Showing papers in "Training and Education in Professional Psychology in 2007"
TL;DR: In this article, the authors examined the effects of one approach to self-care, Mindfulness-Based Stress Reduction (MBSR), for therapists in training and found that participants in the MBSR program reported significant declines in stress, negative affect, rumination, state and trait anxiety, and significant increases in positive affect and self-compassion.
Abstract: Preparation for the role of therapist can occur on both professional and personal levels. Research has found that therapists are at risk for occupationally related psychological problems. It follows that self-care may be a useful complement to the professional training of future therapists. The present study examined the effects of one approach to self-care, Mindfulness-Based Stress Reduction (MBSR), for therapists in training. Using a prospective, cohort-controlled design, the study found participants in the MBSR program reported significant declines in stress, negative affect, rumination, state and trait anxiety, and significant increases in positive affect and self-compassion. Further, MBSR participation was associated with increases in mindfulness, and this enhancement was related to several of the beneficial effects of MBSR participation. Discussion highlights the potential for future research addressing the mental health needs of therapists and therapist trainees.
1,084 citations
TL;DR: In this article, the authors introduce the Practicum Competencies Outline, a summary of competency domains and expected levels of competence that may be attained during a practicum, and discuss the relationship between the Outline and other recent work on competencies in psychology.
Abstract: The practicum is the first practice-based step toward independent professional competence in psychology. As the practicum becomes a focus of interest in psychology education, there is a strong need to identify the domains and levels of competence that should be the focus of practicum training. To address this need, the current report introduces the Practicum Competencies Outline, a summary of competency domains and expected levels of competence that may be attained during practicum. The relationship between the Outline and other recent work on competencies in psychology is discussed, and its potential uses in education and training are reviewed.
137 citations
73 citations
31 citations
31 citations
30 citations
29 citations
27 citations
26 citations
26 citations
TL;DR: In this article, a conceptual framework, the Stairway model, illustrates the basic steps leading to emerging professional competence and stimulates research leading to thoughtful solutions to the internship match imbalance.
Abstract: This paper focuses on the supply and demand imbalance from a scientist-practitioner perspective, emphasizing competency development. A conceptual framework, the Stairway Model, illustrates the basic steps leading to emerging professional competence and stimulates research leading to thoughtful solutions to the internship match imbalance. Three immediate recommendations are offered. Doctoral programs should be (a) held accountable for their match rates, and (b) required to publicly disclose program and national match rates. Third, research must be conducted to determine factors that influence match rate and competency development. Concerns with other commonly proposed solutions are also discussed.
TL;DR: The American Psychological Association of Graduate Students (APAGS) as discussed by the authors has been involved in a variety of efforts to addressthis imbalance since the early 1990s and has worked to address the issue.
Abstract: James A. Haley Veterans Affairs Hospital, Tampa, FloridaThe increasing gap between the number of internship applicants and the number ofstudents applying for internship is of great concern for psychology graduate studentsand the American Psychological Association of Graduate Students (APAGS). APAGSsees this concern as multifaceted and has been involved in a variety of efforts to addressthis imbalance since the early 1990s. This article outlines in greater detail APAGSview of the internship supply and demand concern, how this problem affects students,and how APAGS has worked to address the issue. It also presents APAGS recommen-dations for advancing psychologys collective efforts to address this concern.Keywords:
TL;DR: When 25% (842) of the 3,430 students participating in the 2007 APPIC Match were not placed, the Editorial Team of Training and Education in Professional Psychology (TEPP) expressed considerable concern about the significant barrier that exists for a sizable number of students seeking internships as mentioned in this paper.
Abstract: When 25% (842) of the 3,430 students participating in the 2007 APPIC Match were not placed, the Editorial Team of Training and Education in Professional Psychology (TEPP) expressed considerable concern about the significant barrier that exists for a sizable number of students seeking internships. The numbers of unplaced applicants has increased significantly during the last few APPIC Matches (Keilin et al., this issue). Unfortunately, the TEPP Board does not anticipate that this anxiety-provoking trend will reverse or end. We believe that the profession of psychology should be more than concerned. We believe that they should take action. In an effort to provide a framework for discussion, the TEPP Board decided to offer those involved in this problematic situation an opportunity to (a) describe their view of the problem, (b) discuss the effect of the problem on students and the profession, and (c) provide suggestions to improve our internship system to deal with this crisis point in the sequence of psychology education. The TEPP Board invited the leadership from the following associations: Association of Psychology Postdoctoral and Internship Centers (APPIC), American Psychological Association of Graduate Students (APAGS), Council of Counseling Psychology Training Programs (CCPTP), Council of University Departments of Clinical Psychology (CUDCP), and National Council of Schools and Programs in Psychology (NCSPP) to provide a statement of their view of the problem and potential solutions. In addition, Dr. Greg Keilin, the APPIC Match Coordinator since its inception, was invited to provide an overview of the APPIC Match data and Drs. Ron Rozensky and Cynthia Belar were asked to provide an overview article based on the American Psychological Association’s Center for Workforce Analysis. The TEPP Editorial Board would like to thank these authors for contributing to this special issue and hopes that this issue of TEPP contributes to the national dialogue and the eventual solution of the internship logjam. After extensive discussion, the TEPP Editorial Board decided to provide their view of this supply and demand problem and some possible solutions. This editorial statement was a collaborative effort by the members of this board, who expressed a wide range of opinion about both the problem and the solutions. We hope that our view transcends our individual specialties and will serve as a model of communication that needs to occur in our profession to assist in the development of a consensus view of this match problem and its creative solutions.
TL;DR: In this paper, the authors examined the number of practicum hours accrued by comparing the actual number of direct service hours and total hours to an estimated length of time to complete those hours.
Abstract: Over the past five years, practicum experience has received increased attention as an important element in the sequence of training. Questions have arisen about the number of hours being counted and the activities occurring in practicum. This study examined the number of practicum hours accrued by comparing the actual number of direct service hours and total hours to an estimated length of time to complete those hours. Based on self-reports, it was estimated that graduate students spend between 2 and 7 years to accrue their practicum hours with 37.5 to 69.6% of that time in direct service. Implications for the profession, faculty, and students are provided.
TL;DR: In this article, the effects of structured training on the development of Rorschach coding skills of graduate trainees are discussed and broadened the empirical base regarding student acquisition of these coding skills.
Abstract: This study addresses the effects of structured training on the development of Rorschach coding skills of graduate trainees and broadens the empirical base regarding student acquisition of these coding skills. A course outline for criterion based training in Rorschach scoring is reviewed. A training approach will be described that emphasizes a progressive “vertical” or “response segment” sequence to scoring training. The effects of this structured training protocol for graduate students Rorschach coding of Exner Comprehensive System criterion-scored protocols resulted in good to excellent levels of interrater reliability. The implications of these findings for training in Rorschach coding skills are discussed.
TL;DR: In this paper, the authors describe what activities training programs engage in to prepare their students for the internship application process, and to better understand students' perception of their preparedness to apply as well as to understand their experience applying.
Abstract: The predoctoral internship signifies the culmination of applied training in professional psychology. With the increasing supply and demand gap, securing an internship has become competitive and has resulted in many students employing a wide variety of steps in an attempt to ensure a successful internship application. However, little is known about how academic training programs assist students in applying for an internship. The purpose of this study was to describe what activities training programs engage in to prepare their students for the internship application process, and to better understand students’ perception of their preparedness to apply as well as to understand their experience applying. The results suggested that training programs prepared students well for general aspects of the process but did not adequately prepare them for the more specific tasks related to the application process. Results also suggested that while the students didn’t find the application process confusing or difficult they found it stressful and anxiety provoking. Suggestions for programs to inform and assist their students in preparing for applying are presented as well as recommendations for future
TL;DR: This paper used 8 vignettes to investigate the beliefs of doctoral students in school psychology concerning credit for authorship of an article based on the dissertation and found that respondents believed it is more desirable and ethical for a dissertation design to be that of the student rather than of the advisor.
Abstract: This study used 8 vignettes to investigate the beliefs of 326 doctoral students in school psychology concerning credit for authorship of an article based on the dissertation The vignettes varied according to who originated the topic of the dissertation (student or advisor) and who wrote an article based on the dissertation and received credit for authorship on that article Responses to the vignettes indicated that respondents believed it is more desirable and ethical for a dissertation design to be that of the student rather than of the advisor Respondents also believed that it is more desirable and ethical for the student to be either sole or first author of an article based on the dissertation, regardless of who (student or advisor) originated the topic
TL;DR: The authors examined applicants' perceptions of internship site types by specialty affiliation (clinical and counseling psychology) and found that clinical psychology students focus their attention on internship site prestige, future job opportunities, opportunities for research, degree of client psychopathology and physical illness, and overall comfort in working with the client population associated with the site type.
Abstract: The authors examined applicants’ perceptions of internship site types by specialty affiliation (clinical and counseling psychology). Multidimensional scaling analyses suggest that clinical psychology students focus their attention on internship site prestige, future job opportunities, opportunities for research, degree of client psychopathology and physical illness, and their overall comfort in working with the client population associated with the site type. Counseling students focus on fewer attributes, including site prestige, quality of supervision, degree of client physical illness, and comfort in working with the client population. Specialty affiliation also accounted for systematic differences in internship site preferences. Results are discussed with regard to internship supply-and-demand issues, and implications are offered for student applicants, academic training directors, and internship training directors.