Graduate Study in Psychology: 1971-2004.

Abstract

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.

Culturally competent school assessment: Performance measures of personality

“…Caucasian women school personnel still provide most of these services, their program directors are predominantly men, and surveys have not reported specific ethnicities for school psychology faculty and students (Reschly, 2000). Non-White membership in the National Association of School Psychologists approximates 10% (Rogers, 2005) and is somewhat below recent student/faculty percentages in all graduate programs of 27%/12% (Norcross, Kohout, & Wichierski, 2005). The continuing absence of a "critical mass" of nonWhite students and faculty in school psychology requires careful student recruitment planning to address this dilemma (Zhou et al, 2004).…”

Ethics education in professional psychology: A survey of American Psychological Association accredited programs.

“…programs (Norcross, Kohout, & Wicherski, 2005). It also makes sense that there would be a stronger focus on preparing students for licensure in practitioner scholar than in scientist practitioner or clinical science programs.…”

How special are the specialties? Workplace settings in counseling and clinical psychology in the United States

“…These historical differences are reflected in a range of contemporary distinctions between the two specialties, as well (Munley et al, 2004). Longstanding literatures have addressed the enduring distinctions between clinical and counseling psychology training programs in relation to their theoretical commitments (Norcross & Prochaska, 1982;Ogunfowora & Drapeau, 2008) and their training models (Korman, 1974;Norcross, Kohout, & Wicherski, 2005), and have sought to see whether these differences translate into differential internship placements (Brems & Johnson, 1996;Neimeyer & Keilin, 2007;Neimeyer, Rice, & Keilin, 2009;Shivy, Mazzeo, & Sullivan, 2007) or workplace experiences (Owens, Moradi, & Neimeyer, 2008).…”