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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1361-1267 1469-9745 |
| DOI: | 10.1080/13611267.2025.2571494 |
