Survey of professional education in ethics in clinical psychology intership programs

Newmark, Charles S.; Hutchins, Tracey C.

doi:10.1002/1097-4679(198107)37:3<681::aid-jclp2270370342>3.0.co;2-o

Cited by 24 publications

(14 citation statements)

References 2 publications

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“…He found that formal training did produce significantly higher scores. Soon after, Newmark and Hutchins (1981) (Cripe, 1995;Golden & Kauperman, 1980;McCafferey, Malloy, & Brief, 1985). These studies have demonstrated that some neuropsychological teaching was occurring in most programs surveyed; however, training depth varied considerably, with few meeting standards developed by the International Neuropsychology Society (INS).…”

Section: What Interns Should Be and Are Taughtmentioning

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: What Interns Should Be and Are Taughtmentioning

confidence: 99%

What we know about predoctoral internship training: A review.

Stedman

1997

Professional Psychology: Research and Practice

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“…An internship requirement for doctoral programs and for later certification has become common in recent years. Newmark and Hutchins (1981) surveyed such programs. They found that although most offered some professional education in ethics, only about a third of the 185 programs provided a systematic, comprehensive learning experience.…”

Section: Code Development and Training In Ethicsmentioning

confidence: 99%

Introducing ethics to beginning psychologists: A problem-solving approach.

Eberlein¹

1987

Professional Psychology: Research and Practice

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Beginning and practicing psychologists both need more exposure to ethical training experiences, A new Canadian code of ethics provides an opportunity for universities to review their approach to this experience for students in clinical and counseling psychology. In the Canadian code, four basic ethical principles, followed by value statements and standards of behavior, are proposed. This structure provides a useful framework for ethics education, [n addition, the problem-solving approach to ethical and moral dilemmas provides a better decision-making process for new psychologists than does simple exposure to professional behavior guidelines. The approach used at the University of Alberta is presented with the recommendation that ethical instruction focus on personal values and the process of informed decision making as well as learning "correct" responses.Dr. Phyllis Sawyer, a clinical psychologist in private practice, also hosts a popular radio call-in show twice a week. During one program dealing with depression, a male caller wanted to talk about his feelings of inadequacy. Dr. Sawyer indicated that she couldn't discuss his individual case on the radio but suggested that he might want to talk with a psychologist about his concern. She provided a free help number to call and indicated her willingness to provide the names of several qualified psychologists when she went off the air. A few days later, without indicating he had been the caller, Gregory Greenwood made an appointment to see Dr. Sawyer. During the first interview Mr. Greenwood revealed that he had been the caller and had been so impressed with Dr. Sawyer on the radio that he was sure she could help him. Dr. Sawyer decided that she could be of help to him and arranged for a series of sessions. During the second interview Mr. Greenwood revealed that he was taking medication prescribed by Dr. Gendrau. his family physician. Mr. Greenwood asked Dr. Sawyer not to talk with Dr. Gendrau, who had been seeing him every other week for 4 months. Mr. Greenwood explained that Dr. Gendrau had been helpful to Mrs. Greenwood and their two children, but that he does not like psychologists. He might stop seeing the family if any member were also seeing a psychologist, no matter how well qualified the psychologist was. Dr. Sawyer felt an obligation to talk with Dr. Gendrau, especially to find out about the medication, but did not want to do so without Mr. Greenwood's consent. She was also concerned about seeing Mr. Greenwood without Dr. Gendrau's knowledge, even though it appeared that Dr. Gendrau had been unable to deal with Mr. Greenwood's feelings of inadequacy. This is the kind of ethical dilemma that was used in a case study approach to the study of ethics by clinical and counseling master's students at the University of Alberta. The course focus was on the process of thinking through the many LARRY EBERLEIN received his law degree from the University of Wisconsin in 1954, tan theology degree from Garrett Theological Seminary in 1965, and his doctorate from Michiga...

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“…Such dissemination too would supplement the current methods of ethics and ethical decision-making training. Traditionally, of course, some graduate students of psychology obtain their dose of ethics through limited discussion of the various APA codes as part of a course on another topic or if in an applied field, through some practical discussion during an internship; undergraduates in psychology receive little or no discussion of ethics; postdoctoral graduates in psychology who apply for licensure obtain some preparation in ethics for the licensure exam (Newmark & Hutchins, 1981;Tymchuk et al, 1979). And after licensure or in areas of psychology where licensure is not required, there is limited interest in ethics (e.g., Tymchuk & Thompson, 1986).…”

Section: Systematic Discussion Of E T H I C a L Issuesmentioning

confidence: 99%