Psychology in flux: The academic-professional bipolarity.

The "main fission in psychology is that between academic psychology and professional psychology." Clinical, industrial, and social psychology, among other applied fields, have expanded dramatically since World War II. Experimental psychology itself is now being professionalized. Serious problems stem from the fact that most graduate curricula are oriented to training "pure scientists" as scholars while most psychology graduates will "wind up in professional work outside universities and colleges." One solution is "to set up a school forthrightly embracing both academic and professional graduate training." There would be an "academic department" and a separate "professional department." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate education of Negro psychologists.

The "Council on Psychological Resources in the South was impressed with the dearth of psychologists in the South, particularly Negro psychologists" and appointed a committee "… to study the facts in this regard and to make recommendations for pertinent action." Fifty-six (98.2%) of fifty-seven graduate departments of psychology surveyed answered questionnaires concerning Negro psychologists receiving graduate degrees and the undergraduate origin of these students. "Negro personnel in psychology come in considerable proportion (one-third) from Negro undergraduate schools in the South." "In the process of bridging the gap between inadequate undergraduate training and high level graduate work, Howard University is making an exceptional contribution toward training in scientific and professional psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training for community clinical psychology.

"In this paper we will review some of the basic principles which seem to underlie the training of psychologists for professional careers in the field of mental health, examine these principles in relation to the developments that have occurred in this field since World War II, explore the implications of these factors for graduate training in psychology in general and clinical psychology in particular, and describe a training program in which we are attempting to apply these principles." The program at the University of Nebraska "has developed over the last 13 years." In it there has been a shift from "teaching psychological tests to teaching the use of psychologist tests as an aid to understanding people's problems." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics training in Canadian graduate schools of psychology.

Evaluated the extent and nature of ethics training in 27 Canadian graduate schools of psychology by means of a questionnaire sent to the schools that asked questions on the nature of graduate programs, the nature of graduate programs and of graduate employment, the content areas, and views on whether and how ethics should be taught. It was found that many graduates from nonclinical programs obtain clinical employment, and that clinical students are more likely to receive some ethics training than are nonclinical. In view of the variable and often minimal approaches to ethics in some institutions, it is unsafe to assume that graduates generally have knowledge and practice in dealing with ethical issues. In order to avoid potential harm to the public and to the profession of psychology, it is recommended that professional associations promote continuing education programs and that graduate schools increase their commitment to teaching ethics and developing effective teaching models. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1966-67.

This report is similar to previous ones on educational facilities and financial assistance for graduate students in psychology. Institutions with graduate programs in psychology are listed, with information supplied by the respective departments. There is no evaluation of these programs and no implication of approval of them by the American Psychological Association, except those doctoral programs in clinical psychology and in counseling psychology that are indicated by the phrase, "PhD in clinical and counseling APA-approved." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1959-1960.

This report is similar to previous articles on educational facilities and financial assistance for graduate students in psychology. Institutions with graduate programs in psychology are listed, with information supplied by the respective departments. Schools not returning up-to-date information are not included, for no listing is based on information of previous years. There is no evaluation of these programs and no implication of approval of them by the American Psychological Association, except those doctoral programs in clinical psychology and in counseling psychology that are indicated by the phrase, "PhD in clinical and counseling APA-approved." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the expansion of professional psychology.

"My aim has been to discuss some of the effects which present-day training in clinical psychology may have upon the role and identity of professional psychologists; how the consequences of professional expansion and the interaction with other groups affect training programs in psychology; and how in turn the circumstances of the latter, by determining the range and quality of experiences, may affect the intellectual and professional orientation of clinical psychologists." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An acculturation model for ethics training: The ethics autobiography and beyond.

An integrated theme for ethics courses and workshops can be very valuable to psychologists engaged in ethics training. The model of ethical acculturation (M. M. Handelsman, M. C. Gottlieb, & S. Knapp, 2005) can serve as a framework for ethics training at undergraduate, graduate, and continuing education levels. The authors outline several advantages of focusing on the process of acculturating to the ethics of psychology rather than having students simply memorize ethics principles and standards. They discuss several pedagogical activities used to implement the acculturation theme and to help students become more active participants in their learning. Examples from student papers and course discussions highlight the ways these techniques aid in the teaching, learning, and assessment of learning in professional ethics training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Faculty and graduate students in departments with approved doctoral programs.

Data are presented for 46 institutions. "The mean average number of staff members of the departments is 19.7, with a range of 7 to 52." The mean "equivalent of full-time members giving time to graduate instruction and supervision" is 8.14. "A total of 3,583 graduate students is reported… ." The student-staff ratio is 9.9 with a range of 4.3 to 22.5. The number of Ph.D.s granted in 1953-1954 was 517. "The number of graduate students in psychology admitted for the fall of 1954 was 922… ." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate student professional development.

Professional development (PD) has become an integral element of professional practice and training within psychology and related fields, yet the construct has not been conceptually well defined. Psychology graduate students (N?=?593) were surveyed to assess PD across 3 primary areas: "What is PD for you? Is this fostered by your program? and In which areas would you like more?" Students endorsed numerous items as being part of PD, with only 3 elements of PD fostered by graduate programs (statistics and research, theories or behavior, ethics). Multivariate analyses of variance revealed some differences between clinical/counseling and research/academic students on the factors across 2 of the primary areas. A conceptual definition of PD is offered, with recommendations for graduate students and educators to identify PD needs and evaluate whether those needs are being met. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Undergraduate grades and the Miller Analogies Test as predictors of graduate success.

Ss were "124 students who entered the graduate program at the University of Michigan during the years 1951 through 1955… . Information available on each applicant at the time of entrance included the following measures": total undergraduate grade point average (GPA), undergraduate GPA in science and mathematics, undergraduate GPA in psychology courses, MAT score, objective comprehensive examination in psychology. Measures of "success" included: GPA in graduate courses, marks on doctoral preliminary examinations, faculty ratings of potential professional contribution and potential scientific contribution. 6 tables of results are presented. The best predictor of marks in graduate courses was undergraduate GPA in science courses; it also best predicted preliminary examination grades. "The MAT significantly predicted graduate course grades and was the best predictor of potential scientific contribution of the student." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interprofessional relations or psychologists and psychiatrists are human too, only more so.

"Problems of interprofessional relations have been more productive of furor than fact." "Graduate students in psychology are expected to be skeptical and questioning; medical students begin their training with the absorption of static anatomical knowledge which has undergone little change in years." Psychiatry "… seems to represent the established order, and clinical psychology the force which seeks to change it." Conflicts stemming from differences in professional and social roles, from differences in professional training and potential roles, from differences in the preparation for and practice of pychotherapy, and from problems of collaborative research are discussed. Prospects for the future are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship year in clinical psychology training as a professional adolescence.

The internship year in clinical psychology training has been described as a "professional adolescence." During this time the trainee is involved in consolidating a professional identity through the integration of previous experiences and the application of knowledge to clinical work in a novel situation. Through presentation of personal experiences and observations of a clinical psychology intern, elements of the internship year are compared with the identity process of adolescence. Particular emphasis is placed on issues of competency as they arise throughout the internship year. Aspects of the internship experience that facilitate development of a professional identity are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Role of Gender in the Career Aspirations of Professional Psychology Graduates: Are There More Similarities Than Differences?

Although it has been claimed that the increase in the number of females enrolled in graduate programs in professional psychology has implications for the future of research, teaching, and clinical service, more research is needed to evaluate such claims. Canadian graduate students in professional psychology programs were surveyed to examine gender differences in their academic achievements, professional interests, career plans, as well as the reasons for their career choices, expected salaries, and personal opinions regarding affirmative action. Overall, the similarities between genders outweighed the differences. However, women were more likely than men to expect child-rearing to disrupt their careers, to make their career choices based on job flexibility, and to expect lower maximum salaries. Women were also less likely to want to pursue jobs in academia, yet were more likely to advocate for the recruitment of women into academia. The potential implications of the changing gender composition and overall trends in professional psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Convention publicity: should it grow?

"The question of what sort of public information program the APA should have generally starts a lively discussion." A principal obstacle "… that impedes the flow of a tremendous amount of psychology to the public… calls for the professional skills and intuitions of a public information specialist… ." The "… APA can get constructive publicity, in quantity, in all the mass media, not only at convention time, but throughout the year… " and the author believes "… that the APA should want it." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental planning for a graduate program in psychology.

Presents a flexible framework for an orderly developmental plan for a graduate program in psychology: (1) development of psychology as a scientific discipline, (2) "responsibility for the professional preparation of graduates to perform service functions in society," (3) application of psychological knowledge and methodologies to public affairs, (4) involvement of other disciplines in the psychology of research and instruction, (5) enhancement of the impact of graduate programs on undergraduate education, and (6) division of organizational structures and procedures to "provide effective operational mechanisms for the attainment of program objectives." The graduate program in psychology at Claremont Graduate School is viewed through all 6 criteria. 2 major objectives, involving conceptualization and investigation, and professional preparation are presented and discussed in relation to the past and present program of the department. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promotion of Academic Careers in School Psychology: A Conceptual Framework of Impact Points, Recommended Strategies, and Hopeful Outcomes.

School psychology is facing a major shortage of faculty in graduate training and education programs. To deal with this shortage and the issues that surround it, we propose a conceptual framework that incorporates a number of impact points that graduate training programs can use to educate and sustain individuals in academic careers. The impact points include: selection of students, program-related training variables, post-program transition variables, and sustainability of academic careers. Each of these impact points is discussed within the context of the role that current faculty and practitioners in the profession can play in graduate education and training of academic scholars. Among the variety of potential solutions to the shortage, we introduce the concept of the "virtual university" to promote future education and sustainability of faculty within our graduate training programs. A case scenario from graduate students at the University of Wisconsin-Madison is presented as a context for the impact points raised in the article. We argue that those of us in the profession think systemically and lead the way into a new era of collaborative work across our graduate programs and among our colleagues in clinical, counseling, and related areas of applied and professional psychology graduate training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Committee on the Scientific and Professional Aims of Psychology: Preliminary Report.

"This report concerns some of the issues involved in the increasing diversification of psychology." Focus was "on problems of professionalization in clinical psychology in order: (a) to deal with the problems involving the largest number of psychologists, and (b) to make it possible to speak more specifically about issues." The "training of clinical psychologists for the practice of psychotherapy should be established as a new doctoral program within the university." Interdisciplinary training is encouraged. "Generally we favor awarding a degree other than the PhD at the end of such doctoral training." "None of the present models for training of psychotherapists, whether within clinical psychology, medicine, or social work, are satisfactory means for developing competent practitioners able to meet the needs or expectations of society." Guidelines for legislation are suggested. It was suggested that "perhaps as much as 50% of the [APA Convention] program should be composed of invited talks and papers which would be either integrative in their nature or which would open up new areas in which significant advances are being made." The Committee has proposed suggestions rather than solutions to problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Where America's recognized psychologist received their doctorates.

An operational concept of "professional recognition" involves presidencies, chairmanships, and memberships in a variety of professional psychology societies and receiving a variety of honorary awards. "All 67 department in the sample which between 1895-1948 had granted at least 1 doctorate in psychology were analyzed by type of university control, geographic location, and length of time doctorates in psychology had been granted. Departments whose doctorates in psychology filled their predicted share or more than their share of positions of recognition were scored a plus, while departments whose doctorates filled less than their share, or no positions, were given a minus." A 3-page table of doctorates by department (1884-1948) achieving positions of professional recognition is provided. The "contemporary university does not project the image of its Great Men but of its outstanding departments." (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)