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 2020-11-01 to 2024-11-01.)
ArticleCitations
Student perceptions of multicultural training and program climate in clinical psychology doctoral programs.20
Supervisee nondisclosure in clinical supervision: Cultural and relational considerations.17
Factors impacting the retention of students of color in graduate programs: A qualitative study.16
Giving psychology trainees a voice during the COVID-19 pandemic: Trainee mental health, perceived safety, and support.16
Implementing routine outcome monitoring in a psychology training clinic: A case study of a process model.15
COVID-19 and beyond: Telesupervision training within the supervision competency.15
Who are we missing? Examining the Graduate Record Examination quantitative score as a barrier to admission into psychology doctoral programs for capable ethnic minorities.14
Comparing burnout between graduate-level and professional clinicians.14
Deliberate practice of consultation microskills: An exploratory study of training.13
Layered cultural processes: The relationship between multicultural orientation and satisfaction with supervision.13
A systematic review of self-care measures for professionals and trainees.13
Factors related to the impostor phenomenon in psychology doctoral students.12
Graduate training and certification in trauma treatment for clinical practitioners.11
Relationships among supervisee perceived supervisor cultural humility, working alliance, and supervisee self-efficacy among white supervisor and supervisee of color dyads.11
Coursework, instrument exposure, and perceived competence in psychological assessment: A national survey of practices and beliefs of health service psychology trainees.11
Women of color and mentorship in graduate training.11
It takes money to make money: Inequity in psychology graduate student borrowing and financial stressors.10
Implementation of a cross-cultural simulation workshop: Feasibility and training satisfaction.9
Innovations in competence assessment: Design and initial validation of the Vignette Matching Assessment Tool (VMAT).9
Cultural humility in action: Reflective and process-oriented supervision with Black trainees.9
The relationship between mindfulness and self-compassion for self-assessed competency and self-efficacy of psychologists-in-training.8
Questionable research practices among faculty and students in APA-accredited clinical and counseling psychology doctoral programs.8
Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi.8
Creating a mentoring culture in graduate training programs.8
Developing cultural competency for providing psychological services with immigrant populations: A cross-level training curriculum.8
Training future psychologists to be competent in self-care: A systematic review.7
Examining the effects of the supervisory relationship and therapeutic alliance on client outcomes in novice therapists.7
Training psychologists to address social determinants of mental health.7
Sexuality as a competency: Advancing training to serve the public.7
Moving toward a new era of telepsychology in university training clinics: Considerations and curricula recommendations.6
Self-care as a competency benchmark: Creating a culture of shared responsibility.6
Doctoral training in counseling psychology: Analyses of 20-year trends, differences across the practice-research continuum, and comparisons with clinical psychology.6
Stalling at the starting line: First-generation college students’ debt, economic stressors, and delayed life milestones in professional psychology.6
A systematic review and meta-analysis of motivational interviewing training effectiveness among students-in-training.6
Cultural discussions, supervisor self-disclosure, and multicultural orientation: Implications for supervising international trainees.6
Relational mentorship for doctoral psychology interns: A formal preceptor model.5
Returning the colonizers gaze: Critiquing Whiteness in our training programs.5
Racial and ethnic diversity among clinical psychology doctoral students applying for internship.5
Remote supervision and training in suicide prevention during the time of the coronavirus pandemic: Recommendations for training programs and supervisors.5
Live supervision in psychotherapy training—A systematic review.5
Growth during a global pandemic: A polyethnography among doctoral counselling psychology students.5
Bug-in-the-eye supervision: A critical review.5
“Hands-on” learning in a health service psychology doctoral program through social justice consultation.5
Examining the impact of COVID-19 on supervisees’ experiences of clinical supervision.5
Assessment supervision during COVID-19 and beyond: Trainee perspectives on the supervision of teleassessment.5
Can simulated patient encounters appear authentic? Development and pilot results of a rating instrument based on the portrayal of depressive patients.5
Predictors of therapy trainees’ pathologizing and invalidating microaggressions with sexual and racial minority therapy clients.4
How therapists navigate Facebook with clients.4
Health service psychology doctoral training during the early stage of the COVID-19 pandemic: May 1st to June 25th, 2020.4
Trainee experiences of racism, sexism, heterosexism, and ableism (the “ISMs”) at a Department of Veterans Affairs (VA) healthcare facility.4
The fallacy of “good training experiences”: The need to protect psychology trainees from harassment and the imperative of multiculturally competent supervision.4
Exposure therapy training and supervision: Research-informed strategies for addressing barriers to adoption and dissemination.4
Supporting students in health service psychology training: A theory-driven approach to meeting the diverse needs of trainees.4
Overcoming racial battle fatigue through dialogue: Voices of three counseling psychologist trainees.4
Rapid transition to telepsychology: Health service psychology trainee responses amidst a global Covid-19 crisis from an ecological perspective.4
Preferences for and acceptability of telesupervision among health service psychology trainees.4
Addressing intersectional identities and experiences in professional psychology trainees with disabilities: A call for action.4
Introduction to the special issue on competency in training and education.4
Considerations for assessment training competencies in health service psychology programs in the age of COVID-19.4
Preliminary validation of a new competency tool for evaluating assessment skills in professional psychology trainees.4
Perceived barriers to seeking mental health treatment among clinical psychology graduate students.4
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
Development of a standardized patient evaluation exam: An innovative model for health service psychology programs.3
Early childhood-focused training in school psychology.3
Further validation of competency assessment: The practicum evaluation form.3
Faculty evaluations of student applicants who disclose mental health information: An empirical examination.3
Deep-structure curriculum liberation for social responsiveness in graduate health service psychology training.3
Development and initial validation of the Multicultural Training and Education Questionnaire.3
Development and implementation of an objective structured clinical examination for evaluating clinical psychology graduate students.3
Effectiveness of videoconferencing psychotherapy delivered by novice clinicians in a training clinic.3
Evaluating service user-led teaching of mental health recovery concepts in clinical psychology training.3
Left wanting: Desired but unaccessed resources among health service psychology trainees with disabilities.3
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
Video-based training in recognizing exemplars of autism spectrum disorder diagnostic criteria.2
CCTC 2020: Addressing social responsiveness in health service psychology education and training.2
Can students in simulation portray a psychotherapy patient authentically with a detailed role-script? Results of a randomized-controlled study.2
Using simulated patients to train interpersonal skills with clinical psychology doctoral students.2
Incorporating an acculturation perspective into the Integrative Developmental Model (IDM) in supervising international trainees.2
Concerns about counseling racial minority clients: Ethnocultural empathy, insight, and multicultural intervention self-efficacy.2
Counterstories of multiculturalism and social justice: Lived experience of Asian and Black faculty teaching multicultural classes.2
Guidelines to address barriers in clinical training for trainees with sensory disabilities.2
The development of the Professional Competencies Scale: Foundational, functional, and continuing competencies.2
We must do better: Trends in disability representation among pre-doctoral internship applicants.2
Development of the standardized supervisee framework as a novel approach to supervision training.2
Identification and selection of jobs in clinical geropsychology: A survey to inform career mentoring, job search, and helpful resources.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
Facilitation of consultation and communication between psychology doctoral programs and internships.2
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
Predicting client-rated session depth and alliance in trainees’ first clinical encounter: The contribution of therapist characteristics and technique usage.1
Technology is a core competency in professional psychology.1
The power of relationships for bridging difference.1
Effects of a brief mindfulness intervention program: Changes in mindfulness and self-compassion predict increased tolerance of uncertainty in trainee psychologists.1
Predictors of dissertation publication in clinical and counseling psychology.1
Addressing diversity: Clinical assessment and outcomes in a psychology training clinic.1
Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.1
Balancing the imbalance: An examination of recent changes in psychology doctoral internship supply and demand.1
Evaluating mentoring programs in health service psychology: An example of the society of pediatric psychology mentoring project.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
Racial, cultural, and social injustice in psychological assessment: A brief review, call to action, and resources to help reduce inequities and harm.1
Master’s-level psychological assessment competencies and training.1
Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada.1
When the expected happens: Facing a major life event in graduate school.1
Factors associated with passing the EPPP on first attempt: Findings from a mixed methods survey of recent test takers.1
Comprehensive and qualifying examinations: A qualitative review of APA-accredited doctoral psychology programs.1
Ban the box: Addressing effects of systemic racism on justice-involved individuals in pathways to professional psychology.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
Survey of doctoral internships in psychology offering experience in forensics and corrections.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
Therapist effects on outcome: Meaningful differences exist early in training.1
The availability of training opportunities in personality disorders in American Psychological Association- and Psychological Clinical Science Accreditation System-accredited clinical and counseling ps1
Evaluating the “visit day” tool for supporting underrepresented and/or marginalized students in applying to doctoral programs.1
Advancing Your Confidence as an Educator (ACE): An academic-VA partnership to enhance educator skills and improve attitudes about careers in aging.1
Principles of socially responsive shared governance: Applying an ethics lens to systems of governance in professional psychology training.1
Clinical psychology graduate programs: Falling short in cultural humility training.1
Trainee confidentiality: Confusions, complexities, consequences, and possibilities.1
Integrating public health core values into psychology training competencies.1
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