Training community psychologists at the master's level: A case study of outcomes

Hoffnung, Robert J.; Morris, Michael H.; Jex, Steve M.

doi:10.1007/bf00911179

Cited by 5 publications

(4 citation statements)

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“…The population of training programs represents the continuum of community psychology described by Iscoe (1977). In keeping with the findings of Hoffnung et al (1986) and Sandler and Keller (1984), the primary difference across training programs was related to the emphasis placed on research and clinical issues: Applied social programs emphasize research, community–clinical programs focus on clinical issues, and freestanding community programs weight these three areas of interest more equally.…”

Section: Discussionmentioning

confidence: 93%

“…The association of community psychology with other disciplines shapes the content of community training programs. In several studies of graduate training (Elias et al, 1987; Hoffnung, Morris, & Jex, 1986; Sandler & Keller, 1984; Trickett, Irving, & Perl, 1984), researchers have consistently found that free-standing community training programs (i.e., those not affiliated with another psychology specialty) focus on applied research, whereas clinical–community training programs emphasize mental health and clinical issues.…”

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confidence: 99%

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Graduate training and employment experiences of community psychologists.

Feis¹,

Mavis²,

Weth³

et al. 1990

Professional Psychology: Research and Practice

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We surveyed the graduate training and employment experiences of 177 current students and 152 recent graduates from 39 psychology programs. Of interest were differences among applied social, community and community-clinical programs. Results suggested that these training programs represented a continuum of research, community, and clinical interests. Applied social and community programs had a stronger community and research emphasis, whereas community-clinical programs had a stronger orientation toward clinical skills. Similarly, the job skills used by recent graduates suggested that persons from applied social programs went into administrative and organizational consulting jobs, graduates of community-clinical programs were employed in areas demanding more human services skills, and community graduates found jobs requiring the use of research skills.To understand the breadth of community psychology, one needs to consider its history and examine both the education of its future scholars and their subsequent employment experiences. The roles and functions of community psychologists have evolved continuously since the historic Swampscott Conference of 1965 (Bennett et al, 1966) and the formation of the Division of Community Psychology within the American Psychological Association (APA; Barton, Andrulis, Grove, & Aponte, 1976). Subsequent conferences in Austin (Iscoe & Spielberger, 1970), Vail (Korman, 1974), and Tampa (Stenmark, 1977 have each resulted in a position paper reformulating the mission of community psychology. Most recently, in South Carolina, a conference was held to discuss graduate training in community psychology (Elias, Godin, & Dalton, 1987;Mavis, Feis, Davidson, & Weth, 1988). CAROLYN L. FEIS received her PhD in ecological psychology from Michigan State University in 1990. She is currently a social science analyst in the Program Evaluation and Methodology Division of the U.S. General Accounting Office. The views and opinions expressed herein do not reflect the position of the General Accounting Office. BRIAN E. MAVIS received his PhD in ecological psychology from Michigan State University in 1988. He is currently with the Department of Psychiatry at Michigan State University in the evaluation of substance abuse treatment programs and health promotion programs. Jo E. WETH received her MA in ecological psychology from Michigan State University in 1987. She is currently the assistant director of the Native American Fellows Program at Michigan State University and a doctoral student in ecological psychology and urban studies at Michigan State University. WILLIAM S. DAVIDSON II received his PhD in psychology from the University of Illinois, Urbana-Champaign, in 1976. He is a professor of psychology and the chair of the Ecological Psychology Program at Michigan State University. THE AUTHORS ACKNOWLEDGE the support of the Council of Community Psychology Program Directors in completing this research.

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Section: Discussionmentioning

confidence: 93%

mentioning

confidence: 99%

Graduate training and employment experiences of community psychologists.

Feis¹,

Mavis²,

Weth³

et al. 1990

Professional Psychology: Research and Practice

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“…Issues about the marketability of master's level community psychologists in comparison with other master's level individuals (e.g., MSWs, MFT, Master's in Counseling) have also been raised (Hoffnung, Morris & Jex, 1986).…”

Section: Education In Community Psychologymentioning

confidence: 99%

Master's Degree Programs in Community Psychology

Goldstein

Woltz

1997

Journal of Prevention & Intervention in the Community

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“…The training literature has concentrated on descriptions of existing models, desirable skills, and suggestions for improving training. Four studies dealt with the effectiveness of programs and students' experiences within them Hoffnung, Morris, & Jex, 1986;Paelet, 1978;Walfish, Polifka, & Stenmark, 1984). But no studies addressed the process of training and faculty's perceptions, nor did they employ qualitative methods or a participant-focused approach to evaluation.…”

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confidence: 99%

Community psychology values and the culture of graduate training: A self‐study

Alcalde

Walsh‐Bowers

1996

American J of Comm Psychol

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In this self-study of an AIM. program in community psychology, the authors focused on evaluation of training goals related to the values of collaboration, empowerment, and diversity. Employing quantitative and qualitative methods, the evaluator, a thesis student in the program, cooperated with a stakeholder committee and other student, staff, and faculty members of the program to construct the methods and interpret the findings. Although the converging sources of data showed that the program was meeting its process goals to some extent, several key issues in the culture of training~ such as the status of women, the psychological sense of community, and a supportive learning environment, needed improvement. The authors interpret the findings in terms of the impact of the university system and patriarchal norms on training in community psychology.

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Training community psychologists at the master's level: A case study of outcomes

Cited by 5 publications

References 10 publications

Graduate training and employment experiences of community psychologists.

Graduate training and employment experiences of community psychologists.

Master's Degree Programs in Community Psychology

Community psychology values and the culture of graduate training: A self‐study

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