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Determining Readiness for Internship: A Complex Process
Author(s) -
Riccio Cynthia A.,
Cook Krystal T.,
Fenning Pam,
Harris Abigail M.
Publication year - 2015
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.21872
Subject(s) - internship , practicum , psychology , medical education , professional development , pedagogy , medicine
A recent focus within professional psychology training has been the definition of universal or core competencies deemed important for mastery by all individuals training as health service providers at key transition points in their doctoral programs (e.g., program entry, pre‐practicum, pre‐internship, and pre‐independent practice). A related challenge has been identifying valid behavioral anchors and methods to assess these universal competencies. Of particular interest across the professional psychology areas (School, Clinical, and Counseling) has been the identification of minimal standards for internship readiness. To explore the extent to which School Psychology doctoral programs have embraced the competency approach to internship readiness and the process by which internship readiness is determined, directors of doctoral School Psychology programs were surveyed. Based on the responses, there is consensus that professional competencies are considered and that students need to be close to completion of degree program requirements prior to receiving approval for internship. However, significant variability regarding how competencies and readiness are evaluated across programs exists. Further discussion of doctoral School Psychology program and training council expectations for students as they apply for internship is warranted.