An empirical description of a community-clinical training program.

Howe, Herbert F.

doi:10.1037/h0037280

Cited by 6 publications

(11 citation statements)

References 8 publications

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“…Training involves an in vivo approach, which means that students are trained within the context of the community and with real-life, ongoing problems. This approach is consistent with the community-clinical program at the University of Nebraska-Lincoln, which has been described elsewhere (Howe, 1974;Jones & Levine, 1963; Cole, Note 1). Students are encouraged to become acquainted with agencies and personnel within the community and to work with a wide variety of professional individuals on tasks that are of current concern to these workers, and to assist in the education and attitudinal modification of individuals working with alcohol problems.…”

Section: Professional Trainingsupporting

confidence: 64%

The alcohol training specialty in community-clinical psychology.

Rivers¹,

Cole²

1976

Professional Psychology

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Section: Professional Trainingsupporting

confidence: 64%

The alcohol training specialty in community-clinical psychology.

Rivers¹,

Cole²

1976

Professional Psychology

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“…Table 1 summarizes the current activities of the 19 PhDs who participated in the study in terms of the percentage of time allocated to each type or level of activity. For comparison purposes, Table 1 also gives (in parentheses) the comparable allocation data for postinternship students from the 1973 (Howe, 1974) data. This stage of training was most representative of the graduate activities of the participants at the time the original data were collected.…”

Section: Relevance Of Training To Employmentmentioning

confidence: 99%

“…In addressing this question, Howe's (1974) model for empirical description of time allocation by clinical psychologists was employed. This descriptive model provides a framework within which the activities of clinical faculty and students can be portrayed.…”

mentioning

confidence: 99%

“…Essentially, the model conceptualizes clinical activities as falling into a 4 X 7 matrix, as exemplified in Table 1. Howe's (1974) descriptive schema comprise the following four types of clinical activity:…”

mentioning

confidence: 99%

“…By employing a time-sampling technique in which students and faculty record their weekly activities as falling into one of the 28 cells of the descriptive matrix (four types of activity by seven levels), previous research (Howe, 1974) has shown the model to yield a reliable description of the functioning of a clinical training program. Further, the results of such a description have proven useful in suggesting programmatic changes to meet more closely the goals of that program.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Job relevance in clinical training: Is that all there is?

Howe¹,

Neimeyer²

1980

Professional Psychology

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A model for empirically describing the activities of clinical psychologists is used to determine the "relevance" or goodness of fit between a clinical training program and its graduates' activities in their first professional position. Although useful in showing the relevance of a clinical training program for its graduates, the descriptive model does not predict graduates' satisfaction with various aspects of clinical training. The exceptions occur when large discrepancies exist between graduate training and professional activities. A strong relationship is reported between students' satisfaction and faculty ratings of quality of interpersonal relations with faculty. The results are discussed in terms of a more complex understanding of relevance and the importance of the interpersonal character of clinical training.

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Implementing elements of evidence‐based practice into scientist–practitioner training at the University of Nebraska‐Lincoln

DiLillo

McChargue

2007

J Clin Psychol

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Evidence-based practice (EBP) has become the predominant model of training and is emerging as a common model of practice for many non-psychology health care professions. Recognizing the relevance of EBP to psychology, the American Psychological Association (APA) developed and endorsed an official policy statement on EBP for the practice of professional psychology. There is now a pressing need to consider ways that EBP can inform scientist-practitioner training. The present article proposes clinical competencies associated with the practice of EBP, and describes initial efforts to implement elements of EBP into training at the University of Nebraska-Lincoln. These efforts have occurred in both the classroom and practicum training experiences, and are geared toward helping students become more effective users of the evidence base through their clinical work. Challenges to the implementation of EBP in clinical psychology training are discussed as well.

show abstract

An empirical description of a community-clinical training program.

Cited by 6 publications

References 8 publications

The alcohol training specialty in community-clinical psychology.

The alcohol training specialty in community-clinical psychology.

Job relevance in clinical training: Is that all there is?

Implementing elements of evidence‐based practice into scientist–practitioner training at the University of Nebraska‐Lincoln

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