Psychology postdoctoral training: A developmental perspective.

Abstract

Postdoctoral training for psychologists has increased. This article provides an overview of postdoctoral fellowships, including information regarding training opportunities and requirements for licensure and employment. A developmental perspective on the postdoctoral training experience is offered, focusing on negotiating the tasks of individuation and self-definition. Special attention is paid to personal issues. As the postdoctoral fellow's professional identity solidifies, he or she develops expertise in focused areas of interest, experiences a deepening commitment to the work, develops an increasing sense of self-efficacy and self-acceptance as a psychologist, and gains respect from others as a competent professional. This enables the postdoctoral fellow to develop more collegial relationships with former mentors, teachers, and supervisors and shift toward the practice of professional psychology and the teaching of more junior professionals.Postdoctoral clinical, counseling, and clinical research experiences have become popular and increasingly necessary for obtaining licensure and employment (Follette & Klesges, 1988). The most recent National Conference on Internship Training in Psychology (Belar, Bieliauskas, Larsen, & Mensh, 1987) recommended that internship training be 2 years in length, 1 year predoctoral and 1 year postdoctoral. As can be NADINE KASLOW received her PhD from the University of Houston in 1983. She is currently an associate professor in the Department of Psychiatry and the

Professional Development: Training for Professionalism as a Foundation for Competent Practice in Psychology.

“…Postdoctoral education and training is an essential phase of PD (Kaslow et al, 1992;Riess, 1992). Professional associations (APA, APPIC, the Association of State and Provincial Psychology Boards, the American Board of Professional Psychology [ABPP], and the National Register of Health Service Providers in Psychology) have convened national conferences (Belar et al, 1993;Reich, Sands, & Wiens, 1995) at which postdoctoral training has been characterized as experiences to "develop advanced competency and expertise for the professional practice of psychology" (Belar et al, 1993(Belar et al, , p. 1285.…”

“…Our literature review revealed neither efforts to achieve consensus on the meaning of PD nor definitions in standard or psychiatric dictionaries. From a developmental perspective, PD may relate to diverse tasks associated with starting graduate school, pursuing internships (Kaslow & Rice, 1985;Lamb, Baker, Jennings, & Yarris, 1982), completing professional degrees, pursuing postdoctoral activities (Kaslow, McCarthy, Rogers, & Summerville, 1992), preparing for licensure, beginning a career, functioning during the midcareer years, or nearing retirement (Rønnestad & Skovholdt, 2001). During training, PD may be focused on the development of competencies, knowledge, skills, and proficiencies, whereas subsequent developmental tasks center on the refinement of these competencies or on specialization.…”

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

“…Postdoctoral fellows work to fine-tune skills and expand knowledge, to explore preferred professional activities, and to engage in activities consistent with career goals (Elman, Illfelder-Kaye, & Robiner, 2005). During this transition from trainee to professional, fellows begin to consolidate professional identity and to further define preferred roles and responsibilities (Kaslow, McCarthy, Rogers, & Summerville, 1992). It may be more difficult than expected to balance diverse roles such as clinical work, research, teaching, and taking on increased responsibilities (Olson, Downing, Heppner, & Pinkney, 1986).…”

“…At the same time, fellows may experience a desire to reclaim a sense of personal identity after many years of intense graduate training. Fellows often balance family roles and relationship commitments, demands of dual-career partnerships, and a desire to have income that will enable them to undertake personal goals such as buying a home, starting a family, or reengaging in recreational activities (Kaslow et al, 1992).…”

Personal and practical considerations in selecting a psychology internship.

“…With increasing age, beginning psychologists also may assume more new roles as spouses and partners, parents, caretakers, workers, homeowners, and so forth than at any time previously before completing professional training in psychology (Kaslow, McCarthy, Rogers, & Summerville, 1992). Because internship comprises the first of 2 or 3 years of required practical experience during which time new life roles and associated responsibilities may be assumed, learning how to take care of your career and emotional needs becomes an important skill to develop as you make the transition to licensed psychologist.…”