Getting in and getting money: A comparative analysis of admission standards, acceptance rates, and financial assistance across the research–practice continuum in clinical psychology programs.

The diversification and proliferation of doctoral programs in clinical psychology call for their periodic comparative analysis to inform prospective applicants, their advisors, and the entire field. The authors surveyed directors of the 232 American Psychological Association (APA)–accredited doctoral programs in clinical psychology (98% response) regarding application numbers, acceptance rates, financial assistance, and credentials of incoming students. Results are summarized for all clinical programs and then separately for 6 types of programs along the practice–research continuum: freestanding PsyD, university professional school PsyD, university department PsyD, practice-oriented PhD, equal-emphasis PhD, and research-oriented PhD. Lower acceptance rates and higher Graduate Record Examination scores were strongly associated with programs oriented toward more research training; for example, research-oriented PhD programs admitted far fewer applicants (7% vs. 50%) than did freestanding PsyD programs. Freestanding PsyD programs awarded significantly less full financial assistance to incoming students (1% vs. 89%) and required 1 less year to complete than did PhD programs. Overall, PhD-level students were more likely to secure an APA or Association of Psychology Postdoctoral and Internship Centers internship than were PsyD students. The authors conclude with observations about the historical changes and heightened differentiation of doctoral training in clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology graduate students' perceptions of their scientific and practical training: A Canadian perspective.

The scientist-practitioner model is the most commonly used training modality in Canadian clinical psychology graduate programmes. Despite pervasive endorsement throughout Canadian psychology programmes, there is a paucity of data available on Canadian student opinions of the model's implementation. The current study assessed 134 students from 9 provinces with a 38-item questionnaire developed by the Council of University Directors of Clinical Psychology for assessing students' perceptions about the quantity, quality, and breadth of science training in their clinical psychology doctoral programmes. Most students described their programs as providing a mix of research and clinical focus, with slightly more weight given to research. Science training was reported as very important to students, with indications they receive a good amount of high-quality training in science. Moreover, there was a high level of agreement between desired levels of science training and the science training received. Implications for future research and training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selecting a doctoral program in professional psychology: Some comparisons among PhD counseling, PhD clinical, and PsyD clinical psychology programs.

Directors of American Psychological Association-accredited doctoral programs in counseling psychology (95% response) and clinical psychology (99% response) provided data regarding number of applications, credentials of incoming students, rates of acceptance, and the theoretical orientations and research areas of the faculty. The acceptance rates of PhD clinical and PhD counseling psychology programs were comparable (6% vs. 8%), despite the higher number of applications (270 vs. 130) to clinical programs. Compared with clinical students, counseling students were more likely to represent ethnic minorities and have master's degrees, but were otherwise similar in academic credentials. Clinical faculty were more likely to be involved in research with pathological populations and associated with medical settings, whereas counseling faculty were more involved in research concerning career processes, human diversity, and professional issues. These results should alert applicants and their advisors to robust differences across these specializations and should enhance matching between programs and students. (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)     

Prevalence of mentoring in clinical versus experimental doctoral programs: Survey findings, implications, and recommendations.

Previous research suggests that mentorships are quite important in the development of junior professionals in a range of fields, including psychology. Yet some evidence suggests that clinical doctoral students may be less frequently mentored by graduate faculty than other psychology doctoral students. Results of a survey of 800 clinical and experimental psychology doctorates who earned the degree in four distinct time frames from 1945 to the present indicated that clinical PhDs (53%) were indeed less likely than experimental PhDs (69%) to be mentored. Potential explanations for this discrepancy include the nature of clinical training, diffusion in clinical training, the advent of professional training models. The implications of less frequent mentoring for clinical doctorates are discussed, and several recommendations for addressing this phenomenon are offered. (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)     

Training in projective testing: Survey of clinical training directors and internship directors.

Eighty-nine percent of directors of doctoral programs in clinical psychology accredited by the American Psychological Association (APA) and 84% of directors of APA-accredited internships responded to similar surveys on expectations, attitudes, and practices in the instruction of projective techniques. Directors of internship programs appeared to value projective techniques more than did directors of doctoral programs, and they expected students to have more experience with these techniques than is typically provided in doctoral programs. The two groups also differed significantly in where they believed the responsibility for correcting this imbalance should lie. In addition, 15% of directors of doctoral programs did not believe that training in projective techniques should be required, whereas only 4% of directors of internship programs expressed this view. This study documents the disparity between the average amount of training in projectives provided to students in doctoral programs and the proficiency expected of those students in their internships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Admission requirements, acceptance rates, and financial assistance in clinical psychology programs: Diversity across the practice-research continuum.

129 directors (80% response) of APA-accredited clinical psychology programs provided information pertaining to admission requirements, acceptance rates, financial assistance, and theoretical orientations. Summary data are presented and comparisons are made among 4 types of clinical programs: PsyD programs, practice-oriented PhD programs, equal-emphasis PhD programs, and research-oriented PhD programs. Clinical doctoral programs held similar expectations for undergraduate preparation in psychology, but robust differences emerged on preferred Graduate Record Examination scores, acceptance rates, and financial assistance. In the most extreme comparison (PsyD vs research-oriented PhD programs), students were 4 times more likely to gain acceptance but 6 times less likely to receive full financial assistance in PsyD programs. Implications of these results for potential graduate students and for the future of applied psychology programs are briefly discussed. (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)     

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)     

Training for independent practice: A survey of graduate programs in clinical psychology.

Administered a questionnaire to 112 directors of clinical training programs to investigate the types of training opportunities relative to independent practice that doctoral programs in clinical psychology are offering students. Findings indicate that 87% of PsyD programs and 35% of PhD programs offered some training. Results indicate that private practice as a professional activity for psychologists has become more accepted, that increased training is being offered, but that negative attitudes toward private practice still remain in a small sector of academia. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What happens to PhD program applicants who have master's degrees?

Assessed whether a master's degree in psychology from an institution that granted no higher degree would help or hinder applicants to doctoral programs in psychology. Admissions directors and chairpersons of doctorate-granting programs in clinical and counseling psychology were surveyed. Earning a master's degree before applying to PhD programs had little utility, except for students whose goal was a counseling doctorate that was not approved by the American Psychological Association. Master's degree holders were more likely to complete a doctorate but were less likely to be accepted by clinical programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional role modeling by faculty: The neglected child in doctoral training.

Are faculty members in doctoral training programs in professional psychology expected to model practice? According to the American Psychological Association (APA) Criteria for Accreditation, the answer is yes. According to what actually happens within most doctoral programs, the answer is no. Some of the problems that relate to this discrepancy and some suggested solutions to those problems are discussed in this article. Faculties of professional psychology can make a substantial improvement in how they serve as role models for their doctoral students. First, they can consistently practice what they teach. Second, they can practice exclusively through their own psychological service centers. Third, they can organize their professional work through faculty practice plans. Fourth, they can fully integrate their research, practice, teaching, training, and supervision while increasing the financial support for students. Last, they can routinely model the best of contemporary practice. The broad adoption of these five suggestions would represent a marked departure from what has been modal practice in doctoral programs, but it would greatly strengthen the quality of graduate education and training, improve students' satisfaction with their doctoral training, and advance professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral internship training opportunities in clinical geropsychology.

What types of internship training opportunities are there for psychology graduate students interested in working with older adults? The authors summarize characteristics of 65 doctoral psychology internships self-identified as offering training opportunities in clinical geropsychology. The internships appear to have the resources, staff, training placements, and training experiences that are at least adequate, and in most programs, much more than adequate, for generalist training in aging. Internship programs at facilities of the Department of Veterans Affairs compose a major resource in clinical geropsychology training. Practical suggestions are offered to graduate students interested in obtaining geropsychology training during internship and to internship program directors who may want to offer such training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The current state of sexual ethics training in clinical psychology: Issues of quantity, quality, and effectiveness.

Given the harm caused to clients and the psychology profession by therapist sexual misconduct, sexual ethics training should be given high priority in graduate training programs. The present study surveyed sexual ethics training and student understanding of sexual ethics in clinical psychology doctoral programs from the perspectives of 84 training directors and 451 students. Ninety-four percent of the students had received sexual ethics training; programs provided an average of 6 hr of training. Still, students showed significant deficits in knowledge of sexual ethics principles. Students who had discussed a client attraction with a supervisor showed the best understanding of sexual ethics. Suggestions for ensuring adequate sexual ethics training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

CUDCP-affiliated clinical psychology student views of their science training.

Scientist-practitioner models of clinical psychology training emphasize the quality of science training that students receive, but student views on this topic have not been adequately explored. The current study reports findings of a large-scale survey distributed to 163 clinical psychology doctoral programs affiliated with CUDCP. Student representatives from 55 programs (34%) returned responses from a total of 611 students. Although this response rate was not ideal, a number of important patterns in student perspectives emerged. The overwhelming majority indicated that science training was very important to them. Overall, students reported experiencing a fairly balanced emphasis on science and clinical work, and endorsed receiving a good amount of high-quality training in science. However, discrepancies were noted in the degree to which science training in some areas is emphasized versus desired. Implications for training experiences are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of early research experience and research self-efficacy.

Graduate students in psychology typically report that they either love research or hate research. Despite the fact that most doctoral students in psychology enter some type of clinical practice upon graduation, research is a requirement for all students enrolled in scientist-practitioner programs regardless of their career aspirations beyond graduation. Research advances knowledge in the field of psychology and often guides clinical practice, yet very few psychologists conduct research after graduate school (C. J. Gelso, 1993). Efforts have been undertaken to determine factors that contribute to graduate students' research productivity. One such factor may be research self-efficacy. This study examined the influence of early research experience as a factor to bolster research self-efficacy. Results indicated that supportive peers and mentors contributed to positive research experiences. Additionally, positive team research experiences significantly predicted research self-efficacy. Implications for training programs and students are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists and rehabilitation: New roles and old training models.

The role of psychologists in physical rehabilitation settings has expanded considerably over the past decades. Unfortunately, the lack of clarity regarding roles, functions, and research of psychologists in inpatient and outpatient rehabilitation settings has hampered efforts to establish guidelines for training graduate students to work in rehabilitative settings. Despite ongoing debate since the Princeton Conference in 1958, no guidelines have been recommended by Division 22 of the American Psychological Association (Division of Rehabilitation Psychology) for training doctoral students in clinical and counseling psychology programs for work in rehabilitation. This article asserts that psychology graduate students who want to work in physical rehabilitation settings should (a) have core training in psychology and (b) receive coursework and practica in working with persons who have chronic illnesses and injuries. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics and perceptions of beginning doctoral students in school psychology.

A national sample of 251 1st- and 2nd-yr doctoral students in school psychology responded to a questionnaire measuring demographic characteristics, preferences among applied specialties in professional psychology, graduate program applications, anticipated internship setting, preferred client population, personal interests, professional goals, and satisfaction with current training. Survey responses showed a clear preference for working directly with children and adolescents following graduation, a high degree of correspondence between training program emphases and student interests and goals, and a moderate degree of student satisfaction with training experiences. Results are interpreted with respect to training trends and standards in school psychology, the relationship between school and clinical psychology, satisfaction of students in clinical and counseling psychology programs, and methodology limitations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Criteria for evaluating training programs in clinical or in counseling psychology.

Standards for university training in clinical psychology and counseling psychology previously published in the American Psychologist which serve as criteria for evaluating curricula submitted for approval as doctoral training programs are briefly summarized under the following major headings and subheadings: I. Staff—basic staff, clinical or counseling staff; II. Content Areas—general psychology, psychodynamics of behavior, diagnostic methods, psychotherapy and counseling, research methods, related disciplines; III. Facilities and Equipment—offices and classrooms, laboratory space and equipment and shop facilities, practicum facilities, library, student seminar or reading rooms; IV. Overall Atmosphere of the Department. Internships are also discussed in terms of staff, prerequisites of students accepted, content and methods of practicum training, and facilities for study and research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)