New directions for graduate training in consulting psychology.

This article develops the theme that the field of consulting psychology needs its own doctoral training programs. The work of Division 13 (Consulting Psychology) of the American Psychological Association in identifying model doctoral training programs in consulting psychology is described. Alternative training models to reach the same core competencies are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1987.

The Committee on Accreditation has accredited the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this document. Also listed are programs in the category of combined professional-scientific psychology, a category for those accredited programs that afford doctoral training and meet at least the minimal criteria in two or more of the specialties of clinical, counseling, and school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology graduate training: A comprehensive analysis.

Describes a comprehensive study of the nature of graduate training in school psychology. A historical perspective is presented. Demographic information on current trends in school psychology training at the master's, specialist, and doctoral levels is provided. A discriminant analysis of the curriculum for doctoral, master's, and specialist programs at 211 institutions is examined, and conclusions are drawn with regard to the relation between the content at these 2 levels of training. It is concluded that school psychology training has advanced significantly in the past 10 yrs and is moving gradually to the doctoral level. A discussion of the implications of these data for professional psychology is provided. Suggestions are made for organizational changes that will facilitate the accreditation of school psychology programs and ameliorate the historical concern regarding the appropriate entry level for practice. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variations of doctoral training programs in clinical health psychology: Lessons learned at the box office.

Using the metaphor of viewing a movie premiere, characteristics of doctoral programs in clinical health psychology are outlined. Common elements of training include: uniform training competencies, graduated sequence of training, emphasis upon broad and general training, reliance on the biopsychosocial model, and integration of scientific and practical competencies. Exclusive programs, in which all students are being trained in one area of concentration, are differentiated from programs embedded within general training in clinical or counseling psychology. Elucidation of these program characteristics assists prospective students, faculty members who develop these programs, and those developing educational and training guidelines within clinical health psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical and health psychology: Future directions.

Whether clinical psychology continues to comprehensively serve the public and to benefit from enhanced future professional opportunities depends significantly on its ability to extend the professional identity and mainstream activities of clinical psychologists beyond the current nearly exclusive focus on mental health. Clinical psychology needs to embrace all areas of health with the same vigor and skill that has been applied to mental health. This enhancement in professional role requires significant change in the educational approach of many Canadian clinical psychology doctoral training programs. Such suggested change will undoubtedly provoke much resistance. Considerable leadership will be required of our professional associations and accreditation bodies to encourage and guide the broadening of clinical psychology educational and training programs. Suggestions for educational reform are presented here to stimulate discussion rather than to provide a blueprint for the re-conceptualization of clinical training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Life-long competency development in clinical health psychology.

A model for defining competencies in clinical health psychology has recently been proposed (France et al., 2008), focusing on the core foundational and functional competency domains outlined by the Cube Model (Rodolfa, Bent, Eisman, Nelson, Rehm, & Richie, 2005). The model characterizes competencies expected of graduates of doctoral training programs with emerging interests and expertise in clinical health psychology. The current paper extends the model by specifically considering the third dimension of the cube model, namely the developmental perspective, with an emphasis beyond the parameters of doctoral training to the predoctoral internship, postdoctoral residency, and postlicensure continuum. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

AIDS-related activities offered by doctoral psychology programs: Results from a national survey.

A survey of doctoral psychology programs documented the progress made in the provision of AIDS-related activities since these institutions were first evaluated in 1987. The results demonstrated that doctoral programs are engaged in important behavioral risk reduction research in communities with the highest concentration of AIDS cases and that they have established cooperative training relationships with internal medicine and psychiatry departments of hospitals to respond to the need for AIDS-related activities. The results of this investigation have led the authors to conclude that doctoral programs' responses to AIDS highlight how the Boulder model of integrating science and practice in the training of professional psychologists can help meet the physical and mental health needs of society. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education and training in health psychology: Boulder or Bolder.

Reviews previous conferences on graduate education and training in health psychology (HP) as background for a 1983 conference on career and training issues in the field. Criteria characterizing professions are presented. Expected topics at the conference include societal need for orderly development of HP, work functions and roles of health psychologists, predoctoral specialty training, appropriateness of specializing in HP, official sanctioning, education and training settings, model doctoral programs emphasizing HP within a clinical psychology track, apprenticeship, and pre- vs postdoctoral training in HP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional psychology internships in school psychology: Fact or fiction?

We investigated the types of training options for school psychology students in internship settings accredited by the American Psychological Association (APA). Survey results were obtained from APA-accredited programs in school psychology and APA-accredited predoctoral internships that accept school psychology applicants. The results suggested a discrepancy between the number of accredited programs and the number of accredited predoctoral internships available to the prospective school psychology intern. These findings are reviewed in light of recommended internship components obtained from survey information and guidelines approved by the Council of Directors of School Psychology Programs (1983) and the American Psychological Association (1986). Recommendations for development of school psychology rotations within APA-accredited predoctoral internships for doctoral training in psychology are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Law-related courses and programs in graduate psychology departments.

Three surveys were undertaken to determine whether graduate programs in psychology were offering courses, programs, or opportunities for specialization in law and psychology, what these offerings consisted of, and whether new offerings were planned for the future. Many courses being offered appear extremely narrow in focus and of questionable value in training psychologists. Several graduate programs in law/psychology are described, including joint-degree law and psychology programs and specialized doctoral and masters programs. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1981.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1978.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Readers desiring information on training goals and approaches of specific programs are encouraged to write directly to the department in which the programs are offered. The criteria for evaluating these programs can be obtained from the Accreditation Office. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the U.S. Public Health Service, to the Veterans Administration, and to the Surgeon General's Office, Department of the Army, as conducting at the present time approved programs of doctoral training in the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between scientific and theoretical orientation among clinical psychology doctoral students.

Examined the relationship between theoretical orientation and research attitudes and interests among 233 doctoral students in clinical psychology. Responses to a survey sent to 10 doctoral training programs indicated that behaviorally oriented students are more interested in conducting research and are more likely to endorse the basic tenets of science than those students expressing a preference for psychodynamic or humanistic orientations. Behavioral students were also younger and more likely to have majored in psychology as undergraduates, suggesting an earlier commitment to a career in psychology. The results are discussed in terms of their implications for the role of training programs in encouraging clinical psychology graduate students to become better consumers of scientific literature. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Survey of graduate education in psychology: Some trends for the last decade.

In 1963, 182 of 186 psychology departments responded to a questionnaire in the endeavor to develop a contemporary picture of graduate training in psychology. 880 doctoral degrees were granted by 99 departments and 1796 masters degrees were granted by 158 departments. "At the doctoral level, the 13 largest departments produced 36% of all psychology doctorates granted in academic year 1962-63. At the doctoral level, clinical and experimental psychology dominated the areas of specialization with 36% and 29%, respectively, of the degrees granted. "In 1954, 37 or 77% of the 48 psychology doctoral programs in clinical were APA approved; in 1963, 60 or 76% of the 79 programs were approved." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited doctoral programs in professional psychology: 2005.

This document provides the official listing of accredited doctoral programs in professional psychology. It reflects all committee decisions through July 17, 2005. The Committee on Accreditation has accredited the doctoral training programs in the traditional substantive areas of clinical, counseling, school, or combined professional-scientific psychology representing two or more of those areas listed alphabetically by their host institutions. All of the programs offer the PhD degree, except when otherwise noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1974.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The Committee on Accreditation has dropped the "initial" category of accreditation. Therefore, programs that meet all of the criteria, including newly approved programs, are classified as fully approved. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the United States Public Health Service, to the Veterans Administration, and to the Surgeon General's Office, Department of the Army, as conducting at the present time approved programs of doctoral training in the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training programs in clinical psychology and in counseling psychology.

"On recommendation of the Committee on Evaluation, the Education and Training Board with the concurrence of the Board of Directors of the American Psychological Association has approved the doctoral training programs in clinical and in psychology that are conducted by the institutions listed… ." Of the 47 institutions indicated in the clinical psychology list, six are asterisked to indicate that the institutions have recently developed programs which meet minimum standards. Of the 25 institutions in the counseling psychology list, seven have been asterisked. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Men's issues in doctoral training: A survey of counseling psychology programs.

The study of men and masculinity is an important clinical competency that needs to be integrated into psychology training. The extent to which the psychology of men has been integrated into applied psychology training programs is unclear. Using counseling psychology as an example of one discipline's integration, the authors examined current training in the psychology of men. One hundred 60 faculty members participated in this study. Results suggest that training practices in the psychology of men are limited in counseling psychology doctoral training programs; faculty interest in the psychology of men was positive, and faculty members viewed psychology of men as an important area of research and training in counseling psychology; and approximately 80% of the participants regard the psychology of men as a multicultural issue. A case vignette illustrates implications for training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA approved doctoral programs in clinical, counseling, and school psychology: 1972.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation and programs that have been evaluated but not approved are not included in the list. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The Committee on Accreditation has dropped the "initial" category of accreditation. Therefore, programs which meet all of the criteria, including newly approved programs, are classified as fully approved. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the United States Public Health Service, to the Veterans Administration, and to the Surgeon General's Office, Department of the Army, as conducting at the present time approved programs of doctoral training in the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bilevel training in school psychology: Interlocking degrees for program accreditation.

Multiple standards exist for the accreditation of training programs in school psychology: American Psychological Association's standards apply to doctoral programs and National Association of School Psychologists/National Council for Accreditation of Teacher Education's standards apply to doctoral and specialist programs for professional school personnel. Program accreditation by these associations is designed to assure the quality of professional preparation. However, the multiple standards for accreditation seriously challenge programs to accommodate requirements for content, breadth, and depth of professional preparation. The problem is compounded for training programs offering bilevel training. An interlocking relationship between training levels is proposed as one approach compatible with both the generic and specific criteria of the several associations accrediting school psychology programs. The design of a training program that integrates specialist and doctoral-level preparation is analyzed, using multiple criteria of the major accrediting associations to determine advantages and disadvantages of this approach. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)