Who are we missing? Examining the Graduate Record Examination quantitative score as a barrier to admission into psychology doctoral programs for capable ethnic minorities.

2021 ◽  
Author(s):  
Jennifer M. Gómez ◽  
Annmarie Caño ◽  
Boris B. Baltes
Keyword(s):  
Ethnic Minorities ◽  
Doctoral Programs ◽  
Graduate Record Examination ◽  
Quantitative Score ◽  
Psychology Doctoral

Doctoral Training of Psychology Students in France

2003 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Christine Roland-Lévy
Keyword(s):  
Doctoral Programs ◽  
Psychology Students ◽  
Doctoral Training ◽  
University System ◽  
The Third ◽  
Conducting Research ◽  
The University ◽  
Psychology Doctoral ◽  
Phd Programs ◽  
Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

An evaluation of research productivity among I-O psychology doctoral programs

2014 ◽  
Author(s):  
Angela A. Beiler ◽  
Lauren M. Zimmerman ◽  
Alexa J. Doerr ◽  
Malissa A. Clark
Keyword(s):  
Research Productivity ◽  
Doctoral Programs ◽  
Psychology Doctoral

Student perceptions of multicultural training and program climate in clinical psychology doctoral programs.

2020 ◽  
Vol 14 (4) ◽  
pp. 293-307
Author(s):  
Samantha J. Gregus ◽  
Kimberly T. Stevens ◽  
Nicholas P. Seivert ◽  
Raymond P. Tucker ◽  
Jennifer L. Callahan
Keyword(s):  
Student Perceptions ◽  
Clinical Psychology ◽  
Doctoral Programs ◽  
Multicultural Training ◽  
Psychology Doctoral

Cross‐gender mentorship in clinical psychology doctoral programs: an exploratory survey study

2009 ◽  
Vol 17 (3) ◽  
pp. 277-290 ◽  
Author(s):  
Sherry L. Harden ◽  
Richard A. Clark ◽  
W. Brad Johnson ◽  
Joshua Larson
Keyword(s):  
Clinical Psychology ◽  
Doctoral Programs ◽  
Survey Study ◽  
Exploratory Survey ◽  
Psychology Doctoral

scholarly journals Thirty Years of Integrative Doctoral Training: Historic Developments, Assessment of Outcomes, and Recommendations for the Future

2003 ◽  
Vol 31 (2) ◽  
pp. 83-96 ◽  
Author(s):  
W. Brad Johnson ◽  
Mark R. Mcminn
Keyword(s):  
Professional Training ◽  
Doctoral Programs ◽  
American Psychological Association ◽  
Religious Faith ◽  
The United States ◽  
Steady Increase ◽  
Training Outcomes ◽  
The Past ◽  
The Future ◽  
Psychology Doctoral

Integrative clinical psychology doctoral programs explicitly blend religious faith with professional training. During the past thirty years, there has been a steady increase in the number of integrative programs in the United States, yet the mission-relevant training outcomes of these programs remain largely unknown. In this article, we review published literature relative to integrative doctoral programs and offer an assessment of the training outcomes recently reported by those integrative programs currently accredited by the American Psychological Association (APA). We briefly summarize the distinctive strengths and relative weaknesses of integrative programs and consider the primary challenges they now face. We conclude with several specific recommendations designed to help integrative doctoral programs thrive in the future.

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