Evaluation of A predoctoral clinical psychology internship program by intern graduates

Aim: The increasing importance of integrative practice highlights the need to explore how trainees develop their theoretical stance. This investigation explored the experiences of trainees to elaborate a model of how they developed their personal theories of practice. Method: Seventeen Masters level trainee counsellors kept weekly journals recording how they developed a working theory of practice. Grounded theory analysis of the journals was used to develop a model of the process. Findings: The resulting Process Model of Tentative Identifications illustrates how a personal theory developed through trainees' tentative identifications with theories of practice, and how factors such as reading, personal philosophy, practice, and supervision interact to produce the identifications. A diagram of the model highlights the relationships among a variety of personal and professional factors that ranged from highly abstract to concrete and practice‐based. Discussion: The model is consistent with several factors identified in previous research and highlights how trainees develop working theories of practice.

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How trainees develop an initial theory of practice: A process model of tentative identifications

Fitzpatrick

Kovalak

Weaver

2010

Couns and Psychother Res

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A Family Therapy Internship in a Multidisciplinary Healthcare Setting: Trainees' and Supervisor's Reflections

Gawinski

Edwards

Speice

1999

J Marital Family Therapy

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Family therapy doctoral students from American Association for Marriage and Family Therapy-accredited programs are required to complete a full-time clinical internship. The literature provides little information about these internship experiences. Two doctoral-level marriage and family therapists summarize their professional and personal experiences in their internships located within a multidisciplinary healthcare setting. In addition, their supervisor reports on her experiences working with marriage and family therapy doctoral interns. We hope that this case report will stimulate all interns and their supervisors to provide feedback to their internship sites and graduate programs about their clinical training and the extent to which the programs prepared them for their marriage and family therapy careers in the larger health and mental health community.

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Training in Psychodiagnostic Testing in APA-Approved PsyD and PhD Clinical Psychology Programs

Piotrowski

Zalewski²

1993

Journal of Personality Assessment

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Fifty-one percent (N = 80) of directors of doctoral PhD and PsyD programs in clinical psychology, accredited by the American Psychological Association (APA), responded to a survey on assessment training. The study was a replication of an earlier survey by Piotrowski and Keller (1984b) on instruction, practices, and attitudes on testing. Our findings indicated that training emphasis in assessment coursework has changed very little over the past decade. Intelligence testing was emphasized in most programs, followed by objective and projective personality assessment. However, training in behavioral assessment techniques was required in only half of the responding programs. There were no significant differences between PhD and PsyD programs concerning required coursework in assessment. Factors that influence the perennial importance of testing in the clinical core curriculum are discussed.

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Evaluation of A predoctoral clinical psychology internship program by intern graduates

Cited by 6 publications

References 7 publications

How trainees develop an initial theory of practice: A process model of tentative identifications

How trainees develop an initial theory of practice: A process model of tentative identifications

A Family Therapy Internship in a Multidisciplinary Healthcare Setting: Trainees' and Supervisor's Reflections

Training in Psychodiagnostic Testing in APA-Approved PsyD and PhD Clinical Psychology Programs

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