This survey emphasizes the value of job preparation while still in college, and gives some important tips in finding jobs.
pivotal criterion for evaluating the success of an undergraduate program is whether baccalaureates would repeat the program. This criterion was the focus of the following study, which succeeds previous attempts to determine what psychology graduates were doing with their education, and how they felt about it retrospectively (Lunneborg, 1974; Lunneborg & Wilson, 19821. Titley and Titley (1982) recommended that surveys investigating the potential of a degree in psychology can improve academic advising of current majors. The results of this study are dedicated to that end.University of Washington offers two undergraduate degrees: the bachelor of science (BS), designed as preparation for doctoral (PhD) programs in psychology, and the bachelor of arts (BA), intended for everything else. In contrast to many requirements for the BS, a BA requires only a 2.0 grade-point average (GPA) and courses in the following: introductory psychology, methodology, statistics, and laboratory. The remaining hours of the 50 quarter-credits for a BA are elective. Students seeking BAS are urged to supplement psychology with another field and to adopt a career orientation, to take both basic-skills courses such as English composition and job-related courses such as computer programming.
his chapter focuses on the strategies to be applied by that minority of undergraduate psychology majors seeking acceptance into psychology graduate programs.Because the myth that one cannot do anything withjust a bachelor's degree is widespread, it may be surprising that those planning to enter graduate school constitute only a small proportion of psychology graduates. In Kulick's (1973) review of undergraduate education in psychology, departmental chairpersons estimated that only from one fourth to one third of their students were oriented towards graduate school. From 1975 to the present at the University of Washington, fewer than 20% of each class have applied to graduate school.Why, then, should there be any need for strategies for admission? Remembering the fairly uncomplicated transition from high school to college, many students think that a similar transition takes place between undergraduate and graduate study. Not so! The competition for acceptance is incredibly keen. At some schools the acceptance rate is less than 2% of applicants (APA, 1986). The competition is similar to that for medical school with one important difference. If one wants to continue in psychology, is willing to take the time needed for preparation, and develops a reasonable application strategy, one will probably be accepted in a graduate program, although not necessarily at one's first-or even second-choice school.Jobs in traditional settings for psychologists are diminishing. Opportunities in colleges are declining slowly but steadily, as are those in hospitals and clinics. The major positive change is an increase in opportunities with state and local governments (Cuca, 19751. Wood's (1 976) Career Opportunities f o r Psy-chologists with its emphasis on expanding and emerging nontraditional areas is testimony to this changing market, as is Zambrano and Entine's (1 976) Career Alternatives for Academics. So there is a good market for psychologists, but it's a different market, and fresh PhDs will have to seek new settings and work activities in which their training and expertise can be fully utilized.
This chapter describes a n alternative to the traditional resum6 for psychology majors. T h e qualifications brief stresses individual strengths and is valuable for new graduates without extensive work histories. First, advice and resources are provided to help students decide upon and write a career Objective. Questions are t h e n used to elicit abilities, qualifications, accomplishments, experience, and education, all of which can be developed to support this objective. Finally, a stepby-step explanation of the format of a functional qualifications brief is included, as are effective writing tips, a sample qualifications brief, and a n annotated bibliography on rksumd writing.
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