Establishing School-Based Internships in Professional Psychology. Digest

ERIC Educational Reports, 01, 1995 by Paul D. Nelson

OVERVIEW

The predoctoral internship in professional psychology is a culminating training experience conducted at the end of one's doctoral education. One might say that the internship is to practice what the dissertation is to research. This is not to suggest that the two are mutually exclusive. Rather, they reflect both conceptually and administratively the fulfillment of different aspects of doctoral education and training goals in professional psychology.

"Professional psychology" is defined broadly in this instance as any area in psychology in which an individual with appropriate education and training provides psychological services to the general public. The doctoral graduate education and training program, through didactic and experiential training in the science and practice of psychology, affords the student an opportunity to learn the basic competencies necessary to provide psychological services.

The internship, building on the professional competencies acquired in the student's graduate program, provides significant opportunities for the student (intern) to assume substantial responsibility for carrying out major professional functions under appropriate supervision in a service setting An internship in professional psychology occurs prior to the awarding of the doctoral degree and is to be completed over a one-year period, at full-time training, or over two successive years, at half-time training (APA Committee on Accreditation, 1995).ACCREDITATION AND PRINCIPLESSince internships are a part of the education and training expected of students in an area of professional psychology, accreditation principles which govern the academic portion of such training also govern the internship. They are, briefly stated, as follows:

1. Accreditation is a voluntary, non-governmental process of self-study and external review intended to evaluate, enhance, and publicly recognize quality in institutions and programs of higher education and training.

2. Doctoral education and training for entry-level practice in professional psychology should be broad, not narrow and technical, and should be guided by a program philosophy or model that relates the science and practice of psychology.

3. The accreditation process places major emphasis on the outcomes of education and training, relative to program goals, objectives, and training model. Accreditation assures the clarity, appropriateness, and sustainability of these outcomes.

4. The integrity of accreditation rests on there being fair and reasonable guidelines and procedures of operation, an appropriate balance between confidentiality and public disclosure, and the exercise of professional judgment.

ACCREDITATION GUIDELINES

A. As a prerequisite for accreditation, the program's purpose must be within the scope of the accrediting body and must be pursued in an institutional setting that is appropriate for training professional psychologists.

B. The program clearly states its goals, objectives, and philosophy of training, the practice competencies expected of its graduates, and the organized training plan by which those outcomes are to be achieved.

C. The program has resources of appropriate quality and sufficiency to achieve its training goals and objectives. Among those resources are the internship staff, interns, facilities, administrative, and financial support.

D. The program recognizes the importance of cultural and individual diversity in the training of psychologists, reflecting the same in staff and intern recruitment efforts and in didactic and experiential training.

E. The program demonstrates that its policies, procedures, and training operations are characterized by mutual respect and courtesy between interns and staff, that staff are accessible to interns, and that due process is observed.

F. The program demonstrates a commitment to excellence through self-study, which assures that its goals and objectives are met, it enhances the quality of training, and it contributes to fulfillment of its sponsor's mission.

G. The program demonstrates its commitment to public disclosure and "truth in advertising" by providing written and other communications that appropriately represent it to the public, including applicants.

H. The program demonstrates its commitment to the accreditation process by fulfilling its responsibilities to the accrediting body from which its accredited status is granted. It remains in "good standing."ADMINISTRATIVE SETTINGAn internship program may consist of, or be located under, a single administrative institutional entity (e.g., hospital, community health center, school district, counseling center, prison, etc.) or it may take the form of a consortium (i.e., being comprised of multiple independently administered entities which have in writing formally agreed to pool resources to conduct a training program in professional psychology). Written consortial agreements should articulate the following:

1. characteristics of participating entities;

2. rationale for the consortial partnership;