A snapshot of 5 + 1 psychology internships in Australia: lessons learnt and a promising model for the future of psychology training

The Award for Distinguished Career Contributions to Education and Training in Psychology is given in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. The Career designation is added to the award at the discretion of the Education and Training Awards Committee to recognize continuous significant contributions made over a lifelong career in psychology. The 2019 recipient of this award is Emil R. Rodolfa. Roldolfa "has been at the forefront of training and education in psychology for nearly three decades. He has been a master supervisor and faculty member at both the internship and doctoral levels. He has served on multiple committees and boards, such as the Association of Counseling Center Training Agencies (ACCTA), the Association of Psychology Postdoctoral and Internship Centers (APPIC), the Association of State and Provincial Psychology Boards (ASPPB), the Council on Accreditation (CoA), the Council of Chairs of Training Councils (CCTC), and the California Board of Psychology." (PsycINFO Database Record (c) 2019 APA, all rights reserved).

To identify the barriers encountered while conducting and completing research among doctors in Pakistan. This cross-sectional study was conducted from November 2023 to March 2024 to identify research barriers among medical doctors working in different hospitals of Pakistan. All graduated doctors who at least had six months of postgraduate clinical experience were included. Participants who provided incomplete response or refused to participate were excluded. The data was collected on pre-designed questionnaire. The survey consisted of demographics, information about research experience and publications and perception about research barriers. P-value <0.05 was considered significant. Out of 1,000 doctors included for study, only 380 of them responded to the survey with a response rate of 38%. The mean age of all participants was 29.3 ± 7.3. Almost 58% of the participants were female. Almost 62.6% of the participants considered lack of training as the main barrier in conducting research, followed by inadequate financial support (53.1%), inadequate support from institute (53.1%), inadequate support from mentors (48.1%), lack of statistical work support (47.3%), insufficient time (45.5%) and difficulty in obtaining ethical approval (30.7%). There was statistically significant association found for inadequate financial support barrier between participants who had research publication and who did not (P < 0.001). The lack of training and inadequate financial and institutional support is identified as main barriers for conduction and completion of research in Pakistan among doctors.

PurposeAn internship is an essential part of vocational-oriented degree programs because it enhances the employability of graduates and prepares them for career development. Thus, it is important to understand how students view internships and whether they are satisfied with their internship experience. This paper explores the effects of organizational and individual factors on internship satisfaction.Design/methodology/approachBased on a literature review on internship, we propose a theoretical model in which organizational factors, including supervisor support and task clarity, and individual factors, including interns' perceived functional value and perceived social value, can lead to internship satisfaction while task clarity, perceived functional value and perceived social value can affect interns' self-initiative behavior. The proposed model was tested using responses from 161 Chinese students in Macao SAR.FindingsThe results of structural equation modeling indicated that supervisor support and perceived social value had direct and significant impacts on internship satisfaction while task clarity and perceived functional value had direct and significant impacts on interns' self-initiative behavior. Additionally, supervisor support significantly influenced task clarity, perceived functional value and perceived social value.Originality/valueThe paper identifies that supervisor support has a strong and significant impact on internship satisfaction. Additionally, the current study indicates that organizations should pay great attention to appoint the right work supervisors who are able to assign appropriate tasks to interns, provide clear guidance and facilitate social interaction between interns and other people.

Interpersonal values and psychotherapy orientations were examined among 49 psychotherapy trainees (20 psychiatry residents and 29 clinical psychology interns) on the Bales-Couch Value Scale and the Therapy Orientation Questionnaire, and residents’ therapy orientations were followed up over three years of training. The relationships between values and psychotherapy orientations and the differences between residents and psychology interns in their values and therapy orientations were explored. The value profiles of both groups showed preference for liberal values, but the psychology trainees’ preference for “equalitarianisn” was significantly higher. The therapy orientations of psychiatry residents and psychology interns were also highly similar, and the psychotherapy beliefs of residents proved stable over three years. For the combined group of psychotherapists a distinct pattern of association was found between psychotherapy orientations and values. The results suggested that psychotherapy orientations follow in some ways the rules of ideological systems, in that they are value related and resistant to time.

The development of the modern world of work requires students to have practical skills relevant to industry needs. This study aims to determine the relationship between demographics and mentorship quality in influencing student internship satisfaction and Employability. In addition, this study aims to examine the role of internship satisfaction as a mediator between demographics and mentor quality at Infinite Learning company. This study was conducted using quantitative methods in the form of an online questionnaire with 121 respondents from the student intern population. This study was analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) to evaluate the relationship between variables. The results of the analysis show that mentor quality has an effect on student internship satisfaction, and internship satisfaction has a significant impact on student employability. Mentor quality affects Employability through the mediation of internship satisfaction. However, demographic factors did not show a significant effect on internship satisfaction and Employability. Demographics had no effect on Employability through internship satisfaction as a mediating variable. This study emphasizes the importance of mentorship quality in improving internship experience and students' readiness to enter the job market. For further research, it is recommended to explore more deeply the factors that influence Employability outside the context of student internship by including information related to long-term career development. This more comprehensive approach is expected to provide more accurate information on the influence of various factors on interns' work readiness and improve the effectiveness of internship programs in the future.

Career indecision is a normal phase experienced by individuals, especially for college students. Career indecision among college students is associated with uncertainty in choosing a career path to pursue in the future. Internships are one of the stages of career exploration conducted before making a career decision, allowing students to gain practical experience in the workforce. This study aims to determine the relationship between internship satisfaction and career indecision among college students. The sample in this study was obtained using an accidental sampling technique from participants who filled out the research scale via Google Forms. A total of 250 college students across Indonesia participated. Based on data analysis conducted using SPSS 27.0 software, Spearman's Rho correlation value was (r) = -0.142 with a significance level of p = 0.025 (p &lt; 0.05), thus H0 was rejected and Ha was accepted. The results indicate a significant negative relationship between internship satisfaction and career indecision among college students. The implication of this study is that the higher the internship satisfaction, the lower the career indecision, and conversely, the lower the internship satisfaction, the higher the career indecision among college students. Satisfaction in internship experiences plays an important role in helping students reduce uncertainty in career decision-making, ultimately facilitating a smoother transition from education to the workforce.

Using a Canadian sample of 146 interns surveyed on three occasions (i.e., before, during, and after their internship experiences), we investigated university students' skills and intentions as critical factors contributing to high-quality intern-supervisor exchanges. Specifically, we sought to better understand how to promote high-quality intern-supervisor relationships by looking at the influences of student-centered factors related to both educational (skills developed while in university) and organizational (intentions to develop relationship with supervisor) domains. To highlight the importance of these factors, we also examined whether their impacts on the quality of intern-supervisor exchanges ultimately translate into better internship outcomes, which we assessed by incorporating perceptions from both interns (i.e., internship satisfaction and general learning) and their supervisors (i.e., interns' in-role performance and preparedness for work). Consistent with expectations, we found that both students' skills developed while in university and students' intentions to develop the relationships with their supervisors were positively related to the quality of intern-supervisor exchanges and, through that pathway, had positive indirect effects on internship satisfaction, general learning, in-role performance, and preparedness for work. Our findings indicate that students, universities, and employers all play a role in the development of high-quality intern-supervisor relationships, which are critical to student learning and performance.

Work-based social support and hospitality internship satisfaction

This paper discusses the implications of the Blueprint for Health Service Psychology Education and Training (Blueprint; Health Service Psychology Education Collaborative (HSPEC), 2013) for psychology internship programs. The Blueprint provides a series of recommendations that seek to strengthen the core preparation and professional development of health service psychologists. As such, the present com- mentary is provided in the context that internship is but one part of the sequence of education and training of the health service provider in psychology. The Blueprint in the Context of Professional Development The Blueprint for Health Service Psychology Education and Training (referred herein as the Blueprint; Health Service Psy- chology Education Collaborative, (HSPEC), 2013) is a wel- come addition in the evolution of psychology training and practice. Three guiding principles emerge from this report. First, it reflects the efforts among several leaders in the educa- tion and training of the health service providers in psychology. To reach a significant measure of consensus in proposing this series of recommendations amid what was likely a diversity of opinion is most impressive. Second, the report promotes the expectation that psychology education and training should be guided by a quest for excellence rather than relying on defini- tions of minimum standards for the profession. Third, the process of training psychologists as health service providers represents a sequence in an educational trajectory that begins at the undergraduate level and proceeds through licensure. It can also be argued that in order to be a competent health service provider in psychology, ongoing post licensure, continuing education need to be pursued in order to incorporate the evolv- ing knowledge from science into practice and the changing demands of the health care marketplace. A commitment to lifelong professional learning is apparent and likely warrants serious consideration in the collaborative's future discussions. As the Blueprint report notes, psychology, as a health care

Is it possible and advisable for the profession of psychology to articulate and endorse a common, generalist, and integrative framework for the education and training of its students? At the Consensus Conference on Combined and Integrated Doctoral Training in Psychology, held at James Madison University in Harrisonburg, VA (USA), May 2 to 4, 2003, participants from across the spectrum of education and training in professional psychology ultimately answered "yes." This article, the first in this special series on the Consensus Conference and Combined-Integrated (C-I) model of doctoral training in professional psychology, essentially provides an overview of the conference rationale, participants, goals, proceedings, and results. Because the other 12 articles in this series all reference the Consensus Conference and C-I model, this overview provides a good starting point for understanding what occurred at the conference, what it means to educate and train from a C-I perspective, and what the potential implications of such a model might be for the profession of psychology.

Community and tribal colleges emphasize students’ needs as well as local job contexts. The dynamic and emerging job market present a challenge to education and preparation of traditional degree-seeking students as education rarely keep steps with skills required by employers. Internships, or work-based learning, are a way to facilitate the transition from classroom learning to practical application and skill development. Internship experiences have the potential to impact student understanding and application, a skilled workforce, and academic content. A well-designed internship program considers the interplay of structural and internship characteristics as well as internship outcomes inclusive of student outcomes, internship site outcomes, and college outcomes. This literature review aims to 1) identify the extent to which community and tribal colleges employ key internship characteristics and assess internship outcomes, 2) explore the unique characteristics and structure of community and tribal college’s internships, and 3) understand internship outcomes important to community and tribal colleges. Results of the literature review revealed little agreement about which student and other internship outcomes are most important. Additionally, there was little deliberate disclosure of internship program structure which resulted in a lack of discussion as to the integration of internship characteristics and structure of internship program on outcomes. Furthermore, limited information was provided on essential elements of internship programs that contribute to sustainability. The results of this review support the need for in-depth assessment of internship programs for the development of a best practice’s framework for community and tribal colleges.

Presents a short biography of the 2012 winner of the American Psychological Association's Award for Distinguished Contributions to Education and Training in Psychology. W. Gregory Keilin has spent the majority of his professional career providing training and administration for psychology doctoral internship programs as well as leadership service for psychology internship training. He has been engaged in writing innovative training materials and has been passionate in his leadership in promoting some of the most important networks of communications for education and training: He was instrumental in developing the Association of Psychology Postdoctoral and Internship Centers (APPIC) Clearinghouse and in improving the APPIC Internship Match Program. Keilin's Award citation and a selected bibliography are also presented.

Supported Employment for Veterans With Traumatic Brain Injury: Provider Perspectives

This study focuses on the role of internship satisfaction as a mediation variable in the relationship between its determinants on Indonesian students’ future career intentions. The factors of internship satisfaction used in this research include individual factors, university support, organizational environment, and job characteristics. Through an online survey, 412 responses related to student internship experience from 159 universities across Indonesia were gathered and analyzed using Structural Equation Methods. The data processing results show that individual and university factors do not significantly affect internship satisfaction and career intention. However, organizational environment and job characteristics positively influence career intention by mediating internship satisfaction. This paper indicates the interesting results, comparing previous studies held in varied contexts. Theoretical and managerial implication for internship practices in Indonesia is also discussed. However, there are some limitations in the contextual conduct of this research, and future research possibilities are also discussed at the end of this paper. Keywords: Internship satisfaction, Career intention, Organizational environment, Job characteristic

An internship program is integrated into higher learning institutions curriculum. It is aimed to cultivate students ability in applying knowledge from classrooms to practices. Internship satisfaction is identified as one of the focal points to assess the effectiveness of an internship program. Nonetheless, only little studies reviewed the determinants of internship satisfaction, particularly within the service-oriented industry. Thus, the main objective of this study was to review factors that influence internship satisfaction in the service industry, particularly the hospitality industry. Besides, the importance of internship in developing self-competencies among students is also discussed. A number of articles were obtained from two different databases, using keywords related to the topic. The articles were carefully examined, derived from relevant disciplines in the service industry: hospitality and tourism, business, sports management, education, and human resource. Main determinants of the internship satisfaction were clustered into five categories: individual factors, job characteristics, organisational environment, contextual factors, and career potential. Besides, the importance of internship experiences in fostering students self-competencies were discussed, including interpersonal skills, problem-solving, self-confidence, and knowledge about the job market. Findings on this paper are anticipated to extend the literature review on internship research and assist internship stakeholders in structuring a well-rounded internship program. As this paper is only based on traditional literature reviews, it has a limitation in its methodology. Hence, future research is recommended to use a structured methodology such as systematic reviews or scoping reviews.