Integrating Research Into Clinical Internship Training Bridging the Science/Practice Gap in Pediatric Psychology

Existing literature highlights a critical gap between science and practice in clinical psychology. The internship year is a ‘‘capstone experience’’; training in methods of scientific evaluation should be integrated with the development of advanced clinical competencies. We provide a rationale for continued exposure to research during the clinical internship year, including, (a) critical examination and integration of the literature regard-ing evidence-based treatment and assessment, (b) participation in faculty-based and independent research, and (c) orientation to the science and strategy of grantsmanship. Participation in research provides exposure to new empirical models and can foster the development of applied research questions. Orientation to grantsmanship can yield an initial sense of the ‘‘business of science.’ ’ Internship provides an important opportunity to examine the challenges to integrating the clinical evidence base into professional practice; for that reason, providing research exposure on internship is an important strategy in training the next generation of pediatric psychologists. Key words empirically supported treatments; internship; training. For most graduate students in pediatric psychology, the internship year is viewed as a time of intensive clinical training. Prior years of graduate training emphasize th