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 2021-06-01 to 2025-06-01.)
ArticleCitations
Socially responsive health service psychology education and training.22
Training practices in routine outcome monitoring among accredited psychology doctoral programs in Canada.18
Supplemental Material for Grad Psych Stats: Toward a Socially Responsive Recentering18
Technology is a core competency in professional psychology.18
En Sus Propias Palabras (in their own words): Reflections of Spanish–English bilingual psychologists and trainees in the United States.16
Sexuality as a competency: Advancing training to serve the public.16
Brief therapy training for doctoral interns at university counseling centers.15
Bug-in-the-eye supervision: A critical review.14
Supporting students in health service psychology training: A theory-driven approach to meeting the diverse needs of trainees.14
Supplemental Material for ADDRESSING Diversity: Clinical Assessment and Outcomes in a Psychology Training Clinic13
Self-disclosure in a self-practice/self-reflection CBT group in professional psychology training.12
Ethical and diversity considerations of mandatory reporting: Implications for training.12
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
The relational-expressive dual-continuum model of clinical supervisor training.9
Layered cultural processes: The relationship between multicultural orientation and satisfaction with supervision.9
Preferences for and acceptability of telesupervision among health service psychology trainees.8
Evaluating service user-led teaching of mental health recovery concepts in clinical psychology training.8
Supplemental Material for Managing Clinical Supervision Dilemmas: A Mixed-Methods Vignette Study8
Trainee confidentiality: Confusions, complexities, consequences, and possibilities.8
Competencies for the practice of pediatric integrated primary care: A continuum of training.7
Factors related to the impostor phenomenon in psychology doctoral students.7
A review of diversity-related content on clinical psychology doctoral program websites.7
Deliberate practice of consultation microskills: An exploratory study of training.7
Sport psychology training in APA-accredited counseling psychology programs: There is more room at the inn.7
Comprehensive and qualifying examinations: A qualitative review of APA-accredited doctoral psychology programs.7
Training and maintaining self-care: Recommendations, values, and mental health.6
Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.6
Clinical psychology graduate programs: Falling short in cultural humility training.6
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 Trainees5
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
Supplemental Material for Examining the Impact of COVID-19 on Supervisees’ Experiences of Clinical Supervision5
Passing the torch: Reflections and recommendations to advance Training and Education in Professional Psychology.5
Acknowledgment5
Self-care as a competency benchmark: Creating a culture of shared responsibility.5
Exploration of the impact of baseline clinician learner characteristics on motivational interviewing skill improvement following training with a virtual standardized patient.5
Short-changing the future: The systemic gap between psychology internship stipends and living wages.5
The impact of working with forced migrants in the context of graduate research training.5
Supplemental Material for Preferences for and Acceptability of Telesupervision Among Health Service Psychology Trainees5
Supplemental Material for Enhancing Departmental Culture by Centering Students4
Racial and ethnic diversity among clinical psychology doctoral students applying for internship.4
The Examination for the Professional Practice of Psychology: An examination of construct validity.4
Benefits and challenges of an online CBT group, utilizing self-practice/self-reflection paradigm for psychology trainees.4
Guidelines to address barriers in clinical training for trainees with sensory disabilities.4
“Hands-on” learning in a health service psychology doctoral program through social justice consultation.4
Cultural discussions, supervisor self-disclosure, and multicultural orientation: Implications for supervising international trainees.4
The use of video in supervision: Is it all about social norm?4
Development and initial validation of the Multicultural Training and Education Questionnaire.4
The development of the Respect4All program.4
Diversity, equity, inclusion, justice, and antiracism statements by clinical psychological science programs: A mixed methods analysis of public commitments.3
Assessment supervision during COVID-19 and beyond: Trainee perspectives on the supervision of teleassessment.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
Relational mentorship for doctoral psychology interns: A formal preceptor model.3
Supplemental Material for Communication Training for the Provision of Psychological Assessment Feedback: An Exploratory Randomized Controlled Study3
Development, implementation, and sustainment of multicultural peer-consultation teams in distinct mental health settings: An implementation-focused comparative case study.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
Further validation of competency assessment: The practicum evaluation form.3
Supplemental Material for Psychology Doctoral Students’ Satisfaction With Virtual Supervision During COVID-193
Exploring the network structure of a measure of supervision competence and its prediction of trainee development.3
Supplemental Material for Live Supervision in Psychotherapy Training—A Systematic Review3
Education and training guidelines for group psychology and group psychotherapy.3
Training psychologists to address social determinants of mental health.3
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