A critical analysis of systemic problems with psychology pre-doctoral internship training: Contributing factors and collaborative solutions.

Hutchings, Philinda Smith; Mangione, Lorraine; Dobbins, James E.; Wechsler, Frederick S.

doi:10.1037/1931-3918.1.4.276

Cited by 10 publications

(18 citation statements)

References 34 publications

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“…Indeed, descriptions of the problem have changed since APAGS passed this statement and began systematically referring to the problem as our discipline’s crisis. For example, in the Training and Education in Professional Psychology (TEPP) special issue on the internship crisis in 2007, the word crisis was used only eight times total in five of the eight articles (Baker, McCutcheon, & Keilin, 2007; Hutchings, Mangione, Dobbins, & Wechsler, 2007; Miville et al, 2007; Rodolfa, Bell, Bieschke, Davis, & Peterson, 2007; Rozensky, Grus, Belar, Nelson, & Kohout, 2007); it appeared in none of the titles and only once in an abstract (Baker et al, 2007). By the 2011 TEPP article by Hatcher (2011) and eight subsequent commentaries, the word crisis was used 49 times, in a title once (McCutcheon, 2011), and in an abstract 3 times (Hatcher, 2011; Lally & Paszkiewicz, 2011; Schaefer et al, 2011).…”

Section: Recent Efforts Of Apags To Address the Internship Crisismentioning

confidence: 99%

The internship crisis: Graduate students look back and plan ahead.

Wells¹,

Herbst²,

Parent³

et al. 2014

Training and Education in Professional Psychology

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The internship is an integrative training experience and the capstone of doctoral training for developing professionals (Madson, Hasan, Williams-Nickelson, Kettmann, & Van Sickle, 2007). The imbalance between supply and demand of internships is an increasingly critical problem in professional psychology and one that the American Psychological Association of Graduate Students (APAGS) is committed to resolving with all stakeholders. This paper will provide a brief overview of the problem, summarize the efforts of APAGS to address the issue since its last article on the internship crisis (Madson et al., 2007), and provide a framework by which APAGS will continue to address the internship crisis-an issue we have defined as one of the most critical facing psychology graduate students today.Although systemic data collection was not underway at the time, it was suspected that the number of applicants outweighed the SHANDA R. WELLS earned her doctorate in clinical psychology from MidWestern University. She is currently a behavioral health psychologist at the Departments of Pediatrics and Psychiatry, University of Wisconsin working in integrated care with a dual appointment in pédiatrie and adolescent medicine and psychiatry. In addition to training and education, her research and clinical interests include integrated health care, primary care behavioral health and pédiatrie obesity.

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Section: Recent Efforts Of Apags To Address the Internship Crisismentioning

confidence: 99%

The internship crisis: Graduate students look back and plan ahead.

Wells¹,

Herbst²,

Parent³

et al. 2014

Training and Education in Professional Psychology

View full text Add to dashboard Cite

show abstract

“…If doctoral programs are responsible for developing internships for their own students, the programs will likely provide internships that better “fit” the career-orientation of those students. For example, practice-oriented programs will likely provide practice-oriented internships, and child-oriented programs will likely provide child-oriented internships (Hatcher, 2011a; Hutchings, Mangione, Dobbins, & Wechler, 2007). Improving student-internship fit could also help to prepare students for board certification and other specialty areas of practice.Location, location, location.…”

Section: A Solution For the Imbalance And Legal Problemsmentioning

confidence: 99%

A legal “case” against the internship placement system and a proposal to fix the system and the internship imbalance.

Meyerson¹,

Meyerson²,

Bolson³

et al. 2013

Training and Education in Professional Psychology

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Students in school, counseling, clinical, and combined psychology doctoral programs are required to obtain and complete an internship that is approved by their doctoral program in order to graduate. However, psychology's longstanding problem is that there are more students than there are internship positions (Internship Imbalance Problem). Moreover, the internship imbalance appears to be a direct result of the fact that, under the current internship placement system, doctoral programs are not responsible for providing internship positions to their students in good standing and subsequently cannot provide these students with the requirements to graduate. The inability of doctoral programs to provide their students in good standing with the requirements to graduate may be actionable in a court of law (Legal Problem). This article provides (a) a legal analysis of the current internship placement system under contract theory, estoppel, fraud, and misrepresentation; (b) explanations for why previously proposed solutions to diminish the imbalance have worked with only limited success, do not appear likely to eliminate the imbalance, and may not address the Legal Problem; and (c) a solution to address both the Internship Imbalance Problem and Legal Problem. A major tenet of this solution is that, regardless of absolute size, each doctoral program would contribute to the pool of internships to the extent that they contribute to the pool of students.

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“…A recent issue of Training and Education in Professional Psychology (volume 1, issue 4) included a special section detailing more nuanced perspectives on this imbalance. Suggestions ranged from urging the profession to seek federal funding for internship training (Hutchings, Mangione, Dobbins, & Wechsler, 2007;Madson, Hasan, Williams-Nickelson, Kettmann, & Van Sickle, 2007) to public disclosure of the varied match rate outcomes of doctoral programs Collins et al, 2007) and development of work-force analyses (Rozensky, Grus, Belar, Nelson, & Kohout, 2007).…”

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confidence: 99%

An examination of applicant characteristics of successfully matched interns: Is the Glass Half Full or Half Empty and Leaking Miserably?

2009

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Although the "balance" between the number of potential interns and the number of internship slots needs be addressed, it is imperative that more attention be devoted to examining applicant and program characteristics that result in a successful match. To that end, the current study included pre- and post-match data provided by 330 applicants of the 2009 Association of Psychology Postdoctoral and Internship Centers Match system. In this sample, we found very little evidence that applicant characteristics are related to match outcome. Suggestions to applicants and directors of training are provided and understudied variables and needed analyses are identified. Policy considerations are discussed in terms of not only resolving the supply and demand imbalance but also improving the application process and clearinghouse system.

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A critical analysis of systemic problems with psychology pre-doctoral internship training: Contributing factors and collaborative solutions.

Cited by 10 publications

References 34 publications

The internship crisis: Graduate students look back and plan ahead.

The internship crisis: Graduate students look back and plan ahead.

A legal “case” against the internship placement system and a proposal to fix the system and the internship imbalance.

An examination of applicant characteristics of successfully matched interns: Is the Glass Half Full or Half Empty and Leaking Miserably?

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