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)     

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)     

Characteristics of position applicants: Counseling center directors' preferences.

The university counseling center is an important source of jobs for individuals in the counseling profession. Although a data bank exists for these centers, little is known about the kinds of training credentials that directors of such centers prefer job applicants to possess. A national survey by questionnaire investigated the preferences of 243 center directors for various training backgrounds. Also reported are selected characteristics of recently employed counseling center staff. Directors preferred that potential employees at the doctoral level possess the PhD degree, and most of them preferred that applicants have a background in counseling psychology. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Career change within psychology: Retraining nonclinical psychologists in clinical psychology.

Collected the 1st reported empirical data concerning opportunities for career changes within psychology. 124 directors of American Psychological Association-approved clinical and counseling programs were asked, via questionnaire, if they would consider for clinical training students with backgrounds in general–experimental psychology. Of the clinical program directors, 13% answered Yes, 37% No, and 42% Under special circumstances. Of the counseling program directors, 48% answered Yes, 9% No, and 26% Under special circumstances. Seven university programs are discussed that provide a 2-yr program of clinical training for persons from nonclinical areas. Recommendations are made concerning future developments in this area of career change. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology from 1971 to 1986: Perspective on and appraisal of current training emphases.

Observers have speculated about changes in counseling psychology over the past decade. In this investigation we compared the perspectives of 1971 and 1986 directors of American Psychological Association-approved counseling programs on emphases given to various components of training and found no changes over the 15-year interval. The 1986 directors perceived current training as emphasizing applied and theoretical aspects of social-emotional and education-vocational counseling, group work, and research skills. Although 1986 directors felt that their training programs' strengths rested on more traditional aspects of the counseling specialty, they perceived counseling students' interests as focused on other areas (e.g., marriage counseling). Implications for the identity of counseling psychology and training in the specialty are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate preparation in research methods: The current status of APA-accredited professional programs in psychology.

Graduate preparation in research methods is needed to help ensure that the next generation of psychologists is prepared to consume and engage in research. This study examined the availability of courses in research methods in 192 American Psychological Association (APA)-accredited programs based on reports from program directors in clinical, counseling, school, and combined psychology programs. Results suggest that, although most doctoral-level psychology programs require introductory methods courses, the requirement to take more advanced courses in research methods is less common. Although many programs offer advanced methods courses as electives, fewer than 10% of program directors believe additional courses are needed. Among the areas of specialization, significant differences in required coursework in research methods were found only for factor analysis, which was required most by school psychology programs, followed by clinical psychology and then counseling psychology. In addition, PhD and PsyD programs generally do not differ in requiring coursework in research methods. Data from this study reflect a significant improvement in course offerings in research methods during the last two decades. Implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervising International Students: The Role of Acculturation, Role Ambiguity, and Multicultural Discussions.

Little is known about the training needs of international students in professional psychology programs and what supervisors could do to assist these students in their training. This study surveyed 42 international students in programs accredited by the American Psychological Association concerning several training and supervision variables. Results revealed that students who reported being less acculturated also reported less counseling self-efficacy, weaker supervisory working alliances, more role difficulties in supervision, and more discussion of cultural issues in supervision. Implications for supervision and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1982.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychotherapy integration in internships and counseling psychology doctoral programs.

Training directors from APA-accredited internships and counseling psychology doctoral programs reported on the status of doctoral training in psychotherapy integration. A mail survey was used to assess several areas related to psychotherapy integration, such as didactic and clinical training, faculty/staff theoretical orientation and hiring practices, student competency and evaluation, directors' beliefs about integrative/eclectic training, and internship admissions. Overall results show a positive attitude toward psychotherapy integration in predoctoral training and suggest that the foundations for further student development in psychotherapy integration exist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical and counseling psychology doctoral trainnees: How students perceive internships.

The authors examined applicants' perceptions of internship site types by specialty affiliation (clinical and counseling psychology). Multidimensional scaling analyses suggest that clinical psychology students focus their attention on internship site prestige, future job opportunities, opportunities for research, degree of client psychopathology and physical illness, and their overall comfort in working with the client population associated with the site type. Counseling students focus on fewer attributes, including site prestige, quality of supervision, degree of client physical illness, and comfort in working with the client population. Specialty affiliation also accounted for systematic differences in internship site preferences. Results are discussed with regard to internship supply-and-demand issues, and implications are offered for student applicants, academic training directors, and internship training directors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-Approved Doctoral Programs in Clinical, Counseling, and School Psychology: 1976.

The American Psychological Association Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the U.S. Public Health Service, to the Veterans Administration, and to the Surgeon General's Office, Department of the Army, as conducting at the present time approved programs of doctoral training in the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervisees' perceptions of their development: A test of the counselor complexity model.

Examined the perceptions of 91 trainees in counseling and clinical psychology regarding their development of counseling and supervision behaviors. Ss were from 8 geographically diverse training programs and were categorized into 3 levels on the basis of a composite of their degree of experience in graduate school, counseling, and received supervision. Ss' responses to an instrument designed to assess constructs relevant to the 2nd author's (see record 1981-06282-001) counselor complexity model were examined across these experience levels. Results indicate that higher-level Ss reported greater self-awareness, autonomy, acquisition of counseling skills and understanding of theory than did Ss at a lower experience level. Implications for developmental models of supervision are discussed. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predoctoral internship training in Canada - I: Internship settings and supervisory issues.

Presents the results of our 1992 survey of internship directors and clinical supervisors in Canadian predoctoral internship training programs belonging to the Canadian Council of Professional Psychology Programs. 25 internship directors and 58 clinical supervisors responded to the survey. On average, individual programs offered 2.28 funded positions, at an average stipend of $20,269 per annum. Within the internship programs, a wide range of training opportunities were offered to interns, but limited opportunities existed for training in geriatric psychology, and in custody, competence, and forensic assessments. Over the 3 yrs surveyed there was a high degree of stability in terms of the number of applicants, number of interns interviewed, and acceptance rates. The majority of the clinical supervisors were well trained clinicians, but had received limited formal training in supervision. The supervisors were flexible in providing supervision in a wide range of training experiences, but with some limitations. Individual sessions were the most frequently employed form of supervision. The majority of supervisors reported no problems in supervision. The most frequently reported problems in supervision were related to interns' personal concerns and stress, and inadequate pre-internship training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical, counseling, and school clinical psychology at Purdue University.

"Confusion exists in some quarters about the distinction between clinical and counseling psychology." "Whereas the clinical psychology major most often prepares for work with persons whose behavior represents the extreme of maladjustment and for work within the medical setting, the counseling psychologist will most often apply his training within the relatively normal range of adjustment." Similarities and differences in academic requirements at Purdue University for clinical, counseling, and school clinical psychology curricula are described. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1979.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology. In the institutions listed in this article, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Readers desiring information on training goals and approaches of specific programs are encouraged to write directly to the department in which the programs are offered. The criteria for evaluating these programs can be obtained from the Accreditation Office. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology only, Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychological assessment training in APA-approved counseling psychology programs.

Reports the results of a survey of 26 training directors of American Psychological Association (APA)-approved counseling psychology programs regarding the scope and status of neuropsychological assessment training opportunities. Results indicate that the availability of course work in neuropsychological assessment has increased notably, and the number of counseling psychology students pursuing such work has doubled in the preceding 18 mo. 85% of the Ss felt that training in neuropsychology was relevant to the education of a counseling psychologist. Findings are discussed in relation to the increased numbers of counseling psychology applicants to medical settings for predoctoral internship opportunities and the relevance of neuropsychological assessment to vocational readjustment and rehabilitative treatment planning. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1974.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The Committee on Accreditation has dropped the "initial" category of accreditation. Therefore, programs that meet all of the criteria, including newly approved programs, are classified as fully approved. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the United States Public Health Service, to the Veterans Administration, and to the Surgeon General's Office, Department of the Army, as conducting at the present time approved programs of doctoral training in the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1981.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology training directors: Responsibilities and benefits.

Reports the responses of 30 directors of accredited counseling psychology (CP) programs to a survey of (1) the duties and benefits of CP training directors, and the (2) duties and benefit differences for directors housed in schools/colleges of education vs departments of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA approved doctoral programs in clinical, counseling, and school psychology: 1972.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation and programs that have been evaluated but not approved are not included in the list. The criteria for evaluating these programs can be obtained from the Educational Affairs Office. The Committee on Accreditation has dropped the "initial" category of accreditation. Therefore, programs which meet all of the criteria, including newly approved programs, are classified as fully approved. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, and school psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the United States Public Health Service, to the Veterans Administration, and to the Surgeon General's Office, Department of the Army, as conducting at the present time approved programs of doctoral training in the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)