Internship training directors' perceptions of psychology interns' professional development experiences

2008 ◽  
Author(s):  
Annette Kluck ◽  
Tracy O'Connor Pennuto
Keyword(s):  
Professional Development ◽  
Training Directors ◽  
Psychology Interns ◽  
Internship Training

Perspectives of internship training directors on the use of progress monitoring measures.

2016 ◽  
Vol 57 (2) ◽  
pp. 120-129 ◽  
Author(s):  
Louise Overington ◽  
Marilyn Fitzpatrick ◽  
Martin Drapeau ◽  
John Hunsley
Keyword(s):  
Progress Monitoring ◽  
Training Directors ◽  
Internship Training

Implementing the Training Values Statement Addressing Diversity in University Counseling Center Internships

2009 ◽  
Vol 37 (5) ◽  
pp. 721-743 ◽  
Author(s):  
Joyce Illfelder-Kaye ◽  
Karen Lese-Fowler ◽  
Kevin Bursley ◽  
Elizabeth Reyes ◽  
Kathleen J. Bieschke
Keyword(s):  
Training Programs ◽  
Counseling Center ◽  
Potential Contribution ◽  
Counseling Centers ◽  
University Counseling Center ◽  
University Counseling ◽  
Training Directors ◽  
Predoctoral Internship ◽  
Model Training ◽  
Internship Training

This article examines the potential contribution of the Counseling Psychology Model Training Values Statement Addressing Diversity (henceforth the “Values Statement”) to predoctoral internship training programs housed in university counseling centers. The purpose of this article is to present recommendations for how to best implement the Values Statement in counseling center internship training programs. The authors begin by summarizing the commitment to diversity-related training and values espoused by the major training organizations relevant to internship training. They then describe issues internship training directors must consider when implementing the Values Statement into their training sites and provide recommendations for how to most effectively implement the Values Statement.

INTERNSHIP TRAINING DIRECTORS’ PERCEPTIONS OF SCHOOL PSYCHOLOGY INTERNSHIP APPLICANTS

2015 ◽  
Vol 52 (10) ◽  
pp. 984-997 ◽  
Author(s):  
Emery B. Mahoney ◽  
Michelle M. Perfect ◽  
Roxanne M. Edwinson
Keyword(s):  
School Psychology ◽  
Training Directors ◽  
Psychology Internship ◽  
Perceptions Of School ◽  
Internship Training

scholarly journals Perspectives of psychology graduates on the registration of psychologists in Zimbabwe

2018 ◽  
Vol 8 (3) ◽  
pp. 97-106
Author(s):  
Herbet Zirima ◽  
Elliott Nkoma
Keyword(s):  
Professional Development ◽  
Interpretative Phenomenological Analysis ◽  
Continuing Professional Development ◽  
Board Examination ◽  
Post Graduate ◽  
Psychology Interns ◽  
Health Practitioners ◽  
Areas Of Interest ◽  
Academic Qualifications ◽  
Depth Interviews

This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists. Key Words: Registration; Internship; Psychologist; Qualification; Board Examination

scholarly journals Professional Development Experiences: Are Psychology Interns Getting Enough?

Psychology ◽  
2011 ◽  
Vol 02 (09) ◽  
pp. 978-986
Author(s):  
Annette S. Kluck ◽  
Tracy O’Connor Pennuto ◽  
Kathrin Hartmann
Keyword(s):  
Professional Development ◽  
Psychology Interns

Is there consensus among predoctoral internship training directors regarding clinical supervision competencies? A descriptive analysis.

2009 ◽  
Vol 3 (3) ◽  
pp. 140-147 ◽  
Author(s):  
Jeffrey A. Rings ◽  
Matthew C. Genuchi ◽  
Misty D. Hall ◽  
Mary-Ashley Angelo ◽  
Jennifer A. Erickson Cornish
Keyword(s):  
Clinical Supervision ◽  
Descriptive Analysis ◽  
Training Directors ◽  
Predoctoral Internship ◽  
Internship Training

scholarly journals Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices

2016 ◽  
Vol 16 (1) ◽  
pp. 74-83 ◽  
Author(s):  
Sarah F. Bailey ◽  
Larissa K. Barber ◽  
Videl L. Nelson
Keyword(s):  
Professional Development ◽  
United States ◽  
Experiential Learning ◽  
Best Practices ◽  
Faculty Member ◽  
Online Survey ◽  
Course Design ◽  
The United States ◽  
Academic Credit ◽  
Psychology Interns

This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States ( n = 149 responded). Overall, the majority of institutions offered academic credit for internships through letter grading and had one faculty member supervising all psychology interns. The top three academic requirements for internship courses included: completing a reflection paper; completing a work diary; and individual meetings with the faculty supervisor. Although these practices promote experiential learning, one opportunity for improvement is promoting students’ professional development. Psychology departments can use these findings to inform their institution’s internship course design.

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