Directing a Clinical Training Program

Rabin, Adele S.; Poster, Sharon L.

doi:10.1016/b978-012524195-3/50009-6

Cited by 2 publications

(4 citation statements)

References 11 publications

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“…Rabin and Foster (1999) reported that knowledge is the key element for establishing a sound foundation for successful DCT performance. Following this suggestion, the present mentorship program exposes students to information in a number of important domains relevant to the DCT’s activities.…”

Section: Director Of Clinical Training Mentorship Descriptionmentioning

confidence: 99%

“…A fourth area of knowledge addressed in this mentorship program is having an understanding of the key social issues affecting the ever-evolving field of clinical psychology because such information is critical for adapting to meet upcoming societal demands (D. R. Peterson, Eaton, Levine, & Snepp, 1982; Rabin & Foster, 1999). Thus, just as a DCT must be responsive to changes affecting the field, the assistant to the DCT also is expected to be actively involved in understanding these types of issues.…”

Section: Director Of Clinical Training Mentorship Descriptionmentioning

confidence: 99%

“…Because the DCT functions as a leader of the clinical program, organizational and managerial skills are critical tools for effective performance (Rabin & Foster, 1999). Thus, the DCT mentorship program is structured around key areas in which administrative skill competencies can be practiced and developed.…”

Section: Director Of Clinical Training Mentorship Descriptionmentioning

confidence: 99%

“…The need for administrative training in psychology is generally apparent, including training director posts such as the DCT position. DCTs serve to develop the structure, implementation procedures, and evaluation of doctoral-level training in clinical psychology (Cummings, 1995; Rabin & Foster, 1999). Despite the established importance of DCT-related administrative tasks and responsibilities, no formal training model exists for the position (Bongar & Harmatz, 1989; Nevid, Lavi, & Primavera, 1986; Rickard & Clements, 1981).…”

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confidence: 99%

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Learning to administrate, administrating to learn.

Zvolensky¹,

Herschell²,

McNeil³

2000

Professional Psychology: Research and Practice

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This article describes a director of clinical training (DCT) mentorship program aimed at teaching administrative skills to graduate students. Toward this end, the administrative knowledge and skills targeted in the program are described, followed by a discussion of the implications of this training experience, including the potential applicability to other disciplines within psychology. Although the DCT mentorship experience that is presented seems to be a promising model for administrative training, future efforts are needed to evaluate the relative merits of this type of program over die long term.Where and how do psychologists learn the skills necessary to function in administrative roles, such as being a director of clinical training (DCT)? Increasingly, psychologists are becoming involved in administrative and consultative functioning (Cummings, 1995;D. R. Peterson & Knudson, 1979;Robiner, 1991). The need for administrative training in psychology is generally apparent, including training director posts such as the DCT position. DCTs

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Section: Director Of Clinical Training Mentorship Descriptionmentioning

confidence: 99%

Section: Director Of Clinical Training Mentorship Descriptionmentioning

confidence: 99%

Section: Director Of Clinical Training Mentorship Descriptionmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Learning to administrate, administrating to learn.

Zvolensky¹,

Herschell²,

McNeil³

2000

Professional Psychology: Research and Practice

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Processes governing the selection of academic clinical training directors.

King

2002

Professional Psychology: Research and Practice

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Accreditation guidelines of the American Psychological Association require the formal designation of a program director, but readers may not be aware that the selection processes used by academic clinical psychology programs can vary widely. Clinical directors who were members of the Council of University Directors of Clinical Psychology surveyed in this article were either elected by a subset of program participants (clinical faculty, nonprogram faculty, and/or students) or appointed by a university administrator (chair or dean). About 15% of these 85 respondents assumed the directorship in the aftermath of a predecessor's failure to secure reappointment, resignation under pressure, or removal. These "pressured transitions" did occur more frequently in programs that involved students in the selection process. It is hoped that these survey results will prompt further discussion regarding the methods used to select clinical directors and the impact of these governance decisions on faculty and student morale and program stability. ALAN R. KING received his PhD in clinical psychology in 1984 from Louisiana State University. He is an associate professor of psychology at the University of North Dakota and has served as director of clinical training for 6 years. His research and writing has focused on professional issues and the role of personality variables in psychosocial functioning.

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Directing a Clinical Training Program

Cited by 2 publications

References 11 publications

Learning to administrate, administrating to learn.

Learning to administrate, administrating to learn.

Processes governing the selection of academic clinical training directors.

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