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Journal articles on the topic 'Doctoral students – Psychology'

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Published: 10 December 2022

Last updated: 29 January 2023

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1

Littleford, Linh Nguyen, Kim Buxton, Meredith A. Bucher, Stephanie L. Simon-Dack, and Kao Lee Yang. "Psychology Doctoral Program Admissions." Teaching of Psychology 45, no. 1 (December 15, 2017): 75–83. http://dx.doi.org/10.1177/0098628317745453.

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What do psychology doctorate programs require and prefer in their master’s level applicants? Do the programs value students’ graduate experiences during and postadmission? Doctoral programs’ ( n = 221) responses to an online survey showed that most required letters of recommendation, personal statements, Graduate Records Examination scores, and undergraduate grade point average. These credentials, interviewing skills, and student–mentor research match are crucial to admission decisions. However, clinical PhD, counseling PhD, clinical and counseling PsyD, practice subfields (e.g., school psychology), and research subfields (e.g., social psychology) evaluated differently 8 of the 26 credentials. Master’s-level applicants benefit more than bachelor’s-level applicants when beginning their doctoral work (e.g., having their master’s theses waived), but the advantages vary by subfields. Implications and recommendations for doctoral applicants are discussed.

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2

Roland-Lévy, Christine. "Doctoral Training of Psychology Students in France." European Psychologist 8, no. 1 (March 2003): 3–8. http://dx.doi.org/10.1027//1016-9040.8.1.3.

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Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

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3

Rodríguez, Yolanda García. "Doctoral Studies in Psychology in Spain." European Psychologist 8, no. 1 (March 2003): 28–33. http://dx.doi.org/10.1027//1016-9040.8.1.28.

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In Spain doctoral studies underwent a major legal reform in 1998. The new legislation has brought together the criteria, norms, rules, and study certificates in universities throughout the country, both public and private. A brief description is presented here of the planning and structuring of doctoral programs, which have two clearly differentiated periods: teaching and research. At the end of the 2-year teaching program, the individual and personal phase of preparing one's doctoral thesis commences. However, despite efforts by the state to regulate these studies and to achieve greater efficiency, critical judgment is in order as to whether the envisioned aims are being achieved, namely, that students successfully complete their doctoral studies. After this analysis, we make proposals for the future aimed mainly at the individual period during which the thesis is written, a critical phase in obtaining the doctor's degree. Not enough attention has been given to this in the existing legislation.

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Strube, Gerhard, and Hans Spada. "The Training of Doctoral Students of Psychology in Germany." European Psychologist 8, no. 1 (March 2003): 18–22. http://dx.doi.org/10.1027//1016-9040.8.1.18.

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Traditionally, doctoral students in Germany have been trained under the individual guidance of their advisors. Because of recent developments, doctoral students, especially psychology students, are now being trained within organized research groups, including broad national doctoral programs, the Graduiertenkollegs. The present article documents these changes and provides some statistical data.

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5

Silvera, David H., Bruno Laeng, and Tove I. Dahl. "The Training of Doctoral Students of Psychology in the United States." European Psychologist 8, no. 1 (March 2003): 48–53. http://dx.doi.org/10.1027//1016-9040.8.1.48.

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This article describes both formal and informal aspects of doctoral training of psychology students in the United States. We first describe admission procedures and the financial support of doctoral students and then discuss the various milestones in a typical doctoral program. There follows an overview of what is expected of doctoral students and a description of the working environment (e.g., faculty and fellow students) in doctoral programs. Finally, we provide a brief analysis of the doctoral training system in the United States. One question of particular importance is whether the close supervision associated with many doctoral programs prepares the student adequately for supervising researchers and developing a research program of his/her own after graduation.

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6

Hill, Robert D., Linda G. Castillo, Le Quyen Ngu, and Ken Pepion. "Mentoring Ethnic Minority Students for Careers in Academia." Counseling Psychologist 27, no. 6 (November 1999): 827–45. http://dx.doi.org/10.1177/0011000099276007.

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The need for academic mentoring of ethnic minority doctoral students in counseling psychology has resulted in a call for training programs to build environments that not only provide financial assistance, but also work toward enhancing qualitative aspects of training that may be important in the students’preparations for future academic careers. This article describes the Western Interstate Commission of Higher Education’s (WICHE) Doctoral Scholars Program that provides both external funding and strategies designed to encourage faculty-student mentoring. The extent to which WICHE has influenced doctoral training in the counseling psychology program at the University of Utah is described from the perspective of the WICHE director, a WICHE faculty mentor, and two WICHE doctoral scholars. The importance of the faculty mentor as a facilitative agent in the training of ethnic minority students and in helping them to prepare for careers in academia is highlighted.

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7

Baranowski, Kim A., Sriya Bhattacharyya, Edward J. Ameen, Rachel Becker Herbst, Carolina Corrales, Laura M. Cote Gonzalez, Dianna Marisol González, et al. "Community and Public Arena Advocacy Training Challenges, Supports, and Recommendations in Counseling Psychology: A Participatory Qualitative Inquiry." Journal for Social Action in Counseling & Psychology 8, no. 2 (December 1, 2016): 70–97. http://dx.doi.org/10.33043/jsacp.8.2.70-97.

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Despite a continuing need for clinicians to engage in socially-‐just practice that addresses systemic factors impacting the mental health of clients through advocacy, there are often limited formalized opportunities for doctoral counseling psychology students to be exposed to and to engage in community or public arena advocacy. Two counseling psychology faculty members initiated and supervised a Participatory Action Research (PAR) team comprised of six advanced counseling psychology doctoral students and three early career counseling psychologists with experience conducting community and public arena advocacy. The nine PAR team members explored the doctoral students’ experiences conducting advocacy during their doctoral training and the resulting qualitative data was analyzed using a content analysis methodology. The study results highlight the challenges inherent in facilitating and conducting these types of advocacy training activities, discuss essential supports provided by their doctoral programs, and offer recommendations to counseling psychology faculty interested in preparing their students to engage in this work.

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8

Benjamin, Ludy T., Maureen Durkin, Michelle Link, Marilyn Vestal, and Jill Acord. "Wundt's American doctoral students." American Psychologist 47, no. 2 (1992): 123–31. http://dx.doi.org/10.1037/0003-066x.47.2.123.

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9

Tibbits-Kleber, A. Lura, and Robert J. Howell. "Doctoral training in clinical psychology: A students' perspective." Professional Psychology: Research and Practice 18, no. 6 (December 1987): 634–39. http://dx.doi.org/10.1037/0735-7028.18.6.634.

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10

Bedi, Robinder P., Kayla D. Christiani, and Julie A. Cohen. "The future of Canadian counselling psychology: Doctoral students." Counselling Psychology Quarterly 31, no. 2 (January 12, 2017): 205–22. http://dx.doi.org/10.1080/09515070.2016.1277977.

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11

Singh, Anup Kumar, and Ajit Kumar Dalal. "Psychology in India: A Survey of Doctoral Students." International Journal of Psychology 23, no. 1-6 (January 1988): 525–35. http://dx.doi.org/10.1080/00207598808247784.

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12

Holmes, Cooper B., and Megan J. Beishline. "Correct Classification, False Positives, and False Negatives in Predicting Completion of the Ph.d. from GRE Scores." Psychological Reports 79, no. 3 (December 1996): 939–45. http://dx.doi.org/10.2466/pr0.1996.79.3.939.

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Combined Verbal and Quantitative GRE scores were obtained from the records of 24 former students of a master's degree program (from a total of 128 students) who had successfully completed a doctorate in psychology or who had withdrawn from a psychology doctoral program. Success rate by classification with the GRE was calculated using both a cut-off of 1000 and a cut-off of 1100. The results indicated a high false negative rate, that is, students whose GRE scores would not predict success but who obtained a Ph.D.

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13

Mistry, Neha, Marquita Carter, Jed Seltzer, Ariana Dichiara, Ezra Cowan, and Aaron A. Gubi. "Social Media Guidelines Within University-Based Professional Psychology Training Programs: Ethical Challenges and Professional Considerations With Graduate Students." Ethical Human Psychology and Psychiatry 20, no. 1 (July 2018): 43–55. http://dx.doi.org/10.1891/1559-4343.20.1.43.

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Social media is regularly used by a growing number of graduate students and licensed psychologists. This expands opportunities for professional growth and development for many, though it also brings forward a growing number of ethical challenges as personal and professional lives transform, blur, and merge online. This study examined social media policies of 46 American Psychological Association-accredited university-based professional psychology doctoral programs in clinical psychology to better understand the ethical challenges and protections that doctoral programs can implement to protect graduate students, faculty, and the public. Findings indicated that many university-based doctoral programs in clinical psychology do not have clear social media policies. Results and implications of the findings and how they relate to doctoral education will be discussed during this article.

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14

Swords, Brett A., and Michael V. Ellis. "Burnout and Vigor Among Health Service Psychology Doctoral Students." Counseling Psychologist 45, no. 8 (November 2017): 1141–61. http://dx.doi.org/10.1177/0011000017747548.

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15

Kaufman, Jason A. "Stress and Social Support Among Online Doctoral Psychology Students." Journal of College Student Psychotherapy 20, no. 3 (February 23, 2006): 79–88. http://dx.doi.org/10.1300/j035v20n03_07.

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16

Jauniaux, Josiane, Dorothée Schoemaker, and Jerry Middleton. "A survey of clinical psychology doctoral students in Quebec." Canadian Psychology/Psychologie canadienne 58, no. 1 (2017): 81–85. http://dx.doi.org/10.1037/cap0000079.

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17

Rosenberg, Anna, and Richard G. Heimberg. "Ethical Issues in Mentoring Doctoral Students in Clinical Psychology." Cognitive and Behavioral Practice 16, no. 2 (May 2009): 181–90. http://dx.doi.org/10.1016/j.cbpra.2008.09.008.

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18

Williams, Keith B. "Perceptions of Social Support in Doctoral Programs among Minority Students." Psychological Reports 86, no. 3 (June 2000): 1003–10. http://dx.doi.org/10.2466/pr0.2000.86.3.1003.

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This study examined the perceptions of social support reported by 70 African-American, 44 Hispanic, 20 Native-American, and 69 Asian-American doctoral students ( N = 203) concerning their experiences in graduate school. The Doctoral Student Survey was used to measure the levels and types of social support provided. One-way analysis of variance of mean scores indicated that a majority of doctoral students perceived the academic environment on campus and faculty advisers to be strong sources of social support, while perceiving the social environment on campus as unsupportive of their progress. The African-American and Native-American doctoral students perceived the social environment on campus to be less supportive than did the Hispanic and Asian-American doctoral students, and Native-American doctoral students perceived their departments to be less supportive than did the African-American, Hispanic, and Asian-American doctoral students.

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19

Rickard, Henry C., Steven Prentice-Dunn, Ronald W. Rogers, Forrest R. Scogin, and Robert D. Lyman. "Teaching of Psychology: A Required Course for All Doctoral Students." Teaching of Psychology 18, no. 4 (December 1991): 235–37. http://dx.doi.org/10.1207/s15328023top1804_10.

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The development and content of a Teaching of Psychology course required for doctoral students is described. Graduate students take full responsibility for a section of introductory psychology and participate in a weekly 2-hr seminar covering a variety of practical and theoretical issues. Two separate evaluations have found that undergraduates rate graduate student instructors and faculty instructors similarly. Faculty and graduate students report a high degree of satisfaction with the course.

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20

Wilson, Linda S., and Victor A. Ranft. "The State of Ethical Training for Counseling Psychology Doctoral Students." Counseling Psychologist 21, no. 3 (July 1993): 445–56. http://dx.doi.org/10.1177/0011000093213009.

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Ethics training in graduate psychology programs has blossomed in the last decade but the debate continues regarding how graduate ethics training should be taught. Although an effective model of ethics training is being discussed among professors, student input has been negligible and information from students in counseling psychology programs nonexistent. The present study surveyed student representatives from APA-accredited doctoral programs in professional psychology for 1990 on their exposure and type of ethics education as well as their perception of preparedness to deal with ethical dilemmas. Results indicate that 94% of the programs require training in ethics and that most students feel prepared for both legal and ethical issues that may arise in their professional roles. Students feel more prepared in the decision-making process than in factual information of ethics; this finding was surprising given that the reported emphasis of their training was much stronger on content than on process.

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21

Arbelo Marrero, Floralba. "Pre-Entry Doctoral Admission Variables and Retention at a Hispanic Serving Institution." International Journal of Doctoral Studies 11 (2016): 269–84. http://dx.doi.org/10.28945/3545.

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Doctoral student retention remains a challenge in higher education with an average attrition rate of 50%. This study focuses on analyzing pre-entry variables of admission for 81 doctoral students admitted to a doctoral program in psychology to determine whether significant associations existed between specific variables in the graduated and withdrawn groups in this cohort with over 48% Hispanic doctoral student representation. Using various quantitative analyses, findings demonstrate that the variables of GPA, ranking of ability, marital status, employment, and pre-requisites completed prior to entry into the doctoral program are each indicators of success for doctoral students. Specifically, a higher GPA, a higher ranking of ability, single marital status, part-time versus full-time employment, and the more pre-requisites completed before entering a doctoral program indicate a higher likelihood of doctoral program completion. Findings can be used as markers in the admission process to develop support and curricular interventions that will sustain doctoral students throughout the course of their doctoral studies.

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22

Hillbrink, Alessa, and Regina Jucks. "‘Me, a teacher?!’ – Professional role identification and role activation of psychology PhD students." Studies in Graduate and Postdoctoral Education 10, no. 2 (July 1, 2019): 109–25. http://dx.doi.org/10.1108/sgpe-03-2019-0031.

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Purpose Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated? Design/methodology/approach In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity. Findings As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions. Practical implications As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching. Originality/value Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.

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23

Jenkin, Angie C., Helen Ellis-Caird, and David A. Winter. "Moral judgments and ethical constructs in clinical psychology doctoral students." Ethics & Behavior 31, no. 1 (November 3, 2019): 1–12. http://dx.doi.org/10.1080/10508422.2019.1684294.

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24

Kindermann, Sandra S., Terrence M. Matteo, and Eduardo Morales. "HIV training and perceived competence among doctoral students in psychology." Professional Psychology: Research and Practice 24, no. 2 (1993): 224–27. http://dx.doi.org/10.1037/0735-7028.24.2.224.

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25

Platt, Jessica, and Charles Schaefer. "Clinical Psychology Students' Subjective Stress Ratings during Their Doctoral Training." Psychological Reports 76, no. 3 (June 1995): 994. http://dx.doi.org/10.2466/pr0.1995.76.3.994.

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The Bandura-Rosenthal Metrics for Assessing Stress was used to measure perceived stress among 25 first and 28 second- and third-year clinical Ph.D. students. Analysis gave no significant differences in reported stress across time.

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Gazzola, Nicola, Jack De Stefano, Cristelle Audet, and Anne Theriault. "Professional identity among counselling psychology doctoral students: A qualitative investigation." Counselling Psychology Quarterly 24, no. 4 (December 2011): 257–75. http://dx.doi.org/10.1080/09515070.2011.630572.

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27

Linnemeyer, Rachel M., Johanna E. Nilsson, Jacob M. Marszalek, and Marina Khan. "Social justice advocacy among doctoral students in professional psychology programs." Counselling Psychology Quarterly 31, no. 1 (January 4, 2017): 98–116. http://dx.doi.org/10.1080/09515070.2016.1274961.

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28

Furr, Susan, and Kathleen Brown-Rice. "Psychology doctoral students perceptions of peers’ problems of professional competency." Training and Education in Professional Psychology 12, no. 2 (May 2018): 118–24. http://dx.doi.org/10.1037/tep0000184.

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29

Erchul, William P., Susan Smith Scott, Amelia O. Dombalis, and Ann C. Schulte. "Characteristics and perceptions of beginning doctoral students in school psychology." Professional School Psychology 4, no. 2 (1989): 103–11. http://dx.doi.org/10.1037/h0090581.

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30

Shivy, Victoria A., Suzanne E. Mazzeo, and Terri N. Sullivan. "Clinical and counseling psychology doctoral trainees: How students perceive internships." Training and Education in Professional Psychology 1, no. 3 (August 2007): 163–73. http://dx.doi.org/10.1037/1931-3918.1.3.163.

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31

Carroll, Jane J. "Counseling Students' Attribution of Diagnostic Credibility to Clinical Supervisors." Psychological Reports 82, no. 3 (June 1998): 727–34. http://dx.doi.org/10.2466/pr0.1998.82.3.727.

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Research on factors influencing diagnostic credibility has not been widespread. In this study, agreement ratings for a clinical diagnosis were compared for two groups of students receiving supervision from differently credentialed hypothetical supervisors. Implications of these findings are discussed relative to preparation practices and improving clinical practice. As 190 students who had completed either less than one-half ( n = 112) or more than one-half ( n = 78) of their programs in 9 institutions gave mean ratings of about 5 on a 10-point scale, they did not differentially rate diagnostic credibility of the hypothetical supervisors having credentials as psychiatrists, doctorate-holding counselor education faculty, doctorate-holding psychologists, and doctoral students holding master's degrees in counselor education.

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Peel-Wainwright, Kelly-Marie, Ellen Poliakoff, Emily Smeaton, Estefania Penuela-O’Brien, Hannah Marsden, Jayesha Chudasama, and Adam Danquah. "Mind Your Mind: Involving doctoral clinical psychology students in helping undergraduate psychology students to navigate university life." Psychology Teaching Review 26, no. 2 (2020): 12–18. http://dx.doi.org/10.53841/bpsptr.2020.26.2.12.

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Undergraduate student mental health and wellbeing is becoming an increasingly important topic. In particular, students from backgrounds that have been traditionally underrepresented in higher education may have increased difficulties during the transition to university. Therefore, ‘Mind Your Mind’, a pilot, three-part programme of workshops facilitated by doctoral clinical psychology students to support first year undergraduate psychology students was developed. The workshops were formulation-based and explored ‘social media’, ‘anxiety’ and ‘belonging’. Students generally found the workshops useful and easy to understand, and felt that attending the workshops increased their wellbeing. The programme also provided an opportunity for the clinical psychology students to develop their skills and give something back. Reflections on the development, facilitation and sustainability of the programme are discussed.

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Andersen, Mark B., Tim Aldridge, Jean M. Williams, and Jim Taylor. "Tracking the Training and Careers of Graduates of Advanced Degree Programs in Sport Psychology, 1989 to 1994." Sport Psychologist 11, no. 3 (September 1997): 326–44. http://dx.doi.org/10.1123/tsp.11.3.326.

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This study expanded the work of Waite and Pettit (1993) and contacted 75 graduate programs for lists of names and addresses of students who graduated between 1989 and 1994 (N = 731). Doctoral (n = 92) and master (n = 162) graduates completed a tracking survey (modified from Waite & Pettit), reporting their demographics, educational backgrounds, current positions, incomes, initial and future career goals, and supervised experiences. The majority of doctoral graduates have found positions in academia/research, and most of the master graduates were in some sport or sport psychology-related job. The majority of the master and doctoral graduates, however, reported that finding paying sport psychology work was difficult, and many expressed at least moderate levels of frustration with the progress of their sport psychology careers. The information from this study could be useful for advising current and potential graduate students about career options after graduation.

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De Clercq, Mikaël, Christelle Devos, Assaad Azzi, Mariane Frenay, Olivier Klein, and Benoît Galand. "I Need Somebody to Lean on." Swiss Journal of Psychology 78, no. 3-4 (August 2019): 101–13. http://dx.doi.org/10.1024/1421-0185/a000224.

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Abstract. In the literature, social support is depicted as an important determinant of whether someone completes their doctoral process. However, few studies actually test the impact of social support in sound quantitative designs. The present study provides an incremental understanding of the social support effect by (a) assessing the joint influence of three sources of social support (supervisor, academic peers, and relatives) on the emotions of doctoral students, their perceived progress and intention to persist; and (b) testing the interactions between these three sources of support and the doctoral stage of advancement. To this end, we carried out a longitudinal three-wave study with 446 doctoral students from two Belgian universities. The hierarchical regressions showed that (1) only supervisor support significantly predicted the outcomes of doctoral students and (2) the influence of social support on intention to persist was moderated by the stage of advancement in the doctoral journey. We discuss these results and their implications for further work on social support in light of existing literature on doctoral persistence.

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35

Williams, Keith B. "Minority and Majority Students' Retrospective Perceptions of Social Support in Doctoral Programs." Perceptual and Motor Skills 95, no. 1 (August 2002): 187–96. http://dx.doi.org/10.2466/pms.2002.95.1.187.

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This study examined the perceptions of amount and types of social support reported by minority and majority doctoral students during graduate school. Analysis of responses from 803 White, 292 African-American, 179 Asian-American, 151 Hispanic, and 29 Native American doctoral students ( N = 1,454) using the Doctoral Student Survey showed that most doctoral students across groups were moderately satisfied with their programs and they perceived the academic environment and faculty advisors to be strong sources of social support. White doctoral students reported greater program satisfaction, more positive perceptions of the academic environment, and fewer program problems than African-American doctoral students, while the latter reported more negative perceptions of the social environment than the other group.

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Kahn, Jeffrey H., and Norman A. Scott. "Predictors of Research Productivity and Science-Related Career Goals among Counseling Psychology Doctoral Students." Counseling Psychologist 25, no. 1 (January 1997): 38–67. http://dx.doi.org/10.1177/0011000097251005.

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This cross-sectional study investigated predictors of research productivity and science-related career goals in a sample of 267 doctoral students (representing a response rate of 5S%) from 15 randomly selected APA-accredited counseling psychology doctoral programs. A structural equation modeling procedure revealed that career goals and research productivity could be predicted by Holland personality type, perceptions of the research training environment, interest in research, and research self-efficacy. Students' gender and year in the doctoral program also contributed to this causal model as additional predictor variables, providing a very good fit to the data The present findings contribute to theories of research training by presenting a comprehensive examination of the major factors previously investigated in the literature as predictors of research productivity and science-related career goals within the context of a structural equation model

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37

Hines, David. "Admissions Criteria for Ranking Master's-Level Applicants to Clinical Doctoral Programs." Teaching of Psychology 13, no. 2 (April 1986): 64–67. http://dx.doi.org/10.1207/s15328023top1302_3.

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All APA-approved doctoral programs in clinical psychology were surveyed to determine their admissions and credit transfer policies for students from master's-level programs. The results indicated that Graduate Record Examination (GRE) scores, recommendations, and research involvement were consistently rated as most important in ranking applicants for admission. The doctoral programs varied in the weights assigned to graduate versus undergraduate grade point averages (GPAs). Most programs indicated that students with a master's degree could reduce the time needed to complete their doctoral requirements by about a year. However, about one third of the schools indicated that little or no reduction in time was possible.

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Keramidas, Natacha L., John E. Queener, and Paul J. Hartung. "Forming mentoring relationships in graduate education: The role of personality." Australian Journal of Career Development 31, no. 2 (July 2022): 118–29. http://dx.doi.org/10.1177/10384162221107972.

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This study investigated mentoring relationships between doctoral students and faculty members. We examined initiation of mentoring as a mediator between key personality facets and mentoring received among 162 doctoral students (females = 77%, 77% psychology programs). Results confirmed that initiation of mentoring relationships by doctoral students significantly predicted mentoring received. Furthermore, mentoring initiation also mediated relationships between several personality facets (friendliness, assertiveness, achievement-striving, self-efficacy, and self-consciousness) and mentoring received. By demonstrating the significance of student-initiated mentoring and the influence of specific personality facets on this proactive behavior, our study underscores the importance of providing an environment supportive of mentoring and setting expectations for students early on in their doctoral studies if they are to benefit from mentoring. Future research on the impact of age could also help advance understanding of mentoring among older students as the career landscape continues to change.

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Lark, Julianne S., and James M. Croteau. "Lesbian, Gay, and Bisexual Doctoral Students' Mentoring Relationships with Faculty in Counseling Psychology:." Counseling Psychologist 26, no. 5 (September 1998): 754–76. http://dx.doi.org/10.1177/0011000098265004.

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This qualitative study investigated lesbian, gay, and bisexual (LGB) doctoral students' mentoring relationships with faculty in counseling psychology. Data from semistructured interviews with 14 LGB participants was analyzed using a grounded theory approach. After submitting a preliminary description to a peer audit, and a "member check," a final description of these LGB doctoral students' mentoring relationships with faculty was constructed. The description included two interactive LGB-specific contextual themes (safety in the training environment regarding LGB issues and students' level of outness/disclosure regarding sexual orientation) that helped shape three themes regarding LGB students' experience of mentoring relationships (formation, functions, and impact). Seven recommendations for faculty mentors are made based on the results, and implications for research are addressed.

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40

Edwards, Susan, and Lynn Jones. "Assessing the Fitness of an Academic Library for Doctoral Research." Evidence Based Library and Information Practice 9, no. 2 (June 27, 2014): 4. http://dx.doi.org/10.18438/b81k5t.

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Objective – At the University of California, Berkeley (UCB), researchers compared how well the library collections supported doctoral research in the three related disciplines of education, psychology, and social welfare. The goal of this project was to gather empirical data to answer questions about materials cited in dissertations, including ownership, age of materials and disciplinary usage. Methods – Researchers analyzed the bibliographies of doctoral dissertations from three academic departments at UCB: education (2009-2010), psychology (2009-2010), and social welfare (2009-2011). The sampling methodology used a systematic sample with a random start. To achieve a 95% (+/-4%) confidence interval, the sample included a total of 3,372 citations from 107 dissertations. Researchers consulted with a statistician to determine the statistical significance of the results. The test for the age of citation used a signed ranks test, which is typical for ordinal data or skewed interval data. The test for ownership was a chi-square test, which is typical for nominal data or dichotomous data. Results – Researchers determined that a very high percentage of the cited journals were owned or licensed by the Library. The ownership rate for cited journals was 97% for both education and social welfare, and 99% for psychology. There was a statistically significant difference between the three disciplines, with psychology better supported than either education (p=.02) or social welfare (p=.01). However, since ownership rates for journals in all three disciplines were extremely high, this was not a meaningful difference. For books, the researchers found a significantly smaller percentage of books owned in social welfare compared to either education (p=.00) or psychology (p=.00). We found no significant difference between the percentages of books owned in psychology versus education (p=.27). Psychology students cited the highest percentage of journals while education students cited the highest percentage of books. Psychology students cited almost no free web resources, but education and social welfare students did cite free web resources (primarily government documents, working papers, or non-governmental organization reports). All three disciplines cited older material than anticipated. Conclusions – The citation analysis, while time-consuming, provided new and important information about the use of the Library’s collections and the level of support the collections afford doctoral students in the three related disciplines of education, psychology and social welfare. This data has informed collections-related decisions including format purchases and fund allocations.

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Prentice-Dunn, Steven, and Henry C. Rickard. "A Follow-Up Note on Graduate Training in the Teaching of Introductory Psychology." Teaching of Psychology 21, no. 2 (April 1994): 111–12. http://dx.doi.org/10.1207/s15328023top2102_14.

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This note extends a previous report (Rickard, Prentice-Dunn, Rogers, Scogin, & Lyman, 1991) on a graduate course in the teaching of introductoy psychology. Students who had completed the supervised-teaching experience performed better on a test of psychology content than did comparable students who had not. Data supported the informal observations of faculty, doctoral students, and PhD graduates about the value of teh supervised-teaching experience.

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Wolanin, Andrew T. "Clinical Sport Psychology Services Based in a Doctoral Training Clinic." Journal of Clinical Sport Psychology 1, no. 3 (September 2007): 270–80. http://dx.doi.org/10.1123/jcsp.1.3.270.

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Sport psychology has become an increasingly popular area of interest for psychologists and psychology students. In addition, it has become an integral part of many collegiate and professional organizations that rely on psychological services for both performance enhancement purposes as well as mental health services. A model for delivering sport psychology services through a doctoral training clinic from a practitioner-scientist perspective will be discussed, as well as the challenges that are faced from an organizational and professional perspective.

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Gallucci, Nicholas T. "An Evaluation of the Characteristics of Undergraduate Psychology Majors." Psychological Reports 81, no. 3 (December 1997): 879–89. http://dx.doi.org/10.2466/pr0.1997.81.3.879.

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This study evaluated the reasons 130 undergraduates selected psychology as a major. The most salient reason reported was a strong interest in the subject matter, but the utility of the college degree as a means of preparing for a job or professional education was also important to the students. Of these participants, 73 indicated that at least one of their career goals was doctoral study in clinical or counseling psychology. Their ratings of the favorableness of the job market, salary, job autonomy, and job security exceeded the corresponding ratings of recent recipients of doctoral degrees in psychology. The undergraduates rated that private practice would be the most desirable practice setting, and they predicted “much” job autonomy in this setting and above-average job security across practice settings. These results suggest that educators in psychology may have responsibilities to counsel students who aspire to forms of professional practice that are largely unattainable at this time.

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Norcross, John C., Jennifer M. Hanych, and Raymond D. Terranova. "Teaching Opportunities for Graduate Students in Psychology: Commonly Available but (Still) Rarely Required." Teaching of Psychology 24, no. 4 (October 1997): 265–67. http://dx.doi.org/10.1207/s15328023top2404_9.

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This study presents the frequency of 7 teaching opportunities in 559 graduate psychology departments throughout the United States and Canada. Data came from the 1994 edition of Graduate Study in Psychology. Doctoral departments consistently offered more of all 7 teaching activities than master's-only departments. However, few departments required any teaching or supervisory training for their students, and only 4% required a course in the teaching of psychology.

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Webster, Murray. "Introduction of Jane Sell, Cooley-Mead 2017." Social Psychology Quarterly 81, no. 1 (March 2018): 4–7. http://dx.doi.org/10.1177/0190272518755342.

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Jane Sell’s contributions to social psychology include guides to theory building, experimental methods, public goods, prosocial interaction, gender, race, and status processes. She serves on committees and panels at the American Sociological Association (ASA), the ASA Social Psychology Section, and the National Science Foundation. Her doctoral students attest to her wise and patient guidance, and she continues to enrich social psychology through her research, her service, and her many students.

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Dopp, Alex R., Ayla R. Mapes, Noah R. Wolkowicz, Carly E. McCord, and Matthew T. Feldner. "Incorporating telehealth into health service psychology training: A mixed-method study of student perspectives." DIGITAL HEALTH 7 (January 2021): 205520762098022. http://dx.doi.org/10.1177/2055207620980222.

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Objective Telehealth is increasingly recognized as an avenue for enhancing psychologists’ capacities to meet the mental health needs of a diverse and underserved (due to barriers e.g., distance, transportation) public. The present study sought to inform training in telepsychology (i.e., telehealth delivery of psychological services) by using both quantitative and qualitative methods to explore the perspectives of doctoral students who have already been involved in such training. Method A total of 19 predoctoral students from two universities, with at least some experience in telepsychology training, provided their perspectives on two complementary research questions: (1) How do students perceive their level of competence in various domains of telepsychology?; and (2) What are students’ perspectives on the process of telepsychology competency development during their doctoral training? Results The results of our study provide early evidence that doctoral trainees are able to develop telepsychology competencies and suggest that a supportive, training-oriented environment and fit between telepsychology and existing programmatic areas of emphasis are likely key to success. Conclusions Continued efforts to enhance training in providing telepsychology services should focus on how to best define, measure, and promote competency development in this emerging specialty area.

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Dollarhide, Colette T., Donna M. Gibson, and Julie M. Moss. "Professional Identity Development of Counselor Education Doctoral Students." Counselor Education and Supervision 52, no. 2 (June 2013): 137–50. http://dx.doi.org/10.1002/j.1556-6978.2013.00034.x.

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Flotman, Aden-Paul, and Antoni Barnard. "The Evolution of Personal Frames of Reference: Metaphors as Potential Space." International Journal of Doctoral Studies 17 (2022): 067–86. http://dx.doi.org/10.28945/4919.

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Aim/Purpose: The aim of this study was to explore the value of metaphors as part of a reflexive practice in the context of the evolving frame of reference journey of PhD students in a consulting psychology programme. Background: This study reports on the journey of how the personal frames of reference of PhD students in consulting psychology had evolved at a large open-distance and e-learning university in South Africa. As their respective journeys of becoming consulting psychologists unfolded, participants’ evolutionary journeys were viewed through metaphors. Few studies have investigated how metaphors could be used as a powerful evocative tool to go beyond the rational, conscious and sanitized responses of participants, to explore their underlying frames of reference by surfacing and eliciting implicit meaning. Methodology: This study was based on a hermeneutic phenomenological methodological stance and congruently employed principles of socio-analytic inquiry. The context of this inquiry was a PhD programme in consulting psychology presented at a large open-distance e-learning tertiary institution. Participants comprised ten PhD students. These students were required to engage in various self-reflective exercises throughout their first year, such as journaling and self-reflective essays. Their final exercise was to present their evolving frame of reference as a consulting psychologist, in the form of a visual or tangible metaphor. These final presentations became the protocols for hermeneutic phenomenological analysis in this study. Metaphors were selected through purposive sampling, and they became the “data sources” of the study. Contribution: The study contributes to the teaching of reflexivity in consulting practice. It has implications for the training of doctoral students by making a process available through which students and consultants could access and develop their personal frames of reference. The study shares valuable pedagogical and growth experiences from the perspective of the student in consulting psychology. The research advances the field of consulting psychology by introducing the notion of metaphors as potential space and stimulates further engagement in art-based qualitative inquiry from a socio-analytic stance. Findings: The findings suggest that metaphors have value because they create a connection to emotions, emotional processes and emotional work, facilitate the professional identity construction and reconstruction process and enable a shift from self-reflection to self-reflexivity. It is proposed that metaphors have the inherent capacity to act as potential space. Recommendations for Practitioners: Identity tensions could be alleviated through conscious identity work, when psychologists from different categories transition into consulting psychologists. We pose questions for practitioners to consider. Recommendation for Researchers: Doctoral programmes and research on doctoral studies should explicitly engage with both conscious and unconscious dynamics. This could relate to identity work, relationships and the power of reflexive practices. Impact on Society: Dropout rates of doctoral students are high. The time to complete the degree is also long. This comes at a price for the student, the institution and society. Aspects related to frame of reference, philosophical assumptions, and identity work to be done by the doctoral student should be considered as critical to doctoral programmes and doctoral education. Future Research: Future studies could investigate how consulting frames of reference relate to anxiety, identity and the well-being of doctoral students. Studies could also be conducted to see how the participants’ frames of reference in this study have further evolved over their consulting careers.

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W. Salter, Daniel. "An Archetypal Analysis of Doctoral Education as a Heroic Journey." International Journal of Doctoral Studies 14 (2019): 525–42. http://dx.doi.org/10.28945/4408.

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Aim/Purpose: The purpose of this conceptual paper is to align key aspects of the heroic journey archetype with existing research and writing about doctoral students, thereby extending previous discussions of this topic. Background: While obtaining a doctoral degree is often described as a heroic journey, that assertion has not been fully explored from a depth psychology standpoint. Because myth is a form of pedagogy, key heroic archetypes (Pearson, 1986; 1991) provide a means to describe and understand the student experience. Methodology: This synthesis of the scholarship on doctoral education is framed within an alignment of the heroic journey monomyth described by Campbell (2008) to the progression of doctoral student experiences (Gardner, 2009). Various movie characters are used to illustrate the three primary stages of the heroic journey: the departure, initiation, and the return. Contribution: Consistent with other applications of archetypal psychology to education (e.g., Mayes, 2010), the paper presents a way for faculty and students to understand and reflect on the overall educational process. Findings: A more elaborated view of the doctoral journey is provided, including the sequence of challenges faced by students in the process and the types of Hero energies expressed at different points. Recommendations for Practitioners: The responsibilities of doctoral program faculty to create an experience that helps assure success and to mentor students appropriately are reinforced. Recommendation for Researchers: While not a research study, the discussion in this conceptual paper provides a broader context for use of the monomyth as an organizing framework for studies of doctoral education. Impact on Society: The commonly recognized 50% success rate of the best-and-brightest in higher education speaks to the size and scope of the challenge and the resulting stresses from taking this journey. Based on the apparent congruency of the monomyth to the process of doctoral education, continued use of this archetype to address these challenges would seem to be indicated.

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Tryon, Georgiana Shick, Josephine L. Bishop, and Teresa A. Hatfield. "Doctoral students' beliefs about authorship credit for dissertations." Training and Education in Professional Psychology 1, no. 3 (August 2007): 184–92. http://dx.doi.org/10.1037/1931-3918.1.3.184.

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