Analyses of Data from Graduate Study in Psychology: 1999-2000

Pate, William E.

doi:10.1037/e361952004-001

Cited by 18 publications

(24 citation statements)

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“…Consistent with Hypothesis 2, the mean number of conservative decisions was 6.21 (SD = 1.58, range = 0-10), indicating that on more than half of the dilemmas, psychother- a Full-time and part-time students enrolled in master's and doctoral health service provider programs, including clinical and counseling psychology (Kyle & Williams, 2000). b Full-time and part-time students enrolled in master's and doctoral psychology programs (Pate, 2001). Note.…”

Section: Psychotherapists' Decisionsmentioning

confidence: 53%

How Psychotherapists Address Hypothetical Multiple Relationships Dilemmas with Asian American Clients: A National Survey

Littleford

2007

Ethics & Behavior

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LITTLEFORDThis study examined how psychotherapists address hypothetical nonsexual multiple relationships dilemmas with Asian American clients and identified predictors of conservative decisions and the use of culture-based rationales. This survey of 787 Asian American and non-Asian American psychotherapists revealed that clinicians rely on mostly their personal policies and seldom focus on the clients' cultural backgrounds. Psychotherapists who consider their clients' Asian culture have more cultural knowledge and awareness, have been mental health providers longer, and are Asian American and female. Clinicians who avoid multiple relationships tend to cite formal policies as justification and are less likely to consider clients' cultural worldviews, the therapeutic relationship, or their own values. The results are discussed in terms of specific revisions needed in the American Psychological Association Ethics Code, the benefits of more frequent consultation with colleagues and supervisors about ethical dilemmas, and recommendations for psychotherapists.Since the 1970s, clinical and counseling psychology have attempted to be more inclusive of cultural diversity, encouraging psychotherapists to consider in their practices the impact that culture has on people's values, worldviews, behaviors, and emotions (

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Section: Psychotherapists' Decisionsmentioning

confidence: 53%

How Psychotherapists Address Hypothetical Multiple Relationships Dilemmas with Asian American Clients: A National Survey

Littleford

2007

Ethics & Behavior

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“…Pate (2001) reported that women comprised only 36% and ethnic minorities only 11% of faculty members of psychology doctoral programs. Pate (2001) reported that women comprised only 36% and ethnic minorities only 11% of faculty members of psychology doctoral programs.…”

Section: Discussionmentioning

confidence: 99%

“…However, it is questionable whether enough mentors are available because women and people of color are underrepresented on university faculties (Carter & Wilson, 1992). Women comprise 70% of first-year students enrolled in psychology doctoral programs, but only 36% of doctoral faculty (Pate, 2001). People of color comprise 11% of psychology doctoral faculty, but 18% of first-year psychology graduate students (Pate, 2001).…”

Section: Roosevelt Universitymentioning

confidence: 99%

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Faculty Forum

2003

Teaching of Psychology

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This article provides commentary on a recent survey (Levy & Peters, 2002) of students' views of the characteristics of the "best" college courses. Levy and Peters's study and conclusions were limited to only certain aspects of faculty, course, and student characteristics that students recognize are relevant when evaluating their academic experiences. Their results may be interpreted to promote a student-as-consumer model of higher education. I present results of a qualitative study to explicate the breadth of issues that should be considered when studying the impact of higher education on undergraduate students.The ongoing debate over the validity and utility of students' evaluations of teaching (reflects, to some degree, a struggle between the consumer or customer model of education and the view that students need and deserve to be challenged to succeed in college. A recent article in Teaching of Psychology (Levy & Peters, 2002) provided a new twist in this debate. Levy and Peters constructed and used a 24-item instrument to measure the characteristics students believed described the "best" college courses. They found that students endorsed courses that had a comfortable atmosphere, interesting content, and reviews before exams. Students preferred professors who had a sense of humor, were excited about the material, were entertaining, had a caring attitude, employed a variety of teaching techniques, communicated well, were not arrogant, were fair and approachable, and made students feel smart. Additionally, students preferred courses in which they received the grade they deserved and received a good grade. Levy and Peters reported that students did not prefer easy courses, did not prefer to give class presentations, and gave low ratings for courses that did not have in-class activities. Furthermore, students rated professors poorly when the instructor solely lectured and when professors asked students questions during class.Although the results presented by Levy and Peters offer some insights into certain aspects of student attitudes toward their instructors and courses, their methodology and interpretations are limited and problematic. First, the questionnaire and items failed to assess certain issues that may affect students' views of higher education, namely the quality of course information; the degree to which professors challenge students to demonstrate their understanding of, and their ability to make use of, such information; and the manner in

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“…The sample was largely young (M ¼ 27.41, SD ¼ 5.07), female (81%), and Caucasian (80%). The demographic makeup of our sample is similar to that of first-year graduate students in psychology from the years of 1999 to 2000 (Pate, 2001).…”

Section: Methods Participantsmentioning

confidence: 96%

Now or Later?

Zimak

Edwards

Johnson

et al. 2011

Teaching of Psychology

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This study used a national sample of PhD students in clinical psychology (N ¼ 1,034) to explore when students decided to pursue their graduate degree, reasons for their decisions, and associated satisfaction. Results indicated that immediately after completing their undergraduate degree, 57% of current graduate students reported postponing graduate studies, 10% went directly to a terminal master's program, and 33% went directly to a clinical psychology PhD program. A variety of reasons for these decisions were documented. Individuals who postponed graduate school were significantly more satisfied with their decision than individuals who went directly to a terminal master's program and reported less frequent thoughts of withdrawal from their program than individuals who went directly to a clinical psychology PhD program. Implications for undergraduate advisors are discussed.

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Analyses of Data from Graduate Study in Psychology: 1999-2000

Cited by 18 publications

References 0 publications

How Psychotherapists Address Hypothetical Multiple Relationships Dilemmas with Asian American Clients: A National Survey

How Psychotherapists Address Hypothetical Multiple Relationships Dilemmas with Asian American Clients: A National Survey

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