Graduate school training in psychology: Its impact upon the development of professional identity.

Bruss, Katherine V.; Kopala, Mary

doi:10.1037/0033-3204.30.4.685

Cited by 78 publications

(69 citation statements)

References 19 publications

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“…Seasoned mentors recognize that graduate students are commonly anxious, insecure, and dependent (Bruss & Kopala, 1993). They feel incompetent-like imposters who will soon be revealed.…”

Section: Individual Strategies: Guidelines For the Practice Of Mentoringmentioning

confidence: 99%

The intentional mentor: Strategies and guidelines for the practice of mentoring.

Johnson

2002

Professional Psychology: Research and Practice

293

306

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How can faculty in professional psychology programs become more intentional and effective mentors? Many psychology graduate students are never mentored, and very few psychologists have ever received training in the practice of mentoring. This article briefly summarizes the nature of mentoring, the prevalence of mentoring in psychology, primary obstacles to mentoring, and some ethical concerns unique to mentoring. The article provides several strategies to enhance mentoring and guidelines for the profession, departments of psychology, and individual psychologists who serve as mentors. This article is designed to help readers take a more deliberate approach to the practice of mentoring.

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“…Seasoned mentors recognize that graduate students are commonly anxious, insecure, and dependent (Bruss & Kopala, 1993). They feel incompetent-like imposters who will soon be revealed.…”

Section: Individual Strategies: Guidelines For the Practice Of Mentoringmentioning

confidence: 99%

The intentional mentor: Strategies and guidelines for the practice of mentoring.

Johnson

2002

Professional Psychology: Research and Practice

293

306

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“…My concept of ethics was initially grounded in theories of identity development and epistemology (Baxter Magolda, 1992;Belenky et al, 1986;Bruss & Kopala, 1993), and later informed by theories of faculty socialization and career development (Weidman, Twale, & Stein, 2001;Lave & Wenger, 1991). In my interviews, though, I began to notice a consistent narrative of ethics being experiences as social and political, emotional and experiential-and not just behavioral.…”

Section: The Longitudinal Studymentioning

confidence: 99%

The Irony of Ethics: (De)Coding the Lived Experience of Women and Minority Faculty

Reybold

2014

IJHE

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What does it mean to 'be' an ethical faculty member? A number of scholars point to legal and moral issues, aligning ethics with professional codes and regulated by institutional policy. From this perspective, being ethical is a matter of knowing and following the professional rules-the goal is to avoid certain actions. On the other hand, others question this objectivist approach and position faculty ethics as an experience, a fusion of personal and professional histories that include disciplinary training, socialization to the profession, and-especially-the specter of faculty rewards such as tenure and promotion. This article explores these competing perspectives in a qualitative meta-synthesis of data collected across studies of faculty identity, professional epistemology, and academic ethics. This analysis concentrates on 116 interviews with women and minority doctoral students and faculty members conducted between 1999 and 2012, a subset of more than 200 interviews I conducted during this timeframe. All interviews were initially coded using constant comparative analysis. For the meta-synthesis, I chose to apply an elaborative coding technique that juxtaposes data with the ethics literature related to chilly and alienating climates, cultural taxation, and the snare of faculty rewards in higher education. This (re)analysis allowed me engage in a formal dialogue between local theory and scholarship, resulting in six sub-themes: 'real'izing, acting out/in, toiling, serving, aligning, and diverging.

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“…For this reason, it is only possible to estimate a few easily measurable skills and areas of knowledge (Kaslow, 2004, p. 779). The use of one's "tacit knowledge", intuition and personal experience are, to a substantial degree, important in the profession (Bruss & Kopala, 1993), yet they cannot be fully identified or verbalised, let alone quantified or instructed. Svensson (1990) interviewed psychologists and asked them how and when they used psychology theories in their actual daily work.…”

Section: Specific Skills Needed In An Expert Professionmentioning

confidence: 99%

“…Students also need to be adept at learning when they are at work, since the development of dispositional, procedural and conceptual capacities are required in order to achieve a good level of work performance (Billett, 2008). Students may have an unrealistic fantasy of their potential as future professionals, which will become more realistic as they witness the realities of work at an early stage (Bruss & Kopala, 1993).…”

Section: Introductionmentioning

confidence: 99%

“…Psychology students must also understand the ethical and social challenges of their field, as well as their responsibilities to clients and to society (Karseth & Solbrekke, 2006, p. 152). Bruss and Kopala (1993) emphasised that in addition to adding knowledge, the development of a professional identity is a necessary aspect of training, and it requires a study environment based on closeness and trust.…”

Section: Introductionmentioning

confidence: 99%

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Becoming a Graduate Professional Psychologist: In What Ways are Professional Competences Perceived

Kuittinen¹,

Räty²

2015

IJPS

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Based on the evaluations of graduate professional psychologists, this study set out to explore perceptions of university training in the development of key competencies and skills required by psychologists. The participants (n=353) were a representative sample of young Finnish psychologists with professional experience of between one and six years. They were asked to rate seventeen different skills according to importance and the extent to which undergraduate training helped develop those skills. They were also asked to evaluate how their undergraduate training had fostered their skills and the work-related contexts that best nurtured their professional skills. The results show that psychology was seen as a profession requiring social interaction skills, whereas university training was seen to stress knowledge, theory and research. Respondents saw practical courses, a practicum, post-graduate education, actual work and reflecting with colleagues and with oneself as the most influential means of professional development; they saw statistical methods as being unnecessary at work. Only half of the participants could name a theory upon which their work was based. Still, graduate psychologists gave a rather positive evaluation of the correlation of their psychology training programme with the requirements of their profession.

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Graduate school training in psychology: Its impact upon the development of professional identity.

Cited by 78 publications

References 19 publications

The intentional mentor: Strategies and guidelines for the practice of mentoring.

The intentional mentor: Strategies and guidelines for the practice of mentoring.

The Irony of Ethics: (De)Coding the Lived Experience of Women and Minority Faculty

Becoming a Graduate Professional Psychologist: In What Ways are Professional Competences Perceived

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