INSIDER’S GUIDE TO GRADUATE PROGRAMS IN CLINICAL AND COUNSELING PSYCHOLOGY INSIDER’S GUIDE to Graduate Programs in Clinical and Counseling Psychology 2008/2009 Edition John C Norcross Michael A Sayette Tracy J Mayne THE GUILFORD PRESS New York London © 2008 The Guilford Press A Division of Guilford Publications, Inc 72 Spring Street, New York, NY 10012 www.guilford.com All rights reserved No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher Printed in the United States of America Last digit is print number: ISBN-10: 1-59385-258-4 ISBN-13: 978-1-59385-258-0 ISSN 1086-2099 CONTENTS Tables and Figures vii About the Authors ix Acknowledgments xi Preface Chapter Introducing Clinical and Counseling Psychology Clinical and Counseling Psychology Combined Programs The Boulder Model (Ph.D.) The Vail Model (Psy.D.) Differences between Boulder and Vail Programs A Word on Accreditation Online Graduate Programs 11 Practice Alternatives 12 Research Alternatives 14 On “Backdoor” Clinicians 16 To Reiterate Our Purpose 16 Our Approach 17 xiii Chapter Preparing for Graduate School Different Situations, Different Needs 18 A Master’s Degree First 20 Graduate School Selection Criteria 21 Course Work 23 Faculty Mentoring 25 Clinical Experience 26 Research Skills 28 Entrance Examinations 33 Extracurricular Activities 39 18 Chapter Getting Started Common Misconceptions 41 Acceptance Rates 42 Costs of Applying 43 Starting Early 43 For the Research Oriented and Dually Committed 45 For the Practice Oriented 50 For the Racial/Ethnic Minority Applicant 51 For the LGBT Applicant 52 For the Disabled Applicant 54 Assessing Program Criteria 54 41 v CONTENTS Chapter Selecting Schools A Multitude of Considerations 59 Research Interests 60 Clinical Opportunities 61 Theoretical Orientations 64 Financial Aid 66 Quality of Life 69 Putting It All Together 69 Chapter Applying to Programs How Many 72 Application Form 73 Curriculum Vitae 74 Personal Statements 77 Letters of Recommendation 80 Transcripts and GRE Scores 85 Unsolicited Documents 86 Application Fees 87 Check and Recheck 87 Chapter Mastering the Interview Interview Strategically 90 The Dual Purpose 90 Rehearsal and Mock Interviews 91 Interview Attire 92 Travel Arrangements 92 Interview Style 94 Stressful Questions 96 Group Interviews 98 Additional Tips 98 Telephone Interviews 99 A Note of Thanks 100 The Wait 101 Chapter Making Final Decisions Acceptances and Rejections 102 The Financial Package 104 The Alternate List 106 Decision Making 106 Finalizing Arrangements 107 If Not Accepted 108 Two Final Words 110 Reports on Combined Psychology Programs Reports on Individual Clinical Psychology Programs Reports on Individual Counseling Psychology Programs Appendix A Time Line Appendix B Worksheet for Choosing Programs Appendix C Worksheet for Assessing Program Criteria Appendix D Worksheet for Making Final Choices Appendix E Research Areas Appendix F Specialty Clinics and Practica Sites Appendix G Program Concentrations and Tracks References vi 59 72 89 102 111 121 275 321 323 325 326 327 359 379 385 TABLES AND FIGURES Tables 1-1 Popularity and Doctorate Production of Psychology Subfields 1-2 Professional Activities of Clinical and Counseling Psychologists 1-3 APA-Accredited Clinical Psychology Programs That Are Members of the Academy of Psychological Clinical Science (APCS) 1-4 APA-Accredited Psy.D Programs in Clinical Psychology 2-1 Importance of Various Criteria in Psychology Admissions Decisions 22 2-2 Importance Assigned by Clinical Psychology Doctoral Programs to 22 Various Types of Undergraduate Preparation 2-3 Undergraduate Courses Required or Recommended by APA-Accredited 23 Clinical Psychology Programs 2-4 Minimum GRE Scores Preferred by APA-Accredited Clinical Psychology Programs 35 2-5 Comparison of the GRE General Test and the GRE Psychology Subject Test 37 3-1 Average Acceptance Rates for APA-Accredited Clinical Psychology Programs 42 3-2 Institutions with Most Citations, Most Papers, and Strongest Clinical 46–47 Faculty Production in Psychology 3-3 Institutional Origins of Clinical and Counseling Psychology 49 Diplomates and Fellows 4-1 Questions to Ask about Psy.D Programs 65 4-2 Theoretical Orientations of Faculty in APA-Accredited Clinical and 65 Counseling Psychology Programs 4-3 Percentage of Students Recieving Financial Aid in APA-Accredited 67 Clinical Psychology Programs 5-1 Professors’ Pet Peeves: Avoiding Neutral Letters of Recommendation 81 6-1 Common Interview Questions to Anticipate 91 6-2 Interview Questions an Applicant Might Ask 95 7-1 Student Reasons for Choosing a Clinical Psychology Doctoral Program 103 7-2 Median Tuition Costs in Psychology by Institution Type and Degree Level 105 7-3 Median Assistantship Stipends in Psychology 106 Figures 3-1 Sample E-mail Requesting Application and Information 4-1 Sample E-mail of Introduction—Research Oriented 4-2 Sample E-mail of Introduction—Practice Oriented 5-1 One Format for Curriculum Vitae 5-2 Another Format for Curriculum Vitae 5-3 Portion of a Sample Autobiographical Statement 5-4 Sample Letter to Request a Letter of Recommendation 6-1 Preadmission Interview Policies of APA-Accredited Programs 6-2 Sample Telephone Card 6-3 Sample Letter of Appreciation to an Interviewer 7-1 Sample Letter of Acceptance 7-2 Sample Letter Declining an Admission Offer 58 62 63 75 76 80 83 89 99 100 108 109 vii ABOUT THE AUTHORS John C Norcross received his baccalaureate summa cum laude from Rutgers University He earned his master’s and doctorate in clinical psychology from the University of Rhode Island and completed his internship at the Brown University School of Medicine He is Professor of Psychology and Distinguished University Fellow at the University of Scranton, a clinical psychologist in independent practice, and editor of the Journal of Clinical Psychology: In Session He is president-elect of the American Psychological Association’s Society of Clinical Psychology and past-president of the APA Division of Psychotherapy Dr Norcross has published more than 250 articles and has authored or edited 16 books, the most recent being Leaving It at the Office: A Guide to Psychotherapist Self-Care, Clinician’s Guide to Evidence-Based Practice in Mental Health, Authoritative Guide to Self-Help Resources in Mental Health, and Psychotherapy Relationships That Work Among his awards are the Pennsylvania Professor of the Year from the Carnegie Foundation, Distinguished Practitioner from the National Academies of Practice, and the Distinguished Career Contribution to Education and Training Award from the American Psychological Association Dr Norcross has conducted workshops and research on graduate study in psychology for many years Michael A Sayette received his baccalaureate cum laude from Dartmouth College He earned his master’s and doctorate in clinical psychology from Rutgers University and completed his internship at the Brown University School of Medicine He is Professor of Psychology at the University of Pittsburgh, with a secondary appointment as Professor of Psychiatry at the Western Psychiatric Institute and Clinic, University of Pittsburgh School of Medicine Dr Sayette has published primarily in the area of substance abuse His research, supported by the National Institute on Alcohol Abuse and Alcoholism and by the National Institute on Drug Abuse, concerns the development of psychological theories of alcohol and tobacco use He has served on National Institutes of Health grant review study sections and is on the editorial boards of several journals He also is an associate editor of Journal of Abnormal Psychology and a former associate editor of Psychology of Addictive Behaviors Dr Sayette has directed graduate admissions for the clinical psychology program at the University of Pittsburgh, and has presented seminars on applying to graduate school at several universities in North America and Europe Tracy J Mayne received his baccalaureate from the State University of New York at Buffalo, where he graduated magna cum laude and Phi Beta Kappa He received his Ph.D as an Honors Fellow from Rutgers University and completed his internship and postdoctoral ix APPENDIX F: SPECIALTY CLINICS AND PRACTICA SITES University University University University University University University University University University University University University University University University of of of of of of of of of of of of of of of of Delaware (Cl) Florida (Co) Georgia (Cl) Houston (Cl) Manitoba (Cl) Maryland–Baltimore County (Cl) Memphis (Co) Miami (Cl) Mississippi (Cl) Montana (Cl) Nebraska–Lincoln (Cl) Nevada–Reno (Cl) North Dakota (Cl) Pittsburgh (Cl) Utah (Co) Virginia—Department of Psychology (Cl) Vocational/Career Development Florida State University (Cm) New Mexico State University (Co) Southern Illinois University (Co) Temple University (Co) Uniformed Services University of Health Sciences (Cl) University of California–Santa Barbara (Cm) University of Florida (Co) University of Georgia (Co) University of Louisville (Co) University of Maryland (Co) University of Missouri–Columbia (Co) University of Nebraska–Lincoln (Co) University of Texas Southwestern Medical Center at Dallas (Cl) Weight Management University of Florida (Cl) University of Illinois at Chicago (Cl) University of Kansas (Cl) University of Pittsburgh (Cl) University of South Florida (Cl) Yeshiva University (Cl) Women’s Studies/Issues Alliant International University–Fresno (Ph.D & Psy.D.) (Cl) Alliant International University–San Francisco (Ph.D & Psy.D.) (Cl) University of Iowa (Co) University of Missouri–Columbia (Co) 378 University of Utah (Co) Wright State University (Cl) Miscellaneous adoption—Pepperdine University (Cl) attachment disorder—Miami University (Cl) behavioral analysis—Arizona State University (Cl) behavior genetics—University of Oregon (Cl) behavioral dentistry—West Virginia University (Cl) behavior therapy—Central Michigan University (Cl), McGill University (Co) creative & expressive arts—Chicago School of Professional Psychology (Cl) data management systems—Virginia Polytechnic Institute and State University (Cl) dual diagnosis clinic—University of Hawaii at Manoa (Cl) factitious disorders—University of Alabama (Cl) gambling—University of Memphis (Cl) homeless shelter—University of Georgia (Co), University of Iowa (Co) hypnosis—University of Northern Colorado (Co) humanistic/experiential therapy—Pepperdine University (Cl), American University (Cl) interpersonal therapy—Emory University (Cl), Fuller Theological Seminary (Ph.D & Psy.D) (Cl) low income populations—New Mexico State University (Co) immigrants—Florida State University (Cl), University of Texas–Austin (Co) military settings—Uniformed Services University of Health Sciences (Cl) mindfulness—University of Colorado (Cl) National Guard Youth Challenge Program—University of Southern Mississippi (Co) nursing facility—University of Florida (Co) play therapy—Baylor University (Psy.D.) (Cl), Michigan State University (Cl) positive psychology—University of Louisville (Co) program evaluation—George Mason University (Cl) psychopharmacology/medication management—Forest Institute of Professional Psychology (Psy.D.) (Cl) selective mutism—University of South Florida (Cl) shyness—Pacific Graduate School of Psychology (Cl) social skills—University of Mississippi (Cl) somatization disorders—Rutgers University (Ph.D.) (Cl) systems management—Virginia Polytechnic Institute and State University (Cl) TA Gestalt training—Fielding Graduate University (Cl) underserved populations—Forest Institute of Professional Psychology (Cl), New Mexico State University (Co) APPENDIX G PROGRAM CONCENTRATIONS AND TRACKS Adult/Aging/Geropsychology Antioch University New England (Psy.D.) Argosy University–Atlanta Campus (Psy.D.) Boston University (Cl) Case Western Reserve University (Cl) Catholic University of America (Cl) Duke University (Cl) Howard University (Cl) George Washington University (Psy.D.) Marquette University (Cl) Miami University (Cl) Northwestern University (Cl) Ohio State University (Cl) Purdue University (Cl) Seton Hall University (Co) Southern Illinois University (Cl) Spalding University (Psy.D.) (Cl) Texas A&M University (Co) University of Alabama at Birmingham (Cl) University of Alabama at Tuscaloosa (Cl) University of Central Florida (Cl) University of Houston (Cl) University of Indianapolis (Psy.D.) (Cl) University of Iowa (Cl) University of Kansas (Cl) University of La Verne (Psy.D.) (Cl) University of Massachusetts at Amherst (Cl) University of Miami (Cl) University of Missouri–Columbia (Cl) University of Nebraska–Lincoln (Cl) University of North Carolina at Chapel Hill (Cl) University of North Texas (Co) University of Pittsburgh (Cl) University of Southern California (Cl) University of Southern Mississippi (Cl) University of Utah (Cl) University of Washington (Cl) University of Windsor (Cl) University of Wisconsin–Madison (Cl) Vanderbilt University (Psychology and Human Development) (Cl) Xavier University (Psy.D.) (Cl) Yeshiva University (Psy.D.) (Cl) York University (Cl) Assessment Antioch University New England (Psy.D.) George Washington University (Psy.D.) (Cl) Kent State University (Cl) University of Florida (Co) University of Texas–Austin (Co) University of Massachusetts at Amherst (Cl) Child/Pediatric Adler School of Professional Psychology (Cl) Alliant International University–Fresno (Psy.D & Ph.D.) (Cl) Alliant International University–San Francisco Bay (Psy.D & Ph.D.) (Cl) Antioch University New England (Psy.D.) Argosy University Chicago (Cl) Argosy University, Hawaii Campus (Psy.D.) Arizona State University (Cl) Auburn University (Cl) Boston University (Cl) Bowling Green State University (Cl) Brigham Young University (Cl) Carlos Albizu University–Miami Campus (Psy.D.) (Cl) Case Western Reserve University (Cl) Catholic University of America (Cl) Chicago School of Professional Psychology (Psy.D.) (Cl) 379 PROGRAM CONCENTRATIONS AND TRACKS DePaul University (Cl) Duke University (Cl) George Washington University (Psy.D.) (Cl) Howard University (Cl) Indiana State University (Psy.D.) (Cl) Indiana University of Pennsylvania (Psy.D.) (Cl) Loyola University of Chicago (Cl) Marquette University (Cl & Co) Massachusetts School of Professional Psychology (Psy.D.) (Cl) Northwestern University, Feinberg School of Medicine (Cl) Ohio University (Cl) Oklahoma State University (Cl) Pacific University (Cl) Purdue University (Cl) Simon Fraser University (Cl) Spalding University (Psy.D.) (Cl) St John’s University (Cl) Suffolk University (Cl) Columbia University–Teachers College (Cl) Southern Illinois University (Cl) The Ohio State University (Cl) University of Alabama at Birmingham (Cl) University of Alabama at Tuscaloosa (Cl) University of Central Florida (Cl) University of Connecticut (Cl) University of Denver (Cl) (Ph.D & Psy.D.) University of Florida (Cl) University of Georgia (Cl) University of Hartford (Psy.D.) (Cl) University of Indianapolis (Psy.D.) (Cl) University of Iowa (Cl) University of Kansas (Cl) The University of Memphis (Cl) University of Miami (Cl) University of Missouri–Columbia (Cl) University of Missouri–St Louis (Cl) University of Montana (Cl) University of North Carolina at Chapel Hill (Cl) University of North Carolina at Greensboro (Cl) University of South Florida (Cl) University of Southern Mississippi (Cl) University of Texas Southwestern Medical Center at Dallas (Cl) University of Virginia–Department of Human Services (Cl) University of Washington (Cl) University of Windsor (Cl) Virginia Commonwealth University (Cl) Wayne State University (Cl) West Virginia University (Cl) Xavier University (Psy.D.) (Cl) Yeshiva University (Psy.D.) (Cm) Child & Family Adler School of Professional Psychology (Cl) Alliant International University–San Diego (Psy.D & Ph.D.) (Cl) 380 Argosy University–Atlanta Campus (Psy.D.) (Cl) Alliant International University–San Francisco Bay (Psy.D & Ph.D.) (Cl) Argosy University–Washington DC Campus (Psy.D) (Cl) Argosy University–Twin Cities Campus (Psy.D.) (Cl) Florida Institute of Technology (Psy.D.) (Cl) Fordham University (Cl) Forest Institute of Professional Psychology (Cl) Kent State University (Cl) La Salle University (Psy.D.) (Cl) Miami University (Cl) Regent University (Cl) University of Houston (Cl) University of Massachusetts at Amherst (Cl) The University of Montana (Cl) University of North Texas (Co) University of Nebraska–Lincoln (Cl) University of Rhode Island (Cl) University of South Carolina (Cl) University of Southern California (Cl) University of Toledo (Cl) University of Utah (Cl) Vanderbilt University (Psychology and Human Development) (Cl) Cognitive/Cognitive-Behavioral American University (Cl) Concordia University (Cl) Pepperdine University (Psy.D.) (Cl) University of Toledo (Cl) Community Arizona State University (Cl) Bowling Green State University (Cl) DePaul University (Cl) Georgia State University (Cl) Pepperdine University (Psy.D.) (Cl) Rutgers, The State University of New Jersey (Psy.D.)(Cl) University of Maryland, Baltimore County (Cl) Wayne State University (Cl) Family/Marriage & Family Alliant International University–Los Angeles (Psy.D & Ph.D.) (Cl) Alliant International University–San Diego (Psy.D & Ph.D.) (Cl) Alliant International University–San Francisco Bay (Psy.D & Ph.D.) (Cl) Argosy University Chicago (Cl) Argosy University, Hawaii Campus (Psy.D.) (Cl) Azusa Pacific University (PsyD) (Cl) Ball State University (Co) Catholic University of America (Cl) Chestnut Hill University (Psy.D.) (Cl) PROGRAM CONCENTRATIONS AND TRACKS Forest Institute of Professional Psychology (Cl) Fuller Theological Seminary (Ph.D & Psy.D.) (Cl) Indiana University of Pennsylvania (Psy.D.) (Cl) Loma Linda University (Cl) Massachusetts School of Professional Psychology (Psy.D.) (Cl) Pepperdine University (Psy.D.) (Cl) Regent University (Cl) Seton Hall University (Co) Spalding University (Psy.D.) (Cl) Texas Woman’s University (Co) University of Florida (Co) University of Toledo (Cl) University of Miami (Co) University of Nebraska–Lincoln (Co) University of Virginia–Department of Human Services (Cl) Widener University (Psy.D.) (Cl) Forensic/Psychology & Law Alliant International University–Fresno (Psy.D & Ph.D.) (Cl) Alliant International University–San Diego (Psy.D & Ph.D.) (Cl) Alliant International University–San Francisco Bay (Psy.D & Ph.D.) (Cl) Argosy University, Chicago (Cl) Argosy University, Washington DC Campus (Psy.D) (Cl) Argosy University, Twin Cities Campus (Psy.D.) (Cl) Azusa Pacific University (Psy.D.) (Cl) Carlos Albizu University–Miami Campus (Psy.D.) (Cl) Chicago School of Professional Psychology (Psy.D.) (Cl) City University of New York at City College (Cl) Drexel University (Cl) Fielding Graduate University (Cl) Florida Institute of Technology (Psy.D.) (Cl) Fordham University (Cl) Forest Institute of Professional Psychology (Cl) Indiana State University (Psy.D.) (Cl) Loma Linda University (Cl) Massachusetts School of Professional Psychology (Psy.D.) (Cl) Pacific University (Cl) Pepperdine University (Psy.D.) (Cl) Simon Fraser University (Cl) Spalding University (Psy.D.) (Cl) University of Alabama at Tuscaloosa (Cl) University of Denver (Psy.D.) (Cl) University of La Verne (Psy.D.) (Cl) University of Nebraska–Lincoln (Cl) University of Virginia–Department of Human Services (Cl) Widener University (Psy.D.) (Cl) Gender Studies City University of New York at City College (Cl) University of Missouri–St Louis (Cl) University of Nebraska–Lincoln (Co) Generalist Argosy University–Phoenix (Psy.D.) (Cl) Baylor University (Psy.D.) (Cl) Carlos Albizu University–Miami Campus (Psy.D.) (Cl) Chicago School of Professional Psychology (Psy.D.) (Cl) Georgia State University (Cl) Illinois Institute of Technology (Cl) Kent State University (Cl) La Salle University (Psy.D.) (Cl) Simon Fraser University (Cl) University of Cincinnati (Cl) University of Georgia (Cl) University of Hartford (Psy.D.) (Cl) University of Indianapolis (Psy.D.) (Cl) University of Kentucky (Cl) University of Maine (Cl) University of Maryland, Baltimore County (Cl) University of Tulsa (Cl) West Virginia University (Cl) Health/Behavioral Medicine Alliant International University–Fresno (Psy.D & Ph.D.) (Cl) Alliant International University–Los Angeles (Psy.D & Ph.D.) (Cl) Alliant International University–San Diego (Psy.D & Ph.D.) (Cl) Alliant International University–San Francisco Bay (Psy.D & Ph.D.) (Cl) Antioch University New England (Psy.D.) Argosy University, Atlanta Campus (Psy.D.) (Cl) Argosy University, Chicago (Cl) Argosy University, Hawaii Campus (Psy.D.) Antioch University New England (Psy.D.) Argosy University, Twin Cities Campus (Psy.D.) (Cl) Argosy University, Washington DC Campus (Psy.D) (Cl) Arizona State University (Cl) Bowling Green State University (Cl) Chicago School of Professional Psychology (Psy.D.) (Cl) City University of New York at City College (Cl) Drexel University (Cl) Duke University (Cl) Fielding Graduate University (Cl) Florida Institute of Technology (Psy.D.) (Cl) Fordham University (Cl) Indiana State University (Psy.D.) (Cl) Indiana University of Pennsylvania (Psy.D.) (Cl) Kent State University (Cl) La Salle University (Psy.D.) (Cl) Loma Linda University (Cl) Massachusetts School of Professional Psychology (Psy.D.) (Cl) New Mexico University (Co) Ohio University (Cl) Ohio State University (Cl) Oklahoma State University (Cl) 381 PROGRAM CONCENTRATIONS AND TRACKS Our Lady of the Lake University (Psy.D.) (Co) Ponce School of Medicine (Cl) Regent University (Cl) Rosalind Franklin University of Medicine and Science (Cl) Spalding University (Psy.D.) (Cl) Syracuse University (Cl) Texas A&M University (Co) University of Alabama at Tuscaloosa (Cl) University of Cincinnati (Cl) University of Connecticut (Cl) University of Florida (Cl) University of Indianapolis (Psy.D.) (Cl) University of Iowa (Cl) University of Kansas (Cl) University of Kentucky (Cl) University of Maryland, Baltimore County (Cl) The University of Memphis (Cl) University of Miami (Cl & Co) University of Missouri Kansas City (Cl) University of Missouri–St Louis (Cl) University of Pittsburgh (Cl) University of South Florida (Cl) University of Texas–Austin (Co) University of Texas Southwestern Medical Center at Dallas (Cl) University of Utah (Cl) University of Wyoming (Cl) Utah State University (Cm) Virginia Commonwealth University (Cl) Wayne State University (Cl) West Virginia University (Cl) Widener University (Psy.D.) (Cl) York University (Cl) Human Development/ Developmental/Lifespan Concordia University (Cl) West Virginia University (Cl) University of Delaware (Cl) University of Maine (Cl) University of Minnesota (Cl) University of Pittsburgh (Cl) University of Rochester (Cl) University of Victoria (Cl) York University (Clinical-Developmental Psychology) (Cl) Multicultural/Cross-Cultural/Diversity Alliant International University–Los Angeles (Psy.D & Ph.D.) (Cl) Alliant International University–San Diego (Psy.D & Ph.D.) (Cl) Alliant International University–San Francisco Bay (Psy.D & Ph.D.) (Cl) Argosy University, Chicago (Cl) Argosy University, Hawaii Campus (Psy.D.) (Cl) 382 Argosy University, Washington DC Campus (Psy.D) (Cl) Ball State University (Co) Catholic University of America (Cl) Chicago School of Professional Psychology (Psy.D.) (Cl) JFK University (Cl) Marquette University (Co) McGill University (Co) New Mexico State University (Co) Pacific University (Cl) Pepperdine University (Cl) Seton Hall University (Co) Texas A&M University (Co) Texas Woman’s University (Co) University of La Verne (Psy.D.) (Cl) University of Memphis (Co) University of Miami (Co) University of Missouri–Columbia (Co) University of Nebraska–Lincoln (Co) University of Texas–Austin (Co) Widener University (Psy.D.) (Cl) Neuropsychology Adler School of Professional Psychology (Cl) Argosy University, Atlanta Campus (Psy.D.) (Cl) Argosy University, Washington DC Campus (Psy.D) (Cl) Boston University (Cl) Brigham Young University (Cl) Concordia University (Cl) Carlos Albizu University–Miami Campus (Psy.D.) (Cl) Drexel University (Cl) Fielding Graduate University (Cl) Florida Institute of Technology (Psy.D.) (Cl) Fordham University (Cl) Forest Institute of Professional Psychology (Cl) Georgia State University (Cl) Loma Linda University (Cl) Loyola University of Chicago (Cl) Northwestern University, Feinberg School of Medicine (Cl) Pacific University (Cl) Ponce School of Medicine (Cl) Rosalind Franklin University of Medicine and Science (Cl) Seton Hall University (Co) Simon Fraser University (Cl) Suffolk University (Cl) University of Alabama at Birmingham (Cl) University of Cincinnati (Cl) University of Colorado at Boulder (Cl) University of Connecticut (Cl) University of Florida (Cl) University of Georgia (Cl) University of Houston (Cl) University of Iowa (Cl) University of Kentucky (Cl) University of Montana (Cl) University of Ottawa (Cl) University of Rhode Island (Cl) PROGRAM CONCENTRATIONS AND TRACKS University of South Florida (Cl) University of Texas Southwestern Medical Center at Dallas (Cl) University of Utah (Cl) University of Victoria (Cl) University of Windsor (Cl) Virginia Consortium Program in Clinical Psychology (Psy.D.) (Cl) Wayne State University (Cl) Widener University (Psy.D.) (Cl) Organizational/Consulting Pacific University (Cl) Regent University (Cl) Widener University (Psy.D.) (Cl) Psychoanalytic/Psychodynamic Therapy Alliant International University–San Diego (Psy.D & Ph.D.) (Cl) Alliant International University–San Francisco Bay (Psy.D & Ph.D.) (Cl) Pepperdine University (Psy.D.) (Cl) University of Toledo (Cl) Widener University (Psy.D.) (Cl) Sport Psychology/Clinical Sport La Salle University (Psy.D.) (Cl) Rutgers, The State University of New Jersey (Psy.D.) (Cl) University of Denver (Psy.D.) (Cl) University of Missouri–Columbia (Co) University of North Texas (Co) Substance Abuse/Addiction Adler School of Professional Psychology (Cl) Immaculata University (Psy.D.) (Cl) Marquette University (Co) Syracuse University (Cl) University of South Florida (Cl) Supervision/Clinical Supervision Yeshiva University (Psy.D.) McGill University (Co) New Mexico State University (Co) University of Florida (Co) University of Denver (Psy.D.) (Cl) University of Missouri–St Louis (Cl) University of South Dakota (Cl) Miscellaneous AD/HD—University of North Carolina at Greensboro (Cl) Adlerian psychotherapy—Adler School of Professional Psychology (Cl) applied methodology—University of Rhode Island (Cl) applied behavior analysis—West Virginia University (Cl); Eastern Michigan University (Cl) behavioral genetics—University of Colorado at Boulder (Cl) career development—University of Missouri–Columbia (Co) clinical and health research—Concordia University (Cl) close relationship—Stony Brook University/State University of New York (Cl) group—Widener University (Psy.D.) (Cl), Adler School of Professional Psychology (Cl) health service administration & business—Xavier University (Psy.D.) (Cl) human factors—University of Cincinnati (Cl) humanistic existential—Pepperdine University (Psy.D.) (Cl) infant mental health—Seton Hall University (Co) integrated health care—Forest Institute of Professional Psychology (Cl) international studies—University of Memphis (Co) leadership—Fuller Theological Seminary (Psy.D.) (Cl) medical clinical—Uniformed Services University of Health Sciences (Cl); University of Alabama at Birmingham (Cl) military clinical—Uniformed Services University of Health Sciences (Cl) pediatric health—Loma Linda University (Cl); University of Miami (Cl) personality—University of Iowa (Cl); University of South Florida (Cl) primary care psychology—Adler School of Professional Psychology (Cl) psychological testing—Immaculata University (Psy.D.) (Cl); Chestnut Hill University (Psy.D.) (Cl) psychopathology—Rosalind Franklin University of Medicine and Science (Cl) psychotherapy research—University of Memphis (Cl); McGill University (Co) public health—Loma Linda University (Cl) rehabilitation—Illinois Institute of Technology (Cl) rural/minority—Utah State University (Cm) severe mental illness—Xavier University (Psy.D.) (Cl) statistics—University of Missouri–Columbia (Co) teaching—University of Missouri–Columbia (Co) Trauma/Disaster Argosy University–Twin Cities Campus (Psy.D.) Miami University (Cl) 383 REFERENCES Accredited doctoral programs in professional psychology: 2006 (2006) American Psychologist, 61, 991–1005 Actkinson, T R (2000, Winter) Master’s and myth Eye on Psi Chi, 4, 19–25 American Psychological Association (1986) Careers in psychology Washington, DC: Author American Psychological Association (2007) Graduate study in psychology Washington, DC: Author American Psychological Association (2002) Ethical principles of psychologists and code of conduct American Psychologist, 57, 1060–1073 American Psychological Association Research Office (1999) Demographic characteristics of Division 12 and Division 17 members: 1997 Washington, DC: Author American Psychological Association Research Office (2000) 1998–1999 Survey of Graduate Departments of Psychology Washington, DC: Author American Psychological Association Research Office (2003) 2001 doctorate employment survey Washington, DC: Author American Psychological Association (2006) The APAGS resource guide for LGBT students in psychology Washington, DC: Author Anderson, N., & Shackleton, V (1990) Decision making in the graduate selection interview: A field study Journal of Occupational Psychology, 63, 63–76 APA Practice Directorate (1991) Summary of psychology licensing or certification laws Washington, DC: Author APPIC (2006) APPIC Match: 2000–2006 match rates by doctoral program Washington, DC: Association of Psychology Postdoctoral and Internship Centers Also at www.appic.org/downloads/APPIC_match_2000-06 _by_state.pdf Appleby, D C., & Appleby, K M (2003, August) The “kisses of death” in the graduate school applications process Poster presented at the annual convention of the American Psychological Association, Toronto Appleby, D., Keenan, J., & Mauer, B (1999, Spring) Applicant characteristics valued by graduate programs in psychology Eye on Psi Chi, 3, 39 Asher, D (2000) Graduate admissions essays: How to write your way into the graduate program of your choice Berkeley, CA: Ten Speed Press Association of State and Provincial Psychology Boards and National Register of Health Service Providers in Psychology (2005) Doctoral psychology programs meeting designation criteria Washington, DC: National Register Astin, A W., Green, K C., & Korn, W S (1987) The American freshman: Twenty-year trends 1966–85 University of California, Cooperative Institutional Research Program, American Council on Education Ault, R L (1993) To waive or not to waive? Students’ misconceptions about the confidentiality choice for letters of recommendation Teaching of Psychology, 20, 44–45 Barron, J (1986) Search for survival and identity—and power The Clinical Psychologist, 39, 61–63 Bartsch, R A., Warren, T D., Sharp, A D., & Green, M A (2003) Assessment of psychology graduate program information on the Web Teaching of Psychology, 30, 167–170 Bechtoldt, H., Norcross, J C., Wyckoff, L A., Pokrywa, M L., & Campbell, L F (2001) Theoretical orientations and employment settings of clinical and counseling psychologists: A comparative study The Clinical Psychologist, 54(1), 3–6 Bernal, M E., Sirolli, A A., Weisser, S K., Ruiz, J A., Chamberlain, V J., & Knight, G P (1999) Relevance of multicultural training to students’ applications to clinical psychology programs Cultural Diversity and Ethnic Minority Psychology, 5, 43–55 Bernstein, B L., & Kerr, B (1993) Counseling psychology and the scientist–practitioner model: Implementation and implications The Counseling Psychologist, 21, 136–151 Bersoff, D N., Goodman-Delahunty, J., Grisso, J T., Hans, V P., Poythress, N G., & Roesch, R G (1997) Training 385 REFERENCES in law and psychology: Models from the Villanova Conference American Psychologist, 52, 1301–1310 Beutler, L E., & Fisher, D (1994) Combined specialty training in counseling, clinical, and school psychology: An idea whose time has returned Professional Psychology: Research and Practice, 25, 62–69 Biaggio, M., Orchard, S., Larson, J., Petrino, K., & Mihara, R (2003) Guidelines for gay/lesbian/bisexual-affirmative educational practices in graduate psychology programs Professional Psychology: Research & Practice, 34, 548–554 Boitano, J J (1999, August) Graduate training in neuroscience Paper presented at the 107th annual convention of the American Psychological Association, Boston, MA Bolles, R N (2006) What color is your parachute? A practical manual for job-hunters and career-changes (2006 ed.) Berkeley, CA: Ten Speed Press Bonifzi, D Z., Crespy, S D., & Reiker, P (1997) Value of a master’s degree for gaining admission to doctoral programs in psychology Teaching of Psychology, 24, 176–182 Bottoms, B L., & Nysse, K L (1999, Fall) Applying to graduate school: Writing a compelling personal statement Eye on Psi Chi, 4, 20–22 Boudreau, R A., Killip, S M., MacInnis, S H., Milloy, D G., & Rogers, T B (1983) An evaluation of Graduate Record Examinations as predictors of graduate success in a Canadian context Canadian Psychology, 24, 191–199 Brems, C., & Johnson, M E (1997) Comparison of recent graduates of clinical versus counseling psychology programs Journal of Psychology, 131, 91–99 Briihl, D S., & Wasieleski, D T (2004) A survey of master’slevel psychology programs: Admissions criteria and program policies Teaching of Psychology, 31, 252–256 Bullock, M (1997, July/August) Federal funding is available for psychology graduate students Psychological Science Agenda, p Burgess, D., Keeley, J., & Blashfield, R (2006, August) Full disclosure data on clinical psychology doctorate programs: The need to be fuller and more disclosing Poster presented at the 114th annual convention of the American Psychological Association, New Orleans Buskist, W., & Mixon, A (1998) Master’s programs in psychology and counseling psychology Needham Heights, MA: Allyn & Bacon Cashin, J R., & Landrum, R E (1991) Undergraduate students’ perceptions of graduate admissions in psychology Psychological Reports, 69, 1107–1110 Castle, P H., & Norcross, J C (2002, August) Empirical data and integrative perspectives on combined doctoral programs Paper presented at the 110th annual convention of the American Psychological Association, Chicago, IL Ceci, S J., & Peters, D (1984) Letters of reference: A naturalistic study of the effects of confidentiality American Psychologist, 39, 29–31 Chanatry, J A (2007) Medical school admission requirements (MSAR) 2008–2009: The most authoritative guide 386 to U.S and Canadian medical schools (58th ed.) Association of American Medical Colleges Chapman, C P., & Lane, H C (1997) Perceptions about the use of letters of recommendation The Advisor, 17, 31–36 Chernyshenko, O S., & Ones, D S (1999) How selective are psychology graduate programs? The effect of the selection ration on GRE score validity Educational and Psychological Measurement, 59, 951–961 Cobb, H C., Reeve, R E., Shealy, C N., Norcross, J C., et al (2004) Overlap among clinical, counseling, and school psychology: Implications for the profession and combined-integrated training Journal of Clinical Psychology, 60, 939–956 Collins, L H (2001, Winter) Does research experience make a significant difference in graduate admissions? Eye on Psi Chi, 5, 26–28 Conway, J B (1988) Differences among clinical psychologists: Scientists, practitioners, and scientist–practitioners Professional Psychology: Research and Practice, 19, 642–655 Corcoran, K J., Michels, J L., & Ahina, L K (1999, August) Clinical surfing: Clinical psychology doctoral programs on the web Paper presented at the 107th annual convention of the American Psychological Association, Boston, MA Coyle, S L., & Bae, Y (1987) Summary report 1986: Doctorate recipients from United States universities Washington, DC: National Academy Press Crowe, M B., Grogan, J M., Jacobs, R R., Lindsay, C A., & Mack, M M (1985) Delineation of the roles of clinical psychology: A survey of practice in psychology Professional Psychology: Research and Practice, 16, 124– 137 Dattilio, F (1992) Doctoral studies for master’s level licensed psychologists The Pennsylvania Psychologist Quarterly, 52(2), 7, 11 Dollinger, S J (1989) Predictive validity of the Graduate Record Examination in a clinical psychology program Professional Psychology: Research and Practice, 20, 56–58 Drummond, F., Rodolfa, E., & Smith, D (1981) A survey of APA- and non-APA-approved internship programs American Psychologist, 36, 411–414 Eddy, B., Lloyd, P J., & Lubin, B (1987) Enhancing the application to doctoral professional programs: Suggestions from a national survey Teaching of Psychology, 14, 160–163 Educational Testing Service (ETS) (1984) Analysis of score change patterns of examinees repeating the GRE General test Princeton, NJ: Educational testing Service Educational Testing Service (1995) Practicing to take the GRE Psychology Test (3rd ed.) Princeton, NJ: Author Elam, C L., et al (1998) Letters of recommendation: Medical school admission committee members’ recommendations The Advisor, 18, 4–6 Farry, J., Norcross, J C., Mayne, T J., & Sayette, M A (1995, August) Acceptance rates and financial aid in clinical psychology: An update Poster presented at the 103rd REFERENCES annual convention of the American Psychological Association, New York, NY Fauber, R L (2006) Graduate admissions in clinical psychology: Observations on the present and thoughts on the future Clinical Psychology: Science and Practice, 13, 227–234 Fennell, K., & Kohout, J (2002) Characteristics of graduate departments of psychology: 1999–2000 Washington, DC: American Psychological Association Ferrari, J R., & Hemovich, V B (2004) Student-based psychology journals: Perceptions by graduate program directors Teaching of Psychology, 31, 272–275 Fitzgerald, L F., & Osipow, S H (1986) An occupational analysis of counseling psychology How special is the specialty? American Psychologist, 41, 535–544 Fretz, B R (1976, Spring) Finding careers with a bachelor’s degree in psychology Psi Chi Newsletter, 2, 5–13 Fretz, B R., & Stang, D J (1980) Preparing for graduate study in psychology: Not for seniors only! Washington, DC: American Psychological Association Gaddy, C D., Charlot-Swilley, D., Nelson, P D., & Reich, J N (1995) Selected outcomes of accredited programs Professional Psychology: Research and Practice, 26, 507–513 Gartner, J D (1986) Antireligious prejudice in admissions to doctoral programs in clinical psychology Professional Psychology: Research and Practice, 17, 473–475 Gehlman, S., Wicherski, M., & Kohout, J (1995) Characteristics of graduate departments of psychology: 1993–1994 Washington, DC: American Psychological Association Research Office Goldberg, E L., & Alliger, G M (1992) Assessing the validity of the GRE for students in psychology: A validity generalization approach Educational and Psychological Measurement, 52, 1019–1027 Golding, J M., Lang, K., Eymard, L A., & Shadish, W R (1988) The buck stops here: A survey of the financial status of Ph.D graduate students in psychology, 1966– 1987 American Psychologist, 43, 1089–1091 Goliszek, A (2000) The complete medical school preparation and admissions guide New York: Healthnet Press Gordon, R A (1990) Research productivity in master’s-level psychology programs Professional Psychology: Research and Practice, 21, 33–36 Graduate Record Examinations (2007) 2007–2008 GRE information and registration bulletin Princeton, NJ: Educational Testing Service Grote, C L., Robiner, W N., & Haut, A (2001) Disclosure of negative information in letters of recommendation: Writers’ intentions and readers’ experiences Professional Psychology: Research and Practice, 32, 655–661 Halgin, R P (1986) Advising undergraduates who wish to become clinicians Teaching of Psychology, 13, 7–12 Hall, J E., Wexelbaum, S F., & Boucher, A P (2007) Looking ahead: Planning for a successful career as a psychologist Eye on Psi Chi, 12(2), 10–12 Hayes, S C., & Hayes, L J (1989) Writing your vitae APS Observor, 2(3), 15–17 Heppner, P P., & Downing, N E (1982) Job interviewing for new psychologists: Riding the emotional rollercoaster Professional Psychology, 13, 334–341 Hersh, J B., & Poey, K (1984) A proposed interviewing guide for intern applicants Professional Psychology, 15, 3–5 Hershey, J M., Kopplin, D A., & Cornell, J E (1991) Doctors of psychology: Their career experiences and attitudes toward degree and training Professional Psychology: Research and Practice, 22, 351–356 Hines, D (1985) Admissions criteria for ranking master’slevel applicants to clinical doctoral programs Teaching of Psychology, 13, 64–66 Holmes, C B., & Beishline, M J (1996, August) Doctoral admission rates for students with GRE scores below 1000 Poster presented at the 104th annual meeting of the American Psychological Association, Toronto Huss, M T., Randall, B A., Patry, M., Davis, S F., & Hansen, D J (2002) Factors influencing self-rated preparedness for graduate school: A survey of graduate schools Teaching of Psychology, 29, 275–281 Ilardi, S S., Rodriguez-Hanley, A., Roberts, M G., & Seigel, J (2000) On the origins of clinical psychology faculty: Who is training the trainers? Clinical Psychology: Science and Practice, 7, 346–354 Ingram, R E (1983) The GRE in the graduate admissions process: Is how it is used justified by the evidence of its validity? Professional Psychology: Research and Practice, 14, 711–714 Jacob, M C (1987) Managing the internship application experience: Advice from an exhausted but content survivor The Counseling Psychologist, 15, 146–155 Jensen, A R (1998) The g factor: The science of mental ability Westport, CT: Praeger Kaiser, J C., Kaiser, A J., Richardson, N J., & Fox, E J (2007) Undergraduate research experiences : “Are all research experiences rated equally?” Eye on Psi Chi, 12(2), 22–24 Kalat, J W., & Matlin, M W (2000) The GRE Psychology Test: A useful but poorly understood test Teaching of Psychology, 27, 24–27 Keith-Spiegel, P (1991) The complete guide to graduate school admission Hillsdale, NJ: Lawrence Erlbaum Keith-Spiegel, P., Tabachnick, B G., & Spiegel, G B (1994) When demand exceeds supply: Second-order criteria used by graduate school selection committees Teaching of Psychology, 21, 79–81 Keith-Spiegel, P., & Wiederman, M W (2000) The complete guide to graduate school admission (2nd ed.) Mahwah, NJ: Lawrence Erlbaum Keller, J W., Beam, K J., Maier, K A., & Pietrowski, C (1995, April) Research or clinical experience: What doctoral applicants need to know Paper presented at the annual meeting of the Southeastern Psychological Association, Savannah, GA Kellogg, R T (2003) GRE Psychology with CD-ROM—The best test prep for the GRE Piscataway, NJ: Research & Education Association 387 REFERENCES Khubchandani, A (2002) To disclose or not to disclose: That is the question The APAGS Newsletter, 14(4), 24–26 King, D W., Beehr, T A., & King, L A (1986) Doctoral student selection in one professional psychology program Journal of Clinical Psychology, 42, 399–407 Kluger, J (2002, June 10) Pumping up your past Time, p 45 Kohout, J L., & Wicherski, M M (1992) 1991 salaries in psychology Washington, DC: American Psychological Association Kohout, J., & Wicherski, M (1993) 1991–1992 characteristics of graduate departments of psychology Washington, DC: American Psychological Association Kohout, J & Wicherski, M (1999) 1997 doctorate employment survey Washington, DC: American Psychological Association Research Office Kohout, J., Wicherski, M., & Pion, G (1991) Characteristics of graduate departments of psychology: 1988–89 Washington, DC: American Psychological Association Kopala, M., Keitel, M A., Suzuki, L A., Alexander, C M., Ponterotto, J G., Reynolds, A L., & Hennessy, J J (1995) Doctoral admissions in counseling psychology at Fordham University Teaching of Psychology, 22, 133–135 Korn, J H (1984) New odds on acceptance into Ph.D programs in psychology American Psychologist, 39, 179–180 Kuncel, N R., Hezlett, S A., & Ones, D S (2001) A comprehensive meta-analysis of the predictive validity of the graduate record examinations: Implications for graduate student selection and performance Psychological Bulletin, 127, 162–181 Kupfersmid, J., & Fiola, M (1991) Comparison of EPPP scores among graduates of varying psychology programs American Psychologist, 46, 534–535 Kyle, T M (2000, July/August) Investigating and choosing: The decision-making process among first-year graduate students APA Monitor, p 19 Landrum, R E (2003) Graduate admissions in psychology: Transcripts and the effect of withdrawals Teaching of Psychology, 30, 323–325 Landrum, R E., & Nelson, L R (2002) The undergraduate research assistantship: An analysis of benefits Teaching of Psychology, 29, 15–19 Lark, J S., & Croteau, J M (1998) Lesbian, gay, and bisexual doctoral students’ mentoring relationships with faculty in counseling psychology: A qualitative study The Counseling Psychologist, 26, 754–776 Lovitts, B E., & Nelson, C (2000, November–December) Attrition from Ph.D programs Academe, pp 44–50 Lubin, B (1993, Winter) Message of the president Psi Chi Newsletter, 19, Maher, B A (1999) Changing trends in doctoral training programs in psychology: A comparative analysis of research-oriented versus professional-applied programs Psychological Sciences, 10, 475–481 Mayne, T J., Norcross, J C., & Sayette, M A (1994) Admission requirements, acceptance rates, and financial assistance in clinical psychology programs: Diversity across 388 the practice–research continuum American Psychologist, 49, 605–611 McWade, P (1996) Financing graduate school Princeton, NJ: Peterson’s Guides Megargee, E I (1990) A guide to obtaining a psychology internship Muncie, IN: Accelerated Development Megargee, E I (2001) Megargee’s guide to obtaining a psychology internship (4th ed.) New York: Taylor & Francis Minke, K M., & Brown, D T (1996) Preparing psychologists to work with children: A comparison of curricula in child-clinical and school psychology programs Professional Psychology: Research and Practice, 27, 631–634 Mitchell, S L (1996) Getting a foot in the door: The written internship application Professional Psychology: Research and Practice, 27, 90–92 Morgan, R D., & Cohen, L M (2003, August) Counseling and clinical psychology: Are we training students differently? Poster presented at the annual convention of the American Psychological Association, Toronto Morrison, T., & Morrison, M (1995) A meta-analytic assessment of the predictive validity of the quantitative and verbal components of the Graduate Record Examination with graduate grade point average representing the criterion of graduate success Educational and Psychological Measurement, 55, 309–316 Munoz-Dunbar, R., & Stanton, A L (1999) Ethnic diversity in clinical psychology: Recruitment and admission practices among doctoral programs Teaching of Psychology, 26, 259–263 Murray, B (1996) Psychology remains top college major APA Monitor, 27, 1, 42 Murray, T M., & Williams, S (1999) Analyses of data from graduate study in psychology: 1997–98 Washington, DC: American Psychological Association Research Office National Association of Colleges and Employers (2007) Career Services Benchmark Survey Retrieved July 26, 2007 from www.naceweb.org/press/current asp Nauta, M M (2000) Assessing the accuracy of psychology undergraduates’ perceptions of graduate admissions criteria Teaching of Psychology, 27, 277–280 Nevid, J S., & Gildea, T J (1984) The admissions process in clinical training: The role of the personal interview Professional Psychology: Research and Practice, 15, 18–25 Norcross, J C., Castle, P H., Sayette, M A & Mayne, T J (2004) The Psy.D.: Heterogeneity in practitioner training Professional Psychology: Research and Practice, 35, 412–419 Norcross, J C., Gallagher, K M., & Prochaska, J O (1989) The Boulder and/or the Vail model: Training preferences of clinical psychologists Journal of Clinical Psychology, 45, 822–828 Norcross, J C., & Goldfried, M R (Eds.) (2005) Handbook of psychotherapy integration New York: Oxford University Press Norcross, J C., Hanych, J M., & Terranova, R D (1996) Graduate study in psychology: 1992–1993 American Psychologist, 51, 631–643 REFERENCES Norcross, J C., Hedges, M., & Prochaska, J O (2002) The face of 2010: A Delphi poll on the future of psychotherapy Professional Psychology: Research and Practice, 33, 316–322 Norcross, J C., & Kaplan, K J (1995) Training in psychotherapy integration Integrative/eclectic programs Journal of Psychotherapy Integration, 5(3) Norcross, J C., Karg, R S., & Prochaska, J O (1997a) Clinical psychologists in the 1990s: Part I The Clinical Psychologist, 50(2), 4–9 Norcross, J C., Karg, R S., & Prochaska, J O (1997b) Clinical psychologists in the 1990s: Part II The Clinical Psychologist, 50(3), 4–11 Norcross, J C., Karpiak, C P., & Santoro, S O (2005) Clinical psychologists across the years: The Division of Clinical Psychology from 1960 to 2003 Journal of Clinical Psychology, 61, 1467–1483 Norcross, J C., Kohout, J L., & Wicherski, M (2005) Graduate study in psychology, 1971–2004 American Psychologist, 60, 840–850 Norcross, J C., & Oliver, J M (2005, March) An update on PsyD programs; Acceptance rates, financial assistance, and selected outcomes by program setting Poster presented at the 76th annual meeting of the Eastern Psychological Association, Boston, MA Norcross, J C., Sayette, M A., Mayne, T J., Karg, R S., & Turkson, M A (1998) Selecting a doctoral program in professional psychology: Some comparisons among Ph.D counseling, Ph.D clinical, and Psy.D clinical psychology programs Professional Psychology: Research and Practice, 29, 609–614 O’Donohue, W., Plaud, J J., Mowatt, A M., & Fearon, J R (1989) Current status of curricula of doctoral training programs in clinical psychology Professional Psychology: Research and Practice, 20, 196–197 Oliver, J M., Norcross, J C., Sayette, M A., Griffin, K., & Mayne, T J (2005, March) Doctoral study in clinical, counseling, and combined psychology: Admission requirements and student characteristics Poster presented at the 76th annual meeting of the Eastern Psychological Association, Boston, MA O’Neill, J V (2001, September) Image seen as key to social work’s future NASW News, p Osborne, R E (1996, Fall) The “personal” side of graduate school personal statements Eye on Psi Chi, 1, 14–15 Otto, R K., & Heilbrun, K (2002) The practice of forensic psychology: A look toward the future in light of the past American Psychologist, 57, 5–18 Pate, W E II (2001) Analyses of data from Graduate Study in Psychology: 1999–2000 Washington, DC: American Psychological Association Research Office Peterson, D R (1976) Need for the doctor of psychology degree in professional psychology American Psychologist, 31, 792–798 Peterson, D R (1982) Origins and development of the Doctor of Psychology concept In G R Caddy, D C Rimm, H Watson, & J H Johnson (Eds.), Educating profes- sional psychologists (pp 19–38) New Brunswick, NJ: Transaction Books Peterson, D R., Eaton, M M., Levine, A R., & Snepp, F P (1982) Career experiences of doctors of psychology Professional Psychology, 13, 268–277 Peterson’s grants for graduate and postdoctoral study (5th ed.) (1998) Princeton, NJ: Peterson’s Piotrowski, C., & Keller, J W (1996) Research or clinical experience: What doctoral applicants need to know Journal of Instructional Psychology, 23, 126–127 Prevoznak, M A., & Bubka, A (1999, April) Word-a-day method in preparation for the GRE Poster presented at the annual meeting of the Eastern Psychological Association, Providence, RI Princeton Review (2005) Paying for graduate school without going broke (2005 edition) Princeton: Author Princeton Review (2005) Cracking the GRE Psychology Princeton: Author Psychological Corporation (1994) Miller Analogies Test: Technical manual San Antonio, TX: Author Purdy, J E., Reinehr, R C., & Swartz, J D (1989) Graduate admissions criteria of leading psychology departments American Psychologist, 44, 960–961 Rader, J (2000) Disclosing a lesbian, gay, or bisexual identity in graduate psychology programs: Risk and rewards APAGS, 12(2) Raphael, S., & Halpert, L H (1999) Graduate Record Examination—Psychology (3rd ed.) New York: Prentice Hall Rem, R., Oren, E M., & Childrey, G (1987) Selection of graduate students in clinical psychology: Use of cutoff scores and interviews Professional Psychology: Research and Practice, 18, 485–488 Resnick, J H (1991) Finally, a definition of clinical psychology: A message from the President, Division 12 The Clinical Psychologist, 44(1), 3–4 Rheingold, H L (1994) The psychologist’s guide to an academic career Washington, DC: American Psychological Association Robyak, J E., & Goodyear, R K (1984) Graduate school origins of diplomates and fellows in professional psychology Professional Psychology: Research and Practice, 15, 379–387 Rogers, M R., & Molina, L E (2006) Exemplary efforts in psychology to recruit and retain graduate students of color American Psychologist, 61, 143–156 Sachs, M L., Burke, K L., & Loughren, E A (2006) Directory of graduate programs in applied sport psychology (8th ed.) Morgantown, WV: Fitness Information Technology Salzinger, K (Chair) (1998, August) Combined professional– scientific psychology: Greater than the sum of its parts? Symposium presented at the 106th annual convention of the American Psychological Association, San Francisco, CA Sayette, M A., & Mayne, T J (1990) Survey of current clinical and research trends in clinical psychology American Psychologist, 45, 1263–1267 389 REFERENCES Sayette, M A., Mayne, T J., Norcross, J C., & Giuffre, D E (1999, June) Letting a hundred flowers bloom? Ph.D clinical psychology training in the 1990s Paper presented at annual meeting of the Academy of Psychological Clinical Science, Denver, CO Schaefer, S E (1995) Stigmatization of psychology doctoral program applicants who have a history of psychological counseling Dissertation Abstracts, 57(02B), 1427 Scott, W C., & Silka, L D (1974) Applying to graduate school in psychology: A perspective and guide Journal Supplement Abstract Service, MS 597 Shaffer, D R., & Tomarelli, M (1981) Bias in the ivory tower: An unintended consequence of the Buckley Amendment for graduate admissions Journal of Applied Psychology, 66, 7–11 Shealy, C N (Ed.) (2004) Special issues: The Consensus Conference and combined-integrated model of doctoral training in professional psychology Journal of Clinical Psychology, 60, issues and 10 Smith, R A (1985) Advising beginning psychology majors for graduate school Teaching of Psychology, 12, 194–198 Snepp, F P., & Peterson, D R (1988) Evaluative comparison of Psy.D and Ph.D students by clinical internship supervisors Professional Psychology: Research and Practice, 19, 180–183 Society for Industrial and Organizational Psychology (2006) Graduate training in industrial/organizational psychology and related fields Bowling Green, OH: Author Stapp, J., Tucker, A M., & VandenBos, G R (1985) Census of psychological personnel: 1983 American Psychologist, 40, 1317–1351 Steinpreis, R., Queen, L., & Tennen, H (1992) The education of clinical psychologists: A survey of training directors The Clinical Psychologist, 45, 87–94 Sternberg, R J (Ed.) (2006) Career paths in psychology: Where your degree can take you (2nd ed.) Washington, DC: American Psychological Association Sternberg, R J., & Williams, W M (1997) Does the graduate record examination predict meaningful success in the graduate training of psychologists? American Psychologist, 52, 630–641 Stewart, A E., & Stewart, E A (1996) A decision-making technique for choosing a psychology internship Professional Psychology: Research and Practice, 27, 521–526 Stewart, D W., & Spille, H A (1988) Diploma mills: Degrees of fraud New York: Macmillan Strickland, B R (1985) Over the Boulder(s) and through the Vail The Clinical Psychologist, 38, 52–56 Terry, R L (1996, December) Characteristics of psychology departments at primarily undergraduate institutions Council on Undergraduate Research Quarterly, pp 86–90 Tibbits-Kleber, A L., & Howell, R J (1987) Doctoral training in clinical psychology: A students’ perspective Professional Psychology: Research and Practice, 18, 634–639 Tipton, R M (1983) Clinical and counseling psychology: A study of roles and functions Professional Psychology: Research and Practice, 14, 837–846 390 Titus, J B., & Buxman, N J (1999, Spring) Is Psi Chi meeting its mission statement? Eye on Psi Chi, 3, 16–18 Todd, D M., & Farinato, D (1992) A local resource for advising applicants to clinical psychology graduate programs Teaching of Psychology, 19, 52–54 Toia, A., Herron, W G., Primavera, L H., & Javier, R A (1997) Ethnic diversification in clinical psychology training Cultural Diversity and Mental Health, 3, 193–206 Toma, J D., & Cross, M E (1998) Intercollegiate athletics and student college choice: Exploring the impact of championship seasons on undergraduate applications Research in Higher Education, 39, 633–661 Tryon, G S (1985) What can our students learn from regional psychology conventions? Teaching of Psychology, 12, 227–228 Tryon, G S (2000) Doctoral training issues in school and clinical child psychology Professional Psychology: Research and Practice, 31, 85–87 Turkington, C (1986) Practitioner training APA Monitor, 17 (1), 14, 17 Turkson, M A., & Norcross, J C (1996, March) Doctoral training in counseling psychology: Admission statistics, student characteristics, and financial assistance Paper presented at the annual conference of the Eastern Psychological Association, Philadelphia, PA VandeCreek, L., & Fleisher, M (1984) The role of practicum in the undergraduate psychology curriculum Teaching of Psychology, 11, 9–14 VandenBos, G E., Stapp, J., & Kilburg, R R (1981) Health service providers in psychology American Psychologist, 36, 1395–1418 Walfish, S (2004) An eye-opening experience: Taking an online practice Graduate Record Examination Eye on Psi Chi, Winter 2004, 18, 19, 69 Walfish, S., Stenmark, D E., Shealy, J S., & Shealy, S E (1989) Reasons why applicants select clinical psychology graduate programs Professional Psychology: Research and Practice, 20, 350–354 Walfish, S., & Sumprer, G F (1984) Employment opportunities for graduates of APA-approved and non-APAapproved training programs American Psychologist, 39, 1199–1200 Waters, J., Drew, B., & Ayers, J (1988) Integrating conflicting needs in curriculum planning: Advice to faculty In P J Woods (Ed.), Is psychology for them? Washington, DC: American Psychological Association Watkins, C E., Lopez, F G., Campbell, V L., & Himmell, C D (1986a) Contemporary counseling psychology: Results of a national survey Journal of Counseling Psychology, 33, 301–309 Watkins, C E., Lopez, F G., Campbell, V L., & Himmell, C D (1986b) Counseling psychology and clinical psychology: Some preliminary comparative data American Psychologist, 41, 581–582 Whitbourne, S K (1999, April) A guide to personal statements Paper presented at the 70th annual meeting of the Eastern Psychological Association, Boston, MA REFERENCES Wicherski, M., & Kohout, J (1992) Characteristics of graduate departments of psychology: 1990–1991 Washington, DC: American Psychological Association Wicherski, M., & Kohout, J (2005) 2003 Doctorate Employment Survey Retrieved on July 27, 2007 from research apa.org/des03.html#salaries Wittenberg, R (2003) Opportunities in social work careers Lincolnwood, IL: McGraw-Hill Young, K S., & VandeCreek, L (1996, March) Ethnic minority selection procedures in clinical training graduate admissions Paper presented at the 67th annual meeting of the Eastern Psychological Association, Philadelphia, PA Zebala, J A., Jones, D B., & Jones, S B (1999) Medical school admissions: The insider’s guide New Haven, CT: Mustang 391 .. .INSIDER’S GUIDE TO GRADUATE PROGRAMS IN CLINICAL AND COUNSELING PSYCHOLOGY INSIDER’S GUIDE to Graduate Programs in Clinical and Counseling Psychology 2008/2009 Edition... or counseling psychologist The first is to complete a doctoral program and formal internship in clinical or counseling psychology The second is to obtain a nonclinical psychology doctorate and. .. year in psychology, and about 20% of the recipients go on to earn a master’s or doctoral degree in psychology Clinical and counseling psychology programs continue to grow in number and to diversify