Postdoctoral education-training for specialty practice: Long anticipated, finally realized.

Recommendations for broad and generic predoctoral education and training and postdoctoral specialization for practice have been made by psychology education and training conference groups since 1949. The number of postdoctoral education and training offerings has grown steadily over the succeeding decades. Selected data on postdoctoral education and training are presented in this article for a sample of 388 current postdoctoral education and training sites. (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)     

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)     

Postdoctoral education and training for clinical service providers in health psychology.

Reviews issues behind the 1983 National Working Conference on Education and Training in Health Psychology recommendation that 2 yrs of postdoctoral education and training be mandated for future licensed health psychologists. Existing pre- and postdoctoral programs are discussed in terms of academic emphasis, and a model for education, including desired competencies, residency setting and faculty, and funding issues, is presented. Implications of the growth of health psychology and the need to expand the period of clinical training to meet advances in the field are examined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in clinical psychology: A preliminary report by an interest group.

3 purposes of this paper are: "to bring to those concerned with the education of psychologists some information about postdoctoral training in clinical psychology and some thinking of an interest group actively concerned with this problem, to call to the attention of potential candidates postdoctoral training opportunities which now exist, and to invite correspondence and future participation from interested institutions and individuals." 19 centers offering postdoctoral fellowships and their training directors are listed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and training in health psychology: Boulder or Bolder.

Reviews previous conferences on graduate education and training in health psychology (HP) as background for a 1983 conference on career and training issues in the field. Criteria characterizing professions are presented. Expected topics at the conference include societal need for orderly development of HP, work functions and roles of health psychologists, predoctoral specialty training, appropriateness of specializing in HP, official sanctioning, education and training settings, model doctoral programs emphasizing HP within a clinical psychology track, apprenticeship, and pre- vs postdoctoral training in HP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in professional geropsychology: A survey of fellowship graduates.

Have psychologists who have pursued postdoctoral training in geropsychology viewed such training as a worthwhile professional investment? As the population is aging, psychologists are increasingly working with older adults. For many psychologists, competent practice with the elderly will require some continuing education, whereas other psychologists may choose to secure specialty-level training in the field. A survey of psychologists who completed such specialized postdoctoral training found a high level of satisfaction with the training and a sense of professional competence in most of the geropsychology competency areas set forth by the American Psychological Association. The need for increased opportunities for both proficiency and specialty-level training in applied geropsychology is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in clinical psychology: As amorphous as an inkblot.

Although the American Psychological Association (APA) currently recognizes no formal training requirements beyond the PhD degree and offers no standards or guidelines for postdoctoral training, an examination of state licensing and certification laws clearly indicates that postdoctoral training is quickly becoming the norm rather than the exception for psychology doctorates pursuing state licensure. In light of the increasing demand for postdoctoral training experience before state licensing eligibility, and because of the further specialization of psychology, Toye and Pierce (1987) recently called for the development of a required postdoctoral residency program after a year of predoctoral internship training, to be instituted and promulgated by the APA. Whether one is in favor of or opposed to the implementation of a mandatory postdoctoral residency program, current and future licensing and certification laws may eventually force psychologists to implement such a program as well as develop standards and guidelines regarding postdoctoral training. Thus although postdoctoral training experience has become a practical reality for psychology professionals pursuing state licensure, the APA currently offers no standards or guidelines for postdoctoral training or the postdoctoral training application process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the National Working Conference on Education and Training in Health Psychology.

Summarizes the Proceedings of the 1983 National Working Conference on Education and Training in Health Psychology, including a conference consensus statement on the status of health psychology, and reports from working groups in the areas of predoctoral education (with a recommendation to restructure), apprenticeship, postdoctoral research and professional training (with a recommendation for a new emphasis), health policy training, and respecialization and continuing education. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in professional psychology: Are we addressing the issues?

Discusses the fact that there have been few articles about training in professional psychology published in Professional Psychology: Research and Practice. The author highlights the need for professional psychology to address the issues of doctoral program curricula, postdoctoral training and continuing professional education, and internship training issues focusing on the application and selection process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Step-down trend tests for identifying the minimum effective dose

This article discusses the role of empirically supported treatments (ESTs) in the training of clinical psychologists. Training in ESTs can be integrated in ways that vary depending on the level of training and setting. Predoctoral programs, internships, postdoctoral programs, and continuing education are discussed in regard to special challenges and sequencing of training. A preliminary set of guidelines for training in ESTs is suggested.     

Empirically supported treatments: Implications for training.

This article discusses the role of empirically supported treatments (ESTs) in the training of clinical psychologists. Training in ESTs can be integrated in ways that vary depending on the level of training and setting. Predoctoral programs, internships, postdoctoral programs, and continuing education are discussed in regard to special challenges and sequencing of training. A preliminary set of guidelines for training in ESTs is suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology.

The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The intent of these guidelines is to improve the quality of teaching and learning in the area of the practice of CP, especially OCP, within the scientific discipline and profession of psychology. Towards these ends, this document is intended as guidance for psychologists who teach or plan curricula for teaching CP/OCP at doctoral or postdoctoral levels of professional education and training in psychology. The guidelines are structured in the form of overarching principles, general competencies, and domain-specific competencies that are ideally obtained by persons receiving training at the doctoral or postdoctoral level in CP/OCP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in law and psychology: Models from the Villanova conference.

Although the domain of law and psychology is a burgeoning and popular field of study, there has never been a concerted effort to evaluate current training models or to develop newer, more effective ones. 48 invited participants attended a national conference held at Villanova Law School to remedy this deficiency. Working groups addressed issues of education and training for the undergraduate level; for doctoral-level programs in law and social science; for forensic clinical training; for joint-degree (JD/PhD–PsyD) programs; for those in practica, internships, and postdoctoral programs; and for continuing education. This article delineates levels and models of training in each of these areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for distinguished contributions to education and training: Cynthia D. Belar.

Cynthia D. Belar is one of the recipients of the APA's Award for Distinguished Contributions to Education and Training. As a professor, scholar, clinician, educator, and administrator, Cynthia D. Belar has greatly influenced graduate education, internship training, postdoctoral fellowship opportunities, diplomate recognition, and emerging areas of health psychology. She is widely recognized as the most experienced, tactful, and zealous organizer of national conferences in psychology. Most recently, she developed national conferences to examine the scientist-practitioner model and postdoctoral education. (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)     

Psychology postdoctoral training: A developmental perspective.

Postdoctoral training for psychologists has increased. This article provides an overview of postdoctoral fellowships, including information regarding training opportunities and requirements for licensure and employment. A developmental perspective on the postdoctoral training experience is offered, focusing on negotiating the tasks of individuation and self-definition. Special attention is paid to personal issues. As the postdoctoral fellow's professional identity solidifies, he/she develops expertise in focused areas of interest, experiences a deepening commitment to the work, develops an increasing sense of self-efficacy and self-acceptance as a psychologist, and gains respect from others as a competent professional. This enables the postdoctoral fellow to develop more collegial relationships with former mentors, teachers, and supervisors and shift toward the practice of professional psychology and the teaching of more junior professionals. (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)     

A survey of interns' preferences and plans for postdoctoral training.

What are interns' plans and preferences for postdoctoral training? In this survey, most interns indicated they preferred an informal postdoctoral experience rather than a formal one, and half of them obtained a position before the end of their internships. Interns based their choices for positions more on personal and practical considerations and indicated that obtaining a postdoctoral position was less stressful than obtaining an internship. Interns had adequate knowledge of the required length of postdoctoral experience for licensure, but most were unsure about the parameters for supervision. Half of the interns were willing to pursue postdoctoral psychopharmacology training, especially if it could be completed within 2 years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)