Training in professional psychology: Are we addressing the issues?

Abstract

dress professional training. In the first 30 months since Pat De-Leon and the current associate editors took responsibility for the journal, over 600 manuscripts have been received, and approximately one out of every four submissions have dealt with graduate education, internships, and postgraduate training. Twenty-four have been published.It is unfortunate that, although many of these training-related submissions deal with interesting topics, some of the most critical areas in professional training in psychology are not being addressed. Only three submissions focused specifically on the need for curriculum change and for diversification that is based on the necessity to prepare students for a changed, and constantly changing, health care environment. The vast majority of training-related submissions have detailed specific topics that the authors feel need to be added to or integrated into doctoral programs, including multicultural approaches, deafness, child or sexual abuse, a wide range of ethical issues, AIDS, aging, and the like. However, we have had few imaginative proposals that suggest what parts of the traditional curricula need to be maintained, what new material and experiences could be added, and how to integrate the old and new in a package that promises (a) a practical-length training program and (b) maximum flexibility for the graduate to have skills to adapt to the uncertain future of practice. The majority of training submissions have dealt with predoctoral experience, but only a few of these have presented program models, the process and teaching of supervision, and opportunities for training in nontraditional settings. The need to discuss new models and curricular is so critical that Professional Psychology: Research and Practice published last summer a "call" for information on training programs that are innovative with respect to setting, content, or funding.Postdoctoral training and continuing professional education are also important training topics. Psychologists are deluged with brochures describing continuing education (CE) programs, many states now require CE for relicensure, and some payers now require specific credentials (beyond licensure) for providers to be eligible for reimbursement of specific services. The American Psychological Association (APA) has several programs directly or indirectly related to CE, including a CE program office and two governance committees, the Commission on the Recognition of Specialities and Proficiencies in Psychology and the National College (currently certifying a proficiency in alcohol and substance abuse). The latter has created some controversy, with some practitioners concerned that certifying proficiencies will create a need for each practitioner to be credentialed in a wide variety of specific interventions-when many believe that the generic psychology license should suffice.

Internship placement data: Is nonplacement the only concern?

“…Lost in the discussion of quantity-based supply and demand data are the issues of quality training and its availability (Brown, 1996). Certainly the predominant belief is that quality internship sites have been successfully reviewed by an accrediting body [i.e., American Psychological Association (APA)] or have documented evidence that the site meets specific membership criteria [i.e., Association of Psychology Postdoctoral and Internship Centers (APPIC)].…”

A survey of interns' preferences and plans for postdoctoral training.

“…Beyond these contributions, however, no recent studies have examined the burgeoning issue of postdoctoral training and how beginning psychologists choose to complete it. Hence, there is a noticeable and unfortunate gap in the professional development literature (Brown, 1996).…”

Evaluation of a Web-Based Peer Discussion Group for Counselor Trainees

“…In addition, researchers have found [23] that professional psychological associations need to develop guidelines for psychologists' use of theInternet for psychological services. Moreover, other writings [24] suggest that professional psychology needs to integrate creative, flexible, and practical approaches to training in order to adapt to the uncertain future of practice. With this in mind, we developed, imp lemented, and evaluated a WBPDG for counselor trainees over the course of two consecutive academic semesters.…”