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

Abstract

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.

KEYWORDS:

• admission procedure
• attained psychotherapeutic knowledge and skills
• personal interview
• professional psychology program
• relation to supervisor and supervisory group

Acknowledgments

This work was funded under a grant awarded to Marie-Louise Ögren by The Swedish Research Council, 721-2002-2586. We wish to thank our colleagues in the GUT research group (Evaluation of Psychotherapy Supervision in Group): Dan Stiwne, PhD, Linköping University, Johan Näslund, PhD, Linköping University, Britt Wiberg, PhD, Umeå University, Björn Elwin, PhD, St. Lukas training unit, Raili Hultstrand, licensed psychologist/psychotherapist, St. Lukas training unit, Gunnar Carlberg, PhD, the Erica Foundation, Siv Boalt Boëthius, PhD, the Erica Foundation.

Notes

Note: For the Admission column, 1 = grades/SweSat and 2 = grades/SweSAT +interview.

Note: For the Admission column, 1 = grades/SweSat and 2 = grades/SweSAT +interview.