Reconceptualizing internship training within the evolving clinical science training model

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2014-01-01

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Abstract

As changes in health-care delivery impel us to refine clinical science training, the opportunity arises to reconceptualize internship training to align more closely with clinical science values and outcomes. We present observations on the evolution of internship training with a focus on the following issues. First, we highlight the significance of a publichealth perspective for clinical science as a basis for refining training goals and practices. Second, we briefly review how internship training evolved (where it has come from) to set the context for continuing evolution (where it might go). Third, we discuss the need for an expanded definition of clinical competence for clinical science training to better align with innovations in health care and to prepare graduates for new career opportunities. Finally, we present examples of new models for internship training that might accommodate the continuing redefinition of internship training in clinical science. © The Author(s) 2013.

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10.1177/2167702613501308

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Atkins, MS, TJ Strauman, JM Cyranowski and GG Kolden (2014). Reconceptualizing internship training within the evolving clinical science training model. Clinical Psychological Science, 2(1). pp. 46–57. 10.1177/2167702613501308 Retrieved from https://hdl.handle.net/10161/13842.

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Strauman

Timothy J. Strauman

Professor of Psychology and Neuroscience

FOR POTENTIAL STUDENTS (fall 2024 class): 

Dr. Timothy Strauman and Dr. Ann Brewster will be seeking to admit a student for Fall 2024 who will be an important member of their collaborative projects. Dr. Brewster is an intervention scientist and a faculty member in Duke’s Social Science Research Institute. The collaborative projects focus on creating, testing, and implementing school-based therapeutic and preventive interventions for adolescents at risk for negative academic and mental health outcomes. We are partnering with the Durham Public Schools as well as with other local school districts, and Dr. Brewster has extensive experience and expertise in developing the partnerships, working with community members, and the intervention process itself. We are especially interested in applicants with experience in community-based interventions, with interests in adolescence, and with knowledge and experience working with both behavioral and neuroimaging data.



Professor Strauman's research focuses on the psychological and neurobiological processes that enable self-regulation, conceptualized in terms of a cognitive/motivational perspective, as well as the relation between self-regulation and affect. Particular areas of emphasis include: (1) conceptualizing self-regulation in terms of brain/behavior motivational systems; (2) the role of self-regulatory cognitive processes in vulnerability to depression and other disorders; (3) the impact of treatments for depression, such as psychotherapy and medication, on self-regulatory function and dysfunction in depression; (4) how normative and non-normative socialization patterns influence the development of self-regulatory systems; (5) the contributory roles of self-regulation, affect, and psychopathology in determining immunologically-mediated susceptibility to illness; (6) development of novel multi-component treatments for depression targeting self-regulatory dysfunction; (7) utilization of brain imaging techniques to test hypotheses concerning self-regulation, including the nature and function of hypothetical regulatory systems and characterizing the breakdowns in self-regulation that lead to and accompany depression.

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