Training and Education in Professional Psychology

Papers
(The TQCC of Training and Education in Professional Psychology is 3. 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 2021-05-01 to 2025-05-01.)
ArticleCitations
Socially responsive health service psychology education and training.20
Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada.20
Technology is a core competency in professional psychology.18
Ethical and diversity considerations of mandatory reporting: Implications for training.17
Supplemental Material for Grad Psych Stats: Toward a Socially Responsive Recentering17
Sexuality as a competency: Advancing training to serve the public.17
En Sus Propias Palabras (in their own words): Reflections of Spanish–English bilingual psychologists and trainees in the United States.17
Brief therapy training for doctoral interns at university counseling centers.16
Supporting students in health service psychology training: A theory-driven approach to meeting the diverse needs of trainees.15
Bug-in-the-eye supervision: A critical review.15
Supplemental Material for ADDRESSING Diversity: Clinical Assessment and Outcomes in a Psychology Training Clinic14
Self-disclosure in a self-practice/self-reflection CBT group in professional psychology training.12
Layered cultural processes: The relationship between multicultural orientation and satisfaction with supervision.11
Addressing intersectional identities and experiences in professional psychology trainees with disabilities: A call for action.11
Existing policies and procedures for training needs among clinical psychology trainees: An institutional policy review.11
Coursework, instrument exposure, and perceived competence in psychological assessment: A national survey of practices and beliefs of health service psychology trainees.10
Evaluating service user-led teaching of mental health recovery concepts in clinical psychology training.9
Supplemental Material for Managing Clinical Supervision Dilemmas: A Mixed-Methods Vignette Study9
The relational-expressive dual-continuum model of clinical supervisor training.9
Trainee confidentiality: Confusions, complexities, consequences, and possibilities.9
Faculty evaluations of student applicants who disclose mental health information: An empirical examination.8
Preferences for and acceptability of telesupervision among health service psychology trainees.8
Factors related to the impostor phenomenon in psychology doctoral students.8
Competencies for the practice of pediatric integrated primary care: A continuum of training.8
A review of diversity-related content on clinical psychology doctoral program websites.8
Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.7
Comprehensive and qualifying examinations: A qualitative review of APA-accredited doctoral psychology programs.7
Sport psychology training in APA-accredited counseling psychology programs: There is more room at the inn.7
Supplemental Material for Report of the Council of University Directors of Clinical Psychology (CUDCP) Burnout Task Force: Workload, Burnout, and Emotional Health in Clinical Psychological Trainees6
Clinical psychology graduate programs: Falling short in cultural humility training.6
Exploration of the impact of baseline clinician learner characteristics on motivational interviewing skill improvement following training with a virtual standardized patient.6
Deliberate practice of consultation microskills: An exploratory study of training.6
Supplemental Material for Examining the Impact of COVID-19 on Supervisees’ Experiences of Clinical Supervision6
“Hands-on” learning in a health service psychology doctoral program through social justice consultation.5
The Examination for the Professional Practice of Psychology: An examination of construct validity.5
Acknowledgment5
The impact of working with forced migrants in the context of graduate research training.5
Self-care as a competency benchmark: Creating a culture of shared responsibility.5
The use of video in supervision: Is it all about social norm?5
Passing the torch: Reflections and recommendations to advance Training and Education in Professional Psychology.5
Advanced competency development in health service psychology postdoctoral training: Principles and defining characteristics for program design.5
Development and efficacy of an ethical decision-making tool for training clinical psychologists.5
Benefits and challenges of an online CBT group, utilizing self-practice/self-reflection paradigm for psychology trainees.5
The development of the Respect4All program.5
Supplemental Material for Preferences for and Acceptability of Telesupervision Among Health Service Psychology Trainees5
Short-changing the future: The systemic gap between psychology internship stipends and living wages.5
Cultural discussions, supervisor self-disclosure, and multicultural orientation: Implications for supervising international trainees.4
Supplemental Material for Communication Training for the Provision of Psychological Assessment Feedback: An Exploratory Randomized Controlled Study4
Development, implementation, and sustainment of multicultural peer-consultation teams in distinct mental health settings: An implementation-focused comparative case study.4
Supplemental Material for Psychology Doctoral Students’ Satisfaction With Virtual Supervision During COVID-194
Guidelines to address barriers in clinical training for trainees with sensory disabilities.4
Supplemental Material for Enhancing Departmental Culture by Centering Students4
Assessment supervision during COVID-19 and beyond: Trainee perspectives on the supervision of teleassessment.4
Development and initial validation of the Multicultural Training and Education Questionnaire.4
Racial and ethnic diversity among clinical psychology doctoral students applying for internship.4
Diversity, equity, inclusion, justice, and antiracism statements by clinical psychological science programs: A mixed methods analysis of public commitments.4
Exploring the network structure of a measure of supervision competence and its prediction of trainee development.4
Supplemental Material for Live Supervision in Psychotherapy Training—A Systematic Review3
Education and training guidelines for group psychology and group psychotherapy.3
Relational mentorship for doctoral psychology interns: A formal preceptor model.3
Master’s-level psychological assessment competencies and training.3
Communication training for the provision of psychological assessment feedback: An exploratory randomized controlled study.3
Further validation of competency assessment: The practicum evaluation form.3
Confronting stigma and complicity in justice-oriented work: A descriptive examination of interest and training needs in counseling psychology.3
Supplemental Material for Can Students in Simulation Portray a Psychotherapy Patient Authentically With a Detailed Role-Script? Results of a Randomized-Controlled Study3
Considerations for assessment training competencies in health service psychology programs in the age of COVID-19.3
Psychotherapy in Black and White: An examination of how race is discussed in a sample of black american clients and White American counselors.3
Training psychologists to address social determinants of mental health.3
Clinical supervisors’ experiences with and barriers to supporting trainees who have experienced identity based harassment.3
Effectiveness of videoconferencing psychotherapy delivered by novice clinicians in a training clinic.3
Capability-informed competency approach to lifelong professional development.3
Attitudes about parenting and family planning among psychology trainees and mentors.3
Deliberate practice in anti-racist psychology.3
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