- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editors
- On Developing Professional Psychologists: The State of the Art and a Look Ahead
- A History of Education and Training in Professional Psychology
- Training Models in Professional Psychology Doctoral Programs
- Rethinking the Core Curriculum for the Education of Professional Psychologists
- Theoretical Orientation in the Education and Training of Psychologists
- Accreditation of Education and Training Programs
- Competency-Based Education and Training in Professional Psychology
- The History and Importance of Specialization in Professional Psychology
- Practicum Training in Professional Psychology
- Internship Training
- Postdoctoral Training in Professional Psychology
- Research Training in Professional Psychology
- Psychology Licensure and Credentialing in the United States and Canada
- Ten Trends in Lifelong Learning and Continuing Professional Development
- Selecting Graduate Students: Doctoral Program and Internship Admissions
- Trainee Evaluation in Professional Psychology
- Mentoring in Psychology Education and Training: A Mentoring Relationship Continuum Model
- Clinical Supervision and the Era of Competence
- Trainees with Problems of Professional Competence
- Ethics Issues in Training Students and Supervisees
- Remedial and Disciplinary Interventions in Graduate Psychology Training Programs: 25 Essential Questions for Faculty and Supervisors
- When Training Goes Awry
- A Contextual Perspective on Professional Training
- Sex and Gender in Professional Psychology Education and Training
- Race and Ethnicity in the Education and Training of Professional Psychologists
- Sexual Identity Issues in Education and Training for Professional Psychologists
- Religion in Education and Training
- Professionalism: Professional Attitudes and Values in Psychology
- Emerging Technologies and Innovations in Professional Psychology Training
- Professional Psychology Program Leaders: Competencies and Characteristics
- Employment Trends for Early Career Psychologists: Implications for Education and Training Programs in Professional Psychology and for Those Who Wish to Become Successful Early Career Psychologists
Abstract and Keywords
The practicum is the first and longest phase in the sequence of applied training for doctoral students in professional psychology. Changes in the American Psychological Association (APA) Model Licensure Act, in regulatory guidelines, and in accreditation standards and regulations have brought increased attention to practicum training in recent years. Practicum training has a long history that can be traced to the very beginnings of professional psychology. Designed to prepare students for subsequent clinical training, the practicum is the responsibility of the graduate program. This chapter discusses the methods and policies that programs design to manage and optimize the quality of students’ practicum experiences. Competency goals for practicum training have been an important focus for the developing competencies movement in professional psychology. These competencies are reviewed in this chapter, along with the practices and methods typically used in practicum settings to help students acquire them.
Dr. Robert L. Hatcher is director of the Wellness Center at the CUNY Graduate Center and adjunct faculty in the Psychology Program. He is an associate editor of Training and Education in Professional Psychology (TEPP), and on the editorial boards of the Journal of Counseling Psychology, Psychotherapy Research, and Psychotherapy.
Erica H. Wise is Clinical Professor and Director of the Psychology Training Clinic for the Clinical Psychology program at the University of North Carolina at Chapel Hill. She teaches doctoral level courses on clinical theory and practice, supervision, ethics, and diversity. She is a former chair of the APA Ethics Committee and the North Carolina Psychology Board. Her professional interests include ethics and self-care in academic and professional practice settings.
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