Reconsidering assumptions: Half-time internships in their historical context.

Abstract

The historical assumptions that have influenced internships in professional psychology need to be reconsidered to articulate what actually happens in current training programs and what the graduate students gain. Beginning with the historical and intellectual context, the authors discuss internship models and pedagogies along with competencies and the cultures of programs. The differing emphases on the production of science are seen as less important than stated in current regulations. Internship politics, prejudices, and economics are critically evaluated from various perspectives. The 5 current types of internships are described. Conclusions, implications, and practical next steps are offered with an emphasis on the development of innovative internship models, including half-time internships, which may better suit the needs of many current graduate students.