston VA Medical Center.

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“…Prácticas; psicología profesional; estudiantes universitarios; representaciones; la práctica reflexiva Professional psychology internship is traditionally regarded as a period of intensive clinical training that gives trainees the opportunity to improve their skills and enables them to obtain a license to practice psychology (Gayer, Brown, Gridley, & Treloar, 2003;Lamb, Baker, Jennings, & Yarns, 1982;Leffler, Jackson, West, McCarty, & Atkins, 2012;Mangione et al, 2006). During this period, trainees consolidate their professional identity through the integration of past experience and the use of psychological knowledge in clinical work (Lipovsky, 1988).…”

Section: Palabras Clavementioning

confidence: 99%

Imaginando el futuro en la práctica de la psicología profesional: un estudio de las representaciones de estudiantes universitarios

Langher

Brancadoro

Caputo³

et al. 2014

Univ Psychol

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This paper presents a case study of 213 university students of Clinical Psychology that explores affective symbolizations, which structure their relationship with hosting bodies in internship experience. This is in order to detect students’ main representations about their role as interns, professional activities and functions they have to comply with and the perceived integration between university education and real work contexts. A questionnaire was administered for the analysis of students’ motivational dynamics and expectations activated by imagining their future internship. Four clusters of students have been identified, through multivariate statistical techniques, multiple correspondence analysis (MCA) and cluster analysis (CA). Results were as follows: a general powerlessness, distrust and disinvestment toward internship (17.7%); affiliation with hosting bodies in order to gain increasing acceptance and power (33.8%); high pragmatism, task-orientation and compliance with what the hosting bodies propose (30.8%) and a demand for recognition without any negotiation (17.7%). No relationship is detected between clusters and some illustrative variables related to sex and indicators of academic success, problems and participation. These clusters are conceived along three latent dimensions, which explain 57.9% of the total variance and refer to: disengagement/involvement toward internship experience; owerlessness/omnipotence about using competences and devaluation/idealization of the hosting body in relation to university training. Overall, two critical issues emerge: the first refers to a gap between university training and internship, the second one deals with discontinuity between the internship and the labor market. Some reflections and implications for practice are discussed.

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Passages of an internship in professional psychology.

Cited by 44 publications

References 11 publications

Themes in Therapist and Counselor Development

Themes in Therapist and Counselor Development

Mentoring Geropsychologists-in-Training during Internship and Postdoctoral Fellowship Years

Imaginando el futuro en la práctica de la psicología profesional: un estudio de las representaciones de estudiantes universitarios

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