Licensure requirements: Have we raised the bar too far?

Olvey, Cindy De Vaney; Hogg, Andrew McC.; Counts, Wil

doi:10.1037/0735-7028.33.3.323

Cited by 39 publications

(31 citation statements)

References 14 publications

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“…On one hand, there are more would-be predoctoral interns than (especially accredited) internship slots available (Dixon & Thorn, 2000), lengthy requirements for licensure relative to other professions (DeVaney Olvey, Hogg, & Counts, 2002), reductions in reimbursement coupled with increased accountability from third-party sources, and competition from master'slevel practitioners. There also are diminishing practice options in traditional settings for licensed psychologists, significant variability in the style, quality, and availability of supervision, expanding postdoctoral requirements, licensure and mobility constraints, and increasing difficulty preparing for and securing gainful employment in health services areas (e.g., DeVaney Olvey et al;2002;Shealy, Cobb, Crowley, Nelson, & Peterson, 2004;Williams-Nickelson, 2000). Debt that students incur for their graduate education also is a concern.…”

Section: Marketplace Realitiesmentioning

confidence: 99%

What do students want? Perspectives from the front line of doctoral training in professional and Combined‐Integrated psychology

et al. 2004

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Doctoral students in professional psychology face broad challenges, such as changing market demands and increased competition for careers in traditional practice settings. To prepare for these demands, students must decide how much and when to specialize, if at all, predoctorally. Complicating matters, students in single practice area programs (clinical, counseling, or school) may risk becoming insulated within the culture of their practice area, which can limit exposure and understanding of the larger practice field. Despite conditions that may drive potential students away from psychology, little research exists on efforts to address student needs, or on student perspectives of doctoral training in general. One training model that is sensitive to these student needs and concerns is the Combined-Integrated (C-I) model. An exploratory study of C-I student and graduate opinions, experiences, and aspirations revealed that C-I students value breadth of training, diversity of experience, and professional flexibility, and that they experience diverse training opportunities and socialization experiences. Implications of these results vis-à-vis the larger framework of student concerns are examined.

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Section: Marketplace Realitiesmentioning

confidence: 99%

What do students want? Perspectives from the front line of doctoral training in professional and Combined‐Integrated psychology

et al. 2004

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“…As a profession, becoming a criminologist requires passing the licensure examination (De Vaney Olvey, Hogg, & Counts, 2002). This examination covers six areas or subjects including law enforcement administration, criminal jurisprudence, procedure and evidence, criminalistics, correctional administration, crime detection and investigation, criminal sociology, ethics, and human relations.…”

Section: Introductionmentioning

confidence: 99%

Perception of Graduates in Their Educational Experience and Readiness to Take the Criminology Licensure Examination

Villarmia¹

2018

SHERJ

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Academic exercises and practical training are provided for the students as part of the prestige preparation of the school. The research aimed to draw the perceptions of students on their expectations, quality of teaching, roles and responsibilities, and confidence to take the licensure examination for criminologists. The researcher used the qualitative method of focused-group discussion in drawing out the perception of students on their expectations, quality of teaching, role and responsibilities, and confidence to take the board exam. This study focused on the expectations of the 12 graduating students of the criminology program of Saint Michael College of Caraga, pioneering batch 2016. Based on the results, it can be concluded that the pioneering class was satisfied in their fouryear course as most of their expectations were realized during their studies. Respondents are also prepared for any jobs related to their course that will be offered as they acquired most of the basic duties and responsibilities. However, enhancement review is not sufficient for them to pass the board exam. Thus, a regular review program will help them prepare to become licensed criminologists

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“…Psychology graduate students often incur significant debt in pursuit of their degree, and postdoctoral earnings are often low, compared with other commensurate professions (De Vaney Olvey, Hogg, & Counts, 2002). Postdoctoral training delays one's ability to earn a professional salary by a minimum of one year, which has both immediate and long-term financial costs.…”

Section: Personal Considerations: Finances and Relocationmentioning

confidence: 99%

Postdoctoral training in health service psychology: Current perspectives in an evolving profession.

Silberbogen

Aosved

Cross

et al. 2018

Training and Education in Professional Psyc

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Postdoctoral training in health service psychology has evolved significantly in the past 70 years as a reflection of our field's development. This article presents a contemporary perspective on postdoctoral training; its purpose in the sequence of training is conceptualized as advanced competency development in either recognized specialty practice areas or a specific focus area. We discuss how postdoctoral training fits within the growing trend toward increased specialization in recognized specialty areas and review the impact the new Standards of Accreditation will have on the design of postdoctoral training programs. Educators provide professional development mentorship about post-internship plans (including employment, postdoctoral training, specialty practice, and short-and long-term career goals) during graduate school and the internship year. We offer topics for educators and trainees to explore together and provide questions that will facilitate decision making about postdoctoral opportunities, in the context of the field's development. Finally, we offer recommendations for collaboration, as well as actions that educators, training directors, and trainees can take to support the continued development of postdoctoral training.

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Licensure requirements: Have we raised the bar too far?

Cited by 39 publications

References 14 publications

What do students want? Perspectives from the front line of doctoral training in professional and Combined‐Integrated psychology

What do students want? Perspectives from the front line of doctoral training in professional and Combined‐Integrated psychology

Perception of Graduates in Their Educational Experience and Readiness to Take the Criminology Licensure Examination

Postdoctoral training in health service psychology: Current perspectives in an evolving profession.

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