Comparing School and Clinical Psychology Internship Applicant Characteristics

Autor/inn/en	Mahoney, Emery B.; Perfect, Michelle M.; Edwinson, Roxanne M.
Titel	Comparing School and Clinical Psychology Internship Applicant Characteristics
Quelle	In: Psychology in the Schools, 52 (2015) 10, S.972-983 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21878
Schlagwörter	School Psychology; Clinical Psychology; Internship Programs; Admission Criteria; Qualifications; Trainees; Accreditation (Institutions); Comparative Analysis; Student Characteristics; Prior Learning + Suchen Sie Ihr Suchwort? Schulpsychologie; Klinische Psychologie; Berufspraktische Ausbildung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Qualifikation; Qualifikationsstufe; Auszubildender; Weibliche Auszubildende; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Vorkenntnisse
Abstract	The ratio of internship applicants to internship positions listed in the online directory of the Association of Psychology Postdoctoral and Internship Centers (APPIC) is estimated at 1.23:1. In 2014a, approximately 14% of all students who participated in the match were not placed. Although the internship crisis impacts students in clinical, counseling, and school psychology programs, school psychology applicants are least successful in matching to APPIC-member and American Psychological Association (APA)-accredited internship programs. Of the APA-accredited internships that feature one of more child rotations, school psychology applicants are not permitted to apply to 51.21% of them. The purpose of the current study was to examine the pre-internship experiences and qualifications of school and clinical psychology trainees applying to at least one child-focused, APA-accredited internship. Results showed that clinical students accumulated significantly more intervention hours with adults than children. School psychology students wrote significantly more integrated assessment reports. The implications of these findings in light of the ongoing internship crisis for school psychology trainees, doctoral training programs, and internship programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01