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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
Language: English
Authors: Casey T. Tobin (ORCID 0009-0004-2736-1882), Ellen Rozek (ORCID 0009-0006-2236-8748)
Source: Mentoring & Tutoring: Partnership in Learning. 2026 34(1):33-57.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Psychology, Internship Programs, Core Competencies, Job Skills, Skill Development, Supervisor Supervisee Relationship, Student Evaluation, Self Evaluation (Individuals), Experiential Learning
DOI: 10.1080/13611267.2025.2571494
ISSN: 1361-1267
1469-9745
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505576
Database: ERIC
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  Data: Enhancing Undergraduate Psychology Internship by Integrating Professional Core Competencies
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  Data: <searchLink fieldCode="AR" term="%22Casey+T%2E+Tobin%22">Casey T. Tobin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-2736-1882">0009-0004-2736-1882</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ellen+Rozek%22">Ellen Rozek</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-2236-8748">0009-0006-2236-8748</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Mentoring+%26+Tutoring%3A+Partnership+in+Learning%22"><i>Mentoring & Tutoring: Partnership in Learning</i></searchLink>. 2026 34(1):33-57.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Internship+Programs%22">Internship Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Competencies%22">Core Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Supervisor+Supervisee+Relationship%22">Supervisor Supervisee Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink>
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  Data: 10.1080/13611267.2025.2571494
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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.
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        Value: 10.1080/13611267.2025.2571494
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      – Text: English
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      Pagination:
        PageCount: 25
        StartPage: 33
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        Type: general
      – SubjectFull: Psychology
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      – SubjectFull: Internship Programs
        Type: general
      – SubjectFull: Core Competencies
        Type: general
      – SubjectFull: Job Skills
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      – SubjectFull: Skill Development
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      – SubjectFull: Supervisor Supervisee Relationship
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: Experiential Learning
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      – TitleFull: Enhancing Undergraduate Psychology Internship by Integrating Professional Core Competencies
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