Notable multicultural training in APA-approved counseling psychology and school psychology programs.

1998 ◽  
Vol 4 (3) ◽  
pp. 212-226 ◽  
Author(s):  
Margaret R. Rogers ◽  
Mary Ann Hoffman ◽  
Jay Wade
Keyword(s):  
School Psychology ◽  
Counseling Psychology ◽  
Multicultural Training ◽  
Psychology Programs

Students' Perceptions of Multicultural Training in Counseling Psychology Programs

1996 ◽  
Vol 24 (4) ◽  
pp. 241-253 ◽  
Author(s):  
Madonna G. Constantine ◽  
Nicholas Ladany ◽  
Arpana G. Inman ◽  
Joseph G. Ponterotto
Keyword(s):  
Counseling Psychology ◽  
Multicultural Training ◽  
Psychology Programs

PREDOCTORAL PSYCHOLOGY INTERN SELECTION: DOES PROGRAM TYPE MAKE A DIFFERENCE?

2003 ◽  
Vol 31 (3) ◽  
pp. 313-321 ◽  
Author(s):  
Harvey L. Gayer ◽  
Michael B. Brown ◽  
Betty E. Gridley ◽  
James H. Treloar
Keyword(s):  
School Psychology ◽  
Clinical Psychology ◽  
Counseling Psychology ◽  
Selection Process ◽  
Doctoral Program ◽  
Psychology Students ◽  
Psychology Programs ◽  
Program Type ◽  
Psychology Program ◽  
Clinical Psychology Program

The purpose of this study was to determine whether or not the type of program (school psychology, clinical psychology or counseling psychology) is a factor in the predoctoral psychology internship selection process. Simulated application materials describing a prospective intern, identical in all respects except for the doctoral program type, were randomly sent to 535 directors of Association of Psychology Postdoctoral and Internship Centers (APPIC) internship sites. One-third of the sites each received application materials that indicated that the student's training was in an APA-accredited clinical psychology program, an APA-accred- ited counseling psychology program, or an APA-accredited school psychology program. Internship directors or intern selection committee members from 302 APPIC-listed internship sites responded, resulting in a 58% response rate.There is a pattern of greater acceptance for students from clinical psychology programs, with students from counseling psychology programs accepted somewhat less frequently, and stu- dents from school psychology programs being most often rejected. The results suggest that internship selectors may use a judgment heuristic that clinical psychology students are more suited to internships than are counseling and – especially – school psychology students during initial screening of internship applicants, even though there is no empirical evidence to support the heuristic. Internship selectors are advised to become more aware of potential biases toward students from counseling and school psychology programs.

APA Counseling Psychology Programs From the Consumers' Perspective

1977 ◽  
Vol 7 (2) ◽  
pp. 98-98
Author(s):  
Richard J. Halpin ◽  
James F. Adams
Keyword(s):  
Counseling Psychology ◽  
Psychology Programs

scholarly journals The Cognitive Assessment Course: Two Decades Later

2020 ◽  
Author(s):  
Adam Lockwood ◽  
Ryan L. Farmer
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Instructional Strategies ◽  
Cognitive Assessment ◽  
Research Training ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Practice Research ◽  
Future Research ◽  
Psychology Programs

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. 127 instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on and multicultural sensitivity/ culturally and linguistically diverse assessment than in previous decades. Implications for future research, training and practice are discussed.

Achieving Ethnic Parity in Counseling Psychology

1996 ◽  
Vol 24 (2) ◽  
pp. 230-258 ◽  
Author(s):  
Donald R. Atkinson ◽  
Michael T. Brown ◽  
J. Manuel Casas ◽  
Nolan W. S. Zane
Keyword(s):  
Ethnic Minority ◽  
Minority Students ◽  
Counseling Psychology ◽  
Psychology Programs ◽  
Ethnic Minority Students ◽  
The Future ◽  
Counseling Psychologists

With the increasing diversification of the population comes an increased need for ethnic minority psychologists. Most counseling psychology programs will have to dramatically increase the numbers of ethnic minority students they enroll and faculty they hire to achieve parity and meet the need for more ethnic minority counseling psychologists in the future. This article describes the preconditions and strategies needed to recruit, to select, and to support ethnic minority students and faculty in counseling psychology programs.

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