Longitudinal examination of Doctor of Psychology interns: 1982–1985.

In this research we explored numerous areas involved in the process of Doctor of Psychology (PsyD) candidates' selection of an internship site, perceived factors affecting selection by an internship site, and how such individuals compare in training and ability with the more traditional Doctor of Philosophy (PhD) candidates in similar settings. The subjects in this 4-year (1982–1985) study were then currently placed, 4th-year clinical PsyD candidates from a free-standing professional school. Novel components of this study include the fact that the data started with the very first class of interns from what was then a new school and continued on to cover each successive year. Data were collected via questionnaire responses. All surveys over this 4-year period were returned (N?=?67). The results suggest that such PsyD interns may be more appropriately trained to the duties required of a clinical internship than are most of their PhD peers at the same site, and clinical ability along with therapeutic competence appears to be a hopeful hallmark of such burgeoning professional psychologists. (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)     

A PsyD degrees for every practitioner: Truth in labeling.

At present, nearly 70% of American Psychological Association members are identified as health care providers. The PhD degree, a generic scholarly degree, is most commonly used to certify completion of doctoral studies in professional psychology. As a result, the consumer has difficulty determining which psychologist is qualified to provide health care. The Doctor of Psychology (PsyD) should identify those psychologists who provide doctoral-level health services. Licensed, qualified PhD psychologists could be awarded the PsyD retroactively on the basis of a credential review, as the JD degree was awarded to lawyers previously holding the LLB. Applicants for the PsyD would not relinquish their PhD degrees. Upon review and approval, they would identify themselves with both degrees: PsyD, PhD. Mechanisms for accomplishing the change are suggested. (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)     

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)     

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)     

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)     

Evaluative comparison of PsyD and PhD students by clinical internship supervisors.

Internship supervisors evaluated the preinternship preparation of 67 PsyD students and 228 PhD students in regard to several core clinical skills and general dimensions of professional competence. In contrast with previous studies that suggested serious dissatisfaction among supervisors with the general quality of preinternship training, most interns evaluated individually in this study were considered at least adequately prepared for most kinds of clinical work. Except for slight superiority of PsyD students in "sensitivity" and of PhD students in "scientific attitude," there were no reliable differences between interns from practitioner programs and those from scientist-practitioner programs. For future evaluation research, the need to move beyond ratings to performance-based measures of competence is imperative. (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)     

PhD or PsyD?

Argues that D. R. Peterson's article on the meanings and relative merits of PhD and PsyD degrees (see record 1977-30158-001) does not address the real issue: What kind of degree program both qualifies practitioners at a professional level and identifies their qualifications by the degree awarded? Peterson has failed to convince the author that a PsyD program or a PsyD degree has any clear advantage over the PhD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

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)     

A PhD degree for every researcher/scientist.

Comments on A. E. Shapiro and J. G. Wiggins's (see record 1994-31325-001) proposal that there be some procedure for granting Doctorate of Psychology (PsyD) degrees to qualified PhD level psychologists who also provide clinical service to the public. Altman argues that the proposal is 1-sided and that consideration should be given to allowing psychologists with PsyD degrees and sufficient academic and research training to participate in a similar credentialing review process to obtain a PhD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On reasoning from predicates: The PhD is not a professional degree.

Counters E. J. Shoben's (see record 1981-26598-001) arguments in favor of retaining the PhD degree as the most appropriate credential for professional practice. It is argued that (1) the ability to think critically and to write in a scholarly manner can be demonstrated by other means than the writing of a dissertation and the awarding of a PhD (accreditation standards and licensing regulations require a doctorate not a PhD); (2) although most faculty in professional schools and practitioners have a PhD, this reflects the fact that until recently no PsyD degrees were awarded; (3) psychology is solidly established enough as a profession to win acceptance of a separate professional degree; and (4) methods are proposed for preventing the PsyD from being perceived, incorrectly, as a watered down degree. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Roles, functions, and training in clinical psychology: A survey of academic clinicians.

Describes a questionnaire sent to 239 academic clinical psychologists in American Psychological Association (APA)-approved clinical training programs to obtain their attitudes towards a number of critical issues in clinical psychology. 75% returned the questionnaire. A PhD degree in psychology, with equal emphasis on scientific and applied training, was endorsed by most respondents, as was the training of MA and MS clinicians. Other doctoral programs for training clinicians, including PsyD degrees, did not receive strong endorsement. Activity areas of clinical psychologist were rated from 6 reference points ranging from adequacy of present training to training emphasis expected in 7 yr. Results indicate that: (a) therapy and research were rated high by most respondents; (b) many respondents believed that consulting and teaching should be emphasized more and that their clinical training programs did not adequately train in these areas; (c) the emphasis on diagnosis was expected to decline in training and future usefulness; (d) in addition to research, respondents believed that APA should support other interest areas; and (e) clinical psychology should be more attuned to social problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctor of Psychology degree: From hibernation to reality.

Since the beginning of the American Psychological Association (APA), there have been 3 explicit models of psychologists: scientist, scientist–professional, and professional. In the late 1940's, there was a need for a model of clinical training that the Boulder scientist-professional model fulfilled. However, the emphasis on training in the science of psychology seemed to increase at the expense of training in the applied aspects of psychology. The need was increasingly voiced for a service-oriented training program with a clear professional identity. These pressures culminated in the most recent training conference convened by APA at Vail, Colorado in 1973. The Vail conferees asserted that the development of psychological science had sufficiently matured to justify creation of explicit professional programs. The Doctor of Psychology (PsyD) model and rationale are explained, and essential ingredients of currently operating PsyD programs are discussed. Future developments in professional programs, credentialing and designation, and the critical interface with societal needs are also examined. (26 ref) (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)     

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)     

A PsyD for every practitioner: Further separation of science and practice in professional psychology.

Comments on A. E. Shapiro and J. G. Wiggins's (see record 1994-31325-001) proposal that the standard for practice in psychology be the Doctor of Psychology (PsyD) degree. Wynkoop contends that the proposal may exacerbate existing problems, such as the divisiveness between science and practice. Furthermore, Wynkoop argues that solutions already exist for the concerns raised by Shapiro and Wiggins as support for their position on the PsyD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

More on the PsyD.

Responds to L. Waters's (1977) criticisms of D. R. Peterson's (see record 1977-30158-001) article advocating the PsyD, rather than the PhD, as the preferred professional degree. The PhD requirements for extensive work in research, statistics, and foreign language are omitted in the PsyD program in favor of work in biological aspects of psychological problems, professional development, behavior therapy, and other areas. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)