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Enhancing undergraduate psychology internship by integrating professional core competencies.

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Title: Enhancing undergraduate psychology internship by integrating professional core competencies.
Authors: Tobin, Casey T.1 (AUTHOR) ctobin@uwlax.edu, Rozek, Ellen1 (AUTHOR)
Source: Mentoring & Tutoring: Partnership in Learning. Feb2026, Vol. 34 Issue 1, p33-57. 25p.
Subject Terms: *Student development, *Evaluation methodology, *Internship programs, *Career development, Professional competence, Psychology, Undergraduate education, Mentoring
Abstract: Internships are essential in undergraduate education, providing students with practical experiences that connect academic learning to real-world skills. Supervisors, serving as mentors, offer guidance, evaluate performance, and foster professional growth. This study examined how an internship course influenced the development of professional competencies among psychology undergraduates. Analysis of intern self-evaluations and site supervisor assessments revealed significant improvements in adaptability, collaboration, and critical thinking. Students reported strong perceived skill growth, while supervisors noted moderate improvement. Findings highlight the importance of structured internships, active supervisor engagement, and mentoring relationships in enhancing student development. However, discrepancies between self- and supervisor evaluations suggest differing perceptions of progress. Future research should further explore internship design, mentoring practices, and evaluation methods to optimize how such programs prepare students for professional success. [ABSTRACT FROM AUTHOR]
Copyright of Mentoring & Tutoring: Partnership in Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Enhancing undergraduate psychology internship by integrating professional core competencies.
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  Data: <searchLink fieldCode="AR" term="%22Tobin%2C+Casey+T%2E%22">Tobin, Casey T.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ctobin@uwlax.edu</i><br /><searchLink fieldCode="AR" term="%22Rozek%2C+Ellen%22">Rozek, Ellen</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Mentoring+%26+Tutoring%3A+Partnership+in+Learning%22">Mentoring & Tutoring: Partnership in Learning</searchLink>. Feb2026, Vol. 34 Issue 1, p33-57. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Internship+programs%22">Internship programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink>
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  Data: Internships are essential in undergraduate education, providing students with practical experiences that connect academic learning to real-world skills. Supervisors, serving as mentors, offer guidance, evaluate performance, and foster professional growth. This study examined how an internship course influenced the development of professional competencies among psychology undergraduates. Analysis of intern self-evaluations and site supervisor assessments revealed significant improvements in adaptability, collaboration, and critical thinking. Students reported strong perceived skill growth, while supervisors noted moderate improvement. Findings highlight the importance of structured internships, active supervisor engagement, and mentoring relationships in enhancing student development. However, discrepancies between self- and supervisor evaluations suggest differing perceptions of progress. Future research should further explore internship design, mentoring practices, and evaluation methods to optimize how such programs prepare students for professional success. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Mentoring & Tutoring: Partnership in Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191178543
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        Value: 10.1080/13611267.2025.2571494
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      – Code: eng
        Text: English
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        PageCount: 25
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      – SubjectFull: Student development
        Type: general
      – SubjectFull: Evaluation methodology
        Type: general
      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Career development
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      – SubjectFull: Professional competence
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      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Undergraduate education
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      – SubjectFull: Mentoring
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              Text: Feb2026
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              Y: 2026
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