Implications of an Individualized Admission Selection Procedure for Psychotherapy Training in Professional Programs in Psychology

This study examined the impact of an individualized admission procedure compared to a traditional procedure on students' and supervisors' perceptions of learning during psychotherapy training in professional psychology programs. The study used a naturalistic design where self-rating scale...

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Bibliographic Details
Published in:The Clinical supervisor 2011-01, Vol.30 (1), p.36-52
Main Authors: Sundin, Eva C., Ögren, Marie-Louise
Format: Article
Language:English
Subjects:
admission procedure
attained psychotherapeutic knowledge and skills
Knowledge
Learning
Perceptions
personal interview
professional psychology program
Professional Training
Psychotherapy
relation to supervisor and supervisory group
Skills
Students
Supervision
Training
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Summary:This study examined the impact of an individualized admission procedure compared to a traditional procedure on students' and supervisors' perceptions of learning during psychotherapy training in professional psychology programs. The study used a naturalistic design where self-rating scale data measuring psychotherapeutic knowledge and skills, relation to the supervisor, and relation to the supervision group were evaluated. Results suggested that students admitted based on the individualized procedure rated significantly higher on all components than those admitted the traditional way. An admission procedure that included a personal interview seemed to improve the selection process, in turn having a favorable influence on perceived professional development during the psychotherapy training.
ISSN:0732-5223
1545-231X
DOI:10.1080/07325223.2011.564967