Psychology doctoral training in work and health.

1990 ◽  
Vol 45 (10) ◽  
pp. 1159-1161 ◽  
Author(s):  
Jonathan S. Raymond ◽  
D. William Wood ◽  
Walter K. Patrick
Keyword(s):  
Doctoral Training ◽  
Psychology Doctoral ◽  
Work And Health

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.

Mentor Relationships in Clinical Psychology Doctoral Training: Results of a National Survey

2000 ◽  
Vol 27 (4) ◽  
pp. 262-268 ◽  
Author(s):  
Richard A. Clark ◽  
Sherry L. Harden ◽  
W. Brad Johnson
Keyword(s):  
National Survey ◽  
Clinical Psychology ◽  
Doctoral Training ◽  
Mentor Relationships ◽  
Psychology Doctoral

scholarly journals The Narrowing of Theoretical Orientations in Clinical Psychology Doctoral Training

2012 ◽  
Vol 19 (4) ◽  
pp. 364-374 ◽  
Author(s):  
Laurie Heatherington ◽  
Stanley B. Messer ◽  
Lynne Angus ◽  
Timothy J. Strauman ◽  
Myrna L. Friedlander ◽  
...  
Keyword(s):  
Clinical Psychology ◽  
Doctoral Training ◽  
Theoretical Orientations ◽  
Psychology Doctoral

Developing a Peer Mentorship Program to Increase Competence in Clinical Supervision in Clinical Psychology Doctoral Training Programs

2017 ◽  
Vol 41 (6) ◽  
pp. 828-832 ◽  
Author(s):  
Aleksandra A. Foxwell ◽  
Beth D. Kennard ◽  
Cynthia Rodgers ◽  
Kristin L. Wolfe ◽  
Hannah F. Cassedy ◽  
...  
Keyword(s):  
Clinical Supervision ◽  
Clinical Psychology ◽  
Training Programs ◽  
Doctoral Training ◽  
Mentorship Program ◽  
Peer Mentorship ◽  
Psychology Doctoral

The Science and Practice of Mentoring in Psychology Doctoral Training

2012 ◽  
Vol 26 (3) ◽  
pp. 196-209 ◽  
Author(s):  
Jennifer D. Lundgren ◽  
Susan M. Orsillo
Keyword(s):  
Student Learning ◽  
Evidence Based Practice ◽  
Training Programs ◽  
Evidence Base ◽  
Doctoral Training ◽  
Evidence Based ◽  
Career Outcomes ◽  
Learning And Development ◽  
Empirical Basis ◽  
Psychology Doctoral

Mentorship in psychology doctoral training is considered by many professionals to be an important mechanism for student learning and development and to be associated with student career outcomes. To date, however, little is known about the empirical basis for mentorship in psychology doctoral training. In this article, we discuss the opportunities for mentorship and developing mentorship competence within the context of formalized doctoral training programs; we review the literature and evidence base for mentorship in general and effective psychology doctoral mentoring in particular; and we examine the barriers to evidence-based mentoring and offer suggestions for building an evidence base using the evidence-based practice (EBP) movement as a model. Finally, we offer reflections on our personal mentoring experiences.

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