Evaluation of the William S. Hall Psychiatric Institute Clinical Psychology Internship: a replication and extension

This study extends three earlier investigations involving participants who completed their predoctoral clinical psychology internship at the William S. Hall Psychiatric Institute. Intern graduates (N = 37) evaluated how effectively their internship training prepared them for seven aspects of their current work as practicing psychologists. Participants also rated the relevancy of 24 different internship training experiences to their current work and how much these experiences contributed to their development as clinical psychologists. The present study, in conjunction with the three previous studies, covers most of the 40-year period since the inception of the internship program. Analysis of the current data indicates the internship has improved over time and was deemed an exceptional training experience by its graduates. Findings may be of particular interest to internship directors and faculty interested in improving their training program and those who plan to conduct a self-study to maintain their accreditation for clinical psychology internship.     

Psychological assessment on internship: a survey of training directors and their expectations for students

We used a survey of internship training directors to examine the nature of assessment use and assessment skills training at 382 internship settings in professional psychology across the United States and Canada. For the purposes of this study, we created a questionnaire that inquired about the types of assessment instruments used at each internship setting, the amount and type of training offered at internship sites, and the type of assessment experience desired of interns before beginning their rotations. The results revealed several differences across type of internship facility surveyed as well as several trends in the current use of assessment in applied settings. The findings further demonstrate the important role of projective assessment in the training of graduate students and lead to the conclusion that major discrepancies may exist between what is being taught in graduate school and what students are expected to know on entering their internship positions.     

Postdoctoral Internships: Potential Adverse Impacts on Internships, Dissertations, and Trainees

Increased consideration of transforming the predoctoral psychology internship into a postdoctoral training experience has resulted from changes in the training and reimbursement for psychology trainees, concerns about employment of recent graduates, and the perceived limited status of psychology interns within health care settings. Whether this fundamental shift in psychology's training paradigm could resolve any of the problems that have led to its deliberation is not known. The authors identify problems with a postdoctoral internship which may be as thorny as the problems it is intended to ameliorate. It may have unintended adverse effects (e.g., risk of reduced quality in training and dissertations, new pressures on internship programs and trainees, increased licensure quandaries). Until a highly detailed proposal is developed and its full range of potential consequences are analyzed and debated, it is premature for professional organizations to conclude whether such fundamental change should be pursued.     

心理资本对大学生就业成功率的影响

心理资本近年已成为研究大学生就业状况相关问题的热点之一.研究采用问卷调查法探讨了性别、生源地、专业、实习经验等因素对大学生心理资本的影响,以及两者对大学生就业成功率的影响.具体采用列联表分析、￡检验、方差分析以及二元logistic回归分析分析了心理资本各维度与各因素对大学生就业成功率的影响,发现专业和实习经历对心理资本有显著影响,心理资本中的乐观维度对大学生就业成功率有显著影响;建议为了提高大学生就业成功率,学校应努力为大学生提供更多的实践机会,重视大学生的人文教育,营造乐观的文化氛围.     

The College Campus Ministry Internship Site: Interfacing Religion and Counseling

This article presents a model for creating internship sites at college campus ministries for students interested in interfacing religion and counseling. More specifically, a systematic process that students can implement in developing these unique training opportunities is provided. Developing campus ministry internship and other training sites can afford students opportunities for (a) specialized supervised experience working with religiously committed individuals, (b) providing consultation and program evaluation services, and (c) becoming a liaison who has the opportunity to influence and educate the next generation of religious leaders and members about mental health issues.     

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In a national questionnaire survey of clinical psychology internship sites, the status of family therapy training was investigated. With a 65 per cent response rate (182 sites), the study found that 11 per cent of all psychology Ph.D.'s, 9 per cent of all M.S.W.'s and 2 per cent of all M.D.'s on internship faculties considered themselves to be primarily family therapy oriented. Nationwide, 39 per cent of 177 internships indicated that some family therapy training was a requirement of the program; for the remaining 61 per cent, family therapy training was either optional or unavailable entirely. Of the five areas of adult, child, group, and family therapy, and psychodiagnostics, interns were viewed by most programs as being least prepared at the start of the internship to do family therapy. In terms of internship training philosophy, family therapy was rated fourth in overall importance as an essential component of an intern's experience. The family training importance rating was found to be correlated positively with the number of family courses and seminars offered, family supervision received, and family clinical work performed.     

Recruiter Evaluation of Candidates for Employment: Does Study Abroad Make a Difference?

This analog study investigated recruiters’ evaluation of candidates for employment in regard to whether study abroad experience advantaged some in being selected for certain positions. Results found that candidates who completed study abroad and a relevant internship were ranked highest, with preference given by recruiters to long‐term Western experiences. However, the data also suggested that recruiter assessments varied somewhat depending on recruiters’ study abroad experience and their own characteristics. Overall, the effect of study abroad on the evaluation of candidates was simply one part of a complex of considerations.     

Cooperative education,career exploration,and occupational concepts for community college students

Super's self-concept theory of career development and Jordaan's construct of vocational exploratory behavior were used to investigate the outcomes of a college cooperative education program. The effects of an internship were compared with those of a classroom experience with regard to change in similarity between self- and occupational pictures (incorporation scores). A measure of incorporation was administered to 85 students who worked during one quarter, and 99 students who were enrolled in classes during the same period. Both groups increased in incorporation for prospective occupation (t = .01, p > .10). For the internship group no difference was found between increase in incorporation for first- and second-choice occupation (t = .24, p > .10), while for the classroom group the increase in incorporation for prospective occupation was significantly greater than for second-choice (t = 2.80, p < .01). This result was discussed in light of the implication that the internship stimulated vocational exploratory behavior. Roe's system of occupational classification revealed an unexpected lack of relationship between first- and second-choice occupations. These findings were discussed in relation to the career development of the working-class community college sample.     

Using Student Paraprofessionals in the Treatment of Eating Disorders

A rationale for adjunctive treatment in responding to eating disorder clients at a university counseling center is presented. The program described provides a highly structured internship experience for paraprofessional psychology trainees who serve as therapeutic aides and peer counselors to eating disorder clients. This collaborative Counseling Center and Psychology Department model emphasizes intern training, close supervision, and professional-paraprofessional cotreatment of anorexic and bulimic clients. Program evaluation methods and therapy outcome data are presented. Advantages of this treatment-training program for all participants are discussed.     

Creating Internships in Marriage and Family Therapy: A Collaboration Between a Training Program and an Offender Reentry Facility

The literature on clinical internships in marriage and family therapy is limited in the discussion of the development of clinical sites as well as the benefits and challenges experienced by students and programs. This article focuses on the development of a marriage and family therapy internship in an offender reentry facility. The process of how students are referred and trained, the rewards and challenges of their work, and the supervision experience are described. The purpose is to inform marriage and family therapy programs about a potential resource for training students.     

Searching hard versus searching smart: The role of search process quality in an internship context

Based on a self‐regulatory approach, we propose that students searching for an internship following a high‐quality process will show greater search success. In a sample of 191 Belgian final year students looking for an internship, the quality of students’ search process was positively related to both self‐reported and objective search outcomes, beyond the mere intensity of their search. Specifically, reflection related positively to students’ satisfaction and perceived fit with their internship, as well as to organizations’ assessment of students’ internship performance. Planning related positively to the speed of finding an internship. Furthermore, the four search process quality dimensions explained incremental variance in these outcomes beyond a unidimensional measure of metacognitive activities, supporting the added value of our multidimensional approach.     

Effects of Business Internships on Students,Employers, and Higher Education Institutions: A Systematic Review

The objective of this study is to provide a systematic review of the literature on the impact of internships completed by university students. This research also aims to analyze variables that can affect outcomes and satisfaction in the internship experience. Fifty‐seven studies were included and examined. The effects and variables identified were listed and classified. The findings of this review support the overall positive effects of business internships and confirm that they are a win‐win situation for the main 3 stakeholders: students, employers, and higher education institutions.     

Multicultural Issues in Predoctoral Internship Programs: A National Survey

The present study examined the extent to which internship training directors (ITDs) addressed multicultural issues in their predoctoral training programs. Regarding the overall sample, ITDs reported varied levels of attention to specific multicultural issues. By internship agency type, ITDs at university counseling centers reported significantly greater attention to multicultural issues than did ITDs at community mental health centers, state hospitals, medical schools, and private psychiatric hospitals. Results clearly indicated the need for increased attention to multicultural issues in all internship programs.     

Business students' evaluation of their internships

An 8-item evaluation of a business internship was completed by 363 junior and senior undergraduates. Students agreed or strongly agreed that the internship met the following goals and criteria of the for-credit course: adequacy of orientation, clarity of expectations, helpfulness of supervision, adequacy of feedback, application of business education, development of new knowledge and skills beneficial to career exploration, value of the placement and recommendation of employer for other interns. The importance of outcome assessment is discussed within the context of internship programs.     

Predicting Work Transition Outcomes for Students With Disabilities: Implications for Counselors

This study examined predictors of postsecondary school success by analyzing a 5-year database of 2,258 students with disabilities participating in the Marriott Foundation's “Bridges…from school to work” internship programs at 6 national sites. Discriminant analysis revealed that acceptance of a job offer was predicted by internship completion, numbers of hours worked, and days absent during the internship. Internship completion and acceptance of a job offer were predictive of follow-up employment status. The implications of these findings for future research and practice with work-bound students with disablilities are considered.     

Experiences of school psychology interns in psychology internship centers

In the development of psychology internship centers, we must not overlook what is happening to interns from different specialty backgrounds. This article describes centers that accept school psychology students, and examines the nature of the experiences that such students receive as interns. The author suggests implications for school psychology and the broader development of the internship in professional psychology.     

What happens to unplaced internship applicants in psychology?

Placement outcomes of students who did not secure internship offers on Uniform Notification Day 1997 were examined. An initial survey of unplaced students (n = 168) suggested mixed outcomes for students in obtaining sites after notification day, including negative emotional effects as a result of nonplacement. A follow-up survey completed by 77 students (43 who had not been placed during the original survey and 34 who had) suggested generally high satisfaction and optimism with internship and employment outlook despite their experiences with the internship application process. Accreditation concerns, emotional, time, and financial expenditures, and potential courses of action are discussed. Concrete suggestions for improving the selection system are provided.     

Tracking trends: A longitudinal look at internship placements in counselling psychology in the United States

Efforts to track trends in internship placements across time serve the field of counselling psychology in a number of ways. But this research is qualified by its reliance upon a single source of data: the Council of Counseling Psychology Training Program (CCPTP) annual survey. This paper provides a review of the concerns related to this over-reliance, and addresses these concerns by supplementing this data source with the comprehensive data collected by the Association of Psychology and Post-doctoral Internship Centers (APPIC). Findings provide a longitudinal look at the supply and demand issue concerning internship placements, track the nature of pre-doctoral internship placements across a 30-year period of time, and generally support the validity of the CCPTP data by documenting their close correspondence to recent APPIC data.     

Undergraduate preparation and early career outcomes: A study of recent college graduates

This study examined employment outcome among recipients of a liberal arts BA at a state university, 1 year (N = 218) and 3 years (N = 156) after graduation. A working definition of underemployment (educationally inappropriate employment) was developed and described. The relationship of age, sex, and previous educational and occupational experience to occupational and educational outcome was examined, using cross-tabular analysis with controls to specify high-risk groups. Variables reflecting occupational outcome were each differently related to the independent variables, and many relationships changed over time. Educationally appropriate employment was related to college major and to participation in internship or work-study programs. Income and perceived stability of present job were linked to age, sex, and previous employment experience. Early unemployment was related to age, sex, previous employment experience, and inversely to grade point average. Patterns of occupational change were linked to sex, major, internships, and grade point average. Educational outcome was related to age, sex, major, grade point average, and first year employment outcome.     

Broadening Mental Health Services to Disadvantaged Communities in South Africa: Reflections on Establishing a Community Based Internship

The need to provide mental health services in disadvantaged communities remains a priority in South Africa. This paper illustrates how in consultation and partnership with the peri-urban community of Jamestown, a counselling psychology internship was established to provide a range of mental health services at a primary health clinic. We describe how the internship also became an important catalyst for other community interventions. We also illustrate how values of community psychology informed the establishment and foci of the internship. Tensions encountered in reconciling community needs and professional training requirements discussed include the lack of resources at the primary health care level, the bio-medical bias of the primary health setting, and addressing the needs articulated by the community for more direct interventions.