Graduate Training Grant Winners: Interdisciplinary Psychology Programs Focused on the Underserved Have Secured $2 Million in Federal Funding.

2003 ◽  
Author(s):  
Bridget Murray
Keyword(s):  
Graduate Training ◽  
Federal Funding ◽  
Psychology Programs ◽  
Training Grant

scholarly journals Distance Education in Graduate Training Programs: Lessons Learned from School Psychology Students

2019 ◽  
Vol 16 ◽  
Author(s):  
Shannon Viola ◽  
Elina Saeki ◽  
Elise Hendricker
Keyword(s):  
Distance Education ◽  
School Psychology ◽  
Online Courses ◽  
Training Programs ◽  
Graduate Training ◽  
Lessons Learned ◽  
Future Research ◽  
Psychology Programs ◽  
Blended Courses ◽  
School Psychology Students

Although online course offerings continue to expand in postsecondary institutions, little research regarding distance education in applied graduate psychology programs is available. This exploratory study evaluated school psychology graduate students’ perceptions, interests, and experience with distance education. Results indicated students view hybrid/blended courses more favorably than fully online courses. While students reported challenges and disadvantages with distance education, they also expressed a desire to have more online and hybrid/blended courses for theoretical and foundational courses. Those who have taken distance education courses reported positively on its impact towards their academic progress. Implications for training programs and future research are discussed.

Addressing the Leaking Pipeline: Supporting Disabled Graduate Student Teachers in Psychology

2021 ◽  
pp. 009862832110364
Author(s):  
Emily M. Lund
Keyword(s):  
Graduate Students ◽  
Student Teachers ◽  
Students With Disabilities ◽  
Student Teaching ◽  
Graduate Student ◽  
Graduate Training ◽  
Teaching Experience ◽  
Psychology Programs ◽  
Psychology Trainees ◽  
Psychology Faculty

Introduction: People with disabilities are under-represented among psychology faculty and graduate students and are more likely than their non-disabled peers to attrite from psychology graduate programs. They face numerous barriers in graduate training. Statement of the Problem: Teaching experience is a core experience for psychology graduate students, especially those pursuing faculty positions. Disabled graduate students face many barriers that may make it difficult for them to obtain high-quality graduate student teaching experience. This contributes to the continuing under-representation of disabled faculty in psychology programs. Literature Review: I review key empirical and conceptual articles on the experiences of disabled psychology trainees and how to best support them. Teaching Implications: I provide evidence-based suggestions and strategies for supporting graduate students with disabilities as they obtain teaching experience. Conclusion: By actively supporting graduate students with disabilities in their teaching endeavors, psychology faculty can help stem the leaky pipeline and increase the numbers of psychology faculty with disabilities.

Multicultural Training in Applied Sport Psychology

2000 ◽  
Vol 14 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Matthew P. Martens ◽  
Michael Mobley ◽  
Samuel J. Zizzi
Keyword(s):  
Graduate Students ◽  
Sport Psychology ◽  
Graduate Training ◽  
Multicultural Training ◽  
Psychology Programs ◽  
Multicultural Issues ◽  
Psychology Graduate Students ◽  
Psychology Graduate Training ◽  
Racial Ethnic ◽  
Applied Sport Psychology

One of the challenges facing the field of applied sport psychology involves addressing the needs of athletes of various racial/ethnic backgrounds. An important step in facing this challenge is providing sport psychology graduate students with training in multicultural issues. A review of current models of sport psychology graduate training reveals a lack of emphasis on multicultural training. In this article we offer a description of multicultural training. We also provide a rationale for its inclusion in sport psychology programs and present several models and ideas for implementing multicultural training.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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