The Research Training of Counseling Psychologists

Abstract

Participants were 355 randomly selected Division 17 members who responded to a survey concerning their assessment of their own research skills, their research training, and the major influences on their research skill and interest. Respondents reported that graduate programs contribute adequately to their skills in research design, statistics, and writing, but contribute less to their computer skills and practical research skills. Respondents, on average, felt confident about their research skills with the exception of statistical and computer skills. These perceptions were independent of sex, number of years post doctorate, graduate training department, American Psychological Association accreditation, and primary employment setting. Programs and training activities were consistently viewed as having a positive effect on research interest. Practical implications for the training program, the professional, and the profession are discussed.

Viewing Clinical Research Career Development Through the Lens of Social Cognitive Career Theory

“…Reports have shown that physicians are more likely to enter research careers if they are exposed to research opportunities during medical school (Segal et al, 1990). Furthermore, research by Royalty and Reising (1986) suggests that ''the research environment may have most of its positive influence on research attitudes within the first few years of training'' (Gelso and Lent, 2000, p. 124). Efforts, such as the NIH Predoctoral Clinical Research Training Awards are aimed at providing early research learning opportunities, but rigorous clinical demands imposed by U.S. accreditation requirements, place a high demand on residents' time and reduce their ability to participate in research activities.…”

Counselor Educators and Qualitative Research: Affirming a Research Identity

“…thereby developing counselors' research skills, which will continue to be useful in their practices (Bishop & Bieschke, 1998;Campbell & Robinson, 1990;Lundervold & Belwood, 2000;Robinson. 1994;Royalty & Reising. 1986).…”

Graduate psychology students' perceptions of the scientist-practitioner model of training

“…Areas of inquiry have included features of training environments which influence attitudes toward research (Galassi, Brooks, Stoltz, & Trexler, 1986;Gelso, Raphael, Black, Rardin, & Skalkos, 1983;Royalty & Magoon, 1985;Royalty & Reising, 1986;Wampold, 1986), personality characteristics of graduate students that are related to research interests (Betz & Taylor, 1982) and the relationship between training environment influence and personality characteristics in shaping attitudes toward research (Krebs, Smithner, & Hurley, 1991;Mallinckrodt, Gelso, & Royalty, 1990). Research suggests that certain features of training environments, such as the involvement of students in research at early points in their training and an emphasis on philosophy of science (Galassi et al, 1986), as well as the participation in research teams (Gelso et al, 1983) are related to students' positive view of research production.…”