Training and Education in Professional Psychology

Papers
(The TQCC of Training and Education in Professional Psychology is 4. 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
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
Implementation of a cross-cultural simulation workshop: Feasibility and training satisfaction.9
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
The relationship between mindfulness and self-compassion for self-assessed competency and self-efficacy of psychologists-in-training.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
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
Predictors of therapy trainees’ pathologizing and invalidating microaggressions with sexual and racial minority therapy clients.4
How therapists navigate Facebook with clients.4
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