From student to professional: Student perspectives on professional development during clinical psychology trainin

This study examined the professional development of clinical psychology students at three American Psychological Association-accredited doctoral programs in a northeastern metropolitan area. Its main aim was to identify factors important to the course of professional development during training and to determine how those factors facilitate or inhibit professional development. Other parts of the study examined students' personal and professional "dreams," and the relationships between professional development and training level, social support, age, and program.;A cross-sectional design was used with students drawn from each of the first five years of training in three universities. Study one involved the collection of survey data from 145 students. The survey included demographic information, attitudes about--and satisfaction with--training, and scales measuring satisfaction with life, burnout, anxiety, depression, and physical complaints. Study two involved a qualitative analysis of 102 students' best and worst experiences during clinical psychology training. Study three consisted of in-depth (3-4 hours), semi-structured interviews of 30 female students relating to their personal and professional experiences during training. The interview addressed 26 topic areas including training experiences (e.g., classes, supervision, internship, relationships with mentors), and more personal experiences (e.g., stress and coping, professional self-definition, personal psychotherapy).;Study one results indicated: (1) positive relationships between social support and other major variables including professional development, and satisfaction with training, (2) negative relationships between social support and psychological and physical functioning, (3) professional development increased with training level, and (4) students' attitudes did not differ across programs. Study two revealed underlying factors of student satisfaction with training. Satisfaction was related to acquiring new knowledge, skills, and gaining confidence. Trainers who promoted independent thinking, autonomous functioning, and encouraged the student to take responsibility while providing sufficient support and guidance were highly valued. Study three described students' personal and professional dreams, and training issues affecting the initial stages of professional development.