Need for the doctor of psychology degree in professional psychology.

The Vail Conference on professional training in psychology recommended development of explicitly professional programs and use of the PsyD degree to certify competence in professional psychology. Policies governing use of the degree, however, as well as the concepts of professional function which degree titles should symbolize, continue to be controversial. Opponents of the Vail Conference recommendations have argued that professional psychologists are most appropriately regarded as scholar-professionals, and have urged award of the PhD degree upon completion of graduate training in such fields as clinical psychology. As counterargument, a multiple definition of the term scholar-professional is stated, and the surplus meanings implied by scholarship are shown to be either false, misleading, or redundant. The difficulties that arise from using the PhD degree as a credential of professional competence are then discussed, and the advantages of employing the PsyD degree both affirmatively, as a certificate of professional competence in psychology, and restrictively, to exclude inadequately trained people from the practice of professional psychology, are asserted. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching history and systems from a clinical perspective.

There is a need to make the teaching of the history and systems of psychology course more relevant for students in professional training programs. Most typical courses and textbooks are oriented around the history of the science of psychology, giving scant and generally passing attention to the development of the profession of psychology. The author draws on his experience teaching a history and systems course in PsyD programs and provides a structure for enhancing the relevancy of such courses in professional training programs. Two frameworks are used. The author develops a conceptualization of 4 archetypes as defining of the range of roles, activities, contexts, and justification of professional psychologists: (a) the shaman/ priest, (b) the physician, (c) the teacher, and (d) the scientist. Stephen Pepper's (1942) world hypothesis theory, which characterizes the epistemic approaches underlying modern science and philosophy, is used to organize the development of the science of psychology. The integration of these 2 frameworks is discussed, and the curricular modifications that flow from it are outlined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The PsyD: Heterogeneity in Practitioner Training.

The paucity of research on PsyD programs has led to unsubstantiated generalizations and uniformity myths about practitioner training. The authors collected information on the admission rates, financial assistance, theoretical orientations, and selected characteristics of American Psychological Association (APA)-accredited PsyD programs in clinical psychology (89% response rate). Systematic comparisons were made between PsyD programs housed in university departments, university professional schools, and freestanding institutions to describe the differences and commonalities among the heterogeneous PsyD programs. Empirical comparisons were provided among APA-accredited PsyD, practice-oriented PhD, and research-oriented PhD programs in clinical psychology to highlight the distinctive features of PsyD programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attitudes of internship directors toward preinternship training and clinical training models.

A survey of 179 internship directors revealed considerable dissatisfaction concerning university preparation in clinical skills. Interns are seen by many as not well prepared in assessment or psychotherapeutic activities, and university training in these areas frequently failed to improve over 3 yrs. Nevertheless, there was little sentiment to abandon the scientist/practitioner training model in favor of either university-based PsyD programs or free-standing professional schools. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Career experiences of doctors of psychology.

Surveyed 184 graduates (mean age 37 yrs) of 9 PsyD programs to determine the professional activities in which they were engaged, satisfaction with careers and graduate training in professional psychology, and public acceptance of the PsyD degree and compared the results with similar data on PhD clinicians. Most Ss were primarily engaged in direct professional services in professional settings. They were generally satisfied with their careers in professional psychology and significantly more satisfied with the graduate training they had received than were clinical psychologists trained in traditional PhD programs. More Ss reported that the PsyD degree was an advantage rather than a disadvantage when competing for jobs with candidates who had other degrees. PsyD Ss were found to be active joiners of professional associations. 91% of PsyD Ss who applied for licensure or certification encountered no difficulty due to their degree. Almost no unfavorable attitudes toward the degree were perceived among clients, employers, or colleagues. It is concluded that fears about perception of the PsyD as a second-rate credential are unfounded. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On professional schools and professional degrees.

The scientist-professional model has been dominant in the training of clinical psychologists since the Boulder Conference (V. C. Raimy, 1950). There has been a recent movement toward a professional model, and this was stated most clearly in the recommendations of the Vail Conference. Participants in this conference endorsed the development of professional schools and the award of a professional degree, the PsyD. It is argued that professional schools can provide training which is in keeping with the interest of students and the needs of society. This can be done within the boundaries of the PhD degree, so that there is no clear justification for the award of an alternate doctoral degree. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional interests and career aspirations of graduate students in professional psychology: An exploratory survey.

Graduate students in American professional psychology programs (N = 498) were surveyed to examine differences between specialty area (clinical vs. counseling), degree type (PhD vs. PsyD), and gender with respect to demographics, training models, theoretical orientations, career aspirations and reasons for choices, research productivity, and expected salaries. Clinical and counseling students differed with respect to training models, theoretical orientations, career aspirations, and expected salaries, whereas PhD and PsyD students differed with respect to training models, theoretical orientations, career aspirations, and research emphasis. The changing gender composition in professional psychology is unlikely to have a dramatic effect given their professional similarities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Challenging the stultifying bonds of tradition: Some philosophical, conceptual, and methodological issues in applying the scientist-practitioner model.

Discusses the quality of school psychology education and training in light of a continuing bifurcation of the science–practice relationship in both education and training and professional practice. The mutuality of science and practice is emphasized, and the problems of better linkage between psychological science and professional practice are discussed. The current status of the scientist–practitioner model is discussed, and arguments for the need to move beyond textbook accounts of the scientific process are presented. The war of words taking place regarding the nature of psychological science is examined, and an answer to the question of what is meant by the integration of science and practice is provided. Considerations are included of suppositions, including that fruitful interaction of science and practice often is an opportunistic process and that there is nothing so theoretical as good practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training in clinical psychology: Student perspectives on selecting a program.

Although graduate programs in clinical psychology spend considerable energy and resources selecting students, there is limited information regarding the factors students consider important when they choose a training program. A review of recent literature found one study that looked at how first-year graduate students rated the importance of a number of factors in their decision-making process when selecting a clinical psychology training program (Walfish, Stenmark, Shealy, & Shealy, 1989). The current study extends this research by comparing reports from first-year graduate students enrolled in traditional “Boulder model” programs with those enrolled in professional “Vail model” programs. As part of a larger survey project, students answered questions about factors they considered important when they made decisions about applying to and selecting a graduate program to attend. Responses from students enrolled in traditional programs were compared with students attending professional programs. These differences are discussed, as well as their implications for program directors engaged in student recruitment and selection. (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)     

Survey of current clinical and research trends in clinical psychology.

Surveyed directors of 115 clinical PhD and PsyD psychology programs with accreditation from the American Psychological Association to explore trends in the training of clinical psychologists. The most popular area of clinical research appeared to be behavioral medicine/health psychology. The most popular specialty clinics allowing training in a specific domain of clinical psychology were family therapy, behavioral medicine, neuropsychology/rehabilitation, and couples therapy. Ss in PhD programs were more likely than those in PsyD programs to subscribe to a cognitive-behavioral/social-learning orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training in law and psychology: Models from the Villanova conference.

Although the domain of law and psychology is a burgeoning and popular field of study, there has never been a concerted effort to evaluate current training models or to develop newer, more effective ones. 48 invited participants attended a national conference held at Villanova Law School to remedy this deficiency. Working groups addressed issues of education and training for the undergraduate level; for doctoral-level programs in law and social science; for forensic clinical training; for joint-degree (JD/PhD–PsyD) programs; for those in practica, internships, and postdoctoral programs; and for continuing education. This article delineates levels and models of training in each of these areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Twenty years of practitioner training in psychology.

Reviews the history of the professional school movement since the 1960's. It is suggested that major research universities are unlikely to establish practitioner programs in psychology and that education of most practitioners in psychology will take place in professional schools and small departments. It is noted that the doctoral degree granted upon completion of graduate study depends on the administrative location of the program in which graduate study is done. Graduates of scientist–practitioner programs and graduates of practitioner programs perform about equally well, and the curricula of professional schools and scientist–professional programs are more alike than different. It is concluded that the main differences between practitioner programs and scientist–professional programs lie in the attitudes and interests of faculty and students and that under some conditions the cultures of science and practice can be blended. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Supplement to listing of APA-accredited doctoral and predoctoral internship training programs in psychology": Clarification.

Reports an error in the American Psychologist, 1994[Jul], Vol 49[7], 671. The supplement noted the phasing out of the accredited program in clinical psychology at Yeshiva University. However, this notice referred only to Yeshiva's clinical PhD program, not to its clinical PsyD program. (The following abstract of this article originally appeared in record 1994-42940-001.) Reports the changes announced by the American Psychological Association (APA) Committee on Accreditation in the list of APA-accredited doctoral programs in professional psychology and predoctoral internships for doctoral training in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional training and professional competence: A critique of current thinking.

Contends that professional schools and doctor of psychology programs may well represent the wave of the future in clinical psychology training. Yet advocates of the professional training model are premature in asserting that the model, as it has thus far been defined and evaluated, assures higher standards of professional competence than do traditional programs and should therefore become the official model for training all practitioners. The present study examines these claims from both empirical and pedagogical perspectives. Empirically, there is as yet no support for the superiority of explicit professional programs. Indeed, the lack of valid methods for assessing professional competence precludes meaningful evaluation of any training model. In the absence of empirical support, the new training model is examined in the light of 20th-century philosophy of professional education. From this perspective, the professional model rests on false assumptions concerning both the nature of professional competence and the optimal curriculum for developing competence. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From Leipzig to Luxembourg (via Boulder and Vail): A history of clinical psychology training in Europe and the United States.

Are European models of clinical psychology training similar to those in the United States, or do they still stress the Wundtian tradition of research and scholarship? The development of PsyD programs in the United States has accelerated over the past 2 decades, but have there been similar developments in Europe? This article traces the development of research-oriented training in clinical psychology from Wilhelm Wundt through Lightner Witmer to the Boulder and Luxembourg models. It also traces the PsyD from the original suggestion made by Leta Hollingworth in 1918 to the present. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selected outcomes of accredited programs.

For a representative sample of 149 accredited doctoral programs, 3 types of outcomes are reported: activities of students, time to degree, and employment settings of graduates. Comparisons of activities on the basis of program specialty area yielded a difference only for the activity of providing professional services (with clinical?>?counseling?>?school). Comparisons on the basis of degree type (PhD, PsyD) yielded differences for all activities except providing professional services, with PhD students and faculty reporting higher median levels of involvement. Students in PhD programs require significantly longer (approximately 1.5 years) to complete their degrees than do PsyD program students. Graduates' employment settings tend to be consistent with the specialty area of their doctoral programs with interesting shifts from initial to subsequent employment. Recommendations are made for expanding outcome assessment of graduate education and training in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Substance abuse training in APA-accredited doctoral programs in clinical psychology: A survey.

A survey addressing training provided in the area of substance abuse was mailed to all 160 doctoral clinical psychology programs provisionally and fully accredited by the American Psychological Association (APA). A total of 95 replies were received (59%). This study was conducted to ascertain whether levels of doctoral training in this area have changed appreciably since comparable surveys by J. A. Selin and S. Svanum (1981) and B. Lubin et al (1986). Because of the considerable increase in number of APA-accredited PsyD programs since the previous 2 surveys, it was also possible to compare relative levels of training in substance abuse in PhD, PsyD, and combined PhD/PsyD programs. Survey results did not suggest that substance abuse training either has changed markedly over time or differs substantially across types of degree programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role conflicts in psychology and their implications for a reevaluation of training models.

For 25 years training in clinical psychology has followed the Boulder model, attempting to make the clinical psychologist both a scientist and a professional. In this paper arguments are advanced which suggest that it is usually difficult and frequently impossible to make the same person into both a scientist and a professional. Science abhors secrecy, but professionals must keep their knowledge secret. Differences exist in personality characteristics in individuals attracted to the science or the profession. Training requirements are clearly different. Readiness to participate in social and political action also differentiates the groups. For these and other reasons the authors advance the argument that separate professional training schools for psychology must be established, following the historically evolving model provided by other professions. A division of training of psychologists in scientific and professional work may have beneficial effects by eliminating role conflicts in the professional and by making clear the essential division of labor. (PsycINFO Database Record (c) 2010 APA, all rights reserved)