Preparing psychology graduate students for the professoriate.

Two interrelated stories are presented, the first about the author's struggles to become an effective teacher, the second about the University of New Hampshire's graduate program in psychology with its emphasis on research and teaching. The author's development as a teacher is described in the context of works by Skinner and Rogers. The program's 2-semester Seminar and Practicum in the Teaching of Psychology is detailed in relation to 5 instructional principles: readiness, structure, discovery, excitement, and individuality. Data pertaining to the success of the program are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional ethics for graduate students in psychology.

Results of 2 independent questionnaires concerning the availability of courses on ethics for graduate students in psychology sent to various schools offering graduate work in psychology are combined. "Very few departments offer a course solely on professional ethics in psychology though several expressed plans for one in the future." "Ethics is handled best on a graduate level, in a seminar or colloquium, preferably on a required basis for all students, and definitely so for clinical students." "The APA code of professional ethics and journals are preferred sources of reference." "Professional training in ethics is a recent phenomenon coinciding with the APA research in this area and with the rise of clinical psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On recruiting graduate students.

"In the fall of 1955, the Committee on Undergraduate Education conducted a questionnaire survey of American colleges regarding their undergraduate psychology programs." About ? of the country's 4 year liberal arts colleges cooperated. 73% of responding institutions offer a major in psychology. About 75% of the colleges offering majors have 1 term courses in introductory psychology, the other 25% have 2 terms 10 colleges require less than 20 semester hours work for the major in psychology, 12 require 35 semester hours or more. Data are also presented in answer to the following questions: (a) How many students enter graduate school each year? (b) What proportion of seniors and senior majors continue into graduate study? (c) Are small colleges better at producing graduate students? (d) Did the survey identify any single variable associated with rate of producing graduate students? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On recruiting graduate students.

"The best estimate is that nearly 1700 students who received baccalaureate degrees in 1957, and 400 graduating previously, began graduate work (half-time or more) in 1957… . Some regions attracted a disproportionate number of students: e.g., California and New York totaled 26% of the entire entering group. In contrast, the 13 Southern states, excluding Texas, enrolled only 16% of the new students." The greatest number of new graduate students came from colleges and universities in New York, California, Pennsylvania, Michigan, Ohio, Illinois, and Texas. "The Southern states contributed relatively few students." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The graduate record examination and selection of graduate students.

The sample was comprised of 50 students who entered the graduate program of the University of Florida between 1955 and 1959. The GRE Verbal and Quantitative aptitude scores were available on all of these students, and a complete undergraduate record on 38 of the 50 students… . Nine of the 11 full-time faculty were asked to rate each student." Only the GPA in math-science courses correlated significantly (.37) with the staff ratings. The "combination of X̄ GRE and GPA (math-science) yielded a multiple correlation of .46 with faculty ratings. Thus, combining these two predictors would be a definite improvement over selection based on either one alone." From Psyc Abstracts 36:04:4KJ48R. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

高校研究生常见心理问题及干预对策

心理素质是当前研究生培养过程中极为重要的内容,受环境和自身因素的影响,研究生容易在人际交往、学业适应、自我认知、自我发展、恋爱情感等方面出现各种心理问题,正确审视这些问题,采取必要的干预对策,是促进研究生心理健康发展不可缺少的工作。     

Mentoring women graduate students: A model for professional psychology.

There is much discussion about the importance of mentoring women graduate students but not an equal amount of practical research-based guidance about how best to do this. This article summarizes a mentoring model that was developed using a pilot survey of 55 women graduate students throughout the United States, followed by grounded theory research by conducting qualitative interviews with 8 eminent women psychologists. It augments current research on mentoring to provide an integrated set of hypotheses about the theory and practice of mentoring; an operational definition of mentor and mentoring; overarching assumptions about mentoring; strategies for forming, structuring, managing, and maintaining mentoring relationships; and the roles and functions of the mentor, the mentee, and the relationship. It describes examples of mentoring practices specifically for use with women mentees and discusses how mentoring relationships may end or change as they mature. While the mentoring model was developed based on research with women, many of the tenants can be applied to both men and women. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new look at British graduate students.

Discusses findings of a survey of British graduate students in psychology conducted in late 1972 and 1973. Responses were obtained from 34 of the 89 British departments offering advanced courses or supervision for research leading to the PhD in psychology or one of its subspecialties. The total enrollment of all postbaccalaureate students in psychology was 1,112, but only 277 of these were in PhD programs; the number is almost 8 times higher in the US. UK postgraduate training in psychology seems to be conducted on a much smaller scale than in the US, the students enter doctoral training at an earlier age than American students, and females and non-White minority students are well represented in UK doctoral training programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An eclectic group therapy course for graduate students in professional psychology.

Presents arguments crediting group therapy with the rise of eclecticism among psychologists. A 2-semester course for advanced doctoral candidates is described and its 5-yr history outlined. Items discussed include physical setup, course planning and conduct, prerequisites, observation (patient) group composition, recruitment and preparation, and therapist recruitment. Advantages of the method are presented. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A meaningful role for graduate students in disaster mental health services.

Describes the role of graduate students in providing disaster mental health services through a program with the American Red Cross (ARC). ARC Disaster Mental Health Services teams focus on the immediate emotional needs and possible posttraumatic stress disorder (PTSD) associated with the shock of a natural disaster, including the needs and reactions of both victims and volunteers, especially the latter. The implementation of volunteer stress teams by the Minnesota School of Professional Psychology, including 25 students and faculty, is also described. The teams were designed to help assess and limit the effects of acute and traumatic stress resulting from disaster flooding. Specific objectives included assisting local mental health and social service agencies, distributing information, providing support, and triaging victims needing professional mental health services and other flood recovery services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Current enrollment characteristics of graduate students in psychology.

Presents some perspective on the general characteristics of graduate training in psychology provided by an assessment of data collected from the chairmen of 296 graduate programs by the American Psychological Association Educational Affairs Office as of October 1970. Almost 3/4 of the 23,859 students were enrolled in psychology departments proper and most of the others were in educational psychology programs. Size of programs varied considerably: 8 reported enrollment ranging above 300 (to a high of 924 students), whereas 46 programs enrolled 20 or fewer students. Most graduate psychology training took place in institutions that were public, large (10,000 or more students), and at middle levels of selectivity. Students were generally well dispersed regionally, although almost 1/2 of those in educational psychology were concentrated in the midwest. 60% of all programs reported some parttime enrollment. However, only 24% of the student population was on parttime study. 40% of all students were women, 4% were black, and 3% were from other backgrounds (Oriental and Spanish-American, primarily). Students in educational psychology (21% of the total enrollment) were somewhat distinctive in that larger proportion were women, nonwhite, or parttime students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

For what are we training our graduate students?

Considers the nature of doctoral training in light of changing students, social problems, and available knowledge. The single educational focus on the experimental research-scientist model is strongly criticized. Bright students often do 2nd-rate research because of lack of other models to match their talents (e.g., community consultant). The special role of the empirical research thesis is criticized for the quality of research produced and the fact that less than 50% of psychology PhDs ever do more research. A 1-yr independent research course would do as well if not better. Necessary changes include the need for (a) interdisciplinary approaches reflected in both course structures and research experiences by a permanently-organized interdisciplinary faculty; (b) doctoral specialization organized around selected problems; (c) doctoral programs focused on such problems to be evolved and maintained in a continuing cooperative relationship with appropriate community groups, agencies, etc.; and (d) a major shift in the structure of professional rewards, or prestige hierarchy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concurrent validity of the Strong-Campbell Interest Inventory for graduate students in counseling.

Examined the vocational interests of 114 graduate counseling psychology trainees and the concurrent validity of the Strong-Campbell Interest Inventory (SCII) for this group. Ss were administered the SCII, and a subgroup of 43 Ss completed a questionnaire assessing satisfaction with their graduate program, interests in various types of coursework, and preferences for future professional employment. Results generally support the concurrent validity of the SCII in a group of counseling trainees but also indicate differences in the ordering of SCII Holland themes in this group vs psychologists in general. Relationships between certain SCII scores and Ss' preferences concerning coursework and future employment were found. Implications of the findings for both the training and the employment of counseling psychology trainees are discussed. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social support, need for support, and anxiety among women graduate students

The Bernard-Soulier syndrome (BSS) is characterized by thrombocytopenia with giant platelets, a prolonged bleeding time with defective platelet adhesion to the subendothelium related to a defect in platelet membrane glycoprotein Ib (GPIb) and a decreased prothrombin consumption. The mechanism of the latter abnormality remains unknown. In this study, we showed that this defect was corrected by the addition of purified human factor VIII (FVIII) to blood from four patients with BSS. The correction of prothrombin consumption was almost complete at concentrations between 1.5 and 3 IU/ml of FVIII procoagulant activity (VIII:C) and partially abolished by a monoclonal antibody which neutralizes VIII:C. This correction was specific for FVIII and was not observed after addition of purified human FIX. It was obtained, in the same magnitude range, with FVIII complexed to von Willebrand factor (vWF) but not with free vWF. These data provide a new insight into the knowledge of the physiological interaction between the platelet membrane and the vWF-FVIII complex facilitating plasma coagulation activation and may lead to helpful therapeutic advances.     

The selection of graduate students in public health education.

Using as criteria ranking of the students on academic performance by 3 faculty judges, and of those who subsequently graduated on field performance, the validity of the SVIB, MMPI, Concept Mastery Test, and the American Public Health Association Examination for selecting graduate students for a public health education curriculum was studied. Only the APHA Examination, an achievement test, ranked the students in approximate order of later success, although the others gave evidence of usefulness for negative screening to eliminate poor students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining multicultural counseling competencies of graduate students in psychology.

This investigation examined the multicultural counseling competencies of graduate students in counseling and clinical psychology programs. A national sample of 344 students participated. The participants completed the Multicultural Counseling Inventory (G. R. Sodowsky, R. C. Taffe, T. B. Gutkin, & S. L. Wise, 1994) and a demographic questionnaire. Results indicated that counseling psychology students rated themselves as more multiculturally competent than clinical psychology students in three of the four multicultural competency areas. Different educational and clinical variables were predictive of multicultural counseling competencies for the two groups. Findings are discussed in terms of education and training in graduate psychology programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)