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 2021-09-01 to 2025-09-01.)
ArticleCitations
Socially responsive health service psychology education and training.21
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
Sexuality as a competency: Advancing training to serve the public.18
Technology is a core competency in professional psychology.16
Acceptability and feasibility of infusing training in spiritual and religious competencies in mental health graduate education.15
En Sus Propias Palabras (in their own words): Reflections of Spanish–English bilingual psychologists and trainees in the United States.15
Brief therapy training for doctoral interns at university counseling centers.13
Supporting students in health service psychology training: A theory-driven approach to meeting the diverse needs of trainees.13
Supplemental Material for Acceptability and Feasibility of Infusing Training in Spiritual and Religious Competencies in Mental Health Graduate Education12
Supplemental Material for ADDRESSING Diversity: Clinical Assessment and Outcomes in a Psychology Training Clinic12
Ethical and diversity considerations of mandatory reporting: Implications for training.11
Existing policies and procedures for training needs among clinical psychology trainees: An institutional policy review.10
Self-disclosure in a self-practice/self-reflection CBT group in professional psychology training.10
Layered cultural processes: The relationship between multicultural orientation and satisfaction with supervision.9
Addressing intersectional identities and experiences in professional psychology trainees with disabilities: A call for action.9
Coursework, instrument exposure, and perceived competence in psychological assessment: A national survey of practices and beliefs of health service psychology trainees.9
The relational-expressive dual-continuum model of clinical supervisor training.9
Preferences for and acceptability of telesupervision among health service psychology trainees.8
Supplemental Material for Managing Clinical Supervision Dilemmas: A Mixed-Methods Vignette Study8
Trainee confidentiality: Confusions, complexities, consequences, and possibilities.8
Evaluating service user-led teaching of mental health recovery concepts in clinical psychology training.8
A review of diversity-related content on clinical psychology doctoral program websites.8
Sport psychology training in APA-accredited counseling psychology programs: There is more room at the inn.7
Factors related to the impostor phenomenon in psychology doctoral students.7
Competencies for the practice of pediatric integrated primary care: A continuum of training.6
Deliberate practice of consultation microskills: An exploratory study of training.6
Training and maintaining self-care: Recommendations, values, and mental health.6
Supplemental Material for Examining the Impact of COVID-19 on Supervisees’ Experiences of Clinical Supervision6
Comprehensive and qualifying examinations: A qualitative review of APA-accredited doctoral psychology programs.6
Clinical psychology graduate programs: Falling short in cultural humility training.6
Self-protective strategies used by Asian and Black psychology and counselor education faculty who teach multicultural competence courses.6
Short-changing the future: The systemic gap between psychology internship stipends and living wages.5
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
Exploration of the impact of baseline clinician learner characteristics on motivational interviewing skill improvement following training with a virtual standardized patient.5
Supplemental Material for Preferences for and Acceptability of Telesupervision Among Health Service Psychology Trainees5
Passing the torch: Reflections and recommendations to advance Training and Education in Professional Psychology.5
Development and efficacy of an ethical decision-making tool for training clinical psychologists.4
The impact of working with forced migrants in the context of graduate research training.4
Racial and ethnic diversity among clinical psychology doctoral students applying for internship.4
Self-care as a competency benchmark: Creating a culture of shared responsibility.4
Development and initial validation of the Multicultural Training and Education Questionnaire.4
The Examination for the Professional Practice of Psychology: An examination of construct validity.4
Acknowledgment4
The development of the Respect4All program.4
The use of video in supervision: Is it all about social norm?4
Relational mentorship for doctoral psychology interns: A formal preceptor model.3
Effectiveness of videoconferencing psychotherapy delivered by novice clinicians in a training clinic.3
Confronting stigma and complicity in justice-oriented work: A descriptive examination of interest and training needs in counseling psychology.3
Exploring the network structure of a measure of supervision competence and its prediction of trainee development.3
Supplemental Material for Enhancing Departmental Culture by Centering Students3
Diversity, equity, inclusion, justice, and antiracism statements by clinical psychological science programs: A mixed methods analysis of public commitments.3
Benefits and challenges of an online CBT group, utilizing self-practice/self-reflection paradigm for psychology trainees.3
Capability-informed competency approach to lifelong professional development.3
Supplemental Material for Live Supervision in Psychotherapy Training—A Systematic Review3
Cultivating diversity in the field of psychology: Understanding challenges and opportunities through focus groups with underrepresented undergraduate students.3
Cultural discussions, supervisor self-disclosure, and multicultural orientation: Implications for supervising international trainees.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
Further validation of competency assessment: The practicum evaluation form.3
Education and training guidelines for group psychology and group psychotherapy.3
Clinical supervisors’ experiences with and barriers to supporting trainees who have experienced identity based harassment.3
Guidelines to address barriers in clinical training for trainees with sensory disabilities.3
Supplemental Material for Psychology Doctoral Students’ Satisfaction With Virtual Supervision During COVID-193
Assessment supervision during COVID-19 and beyond: Trainee perspectives on the supervision of teleassessment.3
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