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)     

An initial evaluation of a clinical psychology practicum training program.

Assessed 2 groups of clinical psychology graduate student trainees (N?=?26) either 3 or 4 times over the 1st 2 yrs of training. Skills measured included the ability to both communicate and discriminate empathic responses. Faculty supervisory ratings of Ss and internship supervisory ratings were obtained. For comparison purposes, data were gathered from 9 graduate trainees who did not undergo systematic skills training. Results indicate that both experimental training groups (receiving skill training) improved in their ability to produce empathic responses as compared with the control group. The training group that received the more intense and experiential training showed greater improvement in ability to discriminate facilitative responses. Faculty ratings during practicum did not reveal improvement; however, internship supervisory ratings did reflect trainee improvement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Quality assurance standards in the education of psychologists: Reliability and validity of objective comprehensive examinations developed at a freestanding professional school.

Test data were obtained over a 10-year period from 714 Ss and found that comprehensive examinations developed at a nonuniversity clinical training program were highly reliable and significantly correlated with (a) undergraduate and graduate grades, (b) clinical competency evaluations, (c) dissertations ratings, and (d) licensing examination scores. Orthogonal, or slightly negative, relations were obtained between nonacademic admissions variables and comprehensive examination performance. Findings demonstrate the commitment of a large freestanding professional school to maintain responsible academic standards show the utility of standardized multiple-choice tests for the appraisal of graduate-level knowledge of psychology and provide support for the profession's claim that requisite scholarly knowledge of psychology is related to competent clinical practice. The development of a national examination for professional school students is suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of employment status to mental health and family variables in Black men from single-parent families.

Reinterviewed, at a 6-yr follow-up, 90 Black males (mean age 23 yrs) reared in female-headed, single-parent households and initially interviewed at ages 16 and 17 yrs (C. B. Wilkerson and W. A. O'Connor, 1977). At interview Ss completed the SCL-90, the Life Experiences Survey, a social adjustment scale, and an ecologic assessment record. They were grouped in employment categories of superachievers, average, underemployed, and unemployed. Employment status was related to social adjustment and current life experiences ratings. Superachievers felt more competent, had higher aspirations, and were more satisfied with their lives than members of other groups. Longer father presence in the home was associated with more successful employment, as was a highly educated mother. Socioeconomic differences between the groups were slight and did not account for any direct or indirect effects. Strongest predictors of employment status were high school grades and length of father presence. Age, mother's age, and family income during the preschool and high school years also entered into the predictive equation. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate student success in psychology.

Studied all graduate students who entered the Department of Psychology at the University of Illinois at Urbana-Champaign from 1965 through 1970 with respect to their success as graduate students. The predictors were the standard admission variables (e.g., Graduate Record Examination scores, undergraduate grades). The criteria included obtaining the doctorate, time taken to obtain the degree, and type and number of publications after the doctorate. As predicted, the standard ability variables correlated with early graduate school success criteria, such as 1st-year grades. In addition, peer ratings of need for achievement, conscientiousness, and commitment to psychology emerged as important predictors of later success. Sex differences were less than anticipated, although proportionally fewer women completed the degree than men. Data suggest the possibility of using a multiple-hurdles model for graduate school selection and retention, with the hurdles being defined throughout the student's career. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology training and psychotherapy interview performance.

Examined the effect of graduate training in clinical psychology on interview skills by comparing the analog interview performance of graduate students with 0–3 yrs of clinical training over time and with that of graduate students in other specialties. Although clinical training per se had no effect, Ss with psychotherapy training were more empathic and accepting, used more reflections, asked fewer questions, used fewer explanations, and gave less advice. These characteristics were particularly pronounced in Ss with psychotherapy process training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavior consultation: A five-year evaluation of consultant and client outcomes.

Examined the effects of training in behavioral consultation (BEC) on school psychology graduate students and on client outcomes. 169 children (aged 3–11 yrs), 29 teachers/consultees, and 26 consultants participated. The consultants were comprised of 4 groups of graduate students and 1 no-training undergraduate control group. The procedure involved 3 phases of assessment: pre-training, competency-based training, and post-training. Training focused on the principles and mastery of applied behavioral therapy and BEC, relationship skills, and systems entry issues. The dependent variables included indices of mastery of the BEC process, knowledge and attitude toward behavior modification (BEM), consumer satisfaction, and treatment outcome. Each consultant achieved a predetermined minimum criterion of 80% of BEC interview objectives. Training resulted in large increases of BEM and no changes in attitude toward BEM. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Participation effects in appraisal interviews conducted in a training situation.

Participation, order, and interviewee personality effects were studied in appraisal interviews conducted as a part of a training program. 3 groups of Ss were used: 16 undergraduate education majors, 25 graduate students, and 12 high school students. Nonparticipative appraisal interviews brought about greater behavior change and interviewee satisfaction than participative interviews. Order of presentation did not affect interview outcome, and personality variables were not found to moderate the effectiveness of type of interview. The importance of the training situation is discussed in relation to the results of the study. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obtaining a PhD in psychology.

Analyzed demographic characteristics of psychology graduate students entering 4 universities between 1955 and 1964 in relation to completion of the PhD or withdrawal. Of 593 Ss studied, 27.7% completed the PhD, 27.3% remained in school, and 45% withdrew. Mean time to completion was 3.77 yr. for Ss entering with a masters, and 5.07 yr. for those entering without one. Marital status and sex were significantly related to obtaining the PhD but not to time for degree completion. Age at entrance, graduate major, undergraduate major, and type of degree showed no relation to completion or withdrawal. Other related factors including the problem of dropouts are discussed. (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Low metal levels in emotionally disturbed children.

Investigated possible relationships of metal levels to childhood behavioral disorders. Hair-metal concentrations in 22 emotionally disturbed children (mean age 8.72 yrs) were compared to hair-metal levels in 25 control Ss (mean age 8.4 yrs) drawn from the general school population. Each S was also rated on the Walker Problem Behavior Identification Checklist (WPBIC). Disturbed Ss had significantly higher hair-lead levels. Correlations were run between hair-metal levels and WPBIC ratings for the 2 groups. Arsenic, cadmium, and aluminum levels correlated positively and significantly with the WPBIC total scale score for the disturbed group. A continuing reexamination of metal-poisoning concentrations is needed because metals levels previously thought harmless may be associated with behavioral impairments in children. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Students' evaluations of instruction: A longitudinal study of their stability.

Investigated the long-term stability of students' evaluations of instructional effectiveness. Ss were 1,374 undergraduate and graduate business administration majors from 100 classes who completed their programs at a comprehensive state university between 1974 and 1977. Each S provided course and instructor evaluations at the end of each class and again at least 1 yr after program completion. Results show large and significant correlations (median r?=?.83) between end-of-term and retrospective ratings (relative agreement). Differences between the 2 sets of ratings (absolute agreement) were small; the median rating was 6.63 for retrospective ratings and 6.61 for end-of-term ratings. Separate analyses showed relative and absolute agreement to be consistent in quantitative and nonquantitative courses taught at both graduate and undergraduate levels. These findings demonstrate that students' evaluations collected at the end of a course are remarkably similar to the retrospective ratings provided by the same students several years later. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social class and diagnostic suggestion as variables in clinical judgment.

60 graduate students in clinical psychology made diagnostic assessments of 1 of 2 staged interviews identical in content but enacted to convey either a middle- or lower-class impression. Ss were given 1 of the following diagnostic suggestions: 2 psychiatrists had diagnosed the man as "psychotic"; 2 psychologists had diagnosed the man as psychotic; and no diagnostic suggestion. On overall pathology ratings derived from a Q sort, the lower-class interview received consistently higher pathology ratings than the middle-class interview. The psychiatrists' suggestion resulted in greater pathology ratings for both classes, while the psychologists' suggestion had no effect. Results indicate the existence of a class bias and suggest a status differential between psychologists and psychiatrists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The GRE Psychology Test as an unobstrusive measure of motivation.

The Psychology Achievement Test of the Graduate Record Examination (GRE-P) and failure to prepare for it may serve as an unobstrusive measure of motivation necessary for success in graduate school whether or not the content of the test taps abilities necessary for success. To test this hypothesis, records of 31 male graduate psychology students were obtained. Predictors included GRE-P, GRE Verbal and Quantitative Aptitude Test, Miller Analogies Test (MAT), undergraduate overall and undergraduate psychology GPA, and number of psychology courses taken prior to the GRE. Criteria included percentage of "A" grades in graduate school and graduation vs. termination. Only GRE-P and a difference score consisting of GRE-P minus MAT showed significant validity against the criteria. The results were interpreted as supporting the hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research training in counseling psychology: Some preliminary data.

Surveyed 35 current students (aged 21–40 yrs) and 34 PhD graduates (aged 28–52 yrs) from a graduate program in counseling psychology to assess (a) whether attitudes toward research changed during and after graduate school and (b) what activities/factors within graduate training affect research skill and interest. Using a combination of current and retrospective reports, it was found that although Ss at all levels perceived their training program's expectations for research as greater than students' own wants, students' interest in research (doing and valuing) increased as they progressed through training and afterwards. Three factors within graduate training that facilitate interest and skill in research are hypothesized: (1) social/interpersonal interaction; (2) training in applied, practical, and less traditional approaches to research; and (3) early, active involvement in research. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do people do what they say? Further studies on the situational interview.

In Study 1, an interview consisting of 20 situational questions plus 5 past-experience questions was administered to 29 female clerical workers who had worked for the company an average of 6 yrs, and responses were correlated to the observations of supervisors and peers collected by means of an on-the-job appraisal instrument. S responses and appraisals correlated significantly; however, no relationship was found between what Ss said they had done in the past and current appraisals. In Study 2, the predictive validity of the situational interview with 157 entry-level employees (mean age 28.51 yrs) was tested by comparing interview ratings with performance appraisals 3 yrs later. Results show a significant relationship but, since hired Ss performed no differently than the 192 Ss (mean age 29.76 yrs) who were not hired on the situational interview, it had no practical significance. A follow-up study with 29 of the hired Ss who were reinterviewed showed that the original interviewers had not used the situational interview correctly. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of discussion and role-play activities in the acquisition of consultant interview skills.

15 graduate students in each of 2 experimental groups were enrolled in a consultation course in which they received a didactic explanation and viewed a videotaped demonstration of consultant interview skills. Ss in the 1st experimental group participated in role-play practice activities; Ss in the 2nd experimental group participated in discussion activities. 15 graduate students not enrolled in the course comprised a 3rd group, and they received no training. Interview skills of all groups were assessed by rating Ss' oral responses to simulated videotaped consultation interview segments. Results indicate that Ss in the role-play group made a significantly higher mean number of appropriate responses than Ss in either the discussion or control groups. No significant differences were found between Ss in the role-play and discussion groups on degree of satisfaction with the course. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Twenty-five years later: A follow-up of the graduate students in clinical psychology assessed in the VA Selection Research Project.

Surveyed clinical psychology trainees assessed in 1947 or 1948 before entering graduate training 25 yrs later; findings were compared with those from a 10-yr follow-up study. Roughly 80% of the Ss eventually achieved doctoral degrees, although some took over 12 yrs to do so. As a group, scholarly productivity was quite low. Satisfaction with their choice of clinical psychology as a career, low in the 10-yr follow-up, was even lower in the present survey; diagnosticians and teachers reported the most satisfaction, therapists and researchers the least. Further data on scholarly productivity, satisfaction, and attitudes about clinical psychology are reported and compared with the findings of a similar survey by S. L. Garfield and R. Kurtz (see record 1976-24639-001). (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Concurrent validity of the Strong-Campbell Interest Inventory for graduate students in counseling.

Examined the vocational interests of 114 graduate counseling psychology trainees and the concurrent validity of the Strong-Campbell Interest Inventory (SCII) for this group. Ss were administered the SCII, and a subgroup of 43 Ss completed a questionnaire assessing satisfaction with their graduate program, interests in various types of coursework, and preferences for future professional employment. Results generally support the concurrent validity of the SCII in a group of counseling trainees but also indicate differences in the ordering of SCII Holland themes in this group vs psychologists in general. Relationships between certain SCII scores and Ss' preferences concerning coursework and future employment were found. Implications of the findings for both the training and the employment of counseling psychology trainees are discussed. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology majors in the paraprofessional role.

Surveyed 39 employed mental health paraprofessionals (mean age 27.6 yrs) with undergraduate degrees in psychology in an attempt to clarify the characteristics of their positions, their satisfaction with the paraprofessional role, and the relevance of undergraduate training in psychology to their work. Ss were engaged in a variety of tasks with particular emphasis on therapeutic intervention with diverse client populations. Their average salary of $10,184 is comparable to that received by other social science baccalaureates, but over half had no opportunity for promotion. These paraprofessionals expressed the greatest satisfaction with their job duties, less with their salaries and promotion opportunities. A majority reported that they did not intend to remain in their positions longer than a year, and 62% were either currently enrolled in or planning to begin graduate study. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)