Selected outcomes of accredited programs.

Abstract

For a representative sample of 149 accredited doctoral programs, 3 types of outcomes are reported: activities of students, time to degree, and employment settings of graduates. Comparisons of activities on the basis of program specialty area yielded a difference only for the activity of providing professional services (with clinical > counseling > school). Comparisons on the basis of degree type (PhD, PsyD) yielded differences for all activities except providing professional services, with PhD students and faculty reporting higher median levels of involvement. Students in PhD programs require significantly longer (approximately 1.5 years) to complete their degrees than do PsyD program students. Graduates' employment settings tend to be consistent with the specialty area of their doctoral programs with interesting shifts from initial to subsequent employment. Recommendations are made for expanding outcome assessment of graduate education and training in professional psychology. CATHERINE D. GADDY received her PhD in applied experimental/personality psychology from Catholic University of America in !982. She is currently executive director of the Commission on Professionals in Science and Technology, an affiliate organization of the American Association for the Advancement of Science that is responsible for collection, analysis, and dissemination of information on the education and employment of scientists and engineers. Her current areas of research interest broadly include outcomes of education and, more specifically, models and methods for characterizing employment demand for scientists and other professionals. DOMINIQUE CHARLOT-SWILLEY received her MS in clinical psychology from Howard University in 1993 and is currently working on her doctoral degree in clinical psychology at the same institution. The focus of her dissertation research is acculturation and ethnic identity formation among immigrant populations. She is currently a research intern of the American Psychological Association (APA) Research Office and the Office of Program Consultation and Accreditation. PAUL D. NELSON received his PhD in social psychology from the University of Chicago in 1961. He is currently on APA Central Office staff, where he has been with the accreditation program since 1982. He serves as director of Program Consultation and Accreditation and deputy executive director for Education. His current research interests include models of leadership and organization development in academic institutions and programs. JILL N. REICH received her PhD in experimental psychology from Dartmouth College in 1976. She is currently dean of the faculty at Trinity College in Hartford, CT, prior to which she served as professor and chair in the Department of Psychology and as associate dean of the Graduate School at Loyola University, Chicago. Her earlier research interests in the areas of environmental and developmental psychology have led in recent years to research on scholarship in academic institutions, specifically on faculty and student deve...

Does the Model Matter? The Relationship Between Science-Practice Emphasis and Outcomes in Academic Training Programs in Counseling Psychology

“…Overall, the results of these two studies provided qualified support for related findings in the field of clinical psychology (Cherry et al, 2000;Gaddy et al, 1995). Results of Study 1 documented the relationship between training model and selected outcomes for faculty and students.…”

The State of Substance Abuse Treatment Training in Counseling and Counseling Psychology Programs: What is and is Not Happening

“…Carroll, 2000). Professional counselors and counseling psychologists practice in various clinical settings (e.g., college counseling centers, hospitals, community mental health centers, outpatient clinics) for their initial and subsequent employment (Gaddy, Charlot-Swilley, Nelson, & Reich, 1995), where they are likely to encounter SUDs among their clients. Yet, problematic substance use often goes unnoticed and untreated, as mental health care providers have minimal training in the assessment and treatment of SUDs, and view SUD treatment as outside their competency (Washton & Zweben, 2006).…”

Predoctoral Psychology Intern Selection: Does Program Type Make a Difference?

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