Selecting a doctoral program in professional psychology: Some comparisons among PhD counseling, PhD clinical, and PsyD clinical psychology programs.

Norcross, John C.; Sayette, Michael A.; Mayne, Tracy J.; Karg, Rhonda; Turkson, Maria A.

doi:10.1037/0735-7028.29.6.609

Cited by 59 publications

(78 citation statements)

References 16 publications

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“…However, it is unclear how and with what frequency students receive diversity training in their clinical psychology programs. Furthermore, prior research suggests that clinical psychology programs may emphasize diversity less than counseling psychology programs, at least in terms of recruitment of ethnic minority students and focus of research (Norcross, Sayette, Mayne, Karg, & Turkson, 1998). A more comprehensive understanding of clinical psychology students' training is of particular importance because the extent of exposure could have a significant impact on their professional interactions with persons from underrepresented groups.…”

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confidence: 96%

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

et al. 2009

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This study examined clinical psychology graduate students' definitions of diversity and their perceptions of their exposure to and satisfaction regarding their level of diversity training. Four hundred and ninety-one students from Counsel of University Directors of Clinical Psychology (CUDCP) member programs completed an online survey. Overall, students perceived that their programs considered diversity narrowly, concentrating primarily on ethnicity, race, and culture to the neglect of sexual orientation, religion, language, and physical disability. Likewise, students expressed greater satisfaction with training regarding ethnicity/race and gender than broader areas of diversity, but rated the importance of addressing all areas of diversity as high. Although this study underscores the limited experience that students perceive they have had with various underrepresented groups, programs appear to have incorporated a variety of diversity training modalities that could be expanded upon to meet the interests of psychology students.

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confidence: 96%

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

et al. 2009

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“…First, our participants were very intelligent (Kamizato, 2009;Norcross et al, 1998). Our findings might not be applicable to professional learners who are self-motivated but not intelligent.…”

Section: Limitationsmentioning

confidence: 85%

“…Self-motivated professional learners can be recruited through clinical psychology programs. Such programs are very competitive (percentage of acceptance is around 10%) across the world (Kamizato, 2009;Norcross, Sayette, Mayne, Karg, & Turkson, 1998), such that enrolled students and recent graduates of such programs can clearly be regarded as self-motivated professional learners. Solution-focused brief therapy (SFBT) was the specific therapy methodology examined here.…”

Section: Aims Of the Present Studymentioning

confidence: 99%

“…Inconsistencies between laboratory and real-world findings might stem from participants' self-motivated learning style. Our participants were all self-motivated professional learners (Kamizato, 2009;Norcross et al, 1998) who are more likely to push themselves to learn, which are rare in laboratory samples. The differences of these learning styles might affect the development of professional vision.…”

Section: Effects Of Exemplars On Real-world Professional Visionmentioning

confidence: 99%

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Application of Instance Theory to Real-World Professional Vision: A Randomized Controlled Parallel Design in Clinical Psychology Education

Yokotani¹,

Mitani²,

Okuno³

et al. 2014

JEDP

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We aimed to extend instance theory into the domain of real-world professional vision development, examining the effects of explicit rules and exemplars on development of professional vision in a randomized controlled fashion. Participants were novice therapists (N = 48) attending accredited clinical psychology programs in Japan and were randomly divided into four training groups, which received (1) declarative knowledge-based and exemplar-based training, (2) declarative-based training only, (3) exemplar-based training only, and (4) no training. Before, during, and after the training, participants watched an authentic solution-focused brief therapy (SFBT) video and had five minutes to write down their notices regarding the video. Three expert therapists independently evaluated these notices in terms of relevance to SFBT. As hypothesized, novices who received both types of training showed increases in notice relevance during and after the training. In contrast to our hypothesis, novices who received exemplar-based training only showed increased notice relevance during the training. Declarative knowledge with exemplars could provide the best approach for the development of professional vision. Still, many self-motivated learners might learn professional vision in the absence of explicit teaching of declarative knowledge. Future studies should examine the link between participants' motivation and training effects of mere exposure to exemplars.

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“…Many undergraduates enroll in psychology programs with the aspiration of becoming a licensed clinical psychologist, but graduate school admission rates are extremely competitive and only 6 % of applicants to clinical psychology programs are accepted (Norcross, Sayette, Mayne, Karg, & Turkson, 1998). As a result, psychology majors need to consider alternative career paths.…”

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confidence: 99%

Psychology as a Profession: An Effective Career Exploration and Orientation Course for Undergraduate Psychology Majors

Macera¹,

Cohen²

2006

The Career Development Quart

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The authors describe an undergraduate psychology course that covers academic advising and career planning. Lectures included choosing a major, job opportunities with a bachelor's degree, applying to graduate school, and guest lectures from professionals in psychology-related careers. Students completed a plan of study, a résumé, and a career exploration paper. Students evaluated the course and assignments as being moderately high in value and recommended that the course continue to be required for psychology majors. Nearly all students (93%) either changed their career plans or felt more confident about their plans after taking the course. Recommendations for implementing a similar course are provided.Many undergraduates enroll in psychology programs with the aspiration of becoming a licensed clinical psychologist, but graduate school admission rates are extremely competitive and only 6 % of applicants to clinical psychology programs are accepted (Norcross, Sayette, Mayne, Karg, & Turkson, 1998). As a result, psychology majors need to consider alternative career paths. To inform students about the range of career options, psychology departments have offered career fairs, psychology clubs, and orientation-to-the-major courses (Dillinger & Landrum, 2002;Lattal, 1980;Satterfield & Abramson, 1998;Zechmeister & Helkowski, 2001). Course OverviewFor more than 20 years, the West Virginia University Psychology Department has required that prepsychology majors pass a one-credit Psychology as a Profession course. The class, with approximately 120 to 200 students, meets once per week for 50 minutes. Originally, the course was intended to facilitate advising meetings between students and faculty members by educating prepsychology majors about departmental graduation requirements. Over the years, the course has evolved to fulfill the following goals: (a) help students decide whether or not to major in psychology, (b) inform students about undergraduate psychology courses and enrichment opportunities, (c) introduce students to psychology-related career options and graduate school opportunities, and (d) help students acquire skills and knowledge to achieve career goals. Weekly lectures were as

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Selecting a doctoral program in professional psychology: Some comparisons among PhD counseling, PhD clinical, and PsyD clinical psychology programs.

Cited by 59 publications

References 16 publications

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

Application of Instance Theory to Real-World Professional Vision: A Randomized Controlled Parallel Design in Clinical Psychology Education

Psychology as a Profession: An Effective Career Exploration and Orientation Course for Undergraduate Psychology Majors

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