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 2020-05-01 to 2024-05-01.)
ArticleCitations
Student perceptions of multicultural training and program climate in clinical psychology doctoral programs.16
Supervisee nondisclosure in clinical supervision: Cultural and relational considerations.15
Factors impacting the retention of students of color in graduate programs: A qualitative study.15
Giving psychology trainees a voice during the COVID-19 pandemic: Trainee mental health, perceived safety, and support.15
COVID-19 and beyond: Telesupervision training within the supervision competency.15
Implementing routine outcome monitoring in a psychology training clinic: A case study of a process model.14
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.12
A systematic review of self-care measures for professionals and trainees.11
Factors related to the impostor phenomenon in psychology doctoral students.11
Layered cultural processes: The relationship between multicultural orientation and satisfaction with supervision.11
Deliberate practice of consultation microskills: An exploratory study of training.11
Social justice challenges: Students of color and critical incidents in the graduate classroom.10
Women of color and mentorship in graduate training.10
Graduate training and certification in trauma treatment for clinical practitioners.9
Coursework, instrument exposure, and perceived competence in psychological assessment: A national survey of practices and beliefs of health service psychology trainees.9
Relationships among supervisee perceived supervisor cultural humility, working alliance, and supervisee self-efficacy among white supervisor and supervisee of color dyads.9
The social justice practicum in counseling psychology training.9
Exploring the role of context on racially responsive supervision: The racial identity social interaction model.8
Beyond legal obligation: The role and necessity of the supervisor-advocate in creating a socially just, disability-affirmative training environment.8
It takes money to make money: Inequity in psychology graduate student borrowing and financial stressors.8
Innovations in competence assessment: Design and initial validation of the Vignette Matching Assessment Tool (VMAT).8
Training psychologists to address social determinants of mental health.7
Doing intersectionality in social justice oriented clinical training.7
Supervision training in APA-accredited school psychology doctoral programs: An analysis of syllabi.7
Developing cultural competency for providing psychological services with immigrant populations: A cross-level training curriculum.7
Creating a mentoring culture in graduate training programs.6
Cultural humility in action: Reflective and process-oriented supervision with Black trainees.6
Implementation of a cross-cultural simulation workshop: Feasibility and training satisfaction.6
Examining the effects of the supervisory relationship and therapeutic alliance on client outcomes in novice therapists.6
Training future psychologists to be competent in self-care: A systematic review.6
The relationship between mindfulness and self-compassion for self-assessed competency and self-efficacy of psychologists-in-training.6
Sexuality as a competency: Advancing training to serve the public.6
Still wanting change, still working for justice: An introduction to the special issue on social justice training in health service psychology.5
Characterizing evidence-based practice and training resource barriers: A needs assessment.5
Can simulated patient encounters appear authentic? Development and pilot results of a rating instrument based on the portrayal of depressive patients.5
Moving toward a new era of telepsychology in university training clinics: Considerations and curricula recommendations.5
Growth during a global pandemic: A polyethnography among doctoral counselling psychology students.5
Cultural discussions, supervisor self-disclosure, and multicultural orientation: Implications for supervising international trainees.5
Remote supervision and training in suicide prevention during the time of the coronavirus pandemic: Recommendations for training programs and supervisors.5
Returning the colonizers gaze: Critiquing Whiteness in our training programs.5
Doctoral training in counseling psychology: Analyses of 20-year trends, differences across the practice-research continuum, and comparisons with clinical psychology.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
Trainee experiences of racism, sexism, heterosexism, and ableism (the “ISMs”) at a Department of Veterans Affairs (VA) healthcare facility.4
Preferences for and acceptability of telesupervision among health service psychology trainees.4
Racial and ethnic diversity among clinical psychology doctoral students applying for internship.4
Considerations for assessment training competencies in health service psychology programs in the age of COVID-19.4
Relational mentorship for doctoral psychology interns: A formal preceptor model.4
Assessment supervision during COVID-19 and beyond: Trainee perspectives on the supervision of teleassessment.4
Self-care as a competency benchmark: Creating a culture of shared responsibility.4
Stalling at the starting line: First-generation college students’ debt, economic stressors, and delayed life milestones in professional psychology.4
Preliminary validation of a new competency tool for evaluating assessment skills in professional psychology trainees.4
Rapid transition to telepsychology: Health service psychology trainee responses amidst a global Covid-19 crisis from an ecological perspective.4
How therapists navigate Facebook with clients.4
Enhancing profession-wide competencies in supervision and assessment: An evaluation of a peer mentorship approach.4
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