The Training of Doctoral Students of Psychology in Germany

2003 ◽  
Vol 8 (1) ◽  
pp. 18-22
Author(s):  
Gerhard Strube ◽  
Hans Spada
Keyword(s):  
Doctoral Students ◽  
Present Article ◽  
Doctoral Programs ◽  
Statistical Data ◽  
Psychology Students ◽  
Research Groups ◽  
Recent Developments ◽  
The Individual

Traditionally, doctoral students in Germany have been trained under the individual guidance of their advisors. Because of recent developments, doctoral students, especially psychology students, are now being trained within organized research groups, including broad national doctoral programs, the Graduiertenkollegs. The present article documents these changes and provides some statistical data.

The Training of Doctoral Students of Psychology in the United States

2003 ◽  
Vol 8 (1) ◽  
pp. 48-53 ◽  
Author(s):  
David H. Silvera ◽  
Bruno Laeng ◽  
Tove I. Dahl
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Psychology Students ◽  
The United States ◽  
Training System ◽  
Working Environment ◽  
Doctoral Training ◽  
Close Supervision

This article describes both formal and informal aspects of doctoral training of psychology students in the United States. We first describe admission procedures and the financial support of doctoral students and then discuss the various milestones in a typical doctoral program. There follows an overview of what is expected of doctoral students and a description of the working environment (e.g., faculty and fellow students) in doctoral programs. Finally, we provide a brief analysis of the doctoral training system in the United States. One question of particular importance is whether the close supervision associated with many doctoral programs prepares the student adequately for supervising researchers and developing a research program of his/her own after graduation.

The mathematics of non-life insurance.

1949 ◽  
Vol 8 (03) ◽  
pp. 190-194
Author(s):  
Paul Riebesell
Keyword(s):  
Life Insurance ◽  
Statistical Data ◽  
Actuarial Science ◽  
Academic Interest ◽  
Slight Degree ◽  
Recent Developments ◽  
The Subject ◽  
Probability And Statistics ◽  
The Individual ◽  
Insurance Data

The organizing Committee of the Twelfth International Congress of Actuaries which was to have been held in Lucerne in 1940 did me the honour of suggesting that I should give a lecture on the development of insurance mathematics, particularly the mathematics of non-life insurance. Unfortunately the war prevented the Congress, but the individual articles were published in Zurich. Those which relate to the subject mentioned are to be found in Section I which includes papers intended to answer the following questions: ‘What hypotheses underlie actuarial science and to what extent can the applications of the theory of probability and of the theory of risk be justified? Should actuaries use these theories—particularly more recent developments—in practice? Are observations made on insurance data likely to confirm the theories of probability and of risk?’ The articles in this Section are concerned only to a slight degree with non-life insurance and in Prof. Jecklin's summary review he correctly points out that up to the present the mathematician has not generally concerned himself with non-life insurance. He writes: ‘Many problems, in particular those relating to the mathematics of non-life insurance, will be only of academic interest so long as it proves impossible to test the theory by means of appropriate statistical data. We must not forget that interesting and valuable though theory may be—permitting us as it does to study effects in a model form based on specific assumptions—yet for practical purposes (for instance when premiums and reserves are to be calculated mathematically according to the theory of probability and statistics) a mass of recent statistical data must be available.

The Education of Research Psychologists in Sweden

2003 ◽  
Vol 8 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Knut Larsson ◽  
Josef Frischer
Keyword(s):  
Social Science ◽  
Doctoral Students ◽  
Doctoral Programs ◽  
Science Department ◽  
Research Education ◽  
The Core ◽  
Social Science Department ◽  
Learning Alliance ◽  
Laissez Faire ◽  
The Government

The education of researchers in Sweden is regulated by a nationwide reform implemented in 1969, which intended to limit doctoral programs to 4 years without diminishing quality. In an audit performed by the government in 1996, however, it was concluded that the reform had failed. Some 80% of the doctoral students admitted had dropped out, and only 1% finished their PhD degree within the stipulated 4 years. In an attempt to determine the causes of this situation, we singled out a social-science department at a major Swedish university and interviewed those doctoral students who had dropped out of the program. This department was found to be representative of the nationwide figures found in the audit. The students interviewed had all completed at least 50% of their PhD studies and had declared themselves as dropouts from this department. We conclude that the entire research education was characterized by a laissez-faire attitude where supervisors were nominated but abdicated. To correct this situation, we suggest that a learning alliance should be established between the supervisor and the student. At the core of the learning alliance is the notion of mutually forming a platform form which work can emerge in common collaboration. The learning alliance implies a contract for work, stating its goals, the tasks to reach these goals, and the interpersonal bonding needed to give force and endurance to the endeavor. Constant scrutiny of this contract and a mutual concern for the learning alliance alone can contribute to its strength.

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.

Doctoral Studies in Psychology in Spain

2003 ◽  
Vol 8 (1) ◽  
pp. 28-33
Author(s):  
Yolanda García Rodríguez
Keyword(s):  
Doctoral Programs ◽  
Legal Reform ◽  
The State ◽  
Teaching Program ◽  
Doctoral Studies ◽  
Public And Private ◽  
Teaching And Research ◽  
Doctoral Thesis ◽  
Critical Phase ◽  
The Individual

In Spain doctoral studies underwent a major legal reform in 1998. The new legislation has brought together the criteria, norms, rules, and study certificates in universities throughout the country, both public and private. A brief description is presented here of the planning and structuring of doctoral programs, which have two clearly differentiated periods: teaching and research. At the end of the 2-year teaching program, the individual and personal phase of preparing one's doctoral thesis commences. However, despite efforts by the state to regulate these studies and to achieve greater efficiency, critical judgment is in order as to whether the envisioned aims are being achieved, namely, that students successfully complete their doctoral studies. After this analysis, we make proposals for the future aimed mainly at the individual period during which the thesis is written, a critical phase in obtaining the doctor's degree. Not enough attention has been given to this in the existing legislation.

A Moment to Come Together: Personal Reflections on Trayvon Martin

2013 ◽  
Vol 5 (1) ◽  
pp. 131-137
Author(s):  
Roxanne Christensen ◽  
LaSonia Barlow ◽  
Demetrius E. Ford
Keyword(s):  
Civil Rights ◽  
Doctoral Students ◽  
Professional Psychology ◽  
Direct Effects ◽  
The Social ◽  
To Come ◽  
Professional Responses ◽  
The Individual ◽  
Personal Reflections ◽  
Unique Individual

Three personal reflections provided by doctoral students of the Michigan School of Professional Psychology (Farmington Hills, Michigan) address identification of individual perspectives on the tragic events surrounding Trayvon Martin’s death. The historical ramifications of a culture-in-context and the way civil rights, racism, and community traumatization play a role in the social construction of criminals are explored. A justice orientation is applied to both the community and the individual via internal reflection about the unique individual and collective roles social justice plays in the outcome of these events. Finally, the personal and professional responses of a practitioner who is also a mother of minority young men brings to light the need to educate against stereotypes, assist a community to heal, and simultaneously manage the direct effects of such events on youth in society. In all three essays, common themes of community and growth are addressed from varying viewpoints. As worlds collided, a historical division has given rise to a present unity geared toward breaking the cycle of violence and trauma. The authors plead that if there is no other service in the name of this tragedy, let it at least contribute to the actualization of a society toward growth and healing.

Entre o mestre e o discípulo nas Migalhas Filosóficas: a existência educadora em Kierkegaard

2018 ◽  
Vol 11 (1) ◽  
pp. 155-174
Author(s):  
Fransmar Costa Lima
Keyword(s):  
Present Article ◽  
Rio De Janeiro ◽  
Research Study ◽  
Buenos Aires ◽  
Soren Kierkegaard ◽  
Sao Paulo ◽  
São Paulo ◽  
Basic Point ◽  
The Individual

Resumo: O artigo que ora se apresenta é, na realidade, um pequeno ensaio que tem por finalidade indagar a importância da educação no pensamento de Søren Kierkegaard e investigar se, no âmbito da existência como possibilidade, uma educação voltada para a subjetividade se mostra efetiva diante dos debates acerca da liberdade e da singularidade do indivíduo. Pouco se debate sobre o conceito de educação em Kierkegaard, porém, acreditamos que se trata de um ponto basilar no pensamento do filósofo dinamarquês, conforme buscamos demonstrar, e deve ser objeto de maiores pesquisas, estudos e reflexões. Tomamos como referência para o início desse debate textos como as Migalhas Filosóficas e o Post-Scriptum, onde a subjetividade e a singularidade aparecem como conceitos fundamentais.Palavras-chave: Educação. Existência. Singularidade. Subjetividade. Kierkegaard. Abstract: The present article is, in fact, a small essay whose purpose is to investigate the importance of education in Søren Kierkegaard's thinking and to investigate whether, in the scope of existence as a possibility, an education focused on subjectivity is effective before the debates about the freedom and the singularity of the individual. There is little debate about the concept of education in Kierkegaard, but we believe that this is a basic point in the thinking of the Danish philosopher, as we seek to demonstrate, and should be the object of further research, study and reflection. We take as reference for the beginning of this debate texts such as the Philosophical Fragments and the Post-Scriptum, where subjectivity and singularity appear as fundamental concepts.Keywords: Education. Existence. Uniqueness. Subjectivity. Kierkegaard. REFERÊNCIASALMEIDA, J.M A alteridade na construção da ética de Kierkegaard e Lévinas. In:  Revista Controvérsia - Vol. 6, n° 1: 36-45 (jan-mai 2010), São Leopoldo: UNISINOS, 2010.KIERKEGAARD, Søren. Diario: 1847-1848, Vol. 4. 3ª ed. A cura di Cornelio Fabro. Brescia: Morcelliana, 1980. (D 4)._______. Opere. Sansoni Editore. Milano: 1993._______. Postilla Conclusiva no Scientifica alle Briciole di Filosofia. In: Opere. Tradução e organização de Cornélio Fabro. Sansoni Editore: Milano, 1993._______. As obras do amor: algumas considerações cristãs em forma de discurso. Tradução de Álvaro Valls. Petrópolis: Vozes, 2005._______. Três Discursos Edificantes de 1843. Tradução de Henri Nicolay Levinspuhl.  Publicação do Tradutor. Rio de Janeiro:  2000.KIERKEGAARD, Søren. Migalhas filosóficas ou um bocadinho de filosofia de João Climacus. Tradução de Álvaro Valls, e Ernani Reichmann. Petrópolis: Vozes, 2001._______. O conceito de Ironia: constantemente referido à Sócrates. Tradução de Álvaro Valls, e Ernani Reichmann. Vozes: Rio de Janeiro, 1997._______. Johannes Climacus ou É preciso duvidar de tudo. Tradução Silvia Saviano Sampaio e Álvaro Valls. Martins Fontes: São Paulo, 2003._______. Diário Íntimo. Tradução de Maria Angélica Bosco. Santiago Rueda: Buenos Aires, 1989MARTINS, J.S.; VALLS, A. L. M. (orgs.). Kierkegaard no nosso tempo. Nova Harmonia: São Leopoldo: 2010. 

Perceptions of Social Support in Doctoral Programs among Minority Students

2000 ◽  
Vol 86 (3) ◽  
pp. 1003-1010 ◽  
Author(s):  
Keith B. Williams
Keyword(s):  
Social Support ◽  
African American ◽  
Native American ◽  
Doctoral Students ◽  
Social Environment ◽  
Graduate School ◽  
Asian American ◽  
Doctoral Programs ◽  
Student Survey ◽  
The Social

This study examined the perceptions of social support reported by 70 African-American, 44 Hispanic, 20 Native-American, and 69 Asian-American doctoral students ( N = 203) concerning their experiences in graduate school. The Doctoral Student Survey was used to measure the levels and types of social support provided. One-way analysis of variance of mean scores indicated that a majority of doctoral students perceived the academic environment on campus and faculty advisers to be strong sources of social support, while perceiving the social environment on campus as unsupportive of their progress. The African-American and Native-American doctoral students perceived the social environment on campus to be less supportive than did the Hispanic and Asian-American doctoral students, and Native-American doctoral students perceived their departments to be less supportive than did the African-American, Hispanic, and Asian-American doctoral students.

Reading Identity, Reading Essence: A Strategic Essentialist Approach to Mulk Raj Anand’s Untouchable

2021 ◽  
Vol 2 (4) ◽  
pp. 91-101
Author(s):  
Saleha Ilhaam
Keyword(s):  
Present Article ◽  
Human Existence ◽  
The Other ◽  
Political Strategy ◽  
Other Hand ◽  
Strategic Essentialism ◽  
Reading Identity ◽  
The Difference ◽  
The Individual ◽  
Individual Self

The term strategic essentialism, coined by Spivak, is generally understood as “a political strategy whereby differences (within Group) are temporarily downplayed, and unity assumed for the sake of achieving political goals.” On the other hand, essentialism focuses that everything in this world has an intrinsic and immutable essence of its own. The adaption of a particular “nature” of one group of people by way of sexism, culturalization, and ethnification is strongly linked to the idea of essentialism. Mulk Raj Anand’s Bakha is dictated as an outcast by the institutionalized hierarchy of caste practice. He is essentialized as an untouchable by attributing to him the characteristic of dirt and filth. However, unlike other untouchables, Bakha can apprehend the difference between the cultured and uncultured, dirt and cleanliness. Via an analysis of Anand’s “Untouchable,” the present article aims to bring to the forefront the horrid destruction of the individual self that stems from misrepresentations of personality. Through strategic essentialism, it unravels Bakha’s contrasting nature as opposed to his pariah class, defied by his remarkable inner character and etiquette. The term condemns the essentialist categories of human existence. It has been applied to decontextualize and deconstruct the inaccurately essentialized identity of Bakha, which has made him a part of the group he does not actually belong to.

Sign in / Sign up

Export Citation Format

Share Document