Directors of clinical training: An insider's perspective.

Character and Fitness Requirements for Professional Psychologists: Training Directors' Perspectives.

“…The average age among respondents was 51 years, and the average tenure in the training director role was 6.5 years. These demographics are consistent with those from other national surveys of DCTs (King, 2002; Wisocki, Grebstein, & Hunt, 1994) and suggest that the present sample compares well with similar research samples in terms of gender, ethnicity, age, and tenure in the DCT role.…”

Australian clinical psychology training program directors survey

“…However, we have been unable to find any systematic collection of the views of directors of Australian clinical training programs. Such surveys are commonplace in overseas countries, such as the United States and the United Kingdom (e.g., Brooks, Mintz, & Dobson, 2004;Gloria & Robinson, 1994;Wisocki, Grebstein, & Hunt, 1994). A recent issue of the journal Clinical Psychology: Science and Practice (Vol.…”

Learning to administrate, administrating to learn.

“…For example, by following the students who complete the program throughout their careers, it would be possible to assess whether such administrative experience increases the chance that they seek professional positions that involve, to a greater or lesser degree, administrative responsibilities relative to other students who have not completed this mentorship experience. Given the amount of time and effort associated with the provision of training services in doctoral programs (Wisocki et al, 1994), it is important to document whether the DCT program also offers a cost offset for the (administrative) services provided by the graduate assistant. The additional administrative support could potentially benefit the clinical psychology program and the DCT in a number of ways.…”

“…For example, the DCT may have to spend less time on routine administrative tasks and in this way can devote more time to other important administrative and nonadministrative responsibilities. Given that the top three negative aspects associated with the DCT position are amount of "routine" administrative tasks, lack of administrative support, and investment of time (Wisocki et al, 1994), this additional support could theoretically decrease stress levels and thereby serve to enhance personal satisfaction with the job.…”

“…Another example of how the mentorship program enhances the breadth of training relates to having the student exposed to the implicit rules often involved with successful administration. Wisocki, Grebstein, and Hunt (1994) suggested that the DCT often has to “herd cats,” referring to responsibilities aimed at organizing and directing faculty members who are largely independent persons and original thinkers. As a DCT, a person therefore needs to effectively learn and use strategies to successfully work with human resources in order to successfully complete an administrative agenda and facilitate the department functioning as an organized “team” (McNeil, 2000).…”