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)     

Current status of graduate education in psychology.

Surveyed chairmen of psychology departments in 32 state universities and 9 private universities offering doctoral-level programs in basic and applied psychology, to determine the extent to which education and training is available for graduate students in the applied areas of psychology, specifically clinical psychology. Results indicate the following: (a) For all practical purposes, the PhD degree is the only doctoral degree being awarded in both basic and applied psychology. (b) The majority of the departments offering advanced graduate work in psychology insist on a variable core of required courses. (c) The comprehensive examinations taken by students in these programs are largely broad and integrative and are more likely to be administered by either a departmental examining committee or the student's own program committee. (d) For those departments in which a core of courses is not required of all doctoral students, there are substitute requirements, including demonstration of competencies and knowledge in content areas through examinations, or in the successful completion of a minor academic area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

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)     

Recruitment of minority students into graduate programs in psychology.

Discusses the continued underrepresentation of minority groups in psychology and describes a program at Ohio State University that has been useful in increasing minority enrollment. Recruitment and retention were the major problems encountered in developing the program; major issues involved increasing the number of minority applicants and enrollments, financial aid, and the incorporation of the preferences of minority students in research and courses. It is suggested that any program must be tailored to the strengths and needs of a given department. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Faculty and students in departments with graduate programs in psychology.

An analysis of data from a questionnaire sent to institutions offering graduate training in psychology in terms of the number and status of faculty members and students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching clinical psychology graduate students about traumatic stress studies.

Although clinical psychology graduate seminars in traumatic stress are needed, teaching these courses carries unique challenges and opportunities. This paper describes the rationale, purpose, and process of developing a specialized course in traumatic stress. This course is used as a model for discussing implementation considerations that could be applied in other graduate programs. Course construction, teaching challenges, and potential solutions are presented. In particular, a process for addressing the affective and intellectual integration of material is emphasized. Attempts to assess the quality and outcomes of teaching activities are provided to illustrate future directions for improving trauma-related pedagogy and research that evaluates such pedagogy. (PsycINFO Database Record (c) 2011 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)     

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)     

Exemplary efforts in psychology to recruit and retain graduate students of color.

Many psychology departments are striving for a greater representation of students of color within their graduate preparation programs with the aim of producing a more diverse pool of psychological service providers, scientists, and educators. To help improve the minority pipeline in psychology, the authors identify and describe recruitment and retention strategies used at 11 departments and programs considered to be making exemplary efforts to attract and retain minority students of color. The strategies most consistently used included engaging current minority faculty and students in recruitment activities, offering attractive financial aid packages, having faculty members make personal contacts with prospective students, creating linkages with historical institutions of color, having (or approached having) a critical mass of faculty and students of color, offering a diversity issues course, and engaging students in diversity issues research. Despite the similarities, the programs and departments were each distinctive and innovative in their overall approaches to student recruitment and retention. Highlighting the strategies used at successful institutions may help others develop plans for improving the minority pipeline within their own departments and programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading in graduate school: A survey of doctoral students in clinical psychology.

To what extent do graduate students in clinical psychology complete assigned readings? A total of 744 graduate students in American Psychological Association-accredited doctoral programs completed an online survey regarding reading in graduate school (67% response rate, of those viewing the survey). The reported amount of assigned reading varied widely, with an average of 330 pages per week. Compliance ratings suggested that about half the assigned reading is completed thoroughly and that thorough reading is more common than skimming or not reading assigned material. Motivating and hindering factors for reading are reported, and implications for faculty are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Support of graduate students in social psychology by the Office of Naval Research.

A discussion of the secondary function of ONR research projects—the training of scientists. This discussion is in terms of students employed, length of assignment, relation of student thesis to project, publications or reports by the student on project data, degree obtained, and type of work obtained after graduation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian graduate training in psychology.

As a result of a questionnaire sent to all Canadian graduate training schools in psychology, a tabulation was made of a) qualifications for admission to each programme, b) graduate training specialty in each department, c) broad numerical comparisons of size of university with number applying and accepted for study. Overall the results indicate that the minimum qualifications for entry are a B average in 7 or 8 undergraduate psychology courses including basic experimental psychology and statistics. Qualifying years are usually offered to those who do not reach these minima. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research and relevance: A survey of graduate students and faculty in psychology.

Survey results indicate a strong trend toward increased social concern in psychology faculty and students and a weaker trend toward decreased reliance on experimental methods. Ss identified 3 issues of major importance for psychology-relevance, research and theory, and therapy and humanism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The failure of clinical psychology graduate students to apply understood ethical principles.

Surveyed 170 graduate students from 25 American Psychological Association (APA)-approved clinical training programs on what they should do in a hypothetical situation in which a peer/friend is violating the ethical principles stated in APA's Ethical Standards of Psychologists, and then what they would do. It was found that approximately half of these Ss would do less than they believe they should. The need for a thorough, formal, and systematic approach to training in ethics is emphasized. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of heterosexual bias in professional psychology programs: A survey of graduate students.

64 professional psychology student members of the American Psychological Association's Division 44 (Society for the Psychological Study of Lesbian and Gay Issues) were surveyed regarding experiences of perceived heterosexual bias and discrimination in their graduate programs. Instances of bias, discrimination, or both were reported in the following areas: (a) textbooks and other course materials, (b) instructor comments, (c) research supervision, (d) clinical practica and internships, (e) interactions with program administrators and other faculty, (f) teaching assistantships, and (g) course content. Specific examples are detailed, and educational reforms are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selection of graduate students in clinical psychology: Use of cutoff scores and interviews.

The use of cutoff scores and interviews in the selection of graduate students in clinical psychology has been debated extensively, but researchers in only a few empirical studies have looked at these issues. We examined the selection process for clinical psychology students at Boston University, in which an interview was used and a quantitative cutoff score was not used. We analyzed scores of 357 applicants on Graduate Record Examinations (GRE) and Miller Analogy Tests (MAT), grade point averages (GPA), and interview ratings. We found that the major criteria for invitation to an interview were GREs and GPA, though no quantitative cutoff had been used. The use of such a cutoff would result in no difference in selection of applicants. Reliability of interview ratings was moderately high, contrary to results of previous studies. Replications of this study would add to its generalizability and argue for the use of the cutoff and further consideration of the interview. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An exploratory examination of the sexual intervention self-efficacy of clinical psychology graduate students.

The current study investigated clinical psychology graduate students' self-efficacy regarding addressing clients' sexual concerns and problems. Students with more sexually liberal attitudes had higher self-efficacy beliefs. Sexuality-specific training experiences but not sexual attitudes or anxiety predicted the amount of sex therapy experience gained during graduate school. Students with more didactic education related to sexuality, more sex therapy experience, and more experience observing a clinician conducting sex therapy, had stronger sexual intervention self-efficacy beliefs. These educational experiences contributed to students' self-efficacy over and above general psychology training. The results speak to the importance of direct training to deal with clients' sexual concerns. (PsycINFO Database Record (c) 2010 APA, all rights reserved)