Exemplary efforts in psychology to recruit and retain graduate students of color

Many psychology departments are striving for a greater representation of students of color within their graduate preparation programs with the aim of producing a more diverse pool of psychological service providers, scientists, and educators. To help improve the minority pipeline in psychology, the authors identify and describe recruitment and retention strategies used at 11 departments and programs considered to be making exemplary efforts to attract and retain minority students of color. The strategies most consistently used included engaging current minority faculty and students in recruitment activities, offering attractive financial aid packages, having faculty members make personal contacts with prospective students, creating linkages with historical institutions of color, having (or approached having) a critical mass of faculty and students of color, offering a diversity issues course, and engaging students in diversity issues research. Despite the similarities, the programs and departments were each distinctive and innovative in their overall approaches to student recruitment and retention. Highlighting the strategies used at successful institutions may help others develop plans for improving the minority pipeline within their own departments and programs.     

Trends in Graduate Training in Social Psychology: Training Social Psychology's Trainers

We examine social psychology graduate training in the United States by analyzing the faculty members in doctoral degree-granting programs, using archival sources. About 500 full-time faculty work in the 105 social psychology doctoral programs in the United States. These faculty hold Ph.D.'s from 74 different U.S. (and 11 non-U.S.) social psychology programs, with a median degree receipt date of 1983. Increasing numbers of women faculty attain positions in doctoral programs in social psychology; in our sample, 48% of women received Ph.D.'s after 1990, compared to 30% for men. We examine 29 programs that provided 2 or more training faculty, from 1950–1990 and 1991–2004. The data demonstrate both stability and change in graduate training—programs that produced the majority of graduate trainers during the post-WWII period continue to produce new graduate trainers (ρ = .40, p < .05), though the creation of graduate trainers currently spreads across a larger array of programs. Average GRE scores of a training program's students does not predict a given program's likelihood of placing students in training positions.     

Survey of current clinical and research trends in clinical psychology

A survey of the directors of APA accredited clinical psychology programs was conducted to explore current trends in the training of clinical psychologists. Specifically, information was obtained regarding the research areas represented at each school, the types of clinical training sites available to graduate students, and the prevalence of different clinical orientations (e.g., cognitive-behavioral, systems, or psychoanalytic). Results of the survey provide a summary of the activities of faculty and students at the more than 100 fully accredited clinical psychology programs.     

Graduate education in qualitative methods in U.S. psychology: current trends and recommendations for the future

The visibility of qualitative research methods (QRM) in U.S. psychology has increased with the dissemination of qualitative research in journals and books, formation of professional and scientific organizations, and recognition in educational institutions. While gains have been made, the current state of doctoral training in qualitative methods remains uncertain. It is unclear what training graduate students receive in U.S. psychology programs about qualitative methodologies and how further gains can be made in expanding visibility of QRM in graduate education. In this mixed-methods study, we surveyed a sample of faculty in U.S. psychology graduate programs about the frequency of QRM course offerings, graduate training, and students’ use of QRM in their dissertation research. We also explored qualitative responses from faculty regarding their attitudes about QRM and how these attitudes might help increase or diminish the frequency of methods training available to students. We found that even within graduate programs where there was support for QRM, enduring perceptions about the value of qualitative research limit faculty and graduate students’ use of qualitative methodologies in their research. With these findings in mind, we offer several recommendations for increasing the visibility of QRM in U.S. graduate education and the discipline of psychology as a whole.     

Multicultural training practices in community psychology programs

Surveyed the directors of 56 community psychology graduate programs to assess multicultural training practices and attitudes. Although most program directors agreed that multicultural training is important in their mission to educate students, less than half the programs (48%) required their students to take any relevant course work and only half of the programs surveyed had any faculty who were members of an ethnic minority group and one third had only one such faculty member. Furthermore, less than half the programs had a combination of training opportunities in place to integrate classroom, research, and field experiences relevant to multicultural issues. Finally, only 23% of program directors believed their training programs were successful for most students, suggesting the need to improve training.     

Students' Perceptions of Multicultural Training in Counseling Psychology Programs

The Multicultural Competency Checklist (Ponterotto, Alexander, & Grieger, 1995) was used to assess counseling psychology students' perceptions of multicultural training in their programs. Results revealed that most students perceived their programs to (a) have a required multicultural counseling course, (b) employ diverse teaching strategies and procedures, (c) use varied methods of evaluating performance, and (d) have faculty members whose primary research interest was in multicultural issues. Alternatively, many students reported that their programs did not (a) have appropriate representation of bilingual individuals on the faculty, (b) demonstrate adequate leadership and support with regard to multicultural issues, (c) use assessment instruments in evaluating their level of multicultural competency, and (d) make available a “multicultural resource center” for their use. The importance of integrating multicultural issues throughout academic programs is also discussed.     

Graduate study in psychology: 1971-2004

This article traces the evolution of graduate study in psychology in the United States and Canada during the past 3 decades. The authors summarize the 2003-2004 characteristics of graduate programs and departments in psychology and compare these data to those obtained in 1970-1971, 1979-1980, and 1992-1993. The most recent data were obtained from the 2005 edition of Graduate Study in Psychology and were based on 495 institutions, 601 departments, and 1,970 graduate programs. Information is presented for both entire departments (e.g., faculty characteristics, student profiles, admission criteria, Graduate Record Examination and grade point averages, tuition costs, financial assistance) and individual graduate programs (e.g., areas of study, number of applicants, acceptance rates, enrollment statistics, retention rates). Particular attention is devoted to the emergence of PsyD programs in professional psychology, the ascendancy of neuroscience programs in academic psychology, and the steady rise in acceptance rates across programs over the past 33 years.     

A survey of Rorschach teaching in APA-approved clinical graduate programs.

A questionnaire on teaching of the Rorschach technique was sent to all APA-approved graduate clinical psychology programs in the United States and Canada. The questionnaire asked for the degree of emphasis placed on the Rorschach in the primary assessment course, the Rorschach teaching experience of the respondent and the respondent's evaluation of the technique as a clinical tool, a teaching aid and a research instrument. The respondent in each case was the faculty member teaching the major diagnostic assessment course. There was a 100% return of the questionnaires. The major results show that (1) 81% of the programs place major emphasis on the Rorschach Technique in the assessment course; (2) only 24% of the programs offer the course for a full year; (3) respondents with more than 10 years teaching experience rated the Rorschach higher than respondents with less experience, and (4) respondents as a group rated the Rorschach highly as a clinical tool and teaching aid, but gave it generally low ratings as a research instrument.     

Caldwell University’s Department of Applied Behavior Analysis

Since 2004, faculty members at Caldwell University have developed three successful graduate programs in Applied Behavior Analysis (i.e., PhD, MA, non-degree programs), increased program faculty from two to six members, developed and operated an on-campus autism center, and begun a stand-alone Applied Behavior Analysis Department. This paper outlines a number of strategies used to advance these initiatives, including those associated with an extensive public relations campaign. We also outline challenges that have limited our programs’ growth. These strategies, along with a consideration of potential challenges, might prove useful in guiding academicians who are interested in starting their own programs in behavior analysis.     

Graduate Students' Experiences in Dealing With Impaired Peer,Compared With Faculty Predictions: An Exploratory Study

In this study, we present data on graduate students' actual experiences in dealing with impaired peers and faculty predictions of how students would deal with such situations. A total of 29 faculty and 73 graduate students responded to a survey of 40 randomly selected clinical psychology training programs. Student respondents were almost universally (95%) aware of peers whom they regarded as impaired in their professional functioning, and half (49%) the sample reported being aware of a peer's ethical impropriety. Faculty overestimated the number of students who said they "did nothing" when confronted with the resulting ethical dilemma and underestimated the degree of conflict and turmoil (i.e., anger, frustration, dismay) that students reported experiencing. Faculty also estimated that students would be more concerned with peer loyalty issues, whereas students indicated that they were strongly motivated by ethical considerations. Ethics curricula ought more thoroughly to address affective concerns through experiential learning vehicles such as faculty modeling, simulation exercises, and small-group discussion.     

The development and initial validation of the Multicultural Environmental Inventory: a preliminary investigation

This article describes the development and initial validation of the Multicultural Environmental Inventory (MEI). The MEI is an instrument designed to measure an individual's perceptions about the degree to which graduate counseling programs address multicultural issues within curriculum, supervision, climate, and research. This investigation was conducted using the data from 208 students and faculty from counseling psychology graduate programs across the United States approved by the American Psychological Association. By using techniques of exploratory factor analysis, a 4-factor solution was determined to account for the relationships among the items on the MEI. The instrument was modified from 53 to 27 items on the basis of the items' effectiveness in measuring the underlying constructs of interest, and internal consistency information is provided on the final revised instrument (MEI-R). The factors underlying the MEI-R are discussed within the context of a multicultural environment in graduate counseling programs, and directions for future research are considered.     

The metaphysical club at the Johns Hopkins University (1879-1885)

Of the earliest American universities, The Johns Hopkins in Baltimore holds a unique position for psychology. At Hopkins, many of America's first psychologists received their graduate training. Of special interest is the Hopkins Metaphysical Club, organized in 1879 by Charles Sanders Peirce. It provided a forum for research and scholarship by faculty and students. Papers related to topics of the "new" psychology began to appear in 1883, about the time G. Stanley Hall was given a 3-year appointment at Hopkins. When Peirce departed Hopkins in 1885, Hall was free to develop psychology in his image and disbanded the club. Nevertheless, the Metaphysical Club played an important role in the emergence of American scientific psychology.     

Graduate school mentoring in clinical,counselling, and experimental academic training programs: an exploratory study

This study focused on graduate student mentoring within clinical, counselling and experimental psychology programs. A nationwide survey of 336 psychology graduate students indicated that counselling students reported higher levels of socioemotional support in their mentoring relationships, as well as higher overall levels of satisfaction, compared with clinical and experimental students. Clinical and experimental students, however, reported higher levels of selected outcome variables, such as research productivity. The relationships between mentoring qualities and several outcome variables were noted and discussed. This study adds to the developing literature concerning graduate student mentoring within professional psychology training programs.     

“My Life is Too Chaotic to Practice What I Preach”: Perceived Benefits and Challenges of Being an Academic Women in Family Therapy and Family Studies Programs

The purpose of this study was to explore the experience of female faculty in family therapy and family studies graduate programs. Specifically, we were interested in how female faculty members in these programs experienced their roles as academics, partners, and/or parents. We conducted a discovery-oriented study qualitative study of 62 female academics in family studies and family therapy disciplines to identify the greatest concerns and benefits experienced by women in a family-studies-oriented academic field. Using a content analysis, we found that women in family studies/family therapy academic programs experience both high rewards and high demands and struggle with choosing among competing values. Additionally, the participants perceived support from colleagues, professional institutions, and family members as crucial to a female academic’s ability to perform up to expectations. We also offer suggestions for further research.     

Teaching group treatment in doctoral programs for counseling psychology

We surveyed the 71 doctoral programs in counseling psychology approved by the American Psychological Association to examine whether and how group counseling or therapy was taught. Responses from 31 programs listed at least one graduate course in group counseling; over half offered more than one. In most cases the introductory course was required. Analysis also indicated that introductory courses often included an in-class or an out-of-class experiential component, focused either primarily or exclusively on outpatient therapy and used Yalom's interpersonal approach. Discussion focused on the importance of courses in group interventions in doctoral programs in counseling psychology and the differences and similarities in academic training of group interventions in programs in counseling and clinical psychology.     

Career Research Interests and Training of Genetic Counseling Students

Research is important to validate clinical services, provide information on the effectiveness of practice techniques, and develop the knowledge base of a clinical profession. Genetic counseling students from American Board of Genetic Counseling (ABGC) accredited training programs were surveyed to determine their career research interests and interest in pursuing a hypothetical doctoral degree in genetic counseling. Genetic counseling program directors were surveyed to assess the emphasis on research training within their programs. A substantial number (46%, n = 92) of genetic counseling students are interested in performing research in their careers and many (40%, n = 80) would pursue a doctoral degree in genetic counseling if it was available. Students and directors from programs with a thesis requirement reported a significantly higher emphasis on career research preparation than those from programs without a thesis requirement. The results of this study indicate that future genetic counselors are interested in contributing to the research base that will advance the field. This study suggests a need to strengthen research training within ABGC accredited graduate programs and explore the development of a doctoral degree option in genetic counseling.     

Family Therapy Training in Clinical Psychology Programs

In a national questionnaire survey of graduate programs offering the Ph.D. or Psy.D. in clinical psychology, the status of family therapy training was examined. With a 79 per cent response rate (102 programs), the study found that 10 per cent of the nationwide faculty identified themselves as primarily family therapy oriented, 32 per cent of the programs had no family-oriented faculty members, 18 per cent of all psychotherapy courses were family therapy courses, and 21 per cent of the schools had no family therapy course. The ratings of the importance of providing students with family therapy training were found to be unrelated to the number of family therapy courses available but positively correlated with the percentage of family therapy courses within the total curriculum.     

Ethical issues in the research and practice of applied developmental psychology

Within the last decade, applied developmental psychology (ADP) has emerged as a new subspecialization within traditional graduate programs in developmental psychology. Current definitions of ADP range from a primarily research-oriented discipline to a superordinate discipline under which clinical, educational, and school psychology organize applications of the developmental data base. This work draws upon several common themes to arrive at a broad definition of ADP. We outline reasons for developmental psychology's entrance into the “decade of applied research,” the broad spectrum of activities currently characterizing ADP, and training programs proposed to prepare students for these activities. The extension of developmental psychology into applied areas requires attention to the ethical issues encountered across the full spectrum of ADP activities. We present a perspective of ethical issues whose framework is predominantly applied developmental psychology. Our approach focuses on ethical concerns associated with both knowledge generation and knowledge application. In so doing, we raise issues concerning the need for applied developmentalists to address questions concerning the impact of planned methods on development in normal and atypical populations, consultation to institutions and public policy makers, competencies required to conduct developmental education programs, and utilization of developmental assessment techniques.     

Factors Predicting the Inclusion of Lesbian,Gay, and Bisexual Affirmative Content Taught in Couple and Family Therapy Courses

Abstract

This study explored the relationship between Couple and Family Therapy (CFT) faculty members’ Lesbian, Gay, and Bisexual (LGB) clinical competence and the level of LGB affirmative therapy content they teach in their courses. Hierarchical regression analyses of 117 faculty in accredited CFT programs suggest that faculty members’ own reported competence to work with LGB clients predicted their inclusion of LGB affirmative course content in the courses they teach. Important gender effects also emerged suggesting that women faculty are more likely than men to teach LGB affirmative course material. Results suggest important implications for CFT faculty, training programs, and accreditation standards.