Professional psychology internships.

Sturgis, Daniel K.; Verstegen, J. Penelope; Randolph, Daniel Lee; Garvin, Royce B.

doi:10.1037/0735-7028.11.4.567

Cited by 37 publications

(37 citation statements)

References 24 publications

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“…These patterns are consistent with previous nonempirical discussions and survey research which indicated that applicants from clinical programs were most often, and applicants from school programs were least often, considered or offered internships (Dahbany, 1994;Eggert et al, 1987;Gayer & Gridley, 1995;Guerrero, 2000;Kurz et al, 1982;Sturgis et al, 1980). The sheer magnitude of the preference patterns indicates that intern selectors are using a type of groupbased judgment heuristic rather than screening candidates based on their individual materials.…”

Section: Discussionsupporting

confidence: 88%

“…Program characteristics, such as academic prestige (Petzel & Berndt, 1980) and accreditation status of an applicant's doctoral program (Sturgis, Vestegen, Randolph, & Gavin, 1980) have also been found to be important factors for intern selection. Nonexperimental evidence suggests that program type may be a factor in selection; intern selectors consider and employ applicants from clinical psychology programs most frequently, while applicants from counseling and school psychology programs are of second and third preference, respectively (Eggert et al, 1987;Gloria, Castillo, Choi-Pearson, & Rangel, 1997;Kurz, Fuchs, Dabek, Kurtz, & Helfrich, 1982;Sturgis et al, 1980). The purpose of this study was to identify whether or not type of doctoral program is a factor in intern selection.…”

mentioning

confidence: 98%

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Predoctoral Psychology Intern Selection: Does Program Type Make a Difference?

Gayer¹,

Brown

Gridley

et al. 2003

soc behav pers

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The purpose of this study was to determine whether or not the type of program (school psychology, clinical psychology or counseling psychology) is a factor in the predoctoral psychology internship selection process. Simulated application materials describing a prospective intern, identical in all respects except for the doctoral program type, were randomly sent to 535 directors of Association of Psychology Postdoctoral and Internship Centers (APPIC) internship sites. One-third of the sites each received application materials that indicated that the student's training was in an APA-accredited clinical psychology program, an APA-accredited counseling psychology program, or an APA-accredited school psychology program. Internship directors or intern selection committee members from 302 APPIC-listed internship sites responded, resulting in a 58% response rate. There is a pattern of greater acceptance for students from clinical psychology programs, with students from counseling psychology programs accepted somewhat less frequently, and students from school psychology programs being most often rejected. The results suggest that internship selectors may use a judgment heuristic that clinical psychology students are more suited to internships than are counseling and -especially -school psychology students during initial screening of internship applicants, even though there is no empirical evidence to support the heuristic. Internship selectors are advised to become more aware of potential biases toward students from counseling and school psychology programs.

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Section: Discussionsupporting

confidence: 88%

mentioning

confidence: 98%

Predoctoral Psychology Intern Selection: Does Program Type Make a Difference?

Gayer¹,

Brown

Gridley

et al. 2003

soc behav pers

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“…Both internship and market forces have placed important emphasis on clinical skills (Petzel and Bernett, 1980;Sturgis et al, 1980), for example, and this emphasis has posed signi cant challenges to doctoral training programmes in counselling psychology. Among the rst of these has been an ongoing debate regarding the preparation of students for pre-doctoral internship and for subsequent placement in the work force.…”

Section: Professional Trainingmentioning

confidence: 99%

The anticipated future of counselling psychology in the United States: A Delphi poll

Neimeyer¹,

Diamond²

2001

Counselling Psychology Quarterly

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A Delphi poll of the institutional members of the Council of Counselling Psychology Training Programmes in the United States revealed anticipations regarding the future of the speciality in relation to three broad areas of contemporary concern. These included the speciality's anticipated core identity, the future role of science and research training in the speciality, and its probable developments in relation to professional training. In general, a commitment to cultural diversity and life-span development occupied pre-eminent positions in relation to the speciality's anticipated identity. Signi cant attention to methodological diversity and scienti c and professional reform were also noted within the context of continuing challenges to the speciality's identity and its future.Forecasting the future requires imagination rather than straightforward deductive reasoning, and the forecasts themselves can in uence the shape of things to come.

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“…The typical method of teaching students how to administer the Wechsler Adult Intelligence Scale-Revised (WAIS-R) involves (a) a practice demonstration, (b) discussion of administration and scoring procedures, and (c) numerous practice administrations involving feedback from the instructor or graduate assistant(s) (Oakland & Zimmerman, 1986). This traditional instructional design is less than adequate (Dana, Gilliam, & Dana, 1976; Levitt, 1973; Rice & Gurman, 1973; RUSS, 1978; Slate & Hunnicutt, 1988; Sturgis, Verstegen, Randolph, & Garvin, 1980). As a result, poor assessment skills have been found among both graduate students (Garfield & Kurtz, 1973) and interns in clinical psychology (Dana et al, 1976;Drabman, 1985; Shemberg & Keeley, 1974; Sturgis et al, 1980).…”

Section: Arkansas State Universitymentioning

confidence: 99%

Identifying students' errors in administering the WAIS-R

Slate

Jones

1990

Psychol. Schs.

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This study was conducted to investigate specific problems caused by the traditional method of teaching students to administer the Wechsler Adult Intelligence Scale‐Revised (WAIS‐R). Analysis of 180 protocols provided by 26 graduate students revealed an average of 8.8 mistakes per protocol. When these errors were corrected, 81% of the Full Scale IQs were changed. The types of examiner errors most frequently made by students were identified, as were the subtests and items on which the most numerous mistakes occurred. Students' performance showed no improvement over five practice administrations, but did improve over eight. Even so, students continued to exhibit a high rate of errors. These findings suggest that traditional methods of teaching assessment specialists need to be examined.

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Professional psychology internships.

Cited by 37 publications

References 24 publications

Predoctoral Psychology Intern Selection: Does Program Type Make a Difference?

Predoctoral Psychology Intern Selection: Does Program Type Make a Difference?

The anticipated future of counselling psychology in the United States: A Delphi poll

Identifying students' errors in administering the WAIS-R

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