Psychology Internship Research Articles

Industrial and organisational psychology internship completion: Enabling and thwarting factors

Industrial and organisational psychology internship completion: Enabling and thwarting factors

Meeting the moment: Centering cultural humility and antiracism in health service psychology internship training.

Meeting the moment: Centering cultural humility and antiracism in health service psychology internship training.

Current Landscape of Child and Adolescent Psychology Internship Programs and Implications for Workforce Development.

Doctoral psychology internships play a key role in the development of the competencies of the clinical child and adolescent psychologist workforce needed to serve the increasing behavioral and mental health needs of children. This study surveyed 50 internship training directors regarding workforce needs, the structure of experiential internship components, and the organizational infrastructure and funding of internship programs that provide focused care to children and adolescents within medical settings. Findings suggest that internships most commonly occur within academic medical settings and include clinical child psychology, integrated care, pediatric psychology, neuropsychology, and developmental disabilities tracks. On average, sites had 6 interns, 3 tracks, and 4 major rotations per track. Training directors identified program funding to be the greatest barrier to sustaining internship programs. Currently, internships are funded through clinical revenue, grants, and organizational funds covering an average intern salary of $31,020 plus benefits as well as 0.3 FTE of a training director's time to administrate the program. The number of internship tracks within a single program was associated with greater administrative time for the training director. Implications for advocacy at the federal, state, profession, and institutional level to increase funding and decrease barriers to training are discussed.

CONTRIBUTIONS FROM ACTUALIZING TENDENCY TOWARDS AUTONOMY IN PSYCHOTHERAPY: Case study

The present work was built on the experience of a specific supervised internship in psychology at a private university located in Fortaleza-CE, and aimed to discuss the contributions of the concept of updating tendency to the autonomy process of a client served in the Psychology Service. Applied. A case study was carried out with a client with the fictitious name Luciana, 34 years old, whose demand refers to a difficulty in imposing herself in relationships, both in marriage and in other relationships. To achieve the objective, the case study methodology was used. Regarding the results and discussion, during the development of Luciana's care it was possible to witness the continuous process of strengthening the client's autonomy. She, who before the sessions was submissive in her emotional relationships, gradually began to impose herself and explain to the other person what she wanted, no longer letting her husband and other family members define what she should or should do. do not do. This process made her take control of her own existence. It concludes with notes regarding the importance of the psychotherapeutic process and the contributions of the concept of actualizing tendency to the autonomy of the client served; As a facilitating environment was created for the emergence of her growth, based on a relationship of trust, Luciana had the opportunity to gradually take responsibility for her existence.

Providing Clinical Psychology Training and Trauma-Focused Treatment via Telehealth During COVID-19.

To slow the spread of COVID-19 many mental health providers transitioned to telehealth delivery of trauma-focused treatment for maltreated children. However, these providers faced myriad challenges, including equitable access to equipment and technical demands of telehealth software. Training clinics overseeing pre-doctoral clinical psychology interns experienced the added challenge of providing quality supervision and training via telehealth. This study involves a retrospective application of the Exploration, Preparation, Implementation, and Sustainment (EPIS) framework to describe the innovative adaptation to a telehealth service delivery model in a training clinic providing evidence-based trauma-focused treatment to children and their families. Mixed methods data from clinic records and intern evaluations indicate that compared to pre-COVID (February 2019 - February 2020), during early COVID (April 2020 - April 2021) more patients accessed clinic services, interns reported fewer hours of individual supervision, and interns reported greater satisfaction with their training experiences. Implications for ongoing provision of telehealth services are discussed.

A Collaborative Autoethnographic Exploration of Experiences of Research Psychology Interns

Navigating the art of theory and practice as three African female research psychology interns in South Africa, we worked in the areas of violence, injury and non-natural deaths which continue to plague the country, including the communities with which we are engaged for research purposes. Noting the scarcity of literature on research psychology internships, we used collaborative autoethnography to explore our lived experiences in relation to the work that we do. Allowing for the elucidation of our collective experiences from our own perspectives, we offer these reflections to inform improved management and coping mechanisms with the challenges and emotional distress that we experienced, and to explore our personal and professional development during our internship. We identified themes of internship characteristics, psychological distress from working with injury and violence data, personal and professional advancement, and collegiality and workplace support. In these themes, we contend that the characteristics and competencies interns need to be complemented with adequate workplace support and collegiality which can aid in coping, particularly in research that deals with sensitive topics.

Mental health promotion in a public school in southeastern Pará: experience report

Considering that anxiety disorder is one of the most prevalent mental disorders in adolescence, considering the post-pandemic period and the demands that emerged in the psychology service at Campus Marabá Industrial (CMI) of the Federal Institute of Education, Science and Technology of Pará (IFPA), along with the importance of actions for the prevention and promotion of mental health in the school environment, the objective was to describe the results obtained in offering a workshop organized by the psychology service at CMI/IFPA. The workshop aimed to inform students about stress and anxiety in adolescence, teach relaxation techniques, and provide psychoeducation on mental health care. This is an experiential report originating from a workshop with 1st-year high school students. The workshop was organized and conducted by psychology interns, under the guidance of the internship supervisor and psychologist at IFPA. The results showed an increased demand for psychology services from the students in the class, seeking information about emotional difficulties and requesting psychological assistance. Several students reported that they began discussing the topic more openly with reduced stigma. In conclusion, the work highlights the importance of psychology's role in the school environment, with a focus on prevention and promotion of mental health.

The Paper Chase: A Team Science Training Exercise.

Over the past few decades of psychological research, there has been an important increase in both the application of multidisciplinary or collaborative science and in training and research that emphasizes social justice and cultural humility. In the current paper, we report on the use of the "Paper Chase" as a team science training and research experience that also facilitates cultural humility in research and when working in teams. The Paper Chase is a synchronous writing exercise originally conceptualized by a cohort of health service psychology interns to reduce lag time between manuscript writing and submission (Schaumberg et al., 2015). The Paper Chase involves a group of trainees coming together for a predetermined amount of time (e.g., 9 or more hours) with the aim of writing and submitting a full manuscript for publication. In the current paper, we extend a previous report on the Paper Chase by formally linking the training experience to the four phases of team science: development, conceptualization, implementation, and translation. We also discuss ways in which the Paper Chase as a training experience can promote cultural humility. Finally, we provide updated recommendations for successfully completing a Paper Chase project. Overall, the authors of this manuscript who were predoctoral psychology interns across two recent cohorts at one academic medical center reported positive experiences from the Paper Chase. In addition, the current study suggests the Paper Chase can be used as one activity that facilitates critical training in team science.

Short-changing the future: The systemic gap between psychology internship stipends and living wages.

Providing doctoral internship stipends below living wages may harm interns, the clinical services they provide, and the field of health service psychology as a whole. This study evaluated the extent to which doctoral psychology internship stipends from the 2021-2022 training year for APA-accredited, APPIC-member programs in the US are consistent with living wages in the geographic region where sites are located. We obtained data reflecting internship sites' geographic location and stipends for the 2021-2022 academic year. Using the Massachusetts Institute of Technology Living Wage Calculator, we computed a living wage for the county in which each internship site is located. Descriptive statistics, discrepancies, ratios, and correlations were calculated to reflect the associations between internship sites' stipends and their local living wages. The average internship stipend was $31,783, which was lower than the average living wage by $2,091. Stipends ranged widely, from a low of $15,000 to a high of $94,595-reflecting a six-fold difference in wages. Although internship sites in higher cost of living areas paid higher stipends, over two-thirds (67.0%) of sites did not pay a stipend that equaled or exceeded a living wage. Ninety-eight sites (15.3%) had deficits of over $10,000 when comparing their stipends to local living wages, with $33,240 as the highest deficit. Eliminating obstacles to educating health service psychologists by decreasing the financial burden of training will likely have subsequent critical benefits towards bridging the workforce gap between mental healthcare service needs and available providers, ultimately leading to improved population health.

Clinical Psychology Interns' Lived Experiences With Suicidal Clients

This paper explores the lived experiences of clinical psychology interns who have encountered suicidal clients during their internship. Employing qualitative phenomenological investigation, semistructured interviews were conducted and analyzed using interpretative phenomenological analysis (IPA). The study employed purposive sampling and gathered valuable data from 8 clinical psychology interns who were all taking a master's degree in Clinical Psychology. The results highlighted that those encounters with suicidal clients triggered various reactions among interns, leading to self-doubt and a sense of unpreparedness in handling such cases. Many interns struggled with managing their emotions, especially when clients' traumas mirrored their experiences. The study emphasized the importance of a robust support system in helping interns cope with the challenges of their work. The results included a heightened need for supervision among interns, as they faced intense emotional challenges when working with suicidal clients. Supervision emerged as a critical component in helping them process these experiences. Regular check-ins with supervisors not only provided emotional support but also offered practical strategies for managing client interactions. This guidance helped interns develop coping mechanisms and build resilience, fostering their professional growth and confidence in handling difficult cases. Despite the challenges, the interns found purpose in witnessing significant client progress and emphasized the importance of self-care and ongoing training to prepare future clinicians for similar experiences.

Learning in the context of partnership

For a number of years, community-based service learning (CBSL) has been a key element of the Community Psychology module in the Master’s programme for training psychologists at Rhodes University. In 2022, CBSL was consolidated to become central to the whole programme, with a focus on providing services in a partnership with the Assumption Development Centre (ADC). After introducing a model showing how students gradually move from sensitisation to social justice issues at undergraduate levels towards conscientisation as postgraduates, this paper will reflect on the interface between the professional training programmes and the community-based partnership with the ADC. Following a brief background about the partnership’s development, we describe the structure of the CBSL and its integration into the curricula. We provide evidence of its impact on both the firstyear master’s students, and the second year Counselling Psychology Interns. These data draw from the trainee psychologists’ reflections, as reported in the Rhodes Psychology Clinic 2022 Annual Report; and the Intern Psychologists’ reflections, integrated into the 2022 ADC Counselling Hub Annual Report. A thematic analysis of the reflections illustrates the commonalities in the accounts of learning, as well as the deepened insights and shifts evident in the accounts. The reported reflective learning is then considered both practically and theoretically, with recommendations for further development.

Invited Symposium 1: Traumatic Brain Injury: Highlighting the Contributions of Dr. Harvey S. Levin Ph.D., ABPP-CN, FACSM 1946 - 2022

Invited Symposium 1: Traumatic Brain Injury: Highlighting the Contributions of Dr. Harvey S. Levin Ph.D., ABPP-CN, FACSM 1946 - 2022

Virtual interviews for doctoral psychology internships: Impact of the COVID-19 pandemic.

Virtual interviews for doctoral psychology internships: Impact of the COVID-19 pandemic.

Ferdinand Taylor Jones (1932-2022).

Memorializes Ferdinand Taylor Jones (1932-2022). Jones' career as a clinical psychologist was characterized by an unwavering commitment to social justice, multicultural training, and college mental health. He was professor of psychology emeritus and lecturer emeritus in the School of Medicine at Brown University. Jones was the first director of Brown's Department of Psychological Services when it was created in 1980. In the Warren Alpert School of Medicine, he established seminars on minority issues for psychology interns and postdoctoral fellows and was a leader of support groups for medical students. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A national survey of doctoral psychology education and training in suicide risk and violence risk assessment and management.

When, in the judgment of a mental health professional, patient suicide risk and/or patient violence risk are considered imminent, they have been referred to as behavioral emergencies. Past surveys have suggested that education and training with these emergency situations have been inadequate. The present study was undertaken to obtain more current information on the training that psychologists receive in these areas of practice. All directors of APA-accredited graduate psychology programs and all directors of APA-accredited predoctoral psychology internship programs were asked to complete an online survey inquiring about such training provided in their programs. Results indicated that both sets of directors rated such doctoral training in suicide risk assessment and management as very important. Internship directors, however, were significantly more likely than graduate program directors to state that psychologists should be required to complete continuing education courses on other-directed violence risk. Serious gaps in training were identified; that is, only 59.2% of psychology graduate directors reported that their program offered training in safety planning for suicide risk and only 25.4% reported that their program offered training in safety planning for violence risk. Given that serious injury and even death can occur from patient suicidal behavior and/or a patient violent behavior, the implications of these findings are discussed.

It’s Not Our Way: Navigating the Principle of Dual Relationships as a First Nation Practitioner

First Nations and Eurocentric approaches in the field of psychology and mental health are rooted in different worldviews which creates incongruencies as to what may be deemed as effective standards of practice. This autoethnography describes the experience of a school psychology intern navigating through practice particularly as it pertains to the principle of dual relationships. With a first-person perspective the journey of exploration into this matter brings together the research found in academia and the guidelines formally set as well as the beliefs and values of local community members which were brought forth through a series of interviews and conversations. There are three main themes which arose that are highlighted and they are the embodiment of a spiritual orientation, substantiation of trust and integrity, and obligation to community. These themes explicate the differences in and implications for practice when working with First Nations people, particularly in remote spiritually connected communities. The practice of psychology in and with First Nation people needs to be rooted in their beliefs, values, and customs to be effective, to reflect the experience of Indigenous ways of helping, and to decolonize approaches in the field of psychology.

A Commentary on “Systemic Challenges in Health Service Psychology Internship Training: A Call to Action From Trainee Stakeholders”

A Commentary on “Systemic Challenges in Health Service Psychology Internship Training: A Call to Action From Trainee Stakeholders”

A Psychology Internship Clinical Supervision Rotation: from Discomfort and Doubt to Meaning and Mastery.

A Psychology Internship Clinical Supervision Rotation: from Discomfort and Doubt to Meaning and Mastery.

REFRAMING CULTURAL COMPETENCE AND CIVIC ENGAGEMENT: A REPLICATION STUDY OF HIGH IMPACT PRACTICES IN UNDERGRADUATE PSYCHOLOGY COURSES

Institutions of higher education require diversity courses so that students can increase their multicultural awareness, knowledge, and skills. Multicultural Psychology courses play a pivotal role in instilling cultural competence in students. The study examined differences in cultural competence and civic engagement for 1,053 undergraduate students exposed to different types of high-impact practices enrolled in educational psychology, multicultural psychology, and psychology internship courses. There was a significant Group x Time interaction effect for cultural skills. Post hoc analyses revealed that students exposed to diversity service-learning in a multicultural psychology course acquired cultural skills compared to students exposed to academic service-learning in the educational psychology course and those students exposed to fieldwork in an internship from the beginning to the end of the semester. Students in the multicultural psychology course were also intellectually challenged, reflected on the course concepts, and gained a deeper understanding of the course content more than students in the educational psychology course. Recommendations for teaching diversity courses are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0091/a.php" alt="Hit counter" /></p>

Survey of doctoral internships in psychology offering experience in forensics and corrections.

Survey of doctoral internships in psychology offering experience in forensics and corrections.