Comparison of EPPP scores among graduates of varying psychology programs.

Kupfersmid, Joel; Fiala, Michael

doi:10.1037/0003-066x.46.5.534

Cited by 24 publications

(18 citation statements)

References 1 publication

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“…Other limitations inherent to the data used in this replication and in similar studies (Kupfersmid & Fiala, 1991;Ross et al, 1991)…”

Section: Methodsmentioning

confidence: 95%

“…A number of studies have investigated the relationship between one or more characteristics of graduate academic programs and performance on the Examination for Professional Practice in Psychology (EPPP). These studies have revealed significant differences in EPPP scores by accreditation status (Hoffman & Aderet, 1984;Kupfersmid & Fiala, 1991); degree (Hays & Mullins, 1978;Hays & Schreimer, 1978;Terris, 1973); and specialty (Hoffman & Aderet, 1984;Kupfersmid & Fiala, 1991). Ross, Holzman, Handal, and Gilner (1991) examined the effect of American Psychological Association (APA) accreditation status, administrative housing, degree, and specialty on EPPP performance and reported significant differences in EPPP scores for each of these four program characteristics.…”

mentioning

confidence: 99%

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Factors influencing performance on the Examination for Professional Practice in Psychology (EPPP).

McGaha¹,

Minder²

1993

Professional Psychology: Research and Practice

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A study by Ross, Holzman, Handal, and Gilner (1991) that examined the effect of 4 psychology program characteristics on Examination for Professional Practice in Psychology (EPPP) scores was replicated and extended, and several discrepancies in analyses of variance were noted. Multiple regression analyses revealed that 3 of the 4 program characteristics (viz., specialty, administrative housing, accreditation status) and 2 of 3 input characteristics (viz., enrollment rate, Graduate Record Examination Verbal and Quantitative scores) predicted EPPP score and that specialty was the most potent predictor of EPPP score. Discriminant analysis revealed a clinical-counselingschool psychology continuum based on variables that predicted both EPPP score and specialty. Further research should assess this specialty continuum, using individual scores and verification procedures for self-and program-reported data.

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“…Other limitations inherent to the data used in this replication and in similar studies (Kupfersmid & Fiala, 1991;Ross et al, 1991)…”

Section: Methodsmentioning

confidence: 95%

mentioning

confidence: 99%

Factors influencing performance on the Examination for Professional Practice in Psychology (EPPP).

McGaha¹,

Minder²

1993

Professional Psychology: Research and Practice

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“…One disconcerting trend is that PsyD graduates do not perform as well as PhD graduates on the national licensing examination for psychologists (Kupfersmid & Fiala, 1991;McGaha & Minder, 1993;Yu et al, 1997). That is, doctoral students who graduate with PsyDs score lower, on average, than doctoral students who graduate with PhDs on the Examination for Professional Practice in Psychology (EPPP), the national licensing test.…”

Section: Licensure Exammentioning

confidence: 99%

Appreciating the PsyD: The Facts

Norcross¹,

Castle²

2002

EyeOnPsiChi

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Students contemplating doctoral studies in clinical psychology are confronted with a confusing diversity of training opportunities. Boulder model or Vail model, PhD or PsyD? Without a firm understanding of the differences in these training models, many applicants will waste valuable time and needlessly experience disappointment. In this article, we distinguish between the two prevalent training models in clinical psychology-the Boulder model and the Vail model-and then outline the research-based differences between PhD and PsyD programs. Our objective is to help you appreciate the PsyD degree, whether or not you ultimately find it to your taste, by acquainting you with the facts. The Boulder Model (PhD) The first national training conference on clinical psychology was held during 1949 in Boulder, Colorado (hence, the Boulder model). At this conference, equal weight was accorded to the development of both research competencies and clinical skills. This dual emphasis resulted in the notion of the clinical psychologist as a scientist-practitioner.

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“…Counseling and clinical PhD programs are similar in regards to their rates of obtaining APA-accredited internships and the types of internships that are obtained (Neimeyer et al, 2005;Norcross et al, 1998). Although a single study has found no differences between the EPPP scores of counseling and clinical psychology graduates (Kupfersmid & Fiala, 1991), the vast majority of work has suggested that clinical PhD students outperform counseling students on the EPPP (McGaha & Minder, 1993;Ross, Holzman, Handal, & Gilner, 1991;Tomeo, Arikawa, & Templer, 2000). Some have argued that one reason for these differences may be the fact that the EPPP includes more of an emphasis on psychiatric diagnoses over the humanistic tradition (Tomeo et al).…”

Section: Comparison Of Program Typesmentioning

confidence: 89%

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities

Graham¹,

Kim²

2011

J Clin Psychol

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In the face of the rising number of doctoral recipients in professional psychology, many have voiced concerns about the quality of nontraditional training programs. Past research suggests that, on a variety of outcomes, graduates from clinical PhD programs outperform graduates from clinical PsyD and, to a lesser extent, counseling PhD programs. We examine an aggregate archival dataset to determine whether student or university characteristics account for the differences in outcomes among programs. The data show meaningful differences in the outcomes of clinical PhD, PsyD, and counseling PhD programs. Furthermore, graduates from research-intensive universities perform better on the psychology licensure exam and are more likely to become American Board of Professional Psychology diplomates. The available data support the notion that the ability to conduct research is an essential component of graduate education. In this light, PsyD programs represent a unique opportunity to train students in the types of evaluation and outcomes assessments used by practicing psychologists. We discuss implications for graduate-level training in professional psychology.

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Comparison of EPPP scores among graduates of varying psychology programs.

Cited by 24 publications

References 1 publication

Factors influencing performance on the Examination for Professional Practice in Psychology (EPPP).

Factors influencing performance on the Examination for Professional Practice in Psychology (EPPP).

Appreciating the PsyD: The Facts

Predictors of doctoral student success in professional psychology: characteristics of students, programs, and universities

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