The National Conference on Internship Training in Psychology.

Belar, Cynthia D.; Bieliauskas, Linas A.; Larsen, Kathie G.; Mensh, Ivan N.; Poey, Kent; Roelke, Helen J.

doi:10.1037/0003-066x.44.1.60

Cited by 73 publications

(75 citation statements)

References 1 publication

(1 reference statement)

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“…Professional psychology training at the doctoral level also requires a predoctoral internship that provides the opportunity to carry out professional responsibilities in a supportive learning environment (Belar et al, 1989;Harrington, 1987;Phillips, 1981). The predoctoral psychology internship is particularly important for psychologists who wish to provide health services outside of schools, as it is a requirement of licensure for independent practice (Prus and Mittelmeir, 1995).…”

mentioning

confidence: 99%

Doctoral School Psychology Internships in NonSchool Settings in the United States

Brown¹,

Bolen

Kissell

2003

School Psychology International

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School psychologists in the United States work in a variety of settings outside of schools, particularly school psychologists with doctoral degrees. As interns are more likely to obtain employment in a setting similar to the internship site, this study reviewed non-school internship centres that indicated they would consider applications from school psychology doctoral students. Internship directors were asked to complete a questionnaire about the characteristics of the internship site and their perceptions of doctoral interns. School psychology interns devoted the majority of their time to individual and group counselling and psychotherapy and assessment. School psychology interns were perceived as having strengths in educational and psychological assessment and consultation and weaknesses in individual, group and family counselling/psychotherapy. Doctoral students from school psychology programs are perceived as strongest in areas equated with the traditional role of school psychologists in the schools, and weakest at the tasks in which they would devote most time in non-school settings. School psychology doctoral students seeking an internship outside of schools should select additional coursework in counselling and psychotherapy, diagnostic personality assessment and practica in settings similar to the desired internship site. Training programs can support students by providing mentorship and assistance in obtaining the requisite courses and field experiences.School psychologists in the US traditionally work in public school settings, and about 85 percent are currently employed in public schools (Reschly,

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mentioning

confidence: 99%

Doctoral School Psychology Internships in NonSchool Settings in the United States

Brown¹,

Bolen

Kissell

2003

School Psychology International

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“…Concerns about unfunded training positions are often identified as a central problem with many half-time and nonaccredited internships. Unfunded positions contribute to the perception of a two-tier system among interns on a personal and a professional level (Belar et al, 1989) and further stigmatize half-time interns as second class and vulnerable to exploitation. Solutions that accept unfunded positions are very controversial.…”

Section: Funding and Advocacymentioning

confidence: 99%

A framework for half-time internship training in psychology.

Emmons¹,

Kenkel²,

Newman³

et al. 2006

Professional Psychology: Research and Practice

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In the past 50 years, psychology has so heavily emphasized the full-time internship as the preeminent training model that it has often overlooked the benefits of half-time internships for educators, students, the profession, and the populations that psychologists serve. This article makes a case for the nearly forgotten half-time predoctoral internship. The history and context of the half-time internship, culminating in a recent national conference, is presented. The benefits to students, doctoral programs, and the community are described, as well as obstacles and solutions for their implementation. Implications for developing more half-time internships for psychology stakeholders are also discussed.

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“…Over time, the clinical internship moved to the last year of training so that at present, advancement to dissertation status generally is required for application to internship. This shift in timing of the internship reflected the difficulty of interrupting scholarly scientific activities in graduate school to complete the clinical internship and the subsequent difficulty of returning to graduate school to complete the dissertation (Belar et al, 1989). An unintended consequence of this change, however, was the further detachment of internship training from graduate training and a growing gap between the graduate education focus on scholarly inquiry and the internship focus on training in clinical practice.…”

Section: Evolving Models Of Doctoral-and Internship-level Training Inmentioning

confidence: 99%

“…According to Belar et al (1989), the 1987 National Conference on Internship Training in Psychology, held in Gainesville, Florida, further emphasized that clinical internship training should occur after the dissertation was completed. The impetus for this guideline was the need to reduce the growing number of ABD (all but dissertation) students.…”

Section: Evolving Models Of Doctoral-and Internship-level Training Inmentioning

confidence: 99%

Reconceptualizing Internship Training Within the Evolving Clinical Science Training Model

Atkins

Strauman

Cyranowski

et al. 2013

Clinical Psychological Science

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Psychological clinical science has made enormous progress both in terms of scientific contributions and as a source of continued development for improving how psychologists are trained for the future. At this crucial juncture, we see not only great challenges but also great opportunities, not the least of which is rethinking and expanding how internship training could be conceptualized within clinical science training. As ongoing changes in the health-care delivery system impel psychological clinical scientists to continue the process of redefining themselves as a field, so have those changes brought into relief the limitations of the traditional internship model. Redefinition and reconceptualization are in order, and this article is intended to encourage and facilitate that process. Three of the authors are currently directors of clinical science internships and the fourth previously served in that role. As we articulate later, we see an opportunity for internship experiences to integrate more seamlessly with graduate training by providing unique training opportunities associated with expanded clinical science career trajectories and identifying proximal and distal measures of training and career success.Among the core goals for clinical science training is the effective integration of science and clinical practice. However, although the clinical science model has done a commendable job of defining and measuring key standards for scientific training (with well-articulated outcomes measures that allow program directors to meet identified training goals in a flexible way), the model has yet to fully meet the challenge of defining, measuring, and incentivizing key clinical practice standards. We propose that the assessment of clinical competence within the clinical science model requires an appreciation for

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The National Conference on Internship Training in Psychology.

Cited by 73 publications

References 1 publication

Doctoral School Psychology Internships in NonSchool Settings in the United States

Doctoral School Psychology Internships in NonSchool Settings in the United States

A framework for half-time internship training in psychology.

Reconceptualizing Internship Training Within the Evolving Clinical Science Training Model

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