Toward practice-oriented theoretical models for internship training

Training and Education in Professional Psychology

Volumn 1, Issue 2, 2007, Pages 89-94

  Stedman, James M ^a,b   Hatch, John P ^a   Schoenfeld, Lawrence S ^a,b  

^a UNIVERSITY OF TEXAS HEALTH SCIENCE CENTER AT SAN ANTONIO   (United States)

^b University of Texas Health Science Center   (United States)

Author keywords

Accreditation standards; Internship training; Internship training models

Indexed keywords

EID: 34249803611     PISSN: 19313918     EISSN: None     Source Type: Journal    
DOI: 10.1037/1931-3918.1.2.89     Document Type: Article

References (6)

1. American Psychological Association. (2005, July). Guidelines and principles for accreditation of programs in professional psychology, Washington, DC: APA Committee on Accreditation.
2. Norcross, J. C., & Prochaska, J. O. (1982). A national survey of clinical psychologists: Affiliations and orientations. The Clinical Psychologist, 35, 4-6.
3. Rodolfa, E. R., Kaslow, N. J., Stewart, A. E., Keilen, W. G., & Baker, J. (2005). Internship training: Do models really matter? Professional Psychology: Research and Practice, 36, 25-31.
4. Stedman, J. M., Hatch, J. P., & Schoenfeld, L. S. (2000). Preinternship preparation in psychological testing and psychotherapy: What internship directors say they expect. Professional Psychology: Research and Practice, 31, 321-326.
5. Stedman, J. M., Hatch, J. P., Schoenfeld, L. S., & Keilen, W. G. (2005). The structure of internship training: Current patterns and implications for the future of clinical and counseling psychologists. Professional Psychology: Research and Practice, 36, 3-8.
6. Zook, A., & Walton, J. M. (1989). Theoretical orientations and work settings of clinical and counseling psychologists: A current perspective. Professional Psychology: Research and Practice, 20, 23-31.