The master's degree in psychology.

A discussion of the nature and purpose of the master's degree in psychology as well as of a number of problems related to subdoctoral education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The value of a terminal master's degree for PhD-pursuing students in psychology.

Presents results of a survey of graduate programs in psychology that support the conclusions of R. J. Howell and M. L. Murdock (see record 1973-05428-001), who found that, on average, BA/BS students appear to have more to lose than to gain by obtaining a master's degree in psychology as a primary strategy in seeking the ultimate goal of a doctoral degree. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The future of the master's degree in psychology: A view from the outside.

Comments on the plight of those seeking admittance to doctoral training programs in clinical psychology, as described by L. V. Annis et al (1978), from the perspective of one who recently completed the application process without success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The ideal function of the terminal master's degree program for a PhD-pursuing student.

Recent evidence suggests that PhD programs are reluctant to accept applicants who hold terminal master's degrees in psychology. The negative implications of such admissions policies are discussed, and solutions are offered to the problems—often cited by PhD programs—of enrolling such applicants. It is concluded that the terminal master's program should function as a proving ground for qualified applicants who are not accepted directly into PhD programs after completing their undergraduate work. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics of school psychology program directors and program production.

Conducted a survey to determine how directors of school psychology programs receive their preparation and what kinds of programs they direct. 157 returned questionnaires revealed that directors came from a wide variety of preparatory departments; were predominantly men; were mostly in departments of education, where they prepared specialists for the schools; and had served as director for less than 4 yrs. A majority had had field practice. Their duties were comparable to those of directors of clinical programs. School psychologist programs currently produce nearly 10 times as many subdoctoral as doctoral graduates. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A study of admissions procedures to a PhD program in psychology.

A study of admissions procedures in the PhD program of the psychology department of the University of Michigan indicated that the department did not discriminate against women during the 1969–1970 academic year. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA certification of terminal master's degree programs.

Contends that certification by the American Psychological Association of terminal master's degree programs would enhance the quality of those chosen for employment or further graduate education. Data from a questionnaire returned by 53 master's programs, 35 direct-service agencies, and 27 doctoral programs endorsed this view. It is suggested that unless terminal master's-level applicants can obtain a certified program in psychology, their training may be taken over by other disciplines. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The questionable value of a master's degree for a PhD-pursuing student.

Results of a survey of 153 institutions with graduate programs in psychology indicates the majority of schools with PhD programs do not offer a separate master's degree. Few colleges, and none of the top-ranking universities, expressed great interest in PhD applicants with master's degrees from other institutions. Most respondents stated these transfer students would be credited with a limited amount of course work or treated as if they had a BA degree. It is concluded that the master's degree may slow the progress of students seriously considering a PhD in psychology, and may actually be a limiting factor for acceptance in doctoral programs, particularly in prestigious schools. Universities should deemphasize the master's degree as part of doctoral training and provide terminal master's programs which prepare students for immediate professional or subprofessional employment. (19 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptual foundations for school psychology: Perspectives from the development of the school psychology program at Berkeley.

Describes the Berkeley School Psychology Program, instituted in 1965 to prepare doctoral level school psychologists in the cognitive, social, and behavioral sciences and to be skilled in applying this knowledge to educational programs for children and youths. Grounded in a scientific basis for practice and trained in developing applications of this knowledge base to direct and indirect services for children and youths, the school psychologist promotes individual effectiveness and prevents educational failure. The medium through which the school psychologist's knowledge is translated into action by the educators who are responsible for educational programs is school-based consultation. An overview of the history of the program from its inception to the present is provided, and challenges for program and professional development for the remainder of the century are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The unquestionable value of a master's degree for a PhD-pursuing student.

Examined the validity of R. J. Howell and M. L. Murdock's (see record 1973-05428-001) conclusion about the questionable worth of the master's degree. Contrary to Howell and Murdock's findings, results from a survey of 44 institutions indicate that a master's degree in psychology did not hinder admission to a PhD program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a focus on positive psychology in school psychology.

Introduces this special issue of School Psychology Quarterly and summarizes the articles contained in this issue. The major purposes of this special issue are twofold. One purpose is to illustrate that some of the various threads of positive psychology research related to children and youth, particularly focusing on the area of positive subjective experience (or subjective well-being: SWB). The second purpose is to underscore the importance of understanding the interrelationships of SWB of children and youth, and their various environmental contexts. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The role of the master's degree in doctoral training.

The committee "would attempt to produce a scholarly psychologist well grounded in scientific method, theory, knowledge, and critique, as these pertain to the pursuit of a career in either scientific or applied psychology." They believe that "psychology can serve society best by reducing the amount of specialization at the predoctoral level and by training the PhD… . A psychologist so trained will be able to adapt to the changing situation in a dynamic society." Major sections are: Implications for Psychology, Articulation of Nondoctoral and Doctoral Graduate Programs, and Recommendations. The APA Education and Training Board should have an annual article in the "American Psychologist" providing pertinent information on graduate training programs, graduate selection standards, and philosophy of graduate training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bilevel training in school psychology: Interlocking degrees for program accreditation.

Multiple standards exist for the accreditation of training programs in school psychology: American Psychological Association's standards apply to doctoral programs and National Association of School Psychologists/National Council for Accreditation of Teacher Education's standards apply to doctoral and specialist programs for professional school personnel. Program accreditation by these associations is designed to assure the quality of professional preparation. However, the multiple standards for accreditation seriously challenge programs to accommodate requirements for content, breadth, and depth of professional preparation. The problem is compounded for training programs offering bilevel training. An interlocking relationship between training levels is proposed as one approach compatible with both the generic and specific criteria of the several associations accrediting school psychology programs. The design of a training program that integrates specialist and doctoral-level preparation is analyzed, using multiple criteria of the major accrediting associations to determine advantages and disadvantages of this approach. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The master’s degree in clinical psychology: Longitudinal program evaluation.

The usefulness of a master's degree in psychology as a facilitator of admission to doctoral programs or as a means of securing full-time, psychology-related employment still remains a debatable issue. All persons who received degrees over a 28-year period (1958-1986) from a terminal master's program in psychology were surveyed on two occasions: in 1973 and in 1986. The data presented focus on the responses of the 105 persons who received clinical MS degrees. Over the 28-year period, 61% of the MS clinical graduates entered doctoral programs in psychology or related areas. Also, except for those who chose to become full-time homemakers or those who were still working toward doctoral degrees, all respondents were employed full time in psychology-related settings. A review of the empirically based reports on master's-level training in psychology between 1971 and 1987 is also presented, so as to provide a continuing historical overview of the master's-level issue in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching psychology to grade school children: The Mini-University program.

The Mini-University program, which introduces Canadian school children (aged 10–16 yrs) to academic and sports/recreational activities during the summer session, is discussed in terms of its value. Specifically, the program is viewed as an opportunity for fostering an understanding of the discipline of psychology. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The doctoral program in school psychology at the University of South Carolina.

Traces the development of the doctoral program in school psychology at the University of South Carolina from its historical origins to the present. The program is built on the scientist-practitioner model, with broad training in both scientific and professional psychology. The program model is evaluated, and possible future directions in training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A postdoctoral residency program in clinical psychology.

Describes "1 training center's approach to postdoctoral training for the professional aspects of clinical psychology, as seen through the eyes of 1 of its faculty members. 1 or 2 yr. of postdoctoral residency training prepare the young clinical psychologist to engage in professional practice in 2 areas," as a psychodiagnostician-clinician-consultant and as a psychotherapist. These 2 roles are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Career satisfaction in clinical psychology: A survey of recent graduates.

Investigated career satisfaction in 179 recent graduates (mean age 30.8 yrs) of clinical psychology programs, at both the master's and doctoral levels. Contrary to earlier investigations by S. Garfield and R. Kurtz (see record 1976-24639-001), E. L. Kelly et al (see record 1979-24415-001), and J. Prochaska and J. Norcross (see record 1984-13290-001), only a small sample of the recent graduates surveyed would choose to go into another field other than clinical psychology had they to live their lives over again. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of a correctional-clinical psychology program.

Describes the development of a graduate training program in correctional-clinical psychology at the University of Alabama. Since 1971, the Department of Psychology has combined academic instruction, field consultation, research, and social activism in this program. An organizational component within the department, the Center for Correctional Psychology, has served the primary coordination role and has been the primary training vehicle. The center's involvement includes not only correctional settings and offenders, but also hospitals, patients, law enforcement systems, police, and courts. Major areas of activity are briefly described, including consultation with criminal justice agencies, the training of criminal justice personnel, provision for a clearinghouse for correctional information, and the preparation and presentation of expert testimony in court. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A neuropsychological approach to school psychology.

Reviews advances in clinical neuropsychology and how they can be integrated into school psychology training and practice. Neuropsychological techniques, such as perinatal assessment, neuropsychological symptomatology, and the mental status examination, are evaluated in light of the school psychologist's role and function. Training models in neuropsychology are reviewed, with emphasis on school psychology training programs that offer specialization in neuropsychology. Future directions in pediatric/school neuropsychology are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)