Need for the doctor of psychology degree in professional psychology.

Peterson, Donald R.

doi:10.1037/0003-066x.31.11.792

Cited by 71 publications

(71 citation statements)

References 17 publications

(15 reference statements)

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“…The Boulder model's goal has repeatedly been hindered by the perception among psychologists that there are groups of psychology students whose strong interests in empirical research are associated with a disdain for clinical practice and vice versa (Leong & Zachar, 1991). The perception that the Boulder model advocates unrealistic goals has led to the development of competing models, specifically practitioner programs leading to the Doctor of Psychology degree, and the clinical scientist model, which puts a primary emphasis on research (McFall, 1991;Peterson, 1976).…”

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confidence: 99%

Career Specialty Preferences Among Psychology Majors: Cognitive Processing Styles Associated With Scientist and Practitioner Interests

Leong

Zachar

Conant

et al. 2007

The Career Development Quart

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The authors investigated cognitive processing styles associated with interests in scientist and practitioner activities among a sample of undergraduate psychology majors who planned to attend graduate school. Results indicated that interests in scientist activities were associated with a greater motivation to engage in effortful processing (i.e., need for cognition). Interests in practitioner activities were not correlated with need for cognition. Contrary to theoretical expectations, neither interests in scientist activities nor in practitioner activities were related to ambiguity intolerance (i.e., preference for clear-cut solutions to problems).This study attempted to gain better understanding of career specialty choice in psychology by examining the relationship between cognitive processing styles and career specialty preferences among undergraduate psychology majors. Gelso's (1979) reflections on the scientist and practitioner traditions in psychology served as the theoretical context for the current study.In the tradition of Paul Meehl (1972), Gelso (1979) offered a series of influential reflections on scientist and practitioner interests in psychology. Influential psychologists met in Boulder, Colorado, in 1949, establishing a model of training devoted to training psychologists as scientists and practitioners. Their training recommendations are referred to as the Boulder model. The Boulder model's goal has repeatedly been hindered by the perception among psychologists that there are groups of psychology students whose strong interests in empirical research are associated with a disdain for clinical practice and vice versa (Leong & Zachar, 1991). The perception that the Boulder model advocates unrealistic goals has led to the development of competing models, specifically practitioner programs leading to the Doctor of Psychology degree, and the clinical scientist model, which puts a primary emphasis on research (McFall, 1991;Peterson, 1976).

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confidence: 99%

Career Specialty Preferences Among Psychology Majors: Cognitive Processing Styles Associated With Scientist and Practitioner Interests

Leong

Zachar

Conant

et al. 2007

The Career Development Quart

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“…Such a view of Boring's influence has been supported by contemporary historical scholarship (Blumenthal, 1979;Furumoto, 1989;Leahy, 1981). Along with the proponents of professional education (e.g., Korman, 1974;Peterson, 1976), Dana and Erank went beyond making claims about differences existing within a homogeneous discipline to argue for irreconcilable differences, bordering on a call for the acceptance of two distinct professions.…”

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confidence: 99%

A Problem of Personality: Scientist and Practitioner Differences in Psychology

Zachar¹,

Leong

1992

Journal of Personality

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Differences between scientists and practitioners have been one of the most consistent and controversial topics throughout the history of American psychology. Even though tnany qualitative arguments and indirect quantitative studies have been offered in the literature, scientist and practitioner personality perspectives have never been tneasured directly. We have done so in this study, and we argue that these differences can be conceptualized within a personality framework. Results of our study demonstrate that interest in scientist activities and interest in practitioner activities were both predicted by theoretical orientations and vocational personality styles. Scientist and practitioner interests were predicted by these variables in opposite directions. We conclude by noting that while the conflict between scientist and practitioner personality styles is often said to be solvable by appropriate education, training models provide only partial solutions. It would be useful for training models to examine the role of personality differences in scientist-practitioner orientations in order to design realistic progratns and objectives.The nature of the discord between scientists and practitioners has been debated throughout the history of American psychology. The preferred work settings of some psychologists consist of secluded research labs full of a complex array of equipment such as surgical tools and banks of amplifiers. Other psychologists' preferred work settings are intimate therapy rooms each containing two chairs and a tape recorder. Vast

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“…This question has been raised on several occasions over the last decade (see Howe, 1972;Tucker, 1971). A more radical step would be to introduce a doctoral degree in professional psychology that has only a minor research component (see Peterson, 1976). Instead of drastic modification, there probably are many minor changes in course structure that could be made to enhance the employability of graduates.…”

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confidence: 99%

Employment prospects for psychology graduates in australia

Over

1981

Australian Psychologist

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Although supply-demand relationships for psychology graduates in Australia have been poorly documented, several trends can be identified. The output from tertiary institutions has expanded at a time when the traditional employers of psychologists are recruiting on a reduced scale. Pass graduates in psychology seeking immediate employment face strong competition for generalist positions from graduates in other disciplines. Four years of training is no longer a sufficient qualification for employment as a psychologist, possibly due to the impact of coursework Masters programmes. Doctoral graduates have markedly reduced prospects of employment in universities and other tertiary institutions. As well as emphasizing the need for more detailed and informative statistics, the present paper questions whether universities and advanced colleges have responsibilities in relation to the supply, training, and employment of psychologists.

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Need for the doctor of psychology degree in professional psychology.

Cited by 71 publications

References 17 publications

Career Specialty Preferences Among Psychology Majors: Cognitive Processing Styles Associated With Scientist and Practitioner Interests

Career Specialty Preferences Among Psychology Majors: Cognitive Processing Styles Associated With Scientist and Practitioner Interests

A Problem of Personality: Scientist and Practitioner Differences in Psychology

Employment prospects for psychology graduates in australia

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