Passages of psychologists: Career stages of internship directors.

Lamb, Douglas H.; Roehlke, Helen J.; Butler, Alan

doi:10.1037/0735-7028.17.2.158

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…Though training staff are crucial to the internship program, it is my contention that the training director is the hub of the program. Only two articles (Lamb, Roehlke, & Butler, 1986a, 1986b) have addressed issues related to that role. In one study, Lamb and his group proposed a model to explain the transition experienced by training directors during an internship year.…”

Section: The Intern Directormentioning

confidence: 99%

What we know about predoctoral internship training: A review.

Stedman

1997

Professional Psychology: Research and Practice

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Each year approximately 2,500-3,000 students, primarily from clinical and counseling psychology programs, seek internship programs. But what is known about this key educational event? This article attempts to answer that question by reviewing the internship-related literature of the last 22 years. Existing literature demonstrates that there is a substantial body of knowledge but also points to the need for updates of old data and for additional new investigations.The clinical psychology internship was inaugurated in 1949 at the American Psychological Association's (APA's) Boulder Conference (Raimy, 1950) when delegates recommended both a university experience and an internship sequence as essential in the training of clinical psychologists. In 1952, the Division of Counseling Psychology followed suit by recommending a predoctoral internship training sequence for its students. Later, in 1956, as quality control became an issue, the APA, through its Office of Accreditation, began accrediting clinical and counseling internships. In 1968, the Association of Psychology Internship Centers (now the Association of Psychology Postdoctoral and Internship Centers [ APPIC]) was organized to respond to a growing array of internship issues that were beyond the scope of accreditation, and today APPIC stands as an essential organization concerned with all issues relevant to pre-and postdoctoral field training in clinical and counseling psychology.The internship has been and continues to be a required and essential ingredient in the training of clinical and counseling psychologists. But what is known about this key educational event? This article seeks to answer that question by reviewing internship-related literature generated over the past 22 years (1974 to 1996). A computer search of the PsycLIT database revealed over 269 entries during this period, including many

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Section: The Intern Directormentioning

confidence: 99%

What we know about predoctoral internship training: A review.

Stedman

1997

Professional Psychology: Research and Practice

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“…One possible way of encouraging such support would be to arrange regional and/or national forums at which training program personnel and interns could have the opportunity to discuss personal and professional issues related to impairment. Such a forum might be similar to the conferences sponsored by the Association of Counseling Center Training Agents (Lamb & Roehlke, 1985).…”

Section: Prevention and Remediation Considerationsmentioning

confidence: 99%

Confronting professional impairment during the internship: Identification, due process, and remediation.

Lamb

Presser²,

Pfost³

et al. 1987

Professional Psychology: Research and Practice

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104

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Although increasing efforts have been made in recent years to address impairment in practicing psychologists, little regarding how to deal with impairment early in the professional career has been reported. The predoctoral internship is a pivotal training experience, which makes it a critical stage at which to assess and deal with impairment. We identify criteria of impairment, suggest components to be included in any evaluation model, identify guidelines and procedures for ensuring due process, and recommend strategies for prevention and remediation.Within the past 5 years, psychologists have devoted increasing attention to the identification and amelioration of personal distress that interferes with professional functioning. This increased awareness reflects a sensitivity to colleagues' needs and is consistent with two general professional responsibilities: accountability to the public and maintenance of professional standards (Laliotis & Grayson, 1985). These responsibilities are addressed directly in the Ethical Principles of Psychologists (American Psychological Association. 1981), specifically by Principle 1 (Responsibility) and Principle 6

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“…Related research focusing on the mentoring aspect of a TD's role suggests that the mentor—protege relationship may be quite different depending on the sex of each participant (e.g., Bolton, 1978; Cook, 1977; Quinn, 1980; Shapiro, Haseltine, & Row, 1978). Likewise, the TD's length of experience in that role may also influence the model: Lamb, Roehlke, and Butler (1986) found a significantly positive correlation between time as TD and the individual's experience of each of the proposed transitions.…”

Section: Discussionmentioning

confidence: 98%