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Related Experiment Videos

Internship placement data: is nonplacement the only concern?

Mary E Oehlert1, Scott W Sumerall, Shane J Lopez

  • 1Dwight D. Eisenhower VA Medical Center, Behavioral Health Service, Leavenworth, KS 66048, USA.

Journal of Clinical Psychology
|October 3, 2002
PubMed
Summary

This study assessed the quality of psychology internships, not just quantity. It found that accredited internships are limited, and many are unfunded, impacting trainee access to high-quality experiences.

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Area of Science:

  • Psychology internship training
  • Clinical psychology education

Background:

  • Discussions on psychology internships often prioritize quantity over quality.
  • The importance of high-quality internship experiences for professional development is widely recognized.

Purpose of the Study:

  • To assess the availability of quality psychology internships.
  • To investigate the number of unfunded internships.
  • To provide recommendations for increasing quality internship access.

Main Methods:

  • Defined quality internships based on accreditation by the American Psychological Association (APA) or review by the Association of Psychology and Postdoctoral Internship Centers (APPIC).
  • Collected data on the number of available quality internship slots.
  • Gathered information on the prevalence of unfunded internships.

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Main Results:

  • The number of available quality internship slots is limited relative to the applicant pool.
  • A significant number of internships are unfunded, posing a barrier to entry.
  • Accreditation and review by APA and APPIC are key indicators of internship quality.

Conclusions:

  • There is a need to increase the number of high-quality, funded psychology internships.
  • Addressing the availability and funding of internships is crucial for training.
  • Recommendations are provided to enhance the landscape of psychology internship opportunities.