Demystifying One’s Chances of Acceptance into Clinical PhD Psychology Programs

Golding, Jonathan M.; McGavran, Mary Beth; Susman, David; Wright, Raymond D.

doi:10.1177/0098628319889537

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…Acceptance rates for professional psychology programs are very low at 12.1% (Michalski et al, 2017). By comparison, in a recent U.S. count, there were 39,781 applications for a professional psychology doctorate but only 4,806 acceptances, including both PhD and PsyD degrees (Golding et al, 2020; Looker, 2016), whereas in Canada, hundreds of applications are submitted for 3–12 slots per program, with less than 200 students total accepted annually (compiled from publicly available info, as previously noted). As previously noted, professional psychology programs in Canada graduate 180–200 doctorates yearly, in comparison with the USA, where 3,529 doctoral degrees were awarded in professional psychology, with clinical psychology alone at 2,536 (Golding et al, 2020).…”

Section: Policy Barriers In Professional Psychology Education—rules A...mentioning

confidence: 99%

Lions at the gate: How weaponization of policy prevents people of colour from becoming professional psychologists in Canada.

Faber¹,

Williams²,

Metzger³

et al. 2023

Canadian Psychology / Psychologie canadienne

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The purpose of this article is to shed light on how weaponized policy supports a system designed to exclude racialized individuals from becoming professional psychologists, contributing to the undersupply of mental health care providers, which in turn contributes to a mental health crisis in Canada. We first describe the origins of the current shortage and lack of diverse representation in professional psychology and conclude with a list of recommendations to dismantle historic and unjust policies. As explicit racism became more stigmatized over the decades, policy tools evolved to become more abstract and give the veneer of fairness while maintaining the original exclusionary outcome. Weaponized policies are part of a much-used but little-examined structural toolkit that serves to disenfranchise disempowered groups. We illuminate the history and adoption of these policies with examples, show how they were explicitly created to prevent people of colour from gaining power through education, and how they protect existing racist systems. The absence of historical perspective in training gives aversive policies plausible deniability, making structural change difficult. These policies have metastasized and become entrenched, persisting covertly in a multitude of policies and procedures that continue to strangle educational opportunities for people of colour and deprive Canada of diverse registered professional mental health providers and leaders.

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Section: Policy Barriers In Professional Psychology Education—rules A...mentioning

confidence: 99%

Lions at the gate: How weaponization of policy prevents people of colour from becoming professional psychologists in Canada.

Faber¹,

Williams²,

Metzger³

et al. 2023

Canadian Psychology / Psychologie canadienne

View full text Add to dashboard Cite

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Availability and Perceived Importance of High-Impact Practices for Psychology Graduate Program Admission

Kotter-Grühn,

Grühn

2024

Teaching of Psychology

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Background: Participation in high-impact practices (HIPs) is related to student success and development. Less is known about whether HIPs can increase students’ chances of getting into graduate school in psychology. High-impact practice participation might be one strategy for students to stand out in the competitive graduate school admission process. Objective: We examined (a) the perceived availability of HIPs and (b) the perceived role that HIP participation plays in psychology graduate program admission success. Method: A total of 81 U.S. psychology professors who are involved in graduate program admission decisions rated the availability, importance, and influence of HIPs and non-HIPs (e.g., GPA) on psychology graduate program admission success. Results: Many HIPs are widely available. Of all HIPs, only undergraduate research was rated as very important and strongly increases admission chances. Participation in honors, writing-intensive courses, and applied experiences slightly increased admission chances. Conclusion: Research continues to be the most beneficial HIP when applying to graduate programs in psychology. Non-HIPs (e.g., grades, letters of recommendation) are more important in graduate program admission than most HIPs. Teaching Implications: Students, academic advisors, and faculty mentors can use the results of this study to align students’ HIP participation with postgraduation goals.

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Demystifying One’s Chances of Acceptance into Clinical PhD Psychology Programs

Cited by 2 publications

References 2 publications

Lions at the gate: How weaponization of policy prevents people of colour from becoming professional psychologists in Canada.

Lions at the gate: How weaponization of policy prevents people of colour from becoming professional psychologists in Canada.

Availability and Perceived Importance of High-Impact Practices for Psychology Graduate Program Admission

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