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

Callahan, Jennifer L.; Collins, Frank L.; Klonoff, Elizabeth A.

doi:10.1002/jclp.20664

Cited by 28 publications

(57 citation statements)

References 17 publications

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“…Students with few financial concerns may be able to focus more fully on their practica, research, and coursework, and, consequently, be seen as candidates that are more desirable. This finding mirrors previous research linking low levels of financial debt with a high likelihood of receiving an APAaccredited internship (Callahan et al, 2010). The available resources, including financial resources, that a university is able to use to support its students seem to be quite important in determining student outcomes.…”

Section: Predicting Outcomessupporting

confidence: 88%

“…This finding may be the result of the fact that PsyD students are more likely to be nontraditional students who have familial concerns and geographic constraints that prevent them from applying more broadly for internship, or it may be because of the fact that PsyD programs produce students that are less attractive as interns. PsyD students tend to match at a lower rate than PhD students, in spite of applying to more internship sites than PhD students (Callahan, Collins, & Klonoff, 2010). Keilin, Baker, McCutcheon, and Peranson (2007) found that approximately one fifth of students who failed to obtain an internship during the match process attributed their failure to a perceived bias against their particular degree program.…”

Section: Predicting Outcomesmentioning

confidence: 97%

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Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities

Graham¹,

Kim²

2011

J Clin Psychol

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In the face of the rising number of doctoral recipients in professional psychology, many have voiced concerns about the quality of nontraditional training programs. Past research suggests that, on a variety of outcomes, graduates from clinical PhD programs outperform graduates from clinical PsyD and, to a lesser extent, counseling PhD programs. We examine an aggregate archival dataset to determine whether student or university characteristics account for the differences in outcomes among programs. The data show meaningful differences in the outcomes of clinical PhD, PsyD, and counseling PhD programs. Furthermore, graduates from research-intensive universities perform better on the psychology licensure exam and are more likely to become American Board of Professional Psychology diplomates. The available data support the notion that the ability to conduct research is an essential component of graduate education. In this light, PsyD programs represent a unique opportunity to train students in the types of evaluation and outcomes assessments used by practicing psychologists. We discuss implications for graduate-level training in professional psychology.

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Section: Predicting Outcomessupporting

confidence: 88%

Section: Predicting Outcomesmentioning

confidence: 97%

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities

Graham¹,

Kim²

2011

J Clin Psychol

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“…A total of 365 students participated in a prematch survey in the 2011 sample, with 70.4% participating in the Phase I Match follow-up survey, and 53.1% participating in the Phase II Match follow-up survey. Applicants in this sample closely resemble the 2009 sample described by Callahan et al (2010; see Table 1 for a breakdown by match year). In our total sample of 601 applicants, the majority of applicants are female (78%), U.S. citizens (92.8%), White (nonHispanic = 80.4%), and heterosexual (92.1%), with an average age of 29.10 years {SD = 3.75).…”

Section: Participantsmentioning

confidence: 77%

“…Given the findings reported by Callahan et al (2010), we also expected that the number of interview offers attained by applicants would forecast match outcome (match vs. no match) and be associated with the most variance in match outcomes. Einally, we sought to deepen our understanding of the link between offers to interview and eventual match outcome by (a) exploring within this sample the probability of matching as a function of number of interviews attained, and (b) identifying a reasonable critical value for number of attained interview offers that distinguishes matched from unmatched applicants.…”

Section: Hypothesesmentioning

confidence: 96%

Predicting match outcomes: Science, practice, and personality.

Callahan

Hogan

Klonoff

et al. 2014

Training and Education in Professional Psychology

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Internship applicants {N = 601) recruited from Council of University Directors of Clinical Psychology member PhD programs completed surveys before and after Match Day about their academic achievements and clinical training, personality, and match outcome characteristics. Results revealed strong evidence that the single best predictor of matching among these students is the number of interview offers attained. A low number of attained interviews (6 or fewer) forecasts increased likelihood of going unmatched. Entering the match a second or more time is also associated with not matching. Additional analyses indicated intervention and assessment hours significantly interact to impact number of interview invitations, suggesting that monitoring the accrual of proportionate clinical hours (rather than focusing simply on attaining more client contact hours) is important throughout preinternship training in this sample. Although associated with only a small amount of variance, facets of personality do appear to be significantly associated with the number interview offers obtained and internship match outcomes. Finally, a significant interaction between science, as indicated by research achievements, and practice, as indicated by proportionate clinical hours, was also observed. This represents the first empirical demonstration of the Boulder model's philosophical premise regarding the training of clinical psychologists. Specific mentoring suggestions are offered, as well as recommendations for future directions in training, policy, and research.

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“…Skills use was assessed in three ways: 1) the 38-item skills use subscale of the DBT Ways of Coping Checklist (DBT-WCCL; Neacsiu et al, 2010), a self-report measure that assesses different methods of coping with stress (T1, T3, T4), 2) a subset of 12 DBT-WCCL items directly related to the skills taught as part of the DBT-BSI, and 3) a study-generated questionnaire which asked questions related to the skills taught in each of the intervention conditions (i.e., Skills Used Since the Intervention [SUSI]; T2, T3, T4). The DBT-WCCL has strong psychometric properties and does not include the names of the specific skills within the items.…”

Section: Methodsmentioning

confidence: 99%

Comparing brief interventions for suicidal individuals not engaged in treatment: A randomized clinical trial

Ward‐Ciesielski

Tidik

Edwards

et al. 2017

Journal of Affective Disorders

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Background Non-treatment-engaged individuals experiencing suicidal thoughts have been largely overlooked in the intervention literature, despite reviews suggesting most individuals who die by suicide were not in treatment immediately prior to their death. Most intervention studies recruit individuals from treatment providers, potentially neglecting those individuals who are not already engaged in services. These individuals clearly represent a group in need of additional empirical attention. Methods A randomized clinical trial was conducted to compare a single-session dialectical behavior therapy skills-based intervention to a relaxation training control condition. Ninety-three non-treatment-engaged subjects participated in a single in-person assessment, received one of the intervention protocols, and completed follow-up phone interviews for three months including measures of suicidal ideation, emotion dysregulation, and coping skills, as well as other relevant assessments. Results Both conditions reported significantly reduced levels of suicidal ideation, depression, and anxiety; however, analyses revealed no significant differences between conditions on the main outcome measures of suicidal ideation, emotion dysregulation, skills use, depression, or anxiety. Limitations The two interventions may have been too similar to permit detection of differential effects with this sample size. Specifically, the control condition may have been too active and there may have been stylistic overlap by providers who delivered both interventions. Conclusions Encouragingly, half of subjects contacted other mental health services during the follow-up period. Although the two interventions under investigation did not yield differential results, the significant changes in important domains across interventions suggest that brief interventions may hold promise for this difficult-to-reach population.

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

Cited by 28 publications

References 17 publications

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities

Predicting match outcomes: Science, practice, and personality.

Comparing brief interventions for suicidal individuals not engaged in treatment: A randomized clinical trial

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