Training and Education in Professional Psychology

Papers
(The median citation count of Training and Education in Professional Psychology is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)
ArticleCitations
Student perceptions of multicultural training and program climate in clinical psychology doctoral programs.16
Supervisee nondisclosure in clinical supervision: Cultural and relational considerations.15
Factors impacting the retention of students of color in graduate programs: A qualitative study.15
COVID-19 and beyond: Telesupervision training within the supervision competency.15
Implementing routine outcome monitoring in a psychology training clinic: A case study of a process model.14
Giving psychology trainees a voice during the COVID-19 pandemic: Trainee mental health, perceived safety, and support.14
Who are we missing? Examining the Graduate Record Examination quantitative score as a barrier to admission into psychology doctoral programs for capable ethnic minorities.13
Comparing burnout between graduate-level and professional clinicians.12
Factors related to the impostor phenomenon in psychology doctoral students.11
A systematic review of self-care measures for professionals and trainees.11
Women of color and mentorship in graduate training.10
Deliberate practice of consultation microskills: An exploratory study of training.10
Layered cultural processes: The relationship between multicultural orientation and satisfaction with supervision.10
Social justice challenges: Students of color and critical incidents in the graduate classroom.9
The social justice practicum in counseling psychology training.9
Graduate training and certification in trauma treatment for clinical practitioners.9
Relationships among supervisee perceived supervisor cultural humility, working alliance, and supervisee self-efficacy among white supervisor and supervisee of color dyads.9
Coursework, instrument exposure, and perceived competence in psychological assessment: A national survey of practices and beliefs of health service psychology trainees.9
Innovations in competence assessment: Design and initial validation of the Vignette Matching Assessment Tool (VMAT).8
Beyond legal obligation: The role and necessity of the supervisor-advocate in creating a socially just, disability-affirmative training environment.8
It takes money to make money: Inequity in psychology graduate student borrowing and financial stressors.8
Exploring the role of context on racially responsive supervision: The racial identity social interaction model.8
Training psychologists to address social determinants of mental health.7
Doing intersectionality in social justice oriented clinical training.7
Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi.7
Developing cultural competency for providing psychological services with immigrant populations: A cross-level training curriculum.7
The relationship between mindfulness and self-compassion for self-assessed competency and self-efficacy of psychologists-in-training.6
Creating a mentoring culture in graduate training programs.6
Cultural humility in action: Reflective and process-oriented supervision with Black trainees.6
Implementation of a cross-cultural simulation workshop: Feasibility and training satisfaction.6
Examining the effects of the supervisory relationship and therapeutic alliance on client outcomes in novice therapists.6
Examining the impact of COVID-19 on supervisees’ experiences of clinical supervision.5
Still wanting change, still working for justice: An introduction to the special issue on social justice training in health service psychology.5
Cultural discussions, supervisor self-disclosure, and multicultural orientation: Implications for supervising international trainees.5
Can simulated patient encounters appear authentic? Development and pilot results of a rating instrument based on the portrayal of depressive patients.5
Moving toward a new era of telepsychology in university training clinics: Considerations and curricula recommendations.5
Growth during a global pandemic: A polyethnography among doctoral counselling psychology students.5
Characterizing evidence-based practice and training resource barriers: A needs assessment.5
Sexuality as a competency: Advancing training to serve the public.5
Training future psychologists to be competent in self-care: A systematic review.5
Returning the colonizers gaze: Critiquing Whiteness in our training programs.5
Doctoral training in counseling psychology: Analyses of 20-year trends, differences across the practice-research continuum, and comparisons with clinical psychology.5
“Hands-on” learning in a health service psychology doctoral program through social justice consultation.5
Remote supervision and training in suicide prevention during the time of the coronavirus pandemic: Recommendations for training programs and supervisors.5
Preliminary validation of a new competency tool for evaluating assessment skills in professional psychology trainees.4
Rapid transition to telepsychology: Health service psychology trainee responses amidst a global Covid-19 crisis from an ecological perspective.4
How therapists navigate Facebook with clients.4
Considerations for assessment training competencies in health service psychology programs in the age of COVID-19.4
Relational mentorship for doctoral psychology interns: A formal preceptor model.4
Preferences for and acceptability of telesupervision among health service psychology trainees.4
Racial and ethnic diversity among clinical psychology doctoral students applying for internship.4
Stalling at the starting line: First-generation college students’ debt, economic stressors, and delayed life milestones in professional psychology.4
Trainee experiences of racism, sexism, heterosexism, and ableism (the “ISMs”) at a Department of Veterans Affairs (VA) healthcare facility.4
Assessment supervision during COVID-19 and beyond: Trainee perspectives on the supervision of teleassessment.4
Enhancing profession-wide competencies in supervision and assessment: An evaluation of a peer mentorship approach.4
Student development in the context of a beginning-level social justice practicum.3
Introduction to the special issue on competency in training and education.3
A systematic review and meta-analysis of motivational interviewing training effectiveness among students-in-training.3
Competencies for the practice of pediatric integrated primary care: A continuum of training.3
Clinical supervisors’ experiences with and barriers to supporting trainees who have experienced identity based harassment.3
Deep-structure curriculum liberation for social responsiveness in graduate health service psychology training.3
Early childhood-focused training in school psychology.3
A national survey on didactic curricula in psychology internship training programs.3
Health service psychology doctoral training during the early stage of the COVID-19 pandemic: May 1st to June 25th, 2020.3
Development and implementation of an objective structured clinical examination for evaluating clinical psychology graduate students.3
Live supervision in psychotherapy training—A systematic review.3
Effectiveness of videoconferencing psychotherapy delivered by novice clinicians in a training clinic.3
Clarifying supervision expectations: Construction of a clinical supervision contract as a didactic exercise for advanced graduate students.3
Supporting students in health service psychology training: A theory-driven approach to meeting the diverse needs of trainees.3
Overcoming racial battle fatigue through dialogue: Voices of three counseling psychologist trainees.3
Self-care as a competency benchmark: Creating a culture of shared responsibility.3
Questionable research practices among faculty and students in APA-accredited clinical and counseling psychology doctoral programs.3
Perceived barriers to seeking mental health treatment among clinical psychology graduate students.3
Evaluating service user-led teaching of mental health recovery concepts in clinical psychology training.3
Bug-in-the-eye supervision: A critical review.3
Video-based training in recognizing exemplars of autism spectrum disorder diagnostic criteria.2
A critical postcolonial and resilience-based framework of supervision in action.2
Pass rates on the Examination for Professional Practice in Psychology (EPPP) according to demographic variables: A partial replication.2
Addressing intersectional identities and experiences in professional psychology trainees with disabilities: A call for action.2
Guidelines to address barriers in clinical training for trainees with sensory disabilities.2
Can students in simulation portray a psychotherapy patient authentically with a detailed role-script? Results of a randomized-controlled study.2
Bridging the gap: Addressing the mental health needs of underrepresented collegiate students at psychology training clinics.2
Incorporating an acculturation perspective into the Integrative Developmental Model (IDM) in supervising international trainees.2
Development of the standardized supervisee framework as a novel approach to supervision training.2
Concerns about counseling racial minority clients: Ethnocultural empathy, insight, and multicultural intervention self-efficacy.2
Faculty evaluations of student applicants who disclose mental health information: An empirical examination.2
Development of a standardized patient evaluation exam: An innovative model for health service psychology programs.2
Development and initial validation of the Multicultural Training and Education Questionnaire.2
Facilitation of consultation and communication between psychology doctoral programs and internships.2
How did we help (or not)? A qualitative analysis of helpful resources used by psychology trainees with disabilities.2
Creation and implementation of a national interprofessional integrated primary care competency training program: Preliminary findings and lessons learne2
We must do better: Trends in disability representation among pre-doctoral internship applicants.2
Identification and selection of jobs in clinical geropsychology: A survey to inform career mentoring, job search, and helpful resources.2
Further validation of competency assessment: The practicum evaluation form.2
The fallacy of “good training experiences”: The need to protect psychology trainees from harassment and the imperative of multiculturally competent supervision.2
Exposure therapy training and supervision: Research-informed strategies for addressing barriers to adoption and dissemination.2
Predictors of therapy trainees’ pathologizing and invalidating microaggressions with sexual and racial minority therapy clients.2
Collaboration, scaffolding, and successive approximations: A developmental science approach to training in clinical psychology.2
CCTC 2020: Addressing social responsiveness in health service psychology education and training.2
Left wanting: Desired but unaccessed resources among health service psychology trainees with disabilities.2
The development of the Professional Competencies Scale: Foundational, functional, and continuing competencies.2
Preparation for a premaster’s internship in a blended school psychology program: A case study.2
Capability-informed competency approach to lifelong professional development.2
Initiating a DBT consultation team: Conceptual and practical considerations for training clinics.2
Principles of socially responsive shared governance: Applying an ethics lens to systems of governance in professional psychology training.1
Balancing the imbalance: An examination of recent changes in psychology doctoral internship supply and demand.1
Counterstories of multiculturalism and social justice: Lived experience of Asian and Black faculty teaching multicultural classes.1
Internship factors associated with the mobility of early career psychologists.1
Short-changing the future: The systemic gap between psychology internship stipends and living wages.1
Predicting client-rated session depth and alliance in trainees’ first clinical encounter: The contribution of therapist characteristics and technique usage.1
Master’s-level psychological assessment competencies and training.1
Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada.1
Using simulated patients to train interpersonal skills with clinical psychology doctoral students.1
Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.1
Forensic psychology postdoctoral training in the United States: How do programs meet national guidelines and standards?1
Training and education to advance multicultural mental health-care delivery (the “TEAM mental health-care delivery model”): A pilot evaluation of outcomes, acceptability, and feasibility.1
Protecting sexual and gender minorities in academic institutions with disallowing policies: Psychological, ethical, and accreditation concerns.1
Considerations for dependable assessment of trainee competence: Utility of generalizability theory.1
En Sus Propias Palabras (in their own words): Reflections of Spanish–English bilingual psychologists and trainees in the United States.1
Racial, cultural, and social injustice in psychological assessment: A brief review, call to action, and resources to help reduce inequities and harm.1
The availability of training opportunities in personality disorders in American Psychological Association- and Psychological Clinical Science Accreditation System-accredited clinical and counseling ps1
Therapist effects on outcome: Meaningful differences exist early in training.1
Advancing Your Confidence as an Educator (ACE): An academic-VA partnership to enhance educator skills and improve attitudes about careers in aging.1
Diversity and social justice training at the postdoctoral level: A scoping study and pilot of a self-assessment.1
Factors associated with passing the EPPP on first attempt: Findings from a mixed methods survey of recent test takers.1
Trainee confidentiality: Confusions, complexities, consequences, and possibilities.1
Integrating public health core values into psychology training competencies.1
Making the leap to socially responsive research training in health service psychology.1
Self-disclosure in a self-practice/self-reflection CBT group in professional psychology training.1
The power of relationships for bridging difference.1
Evaluating the “visit day” tool for supporting underrepresented and/or marginalized students in applying to doctoral programs.1
Technology is a core competency in professional psychology.1
When the expected happens: Facing a major life event in graduate school.1
Ban the box: Addressing effects of systemic racism on justice-involved individuals in pathways to professional psychology.1
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