Forensic psychology opportunities in Canadian graduate programs: An update of Simourd and Wormith's (1995) survey.

Forensic psychology has gained momentum in North America in recent decades, and Canadian psychologists have made considerable contributions to the field. Strong student interest and a high demand for professionals, however, have not been sufficiently matched with the availability of formal forensic psychology graduate training, nor with sufficient scholarly discussion of this issue. The purpose of the current study was to update Simourd and Wormith's (1995) survey of forensic psychology training available in Canadian psychology graduate programs. Of the 39 universities with psychology graduate programs, 36 (92%) responded to the survey. Twenty-four universities (67%) offered some forensic opportunities for students, although there was considerable variability in the number of courses, students, and faculty members in the forensic psychology programs. Since Simourd and Wormith's (1995) survey, forensic training is available at 10 new universities. Of the 14 programs with forensic psychology content in 1995 and in the current study, however, more than half of them reported a decrease in the number of faculty and students working with forensic issues. Considering the continued demand for trained forensic psychologists in applied settings, further attention to the availability of both education and training in forensic psychology is therefore still needed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Forensic training at internships: Update and criticism of current unspecified training models.

In recent years, training opportunities in legal/forensic psychology have increased at both the graduate school and internship levels. Questionnaire data from 76 American Psychological Association approved internship programs suggest that, at least at the internship level, the growth in this training is haphazard, uncoordinated, and unplanned and may have detrimental consequences for core training in psychology. Analysis of these trends is undertaken, and suggestions for an alternative legal/forensic training model are offered. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology in Poland.

Discusses the history and current practice of clinical psychology in Poland, focusing on recent developmental trends and the educational standards and practices used in the training of Polish clinical psychologists. The preparation of students for the Magister (master's degree) in clinical psychology includes basic courses in psychology, specialization in 1 of 4 clinical areas (adult clinical, child clinical, neuropsychology, or forensic psychology), sensitivity training, and on-site practicum training. Doctoral work includes research and often emphasizes teaching more than in the US. Settings in which clinical psychologists work, programs in which they are involved, and the orientation or style of their work are described. Differences in psychological practices between Eastern and Western countries are examined in the context of sociocultural and political differences. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Current enrollment characteristics of graduate students in psychology.

Presents some perspective on the general characteristics of graduate training in psychology provided by an assessment of data collected from the chairmen of 296 graduate programs by the American Psychological Association Educational Affairs Office as of October 1970. Almost 3/4 of the 23,859 students were enrolled in psychology departments proper and most of the others were in educational psychology programs. Size of programs varied considerably: 8 reported enrollment ranging above 300 (to a high of 924 students), whereas 46 programs enrolled 20 or fewer students. Most graduate psychology training took place in institutions that were public, large (10,000 or more students), and at middle levels of selectivity. Students were generally well dispersed regionally, although almost 1/2 of those in educational psychology were concentrated in the midwest. 60% of all programs reported some parttime enrollment. However, only 24% of the student population was on parttime study. 40% of all students were women, 4% were black, and 3% were from other backgrounds (Oriental and Spanish-American, primarily). Students in educational psychology (21% of the total enrollment) were somewhat distinctive in that larger proportion were women, nonwhite, or parttime students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variations of doctoral training programs in clinical health psychology: Lessons learned at the box office.

Using the metaphor of viewing a movie premiere, characteristics of doctoral programs in clinical health psychology are outlined. Common elements of training include: uniform training competencies, graduated sequence of training, emphasis upon broad and general training, reliance on the biopsychosocial model, and integration of scientific and practical competencies. Exclusive programs, in which all students are being trained in one area of concentration, are differentiated from programs embedded within general training in clinical or counseling psychology. Elucidation of these program characteristics assists prospective students, faculty members who develop these programs, and those developing educational and training guidelines within clinical health psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Legislative mandates: Implications for changes in school psychology training programs.

Public Laws 93-380 and 94-142, as well as many state statutes that assure full educational opportunities for all handicapped children, have directly affected school psychological services. School psychologists' skills in diagnosis, intervention, and remediation are being increasingly called on to meet the educational needs of handicapped children. Because of federal and state legislation, school psychology training programs need to provide their students with additional course work and/or field experiences to prepare them for the changes in role demands. Practitioners need professional continuing education programs to assure that their skills are also adequate to provide psychological services to all handicapped school children. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Examining multicultural counseling competencies of graduate students in psychology.

This investigation examined the multicultural counseling competencies of graduate students in counseling and clinical psychology programs. A national sample of 344 students participated. The participants completed the Multicultural Counseling Inventory (G. R. Sodowsky, R. C. Taffe, T. B. Gutkin, & S. L. Wise, 1994) and a demographic questionnaire. Results indicated that counseling psychology students rated themselves as more multiculturally competent than clinical psychology students in three of the four multicultural competency areas. Different educational and clinical variables were predictive of multicultural counseling competencies for the two groups. Findings are discussed in terms of education and training in graduate psychology programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training practices in consultation: A national survey of clinical, counseling, industrial/organizational, and school psychology faculty.

Faculty who educate and train psychology students in consulting from clinical, counseling, school, and industrial/organizational graduate programs were identified via mail from department chairs and program directors. Of 197 faculty members identified, 89 (46.9% response rate) completed a detailed survey questionnaire about demographics and professional consulting activities, including teaching practices in consulting in their graduate program. Results were somewhat encouraging within industrial/organizational and school psychology programs and least positive in counseling/clinical programs, especially clinical programs. Detailed results are presented along with some implications for future graduate training in consulting psychology. A call is made for convening a national conference on educational standards in consulting psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Current status of graduate education in psychology.

Surveyed chairmen of psychology departments in 32 state universities and 9 private universities offering doctoral-level programs in basic and applied psychology, to determine the extent to which education and training is available for graduate students in the applied areas of psychology, specifically clinical psychology. Results indicate the following: (a) For all practical purposes, the PhD degree is the only doctoral degree being awarded in both basic and applied psychology. (b) The majority of the departments offering advanced graduate work in psychology insist on a variable core of required courses. (c) The comprehensive examinations taken by students in these programs are largely broad and integrative and are more likely to be administered by either a departmental examining committee or the student's own program committee. (d) For those departments in which a core of courses is not required of all doctoral students, there are substitute requirements, including demonstration of competencies and knowledge in content areas through examinations, or in the successful completion of a minor academic area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists and rehabilitation: New roles and old training models.

The role of psychologists in physical rehabilitation settings has expanded considerably over the past decades. Unfortunately, the lack of clarity regarding roles, functions, and research of psychologists in inpatient and outpatient rehabilitation settings has hampered efforts to establish guidelines for training graduate students to work in rehabilitative settings. Despite ongoing debate since the Princeton Conference in 1958, no guidelines have been recommended by Division 22 of the American Psychological Association (Division of Rehabilitation Psychology) for training doctoral students in clinical and counseling psychology programs for work in rehabilitation. This article asserts that psychology graduate students who want to work in physical rehabilitation settings should (a) have core training in psychology and (b) receive coursework and practica in working with persons who have chronic illnesses and injuries. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new look at British graduate students.

Discusses findings of a survey of British graduate students in psychology conducted in late 1972 and 1973. Responses were obtained from 34 of the 89 British departments offering advanced courses or supervision for research leading to the PhD in psychology or one of its subspecialties. The total enrollment of all postbaccalaureate students in psychology was 1,112, but only 277 of these were in PhD programs; the number is almost 8 times higher in the US. UK postgraduate training in psychology seems to be conducted on a much smaller scale than in the US, the students enter doctoral training at an earlier age than American students, and females and non-White minority students are well represented in UK doctoral training programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Master's programs in industrial/organizational psychology: Current status and a call for action.

Reviews published and unpublished sources to describe characteristics of terminal master's programs in industrial/organizational (I/O) psychology and argues that systematic attention should be paid to issues of education, employment, and professional identity for these master's graduates. The 55 or more programs represent a 3-fold increase in listings in less than a decade. In psycholoy departments, programs enrolled 59% of new I/O graduate students and awarded 67% of terminal graduate degrees during a 1-yr period. Important characteristics include length (about 2.5 yrs), many part-time and employed students, applied focus, emphasis on both industrial and organizational topics, but emphasis on either "psychology core" or technical I/O training. Most graduates find private sector employment, apparently moving away from organized I/O psychology. Implications for the profession are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical Practice in Corrections: A Conceptual Framework.

Given the rich complexities of clinical practice in corrections, it is surprising that professional psychology lacks a conceptual framework for organizing the knowledge that guides such work. To accommodate the sources of information contributing to this knowledge base, a conceptual framework that informs clinical practice is presented. The framework posits several psychology services, each of which differs in core knowledge and treatment parameters. Implications for training are offered to guide psychologists who contemplate or begin careers in correctional facilities as well as educators and supervisors in training and internship programs who attempt to prepare students for roles as correctional psychologists. (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)     

The relationship between scientific and theoretical orientation among clinical psychology doctoral students.

Examined the relationship between theoretical orientation and research attitudes and interests among 233 doctoral students in clinical psychology. Responses to a survey sent to 10 doctoral training programs indicated that behaviorally oriented students are more interested in conducting research and are more likely to endorse the basic tenets of science than those students expressing a preference for psychodynamic or humanistic orientations. Behavioral students were also younger and more likely to have majored in psychology as undergraduates, suggesting an earlier commitment to a career in psychology. The results are discussed in terms of their implications for the role of training programs in encouraging clinical psychology graduate students to become better consumers of scientific literature. (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)     

Character and Fitness Requirements for Professional Psychologists: Training Directors' Perspectives.

Do directors of psychology training programs consider whether program applicants and students possess essential moral character and psychological fitness characteristics? A survey revealed that directors of clinical training (DCTs) in clinical and counseling psychology training programs are very concerned about both character and fitness. DCTs reported that evidence accrued during interviews and from undergraduate references is most salient preadmission and that behavior in the program and in clinical situations is most meaningful postadmission. The authors highlight the practices and perspectives of DCTs when it comes to evaluating character and fitness and conclude with several recommendations for training programs, licensing boards, and psychology training organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical and health psychology: Future directions.

Whether clinical psychology continues to comprehensively serve the public and to benefit from enhanced future professional opportunities depends significantly on its ability to extend the professional identity and mainstream activities of clinical psychologists beyond the current nearly exclusive focus on mental health. Clinical psychology needs to embrace all areas of health with the same vigor and skill that has been applied to mental health. This enhancement in professional role requires significant change in the educational approach of many Canadian clinical psychology doctoral training programs. Such suggested change will undoubtedly provoke much resistance. Considerable leadership will be required of our professional associations and accreditation bodies to encourage and guide the broadening of clinical psychology educational and training programs. Suggestions for educational reform are presented here to stimulate discussion rather than to provide a blueprint for the re-conceptualization of clinical training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An exploratory assessment of APA internships with legal/forensic experiences.

Surveyed all American Psychological Association-approved internship programs to request information on training experiences in their programs that expose the intern to the interface between psychology and law. A listing of the various types of legal/forensic experiences available for specific sites is presented. The scope of the experiences and the need for qualitative assessment of them is discussed. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Building academic partnerships in psychology: The Psychology Partnerships Project.

The increased number and mobility of psychology students, the need for a more coordinated curriculum and a more diverse student population in psychology programs, and the need to prepare students for a changing marketplace pose serious challenges for psychology educators. Partnerships among psychology teachers in high schools, community colleges, 4-year colleges and universities, and graduate programs in research universities can help teachers address these challenges effectively. This article outlines how academic partnerships across educational levels can help psychology teachers address educational challenges, examines factors that facilitate the formation and maintenance of these partnerships, and presents the American Psychological Association's successful Psychology Partnerships Project: Academic Partnerships to Meet the Training and Learning Needs of the 21st Century, describing the organizational features that enhanced its success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)