Graduate training of scientist–practitioner-oriented clinical psychologists: Where we can improve.

To improve psychology graduate programs, the training provided by scientist- or practitioner-oriented graduate programs in clinical psychology is evaluated from the perspective of a director of clinical training in an American Psychological Association-approved internship. Areas in which graduate training may be improved are divided into knowledge, supervision, research, and professional development. Specific training deficits are enumerated, and suggestions for their remediation are offered. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Health care psychology and graduate education.

Contends that health care (HC) psychology should be more strongly emphasized in graduate clinical psychology training programs so that clinical psychologists can better meet demands for services that come from society, the HC field, clinical psychology itself, practicing clinical psychologists, and clinical psychology graduate students. The relationship of clinical psychology to HC psychology and the efficacy of training in HC psychology to meet those sources of demand are described. Various means of implementing graduate programs that stress or include HC psychology are discussed. (26 ref) (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)     

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)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1978.

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. 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, 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)     

Law-related courses and programs in graduate psychology departments.

Three surveys were undertaken to determine whether graduate programs in psychology were offering courses, programs, or opportunities for specialization in law and psychology, what these offerings consisted of, and whether new offerings were planned for the future. Many courses being offered appear extremely narrow in focus and of questionable value in training psychologists. Several graduate programs in law/psychology are described, including joint-degree law and psychology programs and specialized doctoral and masters programs. (33 ref) (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)     

Health psychology training in doctoral psychology programs.

Presents the results of a Division 38 (the health psychology division of the American Psychological Association) survey of graduate training programs in psychology, along with facility-specific information on doctoral training opportunities in health psychology as of Fall 1981. 310 questionnaires were returned from psychology programs; 53 indicated that doctoral training in health psychology was available at their institution. It was found that established subspecialty programs were expanding to include health psychology, and new programs were developing in that area. (12 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)     

Ethics training in Canadian graduate schools of psychology.

Evaluated the extent and nature of ethics training in 27 Canadian graduate schools of psychology by means of a questionnaire sent to the schools that asked questions on the nature of graduate programs, the nature of graduate programs and of graduate employment, the content areas, and views on whether and how ethics should be taught. It was found that many graduates from nonclinical programs obtain clinical employment, and that clinical students are more likely to receive some ethics training than are nonclinical. In view of the variable and often minimal approaches to ethics in some institutions, it is unsafe to assume that graduates generally have knowledge and practice in dealing with ethical issues. In order to avoid potential harm to the public and to the profession of psychology, it is recommended that professional associations promote continuing education programs and that graduate schools increase their commitment to teaching ethics and developing effective teaching models. (20 ref) (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)     

Graduate training for managed care: A national survey of psychology and social work programs.

Although there is much discussion within the professional literature about the training needs of graduate students in response to managed care, little empirical research exists that assesses the extent to which graduate programs provide training opportunities in this field. The present study surveyed graduate program training directors in clinical psychology, counseling psychology, and social work about the training opportunities available for their graduate students. Almost 60% of the respondents indicated that they provide some type of training related to managed care. Implications and applications of these results are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology graduate school training on interventions for child maltreatment.

This current study surveyed psychology programs' use of empirically supported treatments (ESTs) for children and their families with a history of child maltreatment. In May 2009, there were 599 graduate school programs listed by the Graduate Study in Psychology Online of the American Psychological Association (APA). Psychology graduate school department heads or directors of training were asked to complete an online survey about training offered in treatments for this population. Of the 599 psychology graduate school programs contacted, 201 (34%) responded. Of the 201 programs that responded, 140 provided training in treatments for children and their families with a history of child maltreatment. Results indicated that training in at least 1 EST was provided by 89% of the programs that provided training in treatments for this population. However, training in the treatment rated as meeting the highest standard of evidence, Trauma-focused cognitive–behavioral therapy, was provided in only 45% of the programs. Training in treatments that have been rated as not yet having sufficient research evidence to be labeled as supported were more likely to occur in non-APA accredited and non-PhD programs (i.e., terminal Master's, EdS, PsyD). As an important vehicle for the dissemination of ESTs in child maltreatment, considerable progress is needed to improve the training provided by psychology graduate programs. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

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)     

Promotion of Academic Careers in School Psychology: A Conceptual Framework of Impact Points, Recommended Strategies, and Hopeful Outcomes.

School psychology is facing a major shortage of faculty in graduate training and education programs. To deal with this shortage and the issues that surround it, we propose a conceptual framework that incorporates a number of impact points that graduate training programs can use to educate and sustain individuals in academic careers. The impact points include: selection of students, program-related training variables, post-program transition variables, and sustainability of academic careers. Each of these impact points is discussed within the context of the role that current faculty and practitioners in the profession can play in graduate education and training of academic scholars. Among the variety of potential solutions to the shortage, we introduce the concept of the "virtual university" to promote future education and sustainability of faculty within our graduate training programs. A case scenario from graduate students at the University of Wisconsin-Madison is presented as a context for the impact points raised in the article. We argue that those of us in the profession think systemically and lead the way into a new era of collaborative work across our graduate programs and among our colleagues in clinical, counseling, and related areas of applied and professional psychology graduate training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Training Primary Care Psychologists: A Model for Predoctoral Programs.

This article focuses on blueprints for developing primary care psychology training in graduate psychology programs. The rationale and the foundations for establishing primary care psychology as a generalist model in clinical programs are identified. An outline of a core curriculum for multiprofessional training and an introductory knowledge base for primary care psychology is presented. Finally, a developmental model for primary care practicum training and supervision is described and exemplified. Funding issues, faculty development, and student evaluations of this training are discussed. This article represents the ever-evolving model and lessons learned through 10 years of experience in collaborative programs among Wright State University's School of Professional Psychology, the School of Medicine, the College of Nursing and Health, and a set of urban community health centers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sport psychology training within a clinical psychology program and a department of intercollegiate athletics.

Many applicants to clinical and counseling psychology programs are interested in receiving the training needed to practice competently in the professional specialty area of sport psychology. In this article, the authors describe a collaborative training and service relationship between an APA-accredited clinical psychology program and an intercollegiate athletics department. Sport Psychology Services provides performance enhancement, program evaluation, and mental health services to the athletic department. In return, graduate students receive applied training, financial support, and opportunities to conduct research. The authors present program evaluation data and offer practical guidelines to graduate programs wishing to establish similar training opportunities. (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)     

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)     

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)