Monitor on Psychology - May 2012 - (Page 4)

Letters Righting the internship imbalance While I appreciate the attention that APA has given to this major dilemma facing new professionals (“Righting the internship imbalance,” February Monitor), I was disappointed by an opinion that PsyD programs are to be blamed for part of the mismatch between sites and applicants. I believe that this is an unfair characterization that only serves to polarize the field of psychology, rather than uniting us behind a common goal. As an intern about to complete a PsyD program, I do not feel any less prepared for internship than any of my PhD colleagues. While some (especially the early programs) PsyD programs do accept and graduate large numbers of candidates, there are many more programs that are responsible training centers that aim to provide the field with competent practioner-scholars. According to APPIC, in 2011, the match rate discrepancy between PhD and PsyDs was less than 10 percent (www. appic.org/Match/MatchStatistics/ ApplicantSurvey2011Part3.aspx). It would appear as if PsyD programs are indeed preparing students well for internship. These numbers speak to degree programs that are both producing well-prepared future professionals. I believe that while the internship imbalance is a very serious problem facing our field, attributing it partially to PsyD programs only contributes to an “us-versus-them” mentality. Rather 4 than dividing us, we should be aiming to find ways to encourage programs to open new internships (as later discussed in the article). Also, initiating guidelines for cohort sizes may be helpful until the imbalance is addressed. Let us unite to solve this problem, rather than fostering this artificial divide between PsyD and PhD. THORAYYA SAID GIOVANNELLI Memphis, Tenn. later, the situation is worse and likely to deteriorate in a horrible economy that cannot support additional internships (and their required supervisors) and students with huge loans and other commitments unable to relocate. The solution: APA should require universities to have sufficient internships for every student as a prerequisite to accreditation. CAROL GOLDBERG, PHD Syosset, N.Y. “Righting the Imbalance” provided excellent ideas about funding internships and demonstrating their benefits. However, it is still unconscionable for any university to accept too many students and require internship completion while knowing some will not get internships no matter how well they complete courses and practicum. Universities should be forced to arrange enough internships for all of their students. As a former hospital director of internship training, founder of New York state’s annual internship fair, a former senior internship accreditation site visitor for APA, and founder of the Psychology Internship Directors of New York State, I did research on the imbalance in New York that went from a surplus of internships in 1987 to a shortage in 1994 and published an article warning that something should be done. APPIC tended to blame victims who could not relocate. APA said it could not control imbalances because of restraint-of-trade laws. Now, 18 years Adult ADHD The March Monitor had two articles on the trials and tribulations of adults with ADHD. Although we recognize that most children with ADHD continue to have symptoms as adults and that some individuals are not diagnosed with ADHD until adulthood, we believe that insufficient attention was given to assessment of adult ADHD and ensuring that symptoms are real. Published guidelines on ADHD diagnosis emphasize self-reported symptoms and history. This is problematic for several reasons. First, attentional disorders are pervasive in clinical practice. Similar to a fever, they can have many causes, one of which may be ADHD. Second, adults may not accurately report symptoms and may not accurately remember early history. Third, ADHD evaluations have potential secondary gain. Among these are access to psychostimulant medications and accommodations, either at school or at work, which individuals may seek to gain a cognitive edge, better grades or better test scores. A growing body of research has shown that ADHD symptoms and cognitive impairment are easily feigned. Internet websites are rife with advice on how continues on page 8 M O N I T O R O N P S Y C H O L O G Y • M AY 2 0 1 2 http://www.appic.org/Match/MatchStatistics/ApplicantSurvey2011Part3.aspx http://www.appic.org/Match/MatchStatistics/ApplicantSurvey2011Part3.aspx http://www.appic.org/Match/MatchStatistics/ApplicantSurvey2011Part3.aspx

Table of Contents for the Digital Edition of Monitor on Psychology - May 2012

Monitor on Psychology - May 2012
Letters
President’s Column
Contents
From the CEO
Math + science + motherhood = a tough combination
The rights of indigenous people take center stage at AAAS meeting
Interdisciplinary programs that are leading the way
Good Governance Project moves into its next phase
APA publishes third edition of seminal ADHD book for kids
Government Relations Update
In Brief
Random Sample
Judicial Notebook
Psychology’s first forays into film
Time Capsule
Questionnaire
Presidential programming
Obesity researchers receive lifetime achievement awards
Top speakers for psychology’s top meeting
Science Watch
Homing in on sickle cell disease
Psychologist Profile
Alone in the ‘hole’
Public Interest
State Leadership Conference ‘12
Perspective on Practice
Education tops council’s agenda
Meet the candidates for APA’s 2014 president
Presidential election guidelines
Division Spotlight
American Psychological Foundation
Support for sexual miniorities
Personalities

Monitor on Psychology - May 2012