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)     

Toward an integrated program design: Evaluating the status of diversity training in a graduate school curriculum.

Domain D of the American Psychological Association's (APA's) accreditation guidelines (APA, 1995) requires doctoral training programs in psychology to address diversity. Measurement of diversity integration is difficult and often addresses only faculty and student composition (E. M. Altmaier; see record 1993-31088-001). This study had 3 purposes: (1) the development of an instrument for rating diversity inclusion in courses, the Diversity Rating Form (DRF; S. A. Kuba, 1995); (2) the comparison of faculty diversity inclusion according to demographic characteristics; and (3) the application of the DRF to a graduate school program. The DRF was completed by 613 students and 37 faculty members. It demonstrated high reliability (alpha?=?.95)and construct validity (r?=?.88, p?p?p?     

Notable multicultural training in APA-approved counseling psychology and school psychology programs

On the basis of the initial work of M.R. Rogers, J. Martin, and L. Druckman (1994) regarding exemplary multicultural training occurring at school psychology programs, the authors examined salient aspects of 5 American Psychological Association (APA)-approved counseling psychology and 5 APA-approved school psychology programs nominated for their reputation for multicultural training. Twenty-two percent of the program faculty represented a racial-ethnic minority group, at least 2 faculty members per program were involved in multicultural teaching, and 90% of the programs offered a multicultural course. Program faculty at the notable programs were actively involved in relevant research, routinely made presentations at national conferences regarding their scholarship, regularly participated in campuswide multicultural committees, and generally reported their university training environment to be supportive of multicultural issues.     

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)     

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)     

Research productivity in psychology based on publication in the journals of the American Psychological Association.

Institutions whose members were leading contributors of articles in the 13 journals published by the American Psychological Association over the last 10 years are identified. Composite productivity scores over the 13 journals are then compared with previous reputational ratings of institutions in psychology (Jones, Lindzey, & Coggeshall, 1982; Roose & Andersen, 1970) and also with previous productivity data (Cox & Catt, 1977; Jones et al., 1982). The overall relationship between reputation and productivity is fairly strong. However, school reputation is differentially related to productivity in specific journals. A relatively strong overall relationship is also noted between past and current productivity, but the degree of stability varies greatly from journal to journal. Schools that showed remarkable shifts over time in productivity and/or reputation are identified. Finally, overall productivity scores are adjusted by faculty size. Small but productive schools tend to emerge in this analysis. These results highlight schools in which a large proportion of the faculty publish in APA journals. Results of the entire study are discussed with regard to advising students in their selection of psychology graduate programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Twenty years of practitioner training in psychology.

Reviews the history of the professional school movement since the 1960's. It is suggested that major research universities are unlikely to establish practitioner programs in psychology and that education of most practitioners in psychology will take place in professional schools and small departments. It is noted that the doctoral degree granted upon completion of graduate study depends on the administrative location of the program in which graduate study is done. Graduates of scientist–practitioner programs and graduates of practitioner programs perform about equally well, and the curricula of professional schools and scientist–professional programs are more alike than different. It is concluded that the main differences between practitioner programs and scientist–professional programs lie in the attitudes and interests of faculty and students and that under some conditions the cultures of science and practice can be blended. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools—professional issues for the future: How are rank and tenure associated with productivity and satisfaction?

The authors surveyed a random sample of 293 psychologists employed as faculty members in medical schools to evaluate professional activities, academic productivity, and work satisfaction. A relatively high response rate (62%) was obtained. Medical school psychologists devoted significant amounts of time to clinical service (30%) and research (34%). Overall satisfaction was relatively high, and participants expressed substantial enthusiasm regarding the future of psychology in medical schools. When differences were examined by tenure track and academic rank, psychologists on the tenure track and full professors displayed the highest levels of productivity and satisfaction. This pattern continued when medical school psychologists ranked their satisfaction in relation to physician colleagues and faculty in university departments of psychology. Results are discussed within the context of the rapidly evolving health care delivery system and the future of psychologists in medical schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The psychologist as a behavioral scientist in the business school.

There is now a need for entering faculty personnel in business schools "to apply the behavioral science point of view as integrated members of the business faculty, rather than as distinguished visitors from the psychology department." Recent studies critical of business curricula have stressed the importance of the behavioral sciences in the business school curriculum. The "educational and research experiences leading to the doctorate in industrial psychology" gives the industrial psychologist the opportunity to "fill the role of behavioral scientist in the business school." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in clinical, counseling, and school psychology: 1983.

The Committee on Accreditation has accredited the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed below. In the institutions listed, the accredited programs are directed by the department of psychology unless otherwise indicated. All programs, unless otherwise noted, are PhD programs. Programs that have not requested evaluation, and programs that have been evaluated but not accredited, are not included in the list. Readers desiring information on training goals and approaches of specific programs are encouraged to write directly to the departments in which the programs are offered. The criteria for evaluating these programs can be obtained from the Accreditation Office. There are three categories of accreditation. Full accreditation is awarded to any program that, in the professional judgment of the committee, meets the criteria in a satisfactory manner. Provisional accreditation is awarded to programs making initial application that, in the professional judgment of the committee, do not meet all the criteria but for which the committee believes there is a reasonable expectation that they will be met within a foreseeable period of time from the date of the initial site visit. Probation is the category into which a fully accredited program is placed when the committee has evidence that the program is not currently in satisfactory compliance with the criteria. Inclusion of an institution in this list indicates accreditation of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Men's issues in doctoral training: A survey of counseling psychology programs.

The study of men and masculinity is an important clinical competency that needs to be integrated into psychology training. The extent to which the psychology of men has been integrated into applied psychology training programs is unclear. Using counseling psychology as an example of one discipline's integration, the authors examined current training in the psychology of men. One hundred 60 faculty members participated in this study. Results suggest that training practices in the psychology of men are limited in counseling psychology doctoral training programs; faculty interest in the psychology of men was positive, and faculty members viewed psychology of men as an important area of research and training in counseling psychology; and approximately 80% of the participants regard the psychology of men as a multicultural issue. A case vignette illustrates implications for training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the recording secretary.

Presents the (1967) report of the Recording Secretary of the Council of Representatives of the American Psychological Association (APA). Issues addressed include proposed accreditation of doctoral programs in school psychology, the continuing problem of accreditation of internship agencies, a proposal that training programs requesting evaluation be assessed a part of the cost of the accreditation, and issues related to APA's financial needs. Issues briefly noted included the role of psychology with respect to social issues, Congressional and other attacks on the use of psychological tests, and public affairs policies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compensation and the classroom: Doctor of psychology programs.

Results of a survey of 19 doctoral psychology programs indicate that the majority of faculty in university-affiliated free-standing professional programs are part-time, and their primary income and professional identity are outside the educational program. Questions are raised concerning faculty commitment to student education, financial viability and institutional stability, the history of free-standing schools in other professions, and whether psychology should continue to be based in the university. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1990.

Lists American Psychological Association (APA)-accredited doctoral training programs in clinical, counseling, school, and combined professional-scientific psychology in 3 categories of accreditation: full, provisional, and probation. The category of combined professional-scientific psychology lists programs that meet at least the minimal criteria in 2 or more of the specialties of clinical, counseling, and school psychology. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bilevel training in school psychology: Interlocking degrees for program accreditation.

Multiple standards exist for the accreditation of training programs in school psychology: American Psychological Association's standards apply to doctoral programs and National Association of School Psychologists/National Council for Accreditation of Teacher Education's standards apply to doctoral and specialist programs for professional school personnel. Program accreditation by these associations is designed to assure the quality of professional preparation. However, the multiple standards for accreditation seriously challenge programs to accommodate requirements for content, breadth, and depth of professional preparation. The problem is compounded for training programs offering bilevel training. An interlocking relationship between training levels is proposed as one approach compatible with both the generic and specific criteria of the several associations accrediting school psychology programs. The design of a training program that integrates specialist and doctoral-level preparation is analyzed, using multiple criteria of the major accrediting associations to determine advantages and disadvantages of this approach. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology graduate training: A comprehensive analysis.

Describes a comprehensive study of the nature of graduate training in school psychology. A historical perspective is presented. Demographic information on current trends in school psychology training at the master's, specialist, and doctoral levels is provided. A discriminant analysis of the curriculum for doctoral, master's, and specialist programs at 211 institutions is examined, and conclusions are drawn with regard to the relation between the content at these 2 levels of training. It is concluded that school psychology training has advanced significantly in the past 10 yrs and is moving gradually to the doctoral level. A discussion of the implications of these data for professional psychology is provided. Suggestions are made for organizational changes that will facilitate the accreditation of school psychology programs and ameliorate the historical concern regarding the appropriate entry level for practice. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Problematic Students: Gatekeeping Practices of Academic Professional Psychology Programs.

When the topic of problematic students arises, there are often more questions than answers. Professional psychology programs may serve as gatekeepers for the profession, yet there is little guidance on intervening with problematic students. This study surveyed training directors (TDs) of American Psychological Association-accredited academic psychology programs regarding problematic student behaviors. Over half of the programs that responded had terminated at least 1 student during a 3-year period, with TDs citing inadequate clinical skills as the major reason. Despite accreditation policies, 54% of the programs did not have written guidelines for intervening with problematic students. Recommendations to promote consistent evaluation and intervention at the faculty, student, program, and national-policy level are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1984.

Provides a list of the institutions that were accredited in 1984 by the American Psychological Association's (APA's) Committee on Accreditation to conduct doctoral training programs in clinical, counseling, and school psychology. Each institution is assigned either full accreditation, provisional accreditation, or probation. Readers desiring more information on specific programs should write directly to the departments offering the programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obtaining employment in academia: The hiring process and characteristics of successful applicants.

Little is known about (a) the criteria used by doctoral degree-granting psychology programs in the selection of new faculty, (b) characteristics and qualifications of successful applicants, or (c) differences between clinical and experimental specialties on these variables. The present study addresses these issues by surveying department heads (or search committees) or doctoral degree-granting psychology programs and newly hired faculty members in clinical and experimental programs. Responses were related to the faculty search, the hiring process, the variables that influenced faculty search committees' decisions, and demographic information and qualifications of newly hired faculty. Results indicate some trends in academic psychology and also point out several discrepancies in previous research. Differences between the 2 specialties are also elucidated. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Further on the development of school psychology.

Extends J. L. French's (see record 1985-21247-001) discussion of the development of school psychology. The early involvement of the National Council for Accreditation of Teacher Education in the accreditation of school psychology programs and S. Bonham's role in the founding of the Journal of School Psychology are clarified. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)