HIV training and perceived competence among doctoral students in psychology.

A training-needs assessment was conducted at California School of Professional Psychology, Berkeley/Alameda, on students' beliefs about clinical competence, past training in HIV issues, and future training needs at the school. They perceived themselves to be somewhat competent in providing clinical services to HIV patients and members of groups at high risk for HIV. A modest correlation was found between the students' total HIV training and perceived competence, but none was found between the multicultural emphasis in HIV education and their perceived competence. These findings suggest an ethical dilemma surrounding inadequately trained psychologists providing services to multicultural populations. Ethical issues concerning training standards and criteria for clinical competency are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reading in graduate school: A survey of doctoral students in clinical psychology.

To what extent do graduate students in clinical psychology complete assigned readings? A total of 744 graduate students in American Psychological Association-accredited doctoral programs completed an online survey regarding reading in graduate school (67% response rate, of those viewing the survey). The reported amount of assigned reading varied widely, with an average of 330 pages per week. Compliance ratings suggested that about half the assigned reading is completed thoroughly and that thorough reading is more common than skimming or not reading assigned material. Motivating and hindering factors for reading are reported, and implications for faculty are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The use of a structured case presentation examination to evaluate clinical competencies of psychology doctoral students.

Although the evaluation of clinical competence is an essential responsibility for all programs in clinical and counseling psychology, this task presents many conceptual and operational difficulties. The Clinical Proficiency Progress Review (CPPR) was developed to define and evaluate clinical competencies for third-year practicum students. Normative data for 911 students and 52 examiners over 10 years are presented. Outcomes yielded consistent pass/fail rates and positive student feedback. Moreover, the examination represents an important quality assurance procedure for faculty and provides constructive feedback to students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics and perceptions of beginning doctoral students in school psychology.

A national sample of 251 1st- and 2nd-yr doctoral students in school psychology responded to a questionnaire measuring demographic characteristics, preferences among applied specialties in professional psychology, graduate program applications, anticipated internship setting, preferred client population, personal interests, professional goals, and satisfaction with current training. Survey responses showed a clear preference for working directly with children and adolescents following graduation, a high degree of correspondence between training program emphases and student interests and goals, and a moderate degree of student satisfaction with training experiences. Results are interpreted with respect to training trends and standards in school psychology, the relationship between school and clinical psychology, satisfaction of students in clinical and counseling psychology programs, and methodology limitations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between theoretical orientation and therapists' empathy, warmth, and genuineness.

An ongoing debate between groups with different psychotherapeutic theoretical orientations has centered on which school of therapy makes most effective use of the therapeutic relationship. This study divided 27 clinical practitioners into 3 major theoretical orientations-psychodynamic, behavioristic, and humanistic-based on their own stated preferences. Each practitioner conducted an actual interview with a pseudoclient, which was tape recorded and rated with regard to the clinician's level of empathy, warmth, and genuineness, using the Truax-Carkhuff scales. Results show no significant differences between therapists of any of the 3 theoretical orientations. These findings suggest that criticisms that adherents of one theoretical orientation such as the behaviorists possess inadequate relationship skills may be unfounded. Findings further suggest that claims by adherents of one or another theoretical orientation of their greater effectiveness due to superior relationship abilities may also be baseless. (26 ref) (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)     

Selecting a doctoral program in professional psychology: Some comparisons among PhD counseling, PhD clinical, and PsyD clinical psychology programs.

Directors of American Psychological Association-accredited doctoral programs in counseling psychology (95% response) and clinical psychology (99% response) provided data regarding number of applications, credentials of incoming students, rates of acceptance, and the theoretical orientations and research areas of the faculty. The acceptance rates of PhD clinical and PhD counseling psychology programs were comparable (6% vs. 8%), despite the higher number of applications (270 vs. 130) to clinical programs. Compared with clinical students, counseling students were more likely to represent ethnic minorities and have master's degrees, but were otherwise similar in academic credentials. Clinical faculty were more likely to be involved in research with pathological populations and associated with medical settings, whereas counseling faculty were more involved in research concerning career processes, human diversity, and professional issues. These results should alert applicants and their advisors to robust differences across these specializations and should enhance matching between programs and students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reminiscences of early doctoral training programs in clinical psychology.

Although the origins of clinical psychology may be traced to the efforts of L. Witmer in the last century, contemporary clinical psychology, involving therapy as well as diagnostics, evolved in the years immediately following World War II. The 1st specialty programs leading to the PhD in clinical psychology were instrumental in shaping that evolution. This article describes the state of training before the specialty programs and how the specialty programs were developed. Their significance to licensing, accreditation standards, and other professional issues is explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between psychology and cognate fields.

"The listing in the university catalogues which were examined indicated that psychology was most often listed as a social science and next most frequently listed as a biological science. In several universities the psychology department was classified as both a biological and social science. In terms of specific departmental recommendations of courses, it was indicated that there was an interdependence between psychology and the various social sciences. Psychology was found to depend much more heavily on the biological sciences, physical sciences, and mathematics than those areas depended upon psychology. On the other hand, the social sciences, humanities, and service areas were found to depend much more heavily on psychology than the psychology departments depended upon them." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis.

In this study, the R. W. Lent, S. D. Brown, and G. Hackett (see record 1994-47157-001) social cognitive model of interest development was applied to the prediction of interest in research. Participants included 184 counseling psychology doctoral students. Results of a path analysis indicated that 5 variables were significant predictors of interest in research: research outcome expectations, research self-efficacy beliefs, investigative interests, artistic interests, and age. In addition, several factors indirectly affected interest in research through effects on research self-efficacy—the research training environment, Holland Investigative interests, and year in program. Research training environment, Holland Investigative interests, and research self-efficacy beliefs also had an impact on interest in research indirectly through their effects on research outcome expectations. (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)     

Antireligious prejudice in admissions to doctoral programs in clinical psychology.

A mock application to graduate school was evaluated by 356 professors of clinical psychology. Ss were more likely to admit an applicant who made no mention of religion than they were to admit an otherwise identical applicant who was identified as an evangelical fundamentalist Christian, although evaluations did not significantly differ between evangelical applicants who did or did not indicate a desire to integrate their religious orientation in their practice of psychology. Implications are discussed in relation to the ethical standards of the American Psychological Association and to the potential negative impact on the provision of psychological services to members of religious groups. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student–educator sex in clinical and counseling psychology doctoral training.

This study assessed reported rates of sexual liaisons between students and educators during doctoral training in clinical or counseling psychology. One thousand American Psychological Association members (600 women & 400 men) were anonymously surveyed with a mailed questionnaire; response rate was 51%. Though only 2% of the male respondents reported sexual contact with an educator, 15% of the female respondents reported having had such contact. The modal liaison was between a 40-year-old, married male educator and a 30-year-old, single female student in her 2nd year of graduate training. No sexual contacts occurred in the absence of a working relationship. Respondents were, in retrospect, more likely to view the sexual relationship as coercive, ethically problematic, and a hindrance to the working relationship compared to how they viewed it at the time it occurred. The authors suggest changes in professional training and revisions to the ethics code. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical and in counseling psychology: 1964.

"On the recommendation of the Committee on Evaluation, the Education and Training Board has recommended, and the Board of Directors of the American Psychological Association has approved the doctoral programs in clinical psychology and in counseling psychology that are conducted by the institutions listed." 64 institutions are listed under clinical psychology, 23 under counseling psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical and in counseling psychology: 1969.

Provides a list of doctoral programs in clinical and counseling psychology. On the recommendation of the Committee on Evaluation, the Education and Training Board has recommended and the Board of Directors of the American Psychological Association has approved the doctoral programs in clinical psychology and in counseling psychology that are conducted by the institutions listed here. 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. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical and in counseling psychology: 1965.

On the recommendation of the Committee on Evaluation, the Education and Training Board has recommended, and the Board of Directors of the American Psychological Association has approved the doctoral programs in clinical psychology and in counseling 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 Executive Secretary of the Education and Training Board. Inclusion of an institution in these lists indicates approval of doctoral programs in clinical psychology and in counseling 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)     

The relationship between research productivity and perceptions of doctoral program quality.

Research productivity in the Journal of Applied Psychology (JAP) was assessed for 39 universities offering a doctoral program in industrial/organizational (I/O) psychology. Productivity ratings were subsequently compared with perceptions of I/O program quality obtained by Greenberg et al. in 1978. The results indicate that there is a very strong relation between such subjective opinions of program quality and the number of articles that a university had published in JAP before 1978. The results also reveal some changes in productivity ratings during the past 8 yrs (i.e., 1978–1985), suggesting that concurrent changes in perceptions of I/O program quality might likewise have occurred in recent times. (PsycINFO Database Record (c) 2010 APA, all rights reserved)