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Journal of Pediatric Psychology, Vol. 28, No. 2, 2003, pp. 105-107
© 2003 Society of Pediatric Psychology

Commentary: Internship Training

Avi Madan-Swain, PhD and Jan Wallander, PhD

University of Alabama at Birmingham

All correspondence should be sent to Avi Madan-Swain, Department of Pediatrics, University of Alabama at Birmingham, 1720 7th Avenue, Birmingham, Alabama 35294-0017. E-mail: amadans@uab.edu.

The first 150 words of the full text of this article appear below.

Spirito et al. (this issue) provide a blueprint for discussion regarding the programmatic as well as competency-based skills necessary for psychologists to be recognized as pediatric psychologists. The purpose of the internship year is to complete training in the general practice of clinical psychology and to extend specialty preparation in didactic instruction, research, and clinical practice in pediatric psychology. In this intensive year of primarily clinical experience-based training, an intern prepares for the role of a practicing pediatric psychologist within the scientist-practitioner model and eventually assumes responsibility for providing direct patient care.

We will now briefly discuss how the 11 areas of knowledge and skill competency proposed by Spirito et al. may be addressed during the year of predoctoral internship training. We have addressed these issues in our child internship program at the University of Alabama-Birmingham (UAB).

Foremost is the stipulated clinical supervision provided by internship faculty. Most internship sites . . . [Full Text of this Article]


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