Psychology in mental retardation: Past and present.

"For purposes of 'before-and-after' comparisons, the membership Directory of the American Association on Mental Deficiency (AAMD, 1952, 1962) was examined. The tabulations show that in 1952, 26% of AAMD psychology members were qualified at the doctoral level. By 1962, 43% were so qualified." Psychologists interested in mental retardation have tended to move "away from the public institutions and clinics, and toward private and municipal services. In 1952, 18% of the psychology membership of the AAMD was engaged in some form and level of full administrative activity. By 1962 it had increased to 21%. During the past decade the memberships in the AAMD psychology division has more than doubled. Yet, in 1952, 21% of all AAMD members were listed as psychologists, whereas by 1962 only 13% were so listed." A table summarizing psychological services to mental retardation in 1952 and 1962 is presented. (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)     

Proposals for state department of education certification of school psychologists.

"School psychologists are dually oriented professionals who need to be well educated in both psychology and education… . The development of competencies needed by a fully qualified school psychologist requires at least the education represented by a doctoral degree or 3 years of graduate training." Suggested standards for full ceritfication and for provisional certification are outlined. The requirements for a certified psychological assistant are also specified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A history of Division 13 initiatives on education and training in consulting psychology.

Arguably, the Division of Consulting Psychology (Division 13) holds seniority status among the growing numbers of American Psychological Association (APA) divisions. Moreover Division 13 inherits a specific challenge from APA founders: to identify and ascertain which psychologists are qualified to perform as consulting psychologists. APA's 1915 Whiple Resolution first called attention to the need to differentiate professionally qualified psychological examiners and experts from consultants without scientific psychological knowledge and experience who were offering services and opinions for public consumption. The process involved identifying salient knowledge and literature, conducting demographic surveys, determining important training experiences and career settings, and cataloging types of clients and services. Interest in working as a consulting psychologist intensified division efforts to complete and disseminate guidelines for doctoral programs in consulting psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral Comprehensives: Measurement or Mastery?

Response to an article by Terry Eisenberg ("Are Doctoral Comprehensive Examinations Necessary?", American Psychologist, 1965, 20, pp. 168-169; see record 2005-10605-002) that suggested comprehensive examinations both could and should be eliminated from the doctoral program. The present author, a 1963 PhD graduate from the Department of Psychology at Northwestern University, takes issue with Eisenberg's position--not results--on several grounds. The first is that, while peer ratings were found to be significantly accurate, the obligation of passing crucial judgment upon peers with whom one has worked and studied for 2 or 3 years is a responsibility which belongs in the hands of faculty members, not students. In the second place, if students are capable of rating their peers adequately, it seems to follow that the student's professors, who have evaluated his undergraduate record, his previous graduate examinations, class papers, and oral participation, in and outside of class, are even better qualified to make a rating of the student's capabilities. The third consideration, which this writer considers most pertinent, is the question of the purpose of doctoral examinations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The crisis in clinical psychology training.

"The directors of university clinical-psychology training programs and state-level psychologists of the 10 northeastern states met in Princeton in June 1962 to consider joint responsibilities, focusing particular attention on the nature of internships. Analysis of fact sheets, completed by both university and state participants prior to the meeting, indicated an acute shortage of doctoral clinical-psychology candidates and of qualified students accepting internships." Suggestions of participants "included (a) expansion of present doctoral training programs, (b) additional training programs including retooling of current masters' programs, (c) and experimental development of professional schools." (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)     

Doctoral students view their APA counseling psychology programs.

A survey studied counseling psychology programs and examined the characteristics of 1st- and 2nd-yr doctoral students. Results were based on questionnaires received from 203 students representing 20 programs. There were significant differences between several programs on the variables of sex, age, work experience, and academic level. Ss perceived their programs primarily as eclectic in theoretical and experiential orientation. There were differences between programs in the emphasis given research, practical applications, and personal growth. Ss expressed preferences for greater input in curricula, more contact with faculty, and more cooperation among their peers. They gave positive overall ratings for their doctoral programs. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A PsyD degrees for every practitioner: Truth in labeling.

At present, nearly 70% of American Psychological Association members are identified as health care providers. The PhD degree, a generic scholarly degree, is most commonly used to certify completion of doctoral studies in professional psychology. As a result, the consumer has difficulty determining which psychologist is qualified to provide health care. The Doctor of Psychology (PsyD) should identify those psychologists who provide doctoral-level health services. Licensed, qualified PhD psychologists could be awarded the PsyD retroactively on the basis of a credential review, as the JD degree was awarded to lawyers previously holding the LLB. Applicants for the PsyD would not relinquish their PhD degrees. Upon review and approval, they would identify themselves with both degrees: PsyD, PhD. Mechanisms for accomplishing the change are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Principles for education and training at the doctoral and postdoctoral level in consulting psychology/organizational.

This document outlines the expected competencies to be obtained by persons receiving training at the doctoral or postdoctoral level in consulting psychology (CP). It was prepared to assist faculty and academic administrators in designing doctoral or postdoctoral programs in CP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bias in the Ivory Tower: An unintended consequence of the Buckley Amendment for graduate admissions?

Sought to determine if graduate admissions officers would favor applicants whose credentials appeared in dossiers that were confidential as opposed to open. The dossiers of 253 applicants for graduate study in psychology were examined. Graduate Record Examination scores and grades were used to classify Ss as high or low in academic competence. Other information abstracted from each S's dossier included the doctoral program to which the S had applied, the type of dossier S had submitted (open or confidential), and S's admission status (accepted or rejected). An Ability?×?Doctoral Program?×?Type of Dossier ANOVA of Ss' admission status scores revealed that admissions personnel did favor applicants with confidential dossiers. Moreover, this favoritism was apparent at each level of S competence and in each of the 4 doctoral programs involved. (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training and consulting psychology: A content analysis of doctoral-level programs.

The practice of consulting psychology is associated with a definable set of professional activities; however the vast majority of consulting psychologists are trained in non-consulting-oriented doctoral programs. The present study examined existing programs, in light of R. Kurpius et al's (1995) occupational analysis, to determine (1) the extent to which various types of doctoral level programs prepare students to assume these roles and (2) the skill gaps that graduates from each program type would need to address. Results of these analyses are discussed, and recommendations for those interested in respecialization are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics of position applicants: Counseling center directors' preferences.

The university counseling center is an important source of jobs for individuals in the counseling profession. Although a data bank exists for these centers, little is known about the kinds of training credentials that directors of such centers prefer job applicants to possess. A national survey by questionnaire investigated the preferences of 243 center directors for various training backgrounds. Also reported are selected characteristics of recently employed counseling center staff. Directors preferred that potential employees at the doctoral level possess the PhD degree, and most of them preferred that applicants have a background in counseling psychology. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology doctoral training in work and health.

Psychology as a profession has an opportunity and obligation to advocate for and develop healthy work environments. This will require the design and conduct of doctoral-level training in occupational health psychology. A model for training might well be based on the assumptions that there is a viable role for occupational health psychologists trained at the doctoral level for both academic and applied work settings, and that doctoral training would be based on the integration of health psychology and public health. Issues remaining to be addressed in the development of doctoral training programs include appropriate predoctoral training, academic standards, the interdisciplinary nature of faculties, and appropriate settings for training. Future directions in establishing doctoral training in occupational health psychology will best be taken in dialogue with several other professions and institutions that share a common interest in reducing leading work-related disease and injuries and promoting public health in the workplace. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dreams and Reality About Master's-Level Clinical Psychologists.

Discusses whether master's-level psychologists should be eligible for regular membership in APA. The APA Council of Representatives has more than once decided that only doctoral degree holders can be regular members. During 1977, the Council decided that even school psychology, traditionally an area with a master's degree entry level, should also work toward a doctoral degree as a minimal credential. Smith and Soper (1978) conducted a survey at all mental health agencies in the US west of the Mississippi River to find out how master's-level psychologists are used in such agencies and results reveal that on the average, about 1 in 2 psychology positions in these facilities is filled by a master's- level psychologist. The author questions the realities of the survey results in relation to the policy makers and suggests that the policy makers need a massive campaign on the national, state, and local level. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Subdoctoral education in psychology: A study of issues and attitudes.

Discusses several psychological conferences and committee's attitudes toward the desirability of "programs to train for psychological service at less than the doctoral level." 7 central areas of contention concerning subdoctoral training are (1) type of training, (2) level of training, (3) responsibility for training, (4) locus of training, (5) degree and/or title, (6) roles and duties, and (7) implications for psychology. The 7 issues served as the basis of the specific questions in a large scale survey. The sample (N = 4308) included American Psychological Association members of the Clinical, School, and Counseling Divisions of Psychology and chairmen of graduate departments of psychology. Results indicate that "the large majority of psychologists recognize the need for and approve the training of people at less than the doctoral level to do psychological work." A consensus as to how this is to be implemented was not reached. (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obtaining employment in academia: The hiring process and characteristics of successful applicants.

Little is known about (a) the criteria used by doctoral degree-granting psychology programs in the selection of new faculty, (b) characteristics and qualifications of successful applicants, or (c) differences between clinical and experimental specialties on these variables. The present study addresses these issues by surveying department heads (or search committees) or doctoral degree-granting psychology programs and newly hired faculty members in clinical and experimental programs. Responses were related to the faculty search, the hiring process, the variables that influenced faculty search committees' decisions, and demographic information and qualifications of newly hired faculty. Results indicate some trends in academic psychology and also point out several discrepancies in previous research. Differences between the 2 specialties are also elucidated. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology.

The purpose of these "Guidelines for Education and Training at the Doctoral and Postdoctoral Levels in Consulting Psychology/Organizational Consulting Psychology" is to provide a common framework for use in the development, evaluation, and review of education and training in consulting psychology/organizational consulting psychology (CP/OCP). The intent of these guidelines is to improve the quality of teaching and learning in the area of the practice of CP, especially OCP, within the scientific discipline and profession of psychology. Towards these ends, this document is intended as guidance for psychologists who teach or plan curricula for teaching CP/OCP at doctoral or postdoctoral levels of professional education and training in psychology. The guidelines are structured in the form of overarching principles, general competencies, and domain-specific competencies that are ideally obtained by persons receiving training at the doctoral or postdoctoral level in CP/OCP. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measurement, Monte Carlo, and music: Why doctorates in psychology and other applied fields make desirable consultants in statistics.

The continual increase in demand for empirical evidence and sophistication of analysis has created a dearth of qualified statistical consultants. Applied researchers with doctorates in psychology (and other applied fields) are well equipped to fill this void. In this article, we differentiate between mathematical and applied statisticians and describe three relatively atypical areas of applied statistical consulting. In particular, consulting in the areas of test development and maintenance for certification projects, Monte Carlo simulations for university researchers, and economic and survey research for the music industry will be explored. Furthermore, we delineate how individuals with doctoral training in psychology have unique capabilities for these types of consulting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive processes, anxiety, and performance on doctoral dissertation oral examinations.

In an effort to explore evaluation anxiety in a naturalistic setting, this study examined the relationships among anxiety, thoughts, self-efficacy, and performance of 37 students defending their doctoral dissertations. After the orals, faculty examiners rated each student's performance and level of anxiety. Analyses showed that the state-of-mind ratio (ratio of positive thoughts to positive-plus-negative thoughts) appeared to be a more important contributor to anxiety than did self-inefficacy to control thoughts. Although faculty ratings of anxiety were significantly related to their ratings of performance, S's own reports of anxiety and their thoughts during orals were not predictive of performance. The strongest predictors of orals performance were graduate grade point average (GPA) and committee ratings of the quality of the dissertation and of the student's work in the doctoral program before the dissertation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)