The Structure of Internship Training: Current Patterns and Implications for the Future of Clinical and Counseling Psychologists.

Stedman, James M.; Hatch, John P.; Schoenfeld, Lawrence S.; Keilin, W. Gregory

doi:10.1037/0735-7028.36.1.3

Cited by 20 publications

(37 citation statements)

References 24 publications

(33 reference statements)

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“…In fact, consultation/liaison has been reported as a major rotation experience by 41% of intemship programs (Stedman et al, 2005); hence, training in consultation is a significant event in many programs. It is not a candidate for elimination from the leaming objective set, despite its mediocre showing in this study.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, many studies (American Psychological Association, Gloria, Castillo, Choi-Pearson, & Rangel, 1997;Ko and Rodolfa, 2005;Lopez, Oehlert, & Moberiy, 1996;Stedman, 1997;Stedman, 2007;Stedman, Hatch, & Schoenfeld, 2000;Stedman, Hatch, & Schoenfeld, 2007;Stedman, Hatch, Schoenfeld, & Keilin, 2005) have demonstrated that internships view their mission as teaching and training devoted primarily to clinical assessment and treatment. Hence, in this time of possible change, feedback from internship directors regarding current learning objectives might prove valuable in determining future educational planning.…”

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confidence: 97%

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An investigation of internship directors’ perspectives on the learning objectives required by the commission on accreditation.

Stedman¹,

Schoenfeld²,

O’Donnell³

2013

Training and Education in Professional Psychology

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Internships are accredited by the American Psychological Association's Commission on Accreditation (CoA). For initial and continuing accreditation, programs must meet a number of standards, including specific learning objectives. Currently all phases of clinical education in psychology are being debated, and previous studies have demonstrated that internships view their primary mission as clinical education in assessment and treatment. There are no studies asking internship directors to directly reflect their perspectives regarding the other five mandated learning objectives. This study investigated internship directors' perspectives on all of the current learning objectives. Results indicated that internship directors value and understand Theories and Methods of Assessment/Diagnosis, Theories and Methods of Intervention, and Issues of Cultural and Individual Diversity; that Theories and Methods of Consultation needs operational clarification; and that the Theories and Methods of Supervision, Strategies of Scholarly Inquiry, and Theory and Methods of Evaluation are less valued and not as well understood and perhaps are candidates for elimination.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 97%

An investigation of internship directors’ perspectives on the learning objectives required by the commission on accreditation.

Stedman¹,

Schoenfeld²,

O’Donnell³

2013

Training and Education in Professional Psychology

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“…Surveys about assessment expectations at this level (Clemence & Handler, 2001;Piotrowski & Belter, 1999;Stedman et al, 2000Stedman et al, , 2005 have suggested that trainers continue to emphasize the importance of assessment skills. Piotrowski and Belter (1999) surveyed training directors at 84 American Psychological Association (APA)-approved predoctoral internships.…”

mentioning

confidence: 97%

“…This emphasis on test experience included the use of the Rorschach and thematic story tests. Using data from the directory of the Association of Psychology Postdoctoral and Internship Centers, Stedman et al (2005) found that 64% of the listed programs offered a major rotation in assessment. These data suggest the continued importance of these skills to internship sites.…”

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confidence: 99%

Personality Assessment Training: View From a Licensing Board

Matthews¹,

Matthews²

2006

Journal of Personality Assessment

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The literature contains numerous surveys about assessment training at the level of both doctoral programs and internships. There is minimal information about how such training is assessed by state and provincial regulatory bodies. In this article, we describe the process used by one state licensing board to assess a licensure candidate's transcript, conduct an oral examination, and potentially recommend remediation when the candidate is found to be deficient in specified skills. Our focus in this article is on the application of this evaluation process to personality assessment, although we also examined other areas of practice in a comparable manner.

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“…Psychology Postdoctoral andInternship Centers, 2008, 2010;Ax & Morgan, 2002;Magaletta, Patry, Dietz, & Ax, 2007;Stedman, Hatch, Schoenfeld, & Keilin, 2005).…”

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confidence: 99%

Who Is Training Behind the Wall?

Magaletta

Patry²,

Norcross

2012

Criminal Justice and Behavior

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Despite the critical inmate need for correctional mental health services, little attention is paid to those in training to provide such services. The present study fills this gap by examining, across 25 years, 896 predoctoral psychology interns who matched for and completed a 1-year federal corrections internship. Student characteristics, their graduate training programs, and postinternship hiring outcomes are presented. More women and students with prior clinical experience in criminal justice settings have, through the years, entered into internships in correctional settings. Outcome data suggest that more than half the graduate students find employment in correctional settings after completion of internship and that having criminal justice experiences prior to internship and receiving training in more urban locations was related to such hires. Implications for training and recruiting a strong psychology services workforce in corrections are discussed.

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The Structure of Internship Training: Current Patterns and Implications for the Future of Clinical and Counseling Psychologists.

Cited by 20 publications

References 24 publications

An investigation of internship directors’ perspectives on the learning objectives required by the commission on accreditation.

An investigation of internship directors’ perspectives on the learning objectives required by the commission on accreditation.

Personality Assessment Training: View From a Licensing Board

Who Is Training Behind the Wall?

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