Subjective well-being among internship applicants

Hogan, Lindsey R.; Callahan, Jennifer L.; Tompkins, Kelley A.; Swift, Joshua K.; Connor, Dana R.; Klonoff, Elizabeth A.

doi:10.1037/e521672014-007

Cited by 4 publications

(5 citation statements)

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“…Trainee extraversion and openness to experience have each predicted significant variance in both leader–member exchange and supervisory working alliance perceptions (Rieck et al, 2015). Perhaps incidentally, these personality variables have also been found to be salient to internship match (Callahan, Hogan, et al, 2014; Hogan et al, 2014). Similarly, low trainee attachment anxiety and avoidance have been found to be associated with more positive supervisory alliances (Huber et al, 2010; Wrape, Callahan, Rieck, & Watkins, 2017).…”

Section: Supervisionmentioning

confidence: 99%

“…These include starting the process early, providing knowledge about the process, empathy/emotional support, and prompt completion of recommendation letters. We encourage faculty to engage all of these behaviors to assist trainees as there is clear quantitative evidence that notification of being unmatched is associated with a rapid and significantly decline ( d = 1.01) in subjective well-being (Hogan et al, 2014).…”

Section: Internshipmentioning

confidence: 99%

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The science of training III: Supervision, competency, and internship training.

Callahan¹,

Watkins²

2018

Training and Education in Professional Psychology

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In this third installment of our review on the science of training, we examine empirical articles associated with two pan-training areas, supervision and competency, before considering the capstone predoctoral training experience of internship. Critical issues considered include supervision effectiveness, differences and diversity in supervision, competency assessment, competency problems, internship match, and internship training. We offer conclusions and discuss intersecting implications across these areas (e.g., changes to the internship application to reflect norm-referenced assessments of competency by supervisors). We reiterate our call for a decrease in tribalistic rhetoric and a sharpened focus on curating an evidence-based approach to training. To that end, we advocate for greater stewardship concerning the science of training. We encourage directors of health services psychology training programs to disseminate program evaluation efforts into the peer-reviewed literature. We also encourage accrediting bodies to more clearly ground regulations in an empirically derived evidence-base. We conclude by proposing a recurrent conference designed to provide (a) pragmatic assistance to directors in transforming program evaluations into submission ready articles for dissemination into the peer-reviewed literature, (b) a venue for establishing collaborative research that builds on data accumulated across programs, and (c) opportunities for learning necessary methodological or analytic skills.

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Section: Supervisionmentioning

confidence: 99%

Section: Internshipmentioning

confidence: 99%

The science of training III: Supervision, competency, and internship training.

Callahan¹,

Watkins²

2018

Training and Education in Professional Psychology

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“…This scholarship, while important to inform policy within the profession, has left largely unaddressed the personal effect on internship applicants. Although graduate training is known to be stressful (Clark, Murdock, & Koetting, 2008;Dearing, Maddux, & Tangney, 2005), a recent report suggests that the experience of going unmatched is particularly difficult (Hogan et al, 2014). In that study, applicants' subjective well-being was assessed before and after match notification.…”

Section: Doctoral Internshipsmentioning

confidence: 99%

“The Worst Experience of My Life”: The Internship Crisis and Its Impact on Students

et al. 2016

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“…The current study builds upon the wealth of data gathered across the two larger internship match studies (Callahan et al, 2010; and the corresponding supplemental analyses Hogan et al, 2014) from those data. The aim of the current study was to determine whether doctoral training data gathered from students was ultimately predictive of subsequent early career competencies (e.g., clinical skills), professional activities (e.g., involvement with research), and/or attainment of benchmarks (e.g., licensure).…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

“…The aim of the current study was to determine whether doctoral training data gathered from students was ultimately predictive of subsequent early career competencies (e.g., clinical skills), professional activities (e.g., involvement with research), and/or attainment of benchmarks (e.g., licensure). Based on the literature reviewed and the results of previous research Callahan et al, 2018;Hogan et al, 2014), the following research questions and hypotheses were proposed:…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

The Competency Pipeline: Examining the Association of Doctoral Training with Early Career Outcomes

Ortiz

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Participants from earlier nationwide studies on predictors of internship match were contacted 7-10 years after obtaining their doctoral degree to gather additional data concerning their attained early career competencies and benchmarks (e.g., scores on the national licensing exam). In this sample (N = 190), licensure exam scores were significantly positively associated with scores obtained on the Graduate Record Examination (GRE), family of origin socioeconomic status, and student debt load. However, obtained licensure scores were not found to be significantly associated with any pre-doctoral training variables (e.g., intervention/ assessment hours, number of integrated reports, number of publications, rank order of matched internship site) or most post-doctoral early career activities. Weak positive associations between licensures scores and engaging in teaching / supervision / consultation services were observed. Few self-reported early career competencies were found to be weakly positively associated with scores on the national licensing exam (i.e., integrity, seeking supervision, scientific mindedness, evidence-based practice). Significantly inverse associations were found between national licensing exam scores and self-reported competencies in the areas of management and systems change. Findings are discussed and implications for the national licensing exam considered.

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Subjective well-being among internship applicants

Cited by 4 publications

References 0 publications

The science of training III: Supervision, competency, and internship training.

The science of training III: Supervision, competency, and internship training.

“The Worst Experience of My Life”: The Internship Crisis and Its Impact on Students

The Competency Pipeline: Examining the Association of Doctoral Training with Early Career Outcomes

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