Accredited internship and postdoctoral programs for training in psychology: 2008.

This article provides an official listing of accredited internship and postdoctoral residency programs. It reflects all Commission on Accreditation decisions through July 20, 2008. The Commission on Accreditation has accredited the predoctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. The accreditation status listed for each program reflects that program's current status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2007.

Provides the official listing of accredited internship and postdoctoral residency programs. This list reflects all committee decisions through July 22, 2007. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. Also listed for each program is the date of the next regularly scheduled site visit. The accreditation status listed for each program reflects that program's current accredited status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Model act for state licensure of psychologists.

As APA policy, the Model Act for State Licensure of Psychologists serves as a prototype for drafting state legislation regulating the practice of psychology. State legislatures are encouraged to use the language of this document and the policies that it espouses as the model for their own state licensure laws. Inevitably each state law will reflect compromises and changes particular to that state, but the APA Model Act is meant to serve as a guide for those involved in the drafting process. State licensing boards must develop their own rules and regulations to supplement the legislation proposed here. This document also serves to educate legislatures about psychology training and practice and serves to synthesize APA policies that bear on the education, training, and practice of professional psychology. Each section of the proposed Model Act is introduced by commentary, the purpose of which is to explain the rationale for the proposed section that follows. To differentiate between the commentary and the proposed statutory language, the latter is italicized. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2010.

This is the official listing of accredited internship and postdoctoral residency programs. It reflects all Commission on Accreditation decisions through July 18, 2010. The Commission on Accreditation has accredited the predoctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. The original date of accreditation, listed for each program, is the day on which the program’s accredited status became effective. The original date of accreditation, listed for each program, is the day on which the program’s accredited status became effective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2003.

Presents the official listing of accredited internship and postdoctoral residency programs in psychology. It reflects all committee decisions through June 29, 2003. Included are accredited internship training programs, accredited postdoctoral residency training programs, substantive specialty practice programs, and internship programs withdrawing from accreditation or closing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A postdoctoral residency program in clinical psychology.

Describes "1 training center's approach to postdoctoral training for the professional aspects of clinical psychology, as seen through the eyes of 1 of its faculty members. 1 or 2 yr. of postdoctoral residency training prepare the young clinical psychologist to engage in professional practice in 2 areas," as a psychodiagnostician-clinician-consultant and as a psychotherapist. These 2 roles are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2006.

Presents the official listing of accredited internship and postdoctoral residency programs. It reflects all committee decisions through July 16, 2006. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology: A specialty of professional psychology with distinct competencies and complexities.

School psychology at the doctoral level is recognized as a specialty of professional psychology by the American Psychological Association, with corresponding licensure as a psychologist granted by state boards of psychology. School psychology also is regulated by state boards of education; they set the credentialing standards for professional practice in public schools. The intent of this article is to enhance the understanding of this distinct and multiply influenced specialty. The need for psychological services in schools is highlighted, followed by a discussion of multiple influences and licensing/credentialing issues. Next, the specialty is delineated, its distinctiveness highlighted, and competencies for practice in the public schools elaborated. Finally, education/training models and mechanisms for program accreditation are described, as are the major professional organizations in school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trends in postdoctoral education: Requirements for licensure and training opportunities.

The authors examined the way postdoctoral requirements for psychology licensure have changed over the last 10 years. In 1995, 46 states required postdoctoral experience compared with only 28 states in 1985. For 1995, there was wide variability in how many hours constituted a training year, in the amount of clinical experience required, and in the frequency and type of supervision required. Examination of the current amounts and kinds of postdoctoral training opportunities revealed at least 480 sites offering 1,107 full-time and 107 part-time slots. Implications of the results for the current training system are discussed and recommendations for postdoctoral trainees are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Character and Fitness Requirements for Professional Psychologists: An Examination of State Licensing Application Forms.

How do state licensing boards currently evaluate candidates for licensure along the dimensions of moral character and psychological fitness? An examination of application materials from all 50 states and the District of Columbia revealed marked heterogeneity with respect to explicit screening for character and fitness indicators. There appears to be minimal consensus regarding those elements of a candidate's previous experience that should be scrutinized prior to licensure. The authors highlight the frequency of character and fitness items across applications and ancillary licensure materials and conclude with several recommendations for licensing boards, national associations, and directors of training programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Setting for Clinical Training.

Comments on "A postdoctoral residency program in clinical psychology" by J. Matarazzo (see record 1965-13326-001). Matarazzo describes an interesting postdoctoral training program in clinical psychology in a medical school setting. A major feature of this program is the intent to train young psychologists to assume "full professional responsibility for patients and clients." The assumption of "full professional responsibility" is incompatible with an extension of the professional's formal training period into the postdoctoral years. The multiple-consultant and highly institutionalized approach characteristic of the medical setting actually attenuates the degree of responsibility that any one professional is required and able to assume, rather than to intensify it. A final objection could be directed at the basic concept of the desirability of one person's assuming "full responsibility" for another. It would seem to me that the use of this concept in Matarazzo's report may in itself be an indication of how a medically based idea can inadvertently infiltrate the thinking of those who had been exposed for years to such a setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Primary care health psychology training: A collaborative model with family practice.

Are you planning a new postdoctoral training program in health psychology? Are your students seeking postdoctoral training in health psychology? Are you looking for a good formal postdoctoral fellowship in health psychology to continue your training? This article describes in detail the philosophy, educational objectives, and learning activities that make up a 13-year-old fellowship approved by the American Psychological Association in clinical health psychology, a model for clinical training in this specialty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of conference on an ideal training program for psychotherapists.

32 representatives of the fields of clinical psychology, social work, psychiatry, and psychoanalysis discussed a set of 14 working papers. The 3 principal preparations for psychotherapeutic practice today are psychiatric residency, doctoral and postdoctoral programs in clinical psychology, and social work school, plus supervised work in a social work agency. Each has valuable contributions to make. Several types of pilot plans for improved training were proposed as being worth trying. Several kinds of potential institutional settings for such programs were considered. Regarding curriculum, "there was unanimous agreement that supervised experience in doing psychotherapy was of primary importance." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2002.

This is the official listing of accredited internship and postdoctoral residency programs for training in psychology. It reflects all committee decisions through July 28, 2002. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The competency movement within psychology: An historical perspective.

The authors provide a recitation of events in recent years that document an increased focus on competency-based models of education, training, and assessment in professional psychology, particularly clinical, counseling, and school psychology, based on the work of the American Psychological Association's (APA's) Task Force on Assessment of Competence in Professional Psychology. The article begins with the inclusion of competencies as part of the "Ethical Principles of Psychologists and Code of Conduct" (APA, 2002). Next, accreditation practices in the United States and Canada are summarized. Competency-based education, training, and credentialing efforts in professional psychology are reviewed, including graduate, practicum, internship, and postdoctoral levels; licensure; postlicensure certifications; and board certification. General and specialty credentialing efforts both in North America and internationally follow. The Competencies Conference: Education and Credentialing in Professional Psychology and work on developing competencies for the profession are discussed. Then initiatives focused specifically on the assessment of competence are delineated. Implications for continued progress toward a culture of the assessment of competence are discussed in light of the historical origins within the profession of the competency-based movement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional mobility for psychologists is rapidly becoming a reality.

Professional mobility for psychologists has been a problem since states first passed psychology licensing laws because of relatively small but crucial variations in licensing requirements. Although the profession of psychology and the association of psychology regulatory bodies in the United States and Canada (i.e., the Association of State and Provincial Psychology Boards [ASPPB]) have recognized this problem for decades, little progress was made in resolving it. Recently, the ASPPB launched two different approaches to facilitating professional mobility: one to forge agreements between regulatory bodies to accept each other's licensees, and another to certify or endorse individual psychologists who meet ASPPB standards for licensure and therefore can be recommended to licensing boards for relicensure. The specific requirements of each of these programs and their success in addressing the professional mobility problem are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2004.

Presents the official listing of internship and postdoctoral residency psychology training programs accredited by the Committee on Accreditation. The list reflects all committee decisions through July 17, 2004. The original date of accreditation, which is the day on which the program’s accredited status became effective, is provided. Also listed for each program is the date of the next regularly scheduled site visit or submission of self-study report. Accreditation is a voluntary process. Programs that have not applied for accreditation are not included in the list. Programs listed as accredited have been judged by the committee to be consistent substantively and procedurally with the “Guidelines and Principles for Accreditation of Programs in Professional Psychology.” (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Issues related to postdoctoral education and training in professional psychology: Results of an opinion survey.

Is professional psychology assuming adequate responsibility for advanced training in the profession? Although professional psychology has taken enormous strides in articulating standards for doctoral and internship training, postdoctoral education and training (PDET) have received much less attention, resulting in a lack of clear guidelines for managing the transition from training to independent practice. Professional psychology's practitioners, educators, and trainees were asked to provide their opinions on a number of PDET-related issues. Data are presented that include broad support for maintaining the postdoctoral training year. Implications address steps to assist advanced students in maximizing their postdoctoral training experiences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited Internship and Postdoctoral Programs for Training in Psychology: 2005.

Presents the official listing of accredited internship and postdoctoral residency programs. It reflects all committee decisions through July 17, 2005. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies in this article. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. Also listed for each program is the date of the next regularly scheduled site visit. Program review is governed by the "Guidelines and Principles for Accreditation of Programs in Professional Psychology" (G&P). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in primary care health psychology: Duties, observations, and recommendations.

The need for postdoctoral training in health psychology has taken on added importance following transformations of the U.S. health care delivery system toward primary care models of delivery. This transformation provides psychologists with the opportunity to work as primary care practitioners, educators, and researchers, and it suggests the need for postdoctoral training that prepares students for those opportunities. The author addresses issues relevant to postdoctoral training from the perspective of a former participant in a postdoctoral fellowship training program in primary care health psychology. The duties and contributions of a primary care health psychologist are described. These include the provision of graduate medical education and clinical services tailored to primary care. The author also offers recommendations regarding postdoctoral health psychology training in order to enhance psychologists' ability to collaborate with medical professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)