Psychology predoctoral internship match rates by disability type.

Lund, Emily M.

doi:10.1037/rep0000386

Cited by 9 publications

(27 citation statements)

References 20 publications

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“…Surveys have been used in research to collect various demographic information regarding professional practices (Sweet et al, 2021). This methodology has been used to gather student demographic information such as internship match rates by disabilities (Lund, 2021) and neuropsychology trainees’ perspective during the coronavirus disease 2019 (COVID-19) pandemic (Guidotti Breting et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Survey of internship training in rehabilitation psychology: 2019.

Uy¹,

Williamson²,

Arutiunov³

et al. 2022

Rehabilitation Psychology

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Purpose/Objective: The purpose of this study was to obtain information about psychology internship training programs involving work with individuals with disabilities receiving rehabilitation services in the United States and Canada. Research Method/Design: The Association of Psychology Postdoctoral and Internship Centers (APPIC) directory was used to identify 426 training programs that listed supervised experience in rehabilitation psychology, and these programs were sent a survey assessing characteristics of their internship. There were 227 program directors who responded (53%), and 114 of them reported that their internship involved working with disabled persons receiving rehabilitation services. Results: The majority of training programs were at a hospital or subacute rehabilitation facility (Veteran Affairs and non-Veteran Affairs), and 41% of the programs were housed within an independent psychology department. Sixteen programs (15%) had faculty who were board certified by the American Board of Rehabilitation Psychology (ABRP). Conclusions/Implications: Interns were exposed to a broad range of conditions, such as brain injuries, orthopedic, and spinal cord injuries, as well as comorbid psychiatric and substance use disorders. Interns were also provided various levels of training in ABRP competencies across programs. Opportunities to improve training with rehabilitation populations at the internship level include increasing didactics related to rehabilitation psychology and increasing opportunities to work with ABRP faculty. Impact and ImplicationsThis article provides detailed information about predoctoral internship programs that include rehabilitation psychology training. It highlights helpful information such as number of interns and salary, in addition to program structure and demographics such as number of faculty, population served, and rehabilitation psychology competencies taught. The information can provide doctoral students in rehabilitation psychology a roadmap should they desire to concentrate their training in rehabilitation psychology. The article also highlights recommendations to improve the education and training of programs that provide rehabilitation services.

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Section: Methodsmentioning

confidence: 99%

Survey of internship training in rehabilitation psychology: 2019.

Uy¹,

Williamson²,

Arutiunov³

et al. 2022

Rehabilitation Psychology

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“…Because this relatively small number of trainees with disabilities may not be well-represented in convenience samples of psychology doctoral students, predoctoral interns, or postdoctoral fellows, these large data sets ensure that an adequately large number of trainees with disabilities are represented at the trainee population level. In addition, the larger, more representative sample sizes in these data sets allow for important comparative analyses of admission statistics and attrition rates (Callahan et al, 2018), predoctoral internship match rates (Lund, 2021), demographic representation at different doctoral programs and types of internship and postdoctoral training sites (Andrews & Lund, 2015), and trends in representation over time (Lund, 2021). These large data sets also control for some possible aspects of selection bias and sampling bias, such as the possible under-representation of PsyD students in convenience samples of psychology doctoral students and the possible oversampling of more research-focused students, relative to the overall population of professional psychology doctoral students (Callahan et al, 2014; Lund, Bouchard, et al, 2016).…”

Section: Intersectionality: Missing From the Datamentioning

confidence: 99%

“…Much of data on trainees with disabilities comes from analyses of large data sets, such as the APPIC survey data and APA CoA data (Andrews & Lund, 2015;Callahan et al, 2018;Lund, 2021Lund, , 2021b. It is important to acknowledge that these data sets have several important advantages.…”

Section: Intersectionality: Missing From the Datamentioning

confidence: 99%

Addressing intersectional identities and experiences in professional psychology trainees with disabilities: A call for action.

Lund¹,

Khazem²,

DeJesus³

2023

Training and Education in Professional Psychology

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Diversity, equity, and inclusion are frequently espoused as critical priority areas in psychology, including education and training. Professional psychology trainees and psychologists with disabilities experience a unique set of barriers (e.g., inaccessible work environments, lack of relevant mentorship experiences, and cultural competency surrounding disability) that contribute to negative consequences for training, recruitment, and retention. Furthermore, disabled trainees and psychologists with intersecting and marginalized identities possess a nuanced perspective on these challenges that are largely missing from both the data and scholarly literature in the field. To address this disparity, it is imperative that the field of professional psychology takes action to collect more nuanced population-level data but also actively implement change strategies to advance the field. Strategies for identifying unique barriers and perspectives of disabled trainees with intersecting identities include conducting subanalyses of larger data sets that are appropriate for smaller sample sizes, conducting contextual (e.g., qualitative) research centering the voices of multiple marginalized and disabled trainees, creating and reinforcing an antiableist culture at training programs and work environments, amplifying the voices and expertise of trainees and psychologists with disabilities and intersecting identities, and supporting disabled trainees and psychologists who may experience activism fatigue. Such actions are critical for bolstering the representation of disabled trainees and psychologists with intersecting identifies, and ultimately improving our delivery of services to patients who experience similar challenges, barriers, and discrimination in their own lives. Public Significance StatementDiversity, equity, and inclusion are viewed as important in psychology, and disability is increasingly being recognized as part of that diversity. Despite this, very little data or other literature exists on the experiences of psychology trainees who also have other marginalized identities. The contributions of disabled psychologists with multiple marginalized identities are important to the growth and improvement of psychological science and practice, and the experiences and needs of these trainees must be understood and valued.

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“…The wide-spread distribution of disabled trainees and psychologists across different work and training settings means that support of disabled psychologists and trainees and their critically important insider-professional perspective cannot be restricted to rehabilitation settings alone. Disabled psychologists and trainees are generally underrepresented in the field (Andrews & Lund, 2015; Callahan et al, 2018; Lund, 2021d; American Psychological Association [APA], 2020) and are more likely to attrite from doctoral programs before obtaining a degree (Callahan et al, 2018) and fail to match to internship (Lund, 2021c) at significantly higher rates than their peers without disabilities. Disabled trainees and psychologists overcome numerous, significant barriers in order to join and engage in the field (Lund et al, 2014, 2016; Lund, Andrews, et al, 2020, 2021).…”

Section: Introductionmentioning

confidence: 99%

Valuing the insider-professional perspective of disability: A call for rehabilitation psychologists to support disabled psychologists and trainees across the profession.

Lund¹

2022

Rehabilitation Psychology

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Purpose/Objective: In this commentary, I call for rehabilitation psychologists to support and advocate for trainees and psychologists with disabilities across the profession as an extension of the foundational principles of the study. Research Method/Design: I reviewed the literature on psychologists and psychology trainees with disabilities, as well as the foundational principles of rehabilitation psychology. Results: A growing body of literature documents both the presence of psychologists and psychology trainees with disabilities and the barriers that they often encounter in the field. One of the foundational principles of rehabilitation psychology and the acknowledgment of the insider–outsider perspective of disability, which holds that disabled individuals, by nature of their lived experience, have unique perspectives on disability that enrich our overall understanding of it. Conclusion/Implications: Through their combination of lived experience and professional expertise, disabled psychologists and trainees bring a critical insider-professional perspective to the field, both inside and outside of rehabilitation psychology. It is both important and in line with our foundational principles that rehabilitation psychologists advocate for psychologists and trainees with disabilities in all settings, so that their important insider-professional perspective on disability can continue to advance the field.

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Psychology predoctoral internship match rates by disability type.

Cited by 9 publications

References 20 publications

Survey of internship training in rehabilitation psychology: 2019.

Survey of internship training in rehabilitation psychology: 2019.

Addressing intersectional identities and experiences in professional psychology trainees with disabilities: A call for action.

Valuing the insider-professional perspective of disability: A call for rehabilitation psychologists to support disabled psychologists and trainees across the profession.

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