Preparing psychologists to work with children: A comparison of curricula in child-clinical and school psychology programs.

This study examined the curriculum requirements of APA-accredited PhD programs preparing psychologists to work with children. A category system for analyzing program curricula is presented. Substantial overlap was found in curriculum requirements between child-clinical and school psychology programs, particularly in "core" psychology, research methods, and intervention courses. Program types were best distinguished by more course work in consultation and education in school programs and more course work in psychopathology in child-clinical programs. Child-clinical trainees, on average, also undertook significantly more supervised experience. The observed commonalities between the program types suggest that a combined approach to training may be feasible. However, variations in requirements within program types make it difficult for the profession to articulate clearly the core competencies possessed by graduates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obituary: Herbert J. Freudenberger (1926-1999).

Memorializes Herbert J. Freudenberger, known for his treatment of substance abusers and supervised drug abuse training programs. His work in the free clinics and therapeutic communities led to his original development of the clinical concept of burnout. Burnout has since become a construct applied throughout psychology and incorporated into the public vocabulary. Beyond private practice and his work on addiction, he made professional contributions to the understanding of anxiety and executive stress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics of geriatric rehabilitation programs: A survey of practitioners.

Surveyed 432 Commission on Accreditation of Rehabilitation Facilities accredited inpatient facilities to examine the nature of their geriatric programs, patients, and practitioners. The 180 respondents included psychology directors and staff psychologists. Results revealed that geriatric patients, particularly those suffering stroke and orthopedic injuries, were prevalent in rehabilitation programs. Neuropsychological assessment and psychotherapy were the most common services delivered by psychologists. Although satisfied with geriatric work, practitioners reported little in the way of academic preparation and training experiences. Course work, supervised training, and continuing education were consistently related to satisfaction with geriatric work experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1955-1956.

Several educational institutions offering graduate work in psychology are alphabetically listed and following each entry, the institution address, a statement of the number of fellowships, scholarships and assistantships available, tuition, stipends, VA internship programs, and similar information. An extensive table specifies requirements for admission to graduate programs in psychology at each institution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Status of minority curricula and training in clinical psychology.

Survey data from 76 of the 106 American Psychological Association-accredited clinical psychology programs indicate that 31 programs offered a total of 57 courses that prepared students to work with minority populations. Most of these courses were taught by 16 programs. There was no relationship between whether a program had a minority faculty member and whether minority-related courses were offered. Program directors acknowledged the large variability of opinion among their faculty on the importance of minority training, and some indicated that little was being done to prepare clinical psychologists to work with minority groups. A comprehensive multicultural approach to preparing minority- and majority-culture students to work with minority populations was poorly represented in coursework, clinical practicum, research training, and language requirements for the PhD degree in clinical psychology. Some issues regarding models for inclusion of minority content in training are discussed. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match.

[Correction Notice: An erratum for this article was reported in Vol 1(4) of Training and Education in Professional Psychology (see record 2007-18975-009). The biography for the third author was incorrect. It should read as follows: GREGORY KEILIN is an Assistant Director at the Counseling and Mental Health Center at the University of Texas at Austin and a former Chair of APPIC. He received his doctorate in Counseling Psychology from Colorado State University. His current research interests include supply and demand issues in professional psychology.] Academic training programs in clinical psychology vary in the emphasis that they place on science and practice, and this paper examines whether these differential emphases are linked to distinctive internship outcomes. In a study of 2,130 internship applicants from clinical psychology programs, differences were noted among practice-oriented programs, balanced science-practice programs, and science-oriented programs. Against a backdrop of some similarities, a differential emphasis on science and practice within academic training programs was related to significantly different internship match rates, as well as to successful matching in qualitatively different internship settings. Results provided qualified support for future work that might further address the relationship between academic training programs and outcomes in the field of clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology training programs for direct services to the aging (status report: 1980).

Reports findings from a 1980 survey of all American Psychological Association-approved doctoral and internship programs in clinical and counseling psychology about their training opportunities for work with the elderly. Of the 127 programs that responded, 6 formal and 27 informal programs in the psychology of aging were reported. Among the internship programs, 56 (4%) had a formal part of training devoted to work with the elderly. Compared to data obtained in 1975, there has been only a moderate increase in involvement of training programs. Implications for the projected psychological needs of the elderly are discussed. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Law-related courses and programs in graduate psychology departments.

Three surveys were undertaken to determine whether graduate programs in psychology were offering courses, programs, or opportunities for specialization in law and psychology, what these offerings consisted of, and whether new offerings were planned for the future. Many courses being offered appear extremely narrow in focus and of questionable value in training psychologists. Several graduate programs in law/psychology are described, including joint-degree law and psychology programs and specialized doctoral and masters programs. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Roles, functions, and training in clinical psychology: A survey of academic clinicians.

Describes a questionnaire sent to 239 academic clinical psychologists in American Psychological Association (APA)-approved clinical training programs to obtain their attitudes towards a number of critical issues in clinical psychology. 75% returned the questionnaire. A PhD degree in psychology, with equal emphasis on scientific and applied training, was endorsed by most respondents, as was the training of MA and MS clinicians. Other doctoral programs for training clinicians, including PsyD degrees, did not receive strong endorsement. Activity areas of clinical psychologist were rated from 6 reference points ranging from adequacy of present training to training emphasis expected in 7 yr. Results indicate that: (a) therapy and research were rated high by most respondents; (b) many respondents believed that consulting and teaching should be emphasized more and that their clinical training programs did not adequately train in these areas; (c) the emphasis on diagnosis was expected to decline in training and future usefulness; (d) in addition to research, respondents believed that APA should support other interest areas; and (e) clinical psychology should be more attuned to social problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match": Correction to Neimeyer, Rice, and Keilin (2007).

Reports an error in "Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match" by Greg J. Neimeyer, Kenneth G. Rice and W. Gregory Keilin (Training and Education in Professional Psychology, 2007[Aug], Vol 1[3], 153-162). The biography for the third author was incorrect. It should read as follows: GREGORY KEILIN is an Assistant Director at the Counseling and Mental Health Center at the University of Texas at Austin and a former Chair of APPIC. He received his doctorate in Counseling Psychology from Colorado State University. His current research interests include supply and demand issues in professional psychology. (The following abstract of the original article appeared in record 2007-12635-001.) Academic training programs in clinical psychology vary in the emphasis that they place on science and practice, and this paper examines whether these differential emphases are linked to distinctive internship outcomes. In a study of 2,130 internship applicants from clinical psychology programs, differences were noted among practice-oriented programs, balanced science-practice programs, and science-oriented programs. Against a backdrop of some similarities, a differential emphasis on science and practice within academic training programs was related to significantly different internship match rates, as well as to successful matching in qualitatively different internship settings. Results provided qualified support for future work that might further address the relationship between academic training programs and outcomes in the field of clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guidelines for education and training in engineering psychology.

Presents guidelines for education and training in engineering psychology to aid faculty and curriculum planners in the design of graduate programs at both the master's and doctoral level. Topics discussed include a definition of engineering psychology, the guiding philosophy, 4 domains of competency, and the need for supervised research and practical application experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training for managed care: A national survey of psychology and social work programs.

Although there is much discussion within the professional literature about the training needs of graduate students in response to managed care, little empirical research exists that assesses the extent to which graduate programs provide training opportunities in this field. The present study surveyed graduate program training directors in clinical psychology, counseling psychology, and social work about the training opportunities available for their graduate students. Almost 60% of the respondents indicated that they provide some type of training related to managed care. Implications and applications of these results are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What happens to PhD program applicants who have master's degrees?

Assessed whether a master's degree in psychology from an institution that granted no higher degree would help or hinder applicants to doctoral programs in psychology. Admissions directors and chairpersons of doctorate-granting programs in clinical and counseling psychology were surveyed. Earning a master's degree before applying to PhD programs had little utility, except for students whose goal was a counseling doctorate that was not approved by the American Psychological Association. Master's degree holders were more likely to complete a doctorate but were less likely to be accepted by clinical programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching of controversial and empirically validated treatments in APA-accredited clinical and counseling psychology programs.

Surveyed the directors of 126 American Psychological Association (APA) accredited clinical and counseling psychology PhD and PsyD programs to determine whether they teach controversial memory recovery techniques for suspected childhood sexual abuse and the controversial technique, facilitated communication. The authors also asked about training in empirically validated treatments. Results show that counseling psychology programs were more likely than clinical psychology programs to teach memory recovery techniques, and counseling programs were less likely to discourage the use of both memory recovery techniques and facilitated communication. More emphasis on research, less on practice, and a higher percentage of behaviorally-oriented faculty was related to less training of controversial techniques. Empirically validated treatments were reportedly taught more in clinical than in counseling psychology programs and in programs that emphasize research and have a higher percentage of behaviorally-oriented faculty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of gender, supervision, and presenting problems on practicum students' preference for interpersonal power bases.

Tested whether 102 practicum students' preferences for the legitimate, expert, and referent power bases were affected by clients' gender, the amount of students' supervised experience, and the nature of the clients' presenting problems. 64 women and 38 men from 16 counseling and counseling psychology programs completed a questionnaire in which they were asked to estimate the utility of responses reflecting each of the 3 power bases in facilitating behavior change in client's presenting problems of either depression or anxiety. Results indicate that Ss with less supervised experience preferred the legitimate and referent power bases to a greater extent than did Ss with relatively more supervised experience. Neither gender nor type of presenting problem affected Ss' preferences. Results are discussed in terms of the relation between the levels of supervised experience and the stereotypic notions of the counselor's role. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mental health and managed care: Training for the 21st century.

Discusses some of the difficulties future clinicians may encounter as they make the transition from graduate training to clinical work, and suggests that many traditional pre-doctoral psychology internships inadequately prepare trainees for the prospective practice of psychology in the era of managed mental health care. Graduate training programs need to integrate clinical work in a managed care setting during internship training utilizing the scientist-practitioner model to (1) more effectively prepare trainees for future work in managed care, (2) expand professional psychology's unique contributions to mental health treatment, and (3) apply the research methodology of psychology to evaluate clinical efficacy and treatment outcomes within the managed care environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health manpower policy: A perspective from the National Institute of Mental Health.

Provides a brief history of the US National Institute of Mental Health (NIMH) and its role in mental health manpower development. It is concluded that the mental health clinical training programs of NIMH have been essential to the academic mental health community and to the growth of the professions. Presently in psychology and social work, the shortage of funds to support students is the primary concern. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

CUDCP-affiliated clinical psychology student views of their science training.

Scientist-practitioner models of clinical psychology training emphasize the quality of science training that students receive, but student views on this topic have not been adequately explored. The current study reports findings of a large-scale survey distributed to 163 clinical psychology doctoral programs affiliated with CUDCP. Student representatives from 55 programs (34%) returned responses from a total of 611 students. Although this response rate was not ideal, a number of important patterns in student perspectives emerged. The overwhelming majority indicated that science training was very important to them. Overall, students reported experiencing a fairly balanced emphasis on science and clinical work, and endorsed receiving a good amount of high-quality training in science. However, discrepancies were noted in the degree to which science training in some areas is emphasized versus desired. Implications for training experiences are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)