Specialized training in APA-accredited clinical psychology doctoral programs: Findings from a review of program websites.

Abstract

The current study examined the websites of the 231 clinical psychology doctoral programs accredited by the American Psychological Association (APA) in 2007 and found that more than half described themselves as offering a track, emphasis, certificate, or degree in a specialized training area. About 18% of programs required students to enroll in a specialized training stream. The most common areas of specialized training were clinical child, clinical health, forensic, family, and clinical neuropsychology. The most common format for specialized training was a track within a general clinical training program. A greater percentage of PsyD programs than PhD programs offered specialized training,and PsyD programs offered more areas of specialization than PhD programs. Overall, results indicate that specialized training is common among APA-accredited clinical psychology doctoral programs.

A historical review and resource guide to the scholarship of teaching and training in psychology and law and forensic psychology.

“…Controlled evaluations are needed to provide an empirical basis for addressing what type of teaching and training is best for what purposes, including the appropriateness of training at each level. For example, although some believe that general competencies should be developed during graduate training with specialized foci (e.g., forensic psychology) at the postdoctoral level, specialization at the graduate level continues to increase (Perry & Boccaccini, 2009). It may be that certain jobs or employment settings involve greater success with doctoral or postdoctoral training, whereas others may be appropriate for Master's students, but data are required before any conclusions can be drawn.…”

Student Ratings of Selection Factors for PsyD Programs

“…Nevertheless, participation varied by program type with minimal participation among freestanding PsyD programs. Given that recent literature assessing the quality of PsyD programs at times fails to differentiate students in university‐affiliated PsyD programs from those in freestanding PsyD programs (Baker et al ; Cassin, Singer, Dobson, & Altmaier, ; Perry & Boccaccini, ; Rosen & Oakland, ), despite evidence that these groups differ on a number of important variables (Norcross et al, ), such an emphasis might in fact prove helpful in shedding light on the less populated university‐affiliated PsyD programs.…”

Interprofessional Education: Preparing Psychologists for Success in Integrated Primary Care

“…An example of a potential program development opportunity is the implementation of a psychoeducation series for patients and providers that addresses common behavioral health concerns. With regard to supervision, many psychology trainees under the postdoctoral fellow's supervision begin their experiences with little specialized training in the provision of health psychology services (Perry & Boccaccini, 2009) and thus, have little understanding of the complex relationship between physical health and psychological well-being. An absence of training means some students/interns may lack the experience to operate effectively and confidently on an interdisciplinary treatment team that includes medical providers.…”