Factors, Trends, and Topics in the Evolution of Counseling Psychology Training

During all of its history, the specialty of counseling psychology has evolved constantly in response to changes in the context in which it exists. As the specialty has changed, so too has training. This article discusses six forces that have affected the content and process of counseling psychology training and will continue to do so: market forces, practitioner-educator dialogues, expectations and directives from within the profession, social and political forces, technological innovations, and the cultural context of counseling psychology. We briefly discuss prescriptive authority as a topic that will affect professional training, then conclude by introducing five particular topics that will be covered in the other articles in this issue. All will affect counseling psychology training into at least the near future.

Does the Model Matter? The Relationship Between Science-Practice Emphasis and Outcomes in Academic Training Programs in Counseling Psychology

The emphasis on the commitment to science and practice varies among counseling psychology training programs, and this article reports two studies that examine whether these different emphases are linked to distinctive outcomes. Study 1 examined outcomes related to students and faculty within science-oriented, balanced science-practice, and practice-oriented counseling psychology programs. Study 2 examined the differential success and placement of doctoral students in matching to predoctoral internships. Against a backdrop of substantial similarity, differential commitments to science and practice within programs were related to selected differences in faculty and student outcomes in conceptually coherent ways. Scholarly productivity and internship placements, for example, varied according the science-practice emphasis of the training program, providing qualified support for future work that might further address the relationship between training models and outcomes in counseling psychology.

Training and Accreditation in Counseling Psychology

The training and accreditation section of the Third National Conference for Counseling Psychology addressed the following issues: (a) models of training and curriculum, (b) context of training, (c) cultural diversity, (d) identity and accreditation, (e) practicum and internship, and (f) career development and employment. This report presents the major components of these discussions and summarizes the deliberations and recommendations of the participants. Many of the principles articulated at the Northwestern and Greyston conferences are reaffirmed. The role, criteria, and purposes of APA accreditation are endorsed. The division leadership is encouraged to promote counseling psychology and the career development of counseling psychologists.

Current Status and Anticipated Changes in Psychology Internships

This article briefly traces the history of psychology internship training to its central role in professional training in counseling psychology. Current issues are discussed, including supply and demand, increased applicant costs, timing of internship, and escalation of practicum training hours. Future considerations are outlined, including point of licensure, length of training, postdoctoral training, and preparation of students to meet demands of the next biennium. Training for the full range of human diversity and creating new employment opportunities for counseling psychologists are emphasized.

Assessment in Counseling Psychology

There is some evidence that the role of psychological assessment in counseling psychology is changing. Relatively little is known about the specific aspects of current training in assessment, however. Training directors of American Psychological Association (APA) approved counseling psychology programs and APA-approved internship sites were surveyed to determine the extent of training in psychological assessment procedures. Results indicated that (a) clinical interview is the most widely used assessment procedure; (b) the role of vocational assessment is changing; (c) different assessment procedures are emphasized in academic and field training; (d) proficiency in different assessment procedures is expected at different points in training; and (e) some differences in the use of assessment procedures exist among internship settings, with counseling centers being the most divergent. Results suggest that to keep training efforts current, those involved in training counseling psychologists need to be aware of assessment skills needed in professional practice settings. Also, the basis for different emphases in academic and field training in this important area should be explored further.

Trainee Impairment

This article reviews the professional literature on the topic of evaluating the competence of trainees in professional psychology training programs including program policies, procedures, and actual practice for identifying, remediating, and, in extreme cases, dismissing trainees who are judged unable to provide competent, professional care. This review covers the literature on the following major issues related to trainee performance: (a) problems with definitions of impairment, (b) established professional standards for supervision and evaluation of trainees based on accreditation guidelines and ethical standards, (c) methodological critiques of empirical studies on trainee impairment, (d) issues related to evaluation and identification of trainees who are making inadequate progress toward professional competence, (e) issues related to remediation, (f) dismissal and due process, and (g) relevant legal cases and considerations. The review of these topics provides the platform for an extensive list of recommendations directed toward faculty and supervisors responsible for professional psychology training programs and internships.

The Internship Application Process

Although counseling psychology students are required to complete a one-year professional practice internship as part of their doctoral course work this research revealed that obtaining such an internship may not be an easy process. For example, 18 of 50 counseling psychology training directors reported that one or more of their students who were involved in the 1992-1993 internship application process failed to obtain a placement. Findings also indicated that the responding 189 intern candidates and 50 training directors had different perceptions about the process and the type of help provided by training directors. Descriptive information on intern candidates 'applications are discussed, and suggestions for modification of the internship selection process are made.

Internship and Initial Job Placements in Counseling Psychology

A 26-year retrospective study was conducted on internship and initial job placements of counseling psychologists. The results indicated that university counseling centers consistently supported the highest percentage of the field’s predoctoral interns followed by Veteran Administration Medical Centers, other hospital settings, and community mental health centers. Initial job placements indicated relative parity among placements in academic, community mental health, counseling center, and private practice settings with Veterans Administration Medical Centers and other hospital settings accounting for significant percentages of the field’s initial job placements. In addition, changes in internship and job placements across time indicated that various contexts have waxed or waned in their contribution to the training and placement of counseling psychologists. Results are discussed in relation to the evolving identity of counseling psychology as a specialty and the contexts that support and challenge that development.

College and University Counseling Centers in the 1990s

Counseling centers, along with the American system of higher education, face serious challenges in the coming decade. This article explores the challenges facing counseling centers, particularly as centers encounter a changing and unstable social and financial environment and consider undertaking a greater or lesser degree and variety of tasks. A strategic agenda is suggested for consideration in the 1990s.

Intern Evaluation in University Counseling Centers

This article discusses the need for more rigorous evaluations due to the demands faced by today's intern, as well as the practical challenges faced by intern evaluators. Recommendations are provided to strengthen the process of intern evaluation. The strengths and weaknesses of scales that can be used to evaluate interns are discussed. A framework is given for developing an intern rating system, considering both what areas of intern training to evaluate and how to select appropriate content items. Finally, a 7-point intern professional growth scale is presented that focuses on the development of applied skills throughout the internship year. Exit criteria are offered.

Competitive Internship Candidates:

Given the competition for internship site placement, it is imperative that students gather as much information and guidance as possible. A one-page survey was sent to the 500 internship training directors listed in the 1993-1994 Association of Psychology Postdoctoral and Internship Centers (APPIC) Directory. Training directors rank ordered the relative importance of 10 internship tasks and assessed which professional practice experiences and courses distinguish a competitive applicant. Differences in perception and processing of clinical and counseling psychology applicants were also assessed. Results indicate that expectations of internship candidates vary by agency. Implications for internship candidates and program training directors are included.