Subdoctoral education in psychology: A study of issues and attitudes.

Arnhoff, Franklyn N.; Jenkins, Joan W.

doi:10.1037/h0027860

Cited by 32 publications

(28 citation statements)

References 12 publications

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“…One approach has been discussions and recommended guidelines that have resulted from conferences on training (Hoch, Ross, & Winder, 1966;Raimy, 1950; Roe, Gustad, Moore, Ross, & Skodak, 1959). This approach to the subdoctoral education issue has resulted most recently in the Vail Conference's ("Vail Conference Endorses," 1973) emphasis upon the career lattice for the MAlevel psychologist and the recognition of a place for subdoctoral personnel in psychology's manpower force.A second approach to the issue of professional training has been to survey attitudes toward subdoctoral education (Arnhoff & Jenkins, 1969).…”

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confidence: 99%

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Employment characteristics of subdoctoral clinical psychologists.

Dimond¹,

Havens²,

Rathnow³

et al. 1977

Professional Psychology

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Previous efforts to deal with the issue of subdoctoral training in clinical psychology have taken the form of conferences and attitude surveys. This study assesses employment characteristics of subdoctoral psychologists and ascertains their demand and position in psychology's manpower force. The survey was conducted in the state of Illinois and sampled public and private agencies. The survey instrument was a questionnaire designed to assess current and potential employability of the MA psychologist, the duties involved in employment at this educational level, and the salary range, promotion possibilities, and future demand for subdoctoral persons. Data analysis revealed that MA psychologists are frequently employed by mental health agencies and perform professional functions of direct service and psychological testing, among other duties. These data suggest that MA psychologists are an employable and much-used manpower group.The question of training and education in clinical psychology at the subdoctoral level has plagued the profession for many years. Most previous attempts to grapple with this issue have taken two forms. One approach has been discussions and recommended guidelines that have resulted from conferences on training (Hoch, Ross, & Winder, 1966;Raimy, 1950; Roe, Gustad, Moore, Ross, & Skodak, 1959). This approach to the subdoctoral education issue has resulted most recently in the Vail Conference's ("Vail Conference Endorses," 1973) emphasis upon the career lattice for the MAlevel psychologist and the recognition of a place for subdoctoral personnel in psychology's manpower force.A second approach to the issue of professional training has been to survey attitudes toward subdoctoral education (Arnhoff & Jenkins, 1969).

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confidence: 99%

“…A second approach to the issue of professional training has been to survey attitudes toward subdoctoral education (Arnhoff & Jenkins, 1969).…”

mentioning

confidence: 99%

Employment characteristics of subdoctoral clinical psychologists.

Dimond¹,

Havens²,

Rathnow³

et al. 1977

Professional Psychology

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“…That possibility is a clear and present risk to the profession, as well as the public, that should be attended to prospectively. Expression of similar concerns date back to the earliest debates on the role of master's level practitioners of psychology (e.g., Arnhoff & Jenkins, 1969;Clark, 1957, andWoods, 1971) and persist to the present (e.g., Worrell et al, 2018).…”

Section: Defining the Scope Of Practice At The Master's Levelmentioning

confidence: 98%

Master’s level accreditation in health services psychology: A primer to the special section with commentary.

Callahan

2019

Training and Education in Professional Psychology

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This introduction to the special section on accreditation of master's programs in health service psychology (HSP) describes the driving forces, within and beyond the discipline of psychology, that have contributed to recent developments pertaining to accreditation of HSP master's programs. Projected workforce needs and accreditation pathways are overviewed before summarizing accreditation requirements that have been recommended by a recent American Psychological Association (APA) Board of Educational Affairs task force. As APA moves forward with accreditation of master's programs in HSP there are several key areas requiring concerted effort: (1) addressing the risk of further constriction of diversity in the training-to-doctoral workforce pipeline, (2) defining the scope of practice at the master's level, and (3) articulating the additional value of the doctoral degree. A data driven rubric for defining and distinguishing HSP competences according to level of practice is proposed. Taking a rigorous and defensible, evidence-based, approach to defining the scope of practice in psychology at the master's level elevates the profile of the entire discipline and demonstrates our collective commitment to quality in the service of the public. Public Significance StatementThis article provides an introduction to a special section in this issue that is focused on the forthcoming accreditation of master's health service psychology programs. As the workforce grows, careful attention to curation of a diverse workforce at both the master's and doctoral levels is necessary. Further, decisions that define the scope of practice appropriate to the master's level and distinguishing master's from doctoral level competencies in health service psychology should be based on empirical evidence. An evidence-based rubric is proposed to facilitate that process.

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“…nal Professional Psychology and considerable discussion of the report of the National Council on Graduate Education in Psychology, which called for independent professional schools of psychology (Matulef & Rothenberg, 1968); and finally the president of APA sounded the possible appropriate death knell for clinical psychology as we now know it (Albee, 1970). In between, a large number of soul-searching articles on how to train a clinical psychologist, and what he is (and isn't) or should be (and shouldn't be), have been published; for example, in the last five years the following references have been published in the American Psychologist: Thelen and Ewing (1970); Knott (1969); Arnhoff and Jenkins (1969); Schofield (1969); Hersch (1969); Albee (1968); Peterson (1968); Brown and Long (1968); Bergin, Garfield, and Thompson (1967); Mariner (1967); Tyler and Speisman (1966); Jarvis and Nelson (1966); Garfield (1966). A sense of dejd vu and bored skepticism are understandably the most likely responses to any further contribution to this area.…”

mentioning

confidence: 99%

Training Clinical Researchers in Psychology.

Leitenberg

1974

Professional Psychology

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Subdoctoral education in psychology: A study of issues and attitudes.

Cited by 32 publications

References 12 publications

Employment characteristics of subdoctoral clinical psychologists.

Employment characteristics of subdoctoral clinical psychologists.

Master’s level accreditation in health services psychology: A primer to the special section with commentary.

Training Clinical Researchers in Psychology.

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