GradPSYCH - March 2012 - (Page 6)

T H E l aT E S T psychology practicums reflect the field’s growth Tomorrow’s psychologists won’t just be therapists, they’ll also be managers, advocates for social justice and community outreach coordinators. That’s the message from a survey of 195 training directors published in the November issue of Training and Education in Professional Psychology, which found that schools are expanding the period of real-world training known as the practicum from covering supervised direct services to clients, to also include advocacy, administration and more. “Practicum training is starting to recognize the opportunities psychologists have found to use their expertise in the world,” says Robert L. Hatcher, PhD, director of the Wellness Center at the City University of New York Graduate Center. “Psychologists have skills that end up being used in a wide range of settings, like policy settings, for example, or health-care think tanks.” Students typically complete more than one yearlong practicum, and that training increasingly reflects psychologists’ broadening role. In 2009, between 86 percent and 97 percent of program directors said that outreach and advocacy are important parts of practicum training, up from 57 percent who endorsed “Community consultation, advocacy and training” a decade earlier. While in the past, students spent their practicum semester providing therapy, today’s graduate students might also learn how to advocate for clients who require social services or oversee volunteers at a battered women’s shelter. “It reflects a growing sophistication within education and training in psychology,” says Catherine Grus, PhD, co-author of the paper and APA’s deputy executive director for education. “We’re really thinking more about the competencies our students need.” With states increasingly accepting practicum hours toward licensure, a quality practicum experience is more valuable than ever and can help point students toward their future career niches, says Hatcher. “The more that students can work with their faculty to plan out a thoughtful set of practicum experiences that will match their interests and training goals, the better off they’ll be,” he says. —S. Dembling What practicum activities are most important to training directors? Direct service to clients Consultation with parents, caregivers Supervision of others Outcomes assessment Coordinate treatment teams Program development, evaluation Management/administration Community outreach Advocacy 9% 77% 4% 62% 14% 83% 11% 87% 30% 60% 98% 0% 55% 5% 16% 69% 40% 59% Very important Acceptable Source: Training and Education in Professional Psychology (Vol. 5, No. 4). 6 • gradPSYCH • March 2012 

Table of Contents for the Digital Edition of GradPSYCH - March 2012

GradPSYCH - March 2012
Contents
Psychology practicums reflect the field’s growth
How evidencebased is your trauma treatment?
Media Picks
Chair’s Corner
Odd Jobs
Research Roundup
Chart your own adventure
Matters to a Degree
Killer apps
The oil spill’s reverberations
A student of synchrony
Literature reviews made easy
Absentee advisers
What’s behind the internship match crisis?
Potential solutions
Steps to the match
Bulletin Board
Jobs, internships, postdocs and other opportunities
The Back Page

GradPSYCH - March 2012

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