Unique internship structures that expand training opportunities.

Abstract

Internship is a vital component of professional psychology training. This article describes a variety of internship structures that have developed outside the more traditional ones. Complex relationships with the academic program, specific elements of philosophy of training, emphasis on diversity and social responsibility, and responsiveness to changing demography in clients and students are noted. The authors suggest implications for the viability of a variety of internship structures, the content and methods of quality assurance within the context of competency evaluation, tailoring internships to the needs of students, and the issue of stipends and resources.

Imaginando el futuro en la práctica de la psicología profesional: un estudio de las representaciones de estudiantes universitarios

“…Prácticas; psicología profesional; estudiantes universitarios; representaciones; la práctica reflexiva Professional psychology internship is traditionally regarded as a period of intensive clinical training that gives trainees the opportunity to improve their skills and enables them to obtain a license to practice psychology (Gayer, Brown, Gridley, & Treloar, 2003;Lamb, Baker, Jennings, & Yarns, 1982;Leffler, Jackson, West, McCarty, & Atkins, 2012;Mangione et al, 2006). During this period, trainees consolidate their professional identity through the integration of past experience and the use of psychological knowledge in clinical work (Lipovsky, 1988).…”

“…During this period, trainees consolidate their professional identity through the integration of past experience and the use of psychological knowledge in clinical work (Lipovsky, 1988). Indeed, for students, internship represents an opportunity to meet real situations where psychological competence is implemented (Carli, 2009) and to increase their professional skills (Kenkel & Peterson, 2009;Mangione et al, 2006) consistently with their previous academic training. The contrast between the idea of internship as a direct practical approach to the profession or, on the other side, seen as an experience characterized by reflection on practice, highlights the difficult relationship between trainees and hosting bodies (Nappi, 2001;Nelson, 1995;Shakow, 1978).…”

“…In such way, trainees are confronted with several tasks and could feel the pressure to do all these things the right way (Lipowsky, 1988). In conclusion, it is important that students take a conscious decision on the hosting body where they have to carry out their internship (Mangione et al, 2006), based on well-defined criteria such as interests, aspirations, desires, insights or even practical elements, such as proximity to home or flexible work schedule of internship.…”

A framework for half-time internship training in psychology.

“…A great value of many half-time internships is the increased collaboration between the doctoral program and the internship site (Mangione, VandeCreek et al, 2006). Intern training is enhanced by consistent input and communication between professionals at the doctoral program and the internship site (see the Council of Chairs of Training Programs, 2001, for voluntary guidelines for communication).…”

Evaluation of the William S. Hall Psychiatric Institute Clinical Psychology Internship: A Replication and Extension

“…There also has been research on the quality of training, including internship program evaluation (Rosenkrantz & Holmes, 1974;Stout, Holmes, & Rothstein, 1977;Cole, Kolko, & Craddick, 1981;Dana & Brookings, 1987;Holmes, Cook, & Rothstein, 1991;Holmes, Wright, Leonhardt, & Cuccaro, 1998), accreditation (Belar & Kaslow, 2003), and how internship training programs across the country might improve the clinical competency of interns and enhance career opportunities in psychology (Stedman, Hatch, Schoenfeld, & Keilin, 2005;Mangione, VandeCreek, Emmons, McIlvried, Carpenter, & Nadkarni, 2006;Stedman, 2007).…”