Doctoral Students In Clinical Psychology Research Articles

Reading in graduate school: A survey of doctoral students in clinical psychology.

To what extent do graduate students in clinical psychology complete assigned readings? A total of 744 graduate students in American Psychological Association-accredited doctoral programs completed an online survey regarding reading in graduate school (67% response rate, of those viewing the survey). The reported amount of assigned reading varied widely, with an average of 330 pages per week. Compliance ratings suggested that about half the assigned reading is completed thoroughly and that thorough reading is more common than skimming or not reading assigned material. Motivating and hindering factors for reading are reported, and implications for faculty are considered. If a potential graduate student in professional psychology were to go to the American Psychological Association (APA) Web site and look for the experiences of those currently in graduate school, she or he would likely come across some provocative quotes, such as, For me it has been giving up 3 years of my social life, It's crazy. It feels like there is never a spare moment, and, It's a special kind of hell (Gillespie, Aten, Reyes, & Barber, 2009). These words illustrate the workload challenges that many graduate students in professional psychology face, including practicum training, research expectations, classroom time, and assigned read- ing that is to be completed outside of classroom time. Some facets of students' workload are relatively easy to monitor—such as completing practicum training hours, fulfilling research assign- ments, and attending class—whereas reading behaviors outside of the classroom are more difficult to assess. Assigning reading can also be challenging for faculty mem- bers. Each year, hundreds of new and important books are published, whereas most of the standard classics in the field remain relevant. Journals are proliferating, and electronic ac- cess to journals makes it easier than ever for professors to stay current with recent studies, many of which find their way into required reading packets for graduate students. We find our- selves in the midst of the golden age of information access. This is something we anticipated wistfully in decades past, but all change brings challenge. Faculty members must decide which reading requirements to continue assigning each year and how to balance this workload with new and ever-expanding litera- ture. Furthermore, which readings are essential for a graduate- level course in professional psychology, and which ones add an undue burden on students?

Interpersonal Mindfulness Training for Well-Being: A Pilot Study with Psychology Graduate Students

Background/Context Although mindfulness originated in Eastern meditation traditions, notably Buddhism, researchers, clinicians, and, more recently, educators suggest that the cultivation of mindfulness may be beneficial to Westerners uninterested in adopting Buddhist or other Eastern spiritual traditions. Mindfulness is understood as sets of skills that can be developed with practice and taught independently of spiritual origins as a way of being or relating to present-moment experience. Purpose/Objective/Research Question/Focus of Study This pilot study adds to this literature on mindfulness training for nascent mental health professionals, who may be at risk for occupational stress and burnout. This study aims to (1) expand on preliminary research supporting the helpfulness of mindfulness interventions for graduate students in psychology and (2) investigate the feasibility and helpfulness of a novel adaptation of mindfulness-based stress reduction (MBSR) that emphasizes relational awareness. Population/Participants/Subjects This sample consisted of clinicians-in-training (N = 21) within a graduate department of counseling and clinical psychology at an urban university. All students were in their first or second year of graduate school; 20 participants were enrolled in a psychology master's program, and 1 participant was a doctoral student in clinical psychology. Intervention/Program/Practice The authors investigated a novel 6-week interpersonal mindfulness training (IMT) program modeled after the manualized MBSR intervention, with an added emphasis placed on relational awareness. IMT aims to reduce perceived stress and enhance interpersonal well-being and, as such, may be particularly well-suited for psychotherapy trainees. IMT was integrated into a semester-long graduate course in psychology. Research Design A pre-post design was used to examine outcomes associated with participation in IMT. Findings/Results Results suggest that IMT with psychology graduate students is a feasible intervention that positively affects mindfulness, perceived stress, social connectedness, emotional intelligence, and anxiety. Of special interest are changes in interpersonal well-being that suggest potential benefits for future mental health professionals. Conclusions/Recommendations High attendance rate and positive program evaluations suggest that IMT can be successfully taught within a graduate psychology curriculum. We suggest that mindfulness training may be a useful complement to the standard training of future clinicians.

If we build it, they might come: an empirical investigation of supply and demand in the recruitment of rural psychologists

Past research has established that practicing doctoral level psychologists tend to cluster in metropolitan areas, leaving the rural population gravely underserved. Discussions of this problem have assumed that psychologists hold negative attitudes toward rural work for many reasons, leading to a supply shortage. The present study attempts to examine the accuracy of this hypothesis by examining attitudes of current doctoral students in clinical psychology. Eight hundred eighty-four students responded to an online survey. Results indicate that attitudes toward rural practice were not overwhelmingly negative as predicted. Additionally, a significant number of respondents endorsed positive attitudes toward rural practice. A follow-up study was conducted to determine if the shortage of rural psychologists might be attributed to a lack of demand from rural employers. A search of three popular job resources revealed that few rural jobs were advertised, indicating weak demand for psychologists in rural areas. Results indicate that efforts to recruit psychologists to rural areas should be rethought, and increasing the visibility of available opportunities for psychologists should be made a priority.

Ethical Issues in Mentoring Doctoral Students in Clinical Psychology

Ethical issues abound in any relationship that is defined by differences between the parties in rank, status, and power. Such is the case in the relationship between a doctoral student in clinical psychology and his or her mentor. In this article, we examine several potential areas of ethical concern within the mentor-student relationship. We present a series of vignettes and our analyses of the issues that arise within them as we examine romantic dual relationships, nonromantic dual relationships, and other ways in which the mentor's power may be intentionally or unintentionally misused for personal gain. We also look at several examples of unhelpful mentoring. Problematic situations often arise when there is the potential for loss of objectivity by either party or exploitation of the student by the mentor. Although the relationship with one's mentor may be one of the most important and gratifying aspects of the graduate school experience, both mentors and students should keep in mind that behavioral choices within this relationship are often complex ones that require forethought, self-monitoring, and discussion between the parties.

Review of Attachment, play, and authenticity: A Winnicott primer.

Reviews the book, Attachment, play, and authenticity: A Winnicott primer by Steven Tuber (see record 2008-04633-000). In this book, Tuber does not attempt to offer a comprehensive review of Winnicott's work. Rather, he focuses on what he sees as Winnicott's most central concepts, offering close examination of a few articles that he feels best represent each of these concepts, and frames each with the noting of a central dilemma or paradox. Tuber describes the book as an attempt to teach through "playing" with Winnicott (play being central to Winnicott's ideas) and engaging the reader to join in the play. The book is based on a series of lectures from a course on Winnicott he has given to his clinical psychology doctoral students at the City University of New York. The reviewer noted that the author omitted some information that she considered to be important. However, she concludes that this book is a compelling read that captures what she sees as the essence of Winnicott's work, and as Winnicott would have loved, presents it without jargon or pretense in the simple terms that best elucidate Winnicott's view of the human experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

From Obscurity to Daylight

Abstract The study of dissociation and dissociative disorders in Puerto Rico began in the 1980s. Initially the literature was limited to case-studies and anecdotal reports. In the 1990s a plethora of more sophisticated studies began to be published, including the reliability and validity of some well-known dissociative instruments and scales, including the Dissociative Experiences Scale. Also, some doctoral students in clinical psychology decided to conduct their research dissertations on dissociative disorders. Beginning with the new century, more sophisticated research methodologies are being applied to the study of dissociation in Puerto Rico, including some recent epidemiological findings with youths. Although still limited, the data-base on dissociation in Puerto Rico has been increasing rapidly. The article concludes with some reflections on how to be successful in obtaining support for future studies.

Clinical Psychology Graduate Students’ Opinions about Prescriptive Authority: A Discussion of Medical Versus Psychological Training Models

This study examined current clinical psychology doctoral students’ interest in gaining prescriptive authority and opinions about potential training options. Three hundred and sixty-three students completed an exploratory survey via electronic mail distributed by the Council of University Directors of Clinical Psychology (CUDCP) listserv. Our results suggest that the majority of these students are at least somewhat interested in gaining prescriptive authority, as well as willing to add three or four graduate-level courses and 6 to 12 months to their internship or post-doctoral positions for psychopharmacology training. Most of the students surveyed felt that training should resemble a medical training model. Implications of these findings are discussed, particularly within the context of the current psychological and medical training models.

Doctoral Clinical Geropsychology Training in a Primary Care Setting

Most older adults diagnosed with a mental disorder receive treatment in primary care settings that lack personnel skilled in geropsychological diagnosis and treatment. The Ferkauf Older Adult Program of Yeshiva University endeavors to bridge this gap by providing training in geriatric psychology, through coursework and diverse clinical practica, to clinical psychology doctoral students within a large urban professional psychology program. In an innovative effort to provide the most disadvantaged elderly with comprehensive mental health treatment and maximize trainee exposure to an interdisciplinary treatment model, the program also pairs selected doctoral psychology trainees with medical residents to optimize integrated mental health service delivery for primary care elderly. The program has the following core objectives: (1) Infuse the mental health and aging knowledge base into the regular graduate curriculum; (2) Provide interdisciplinary training in geropsychological diagnostic and consultative services within an urban primary care setting; (3) Provide interdisciplinary training in the practice of psychological and neuropsychological evaluation of elderly; (4) Provide training in geropsychological psychotherapeutic intervention, including individual, couples/family, and brief/psycho-educational therapies with outpatient older adults. These objectives are achieved by pooling the resources of a graduate school of psychology, a local public hospital, and an academic medical center to achieve educational and clinical service goals.

School Violence: Assessment, Management, Prevention

Back to table of contents Previous article Next article Book ReviewsFull AccessSchool Violence: Assessment, Management, PreventionGilbert S. Macvaugh III, M.A.Gilbert S. Macvaugh IIISearch for more papers by this author, M.A.Published Online:1 Mar 2002https://doi.org/10.1176/appi.ps.53.3.354-aAboutSectionsView EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail This multiauthor work offers a comprehensive examination of the endemic public health problem of youth violence in schools. It is certainly an important and timely contribution to the field, particularly in light of the school shootings that have occurred across the country in recent years.School Violence: Assessment, Management, Prevention consists of 15 chapters, written by 26 authors from various perspectives, including those of the clinician, the researcher, the attorney, and the school counselor. The book is organized into four parts. Part 1 addresses the factors that contribute to school violence, focusing in particular on the epidemiology of school violence, the developmental aspects of youths who kill, the nature of school violence, the detrimental effects of violence in the media, and the theoretical views of the biological and cultural causes of violence.Part 2 is likely to be the most useful section for mental health clinicians. It offers an astute discussion of the different facets of diagnostic assessment, management, and treatment of youths who are at risk of violence, with an important overview of the relationship between youth violence and suicide. This section also offers chilling, eye-opening accounts of the shootings at Pearl High School in Pearl, Mississippi, and Columbine High School in Littleton, Colorado, which paint a realistic picture of the tragic and long-lasting effects of school violence.Part 3 covers some of the legal considerations associated with school violence. The two chapters in this section, written, respectively, by an attorney and a forensic psychiatrist, are devoted exclusively to clinicians' legal responsibilities in violence risk cases set forth by the landmark Tarasoff case. The authors cogently discuss the legal concepts of foreseeability and liability on the part of those who treat violent patients, and they offer some useful suggestions for following the applicable standard of care for reducing the risk of losing civil negligence actions.Part 4 focuses on the prevention of school violence. It offers a plethora of innovative examples of primary, secondary, and tertiary prevention strategies that have been implemented with remarkable success in several cities across the country. A consistent theme in this section is the importance of recognizing that systemic community collaboration efforts are necessary for the effective prevention of school violence. Mental health professionals working in the role of consultants to schools are likely to find this section particularly useful.This volume's editors and contributors have succeeded in providing a concise but detailed and scholarly analysis of school violence. The book's strength lies in the pragmatic, hands-on approach it advocates in dealing with the numerous issues related to preventing school violence, from the assessment of those at risk to models of treatment and prevention.School Violence: Assessment, Management, Prevention is an invaluable resource for psychiatrists, psychologists, social workers, school counselors, and educators. The book is filled with practical suggestions for ameliorating the problems of youth violence in the schools. It is simply a must-read for anyone who works with children and adolescents in the school setting.Mr. Macvaugh is a doctoral student in clinical psychology at Antioch New England Graduate School in Keene, New Hampshire. He is also a clinician in the adult outpatient department at Granite Hills Behavioral Consultants in Keene.edited by Mohammad Shafii, M.D., and Sharon Lee Shafii, R.N., B.S.N.; Washington, D.C., American Psychiatric Publishing, Inc., 2001, 322 pages, $49.95 softcover FiguresReferencesCited byDetailsCited ByNone Volume 53Issue 3 March 2002Pages 354-a-355 Metrics History Published online 1 March 2002 Published in print 1 March 2002

Academic interests and experiences of doctoral students in clinical psychology: Implications for prescription privilege training.

A national survey of doctoral students in clinical psychology was conducted to determine how current doctoral students feel about the movement to obtain prescription privileges for psychologists and how these students' academic interests and aptitudes might match with a proposed model curricula for prescription training. More than two thirds of the students responding to the survey agreed that appropriately trained psychologists should have the legal authority to prescribe psychotropic medication, and approximately half agreed that if appropriate training to prescribe were available now, they would enroll. However, students' descriptions of their academic interests and experiences raise some important challenges for the designers of model curricula for prescription training.

Academic interests and experiences of doctoral students in clinical psychology: Implications for prescription privilege training.

Academic interests and experiences of doctoral students in clinical psychology: Implications for prescription privilege training.

Can contextual therapies save clinical behavior analysis?

Behavior therapy has become separated from its philosophical roots in radical behaviorism. In many respects, operant techniques have gradually been substituted first by cognitive-behavioral and later by interventions. The main reason for the diminishing influence of behavior analysis in the area of clinical psychology is that radical behaviorists have not paid close attention to the importance of verbal processes in psychotherapy. Through new developments in basic behavior analysis, specifically in the areas of rule-governed behavior and stimulus equivalence, contemporary clinical behavior analysts have begun to re-conceptualize behavioral interventions. They no longer assume that private events need not be taken into account as there is ample evidence that verbally constructed events introduce additional variables that interact with, and often alter, the effects of contingencies. This thinking has led to the development of new contextual psychotherapies. Research is needed to demonstrate whether these behavioral interventions present alternatives to empirically validated non-behavioral treatments. The contributions of the successful therapist to clinical outcomes also need to be clarified. ********** During the early 1980's, I was a doctoral student in clinical psychology at the University of North Carolina at Greensboro. From the beginning I was drawn to a group of graduate students and faculty with a decidedly behavioral bent, including Steve Hayes, Rick Shull, and the late Aaron Brownstein. Our group thrived on conceptual debates and we particularly wrestled with the implications of Skinner's philosophical position for our clinical work. However, despite creative case formulations and penetrating conceptual analyses, those of us who worked in the clinical trenches often felt a sense of disillusionment with behavior analysis because its methods were not as useful with adult outpatients as our behavior modification textbooks would have us believe. Operant techniques had proved most successful in relatively closed behavioral systems with institutionalized clients and children. They were far less effective with adult outpatients who possessed sophisticated verbal repertoires and came to us from complex environments to whom we had no access. Although we were well trained in a range of empirically supported behavioral techniques such as self-monitoring, skills training, systematic desensitization, and exposure-based procedures, they appeared of limited value. These techniques worked reasonably well with circumscribed complaints, especially anxiety related ones such as phobias and obsessive-compulsive behaviors. But they were much less effective for clients who presented with long-standing, diffuse maladjustments characterized by emotional lability, low self-esteem, chronic relationship problems, and other self-destructive behaviors. For some of these clients it was difficult even to specify target behaviors; other clients were plainly uncooperative with operant procedures or they complied and did not improve; and still others improved but relapsed soon after treatment was completed. I should note that negative outcomes were not indicative of incompetent student therapists or deficient clinical training in Greensboro; rather, treatment failures in behavior therapy are a well-established fact (see Mays & Franks, 1985). Behavior Therapy with a Cognitive Twist Many of us who faithfully applied operant principles in our clinical work struggled with an increasing sense of frustration and disillusionment because our field seemed to stagnate. At the same time, in behavior therapy at large a cognitive revolution was in full progress. A new breed of behavior therapists adopted a constructivist philosophy, advocating that maladaptive behavior was not caused by the external contingencies but by a dysfunctional belief system through which clients filter and interpret the events of their lives (e. …

Detection of Malingered MVA Related Posttraumatic Stress Disorder

This study investigated the ability of professional actors to fool experienced clinical evaluators with symptoms of posttraumatic stress disorder (PTSD) following a motor vehicle accident. Six trained method actors were coached with criteria for PTSD. Simulators were then entered covertly into an ongoing evaluation and treatment study in which six experienced clinical psychology doctoral students unknowingly evaluated the simulators. Examination of clinical interview material, psychological test measures and psychophysiological measures was then performed in both a case-by-case and group comparison method. Results revealed that none of the simulators were initially detected in the routine evaluations. When the assessors were told that they had, in fact, seen a simulator, results revealed that initial clinical judgment resulted in identifying three of the simulators. When clinical interview material was added with psychological test data and psychophysiological measures, accuracy increased to 91%. Six additional evaluators who had not performed the interview were able to identify 50% of the simulators, but false positives increased to 57%. Psychological test scores showed no significant differences between simulators and true MVA survivors with PTSD. Psychophysiological measures showed some sensitivity and potential for distinguishing malingerers simulating PTSD symptoms. Implications for simulation research and clinical practice are discussed.

Stress, coping, and success among graduate students in clinical psychology.

Research has indicated that coping styles and social support are moderating variables in the relationship between stress and distress. Few studies, however, have examined the relationship between these variables and the relative health and success of graduate students in clinical psychology. We administered measures of stress, psychological health, social support, and coping styles to 53 doctoral students in clinical psychology. Current grade point averages were used as a measure of academic success. We hypothesized that more successful students would likely be healthier and report less stress, more social support, and utilization of more positive and less negative coping styles. Results generally supported the hypothesis. Unexpected findings were that more successful students were likely to be women and to report increased use of focus on and venting of emotion as a coping style, increased utilization of medical care, and increased stress regarding scholastic coursework.

STRESS, COPING, AND SUCCESS AMONG GRADUATE STUDENTS IN CLINICAL PSYCHOLOGY

Research has indicated that coping styles and social support are moderating variables in the relationship between stress and distress. Few studies, however, have examined the relationship between these variables and the relative health and success of graduate students in clinical psychology. We administered measures of stress, psychological health, social support, and coping styles to 53 doctoral students in clinical psychology. Current grade point averages were used as a measure of academic success. We hypothesized that more successful students would likely be healthier and report less stress, more social support, and utilization of more positive and less negative coping styles. Results generally supported the hypothesis. Unexpected findings were that more successful students were likely to be women and to report increased use of focus on and venting of emotion as a coping style, increased utilization of medical care, and increased stress regarding scholastic coursework.

Can positive emotion influence problem-solving attitudes among suicidal adults?

Middle East Technical UniversityM. David RuddBaylor UniversityA client's mood can hinder or enhance treatment and its effectiveness. Positive emotions can encourageexploration and experimentation, and they may have the long-term effect of resource building. The purposeof the present study was to assess this perspective as applied to the treatment of suicidal individuals. Theauthors found that patients prone to positive moods, as compared with those less prone to such moods,displayed more positive problem-solving attitudes following treatment for suicidal symptoms, and, partly asa function thereof, displayed enhanced treatment response. These findings suggest that clinicians may improvetheir chances of achieving successful treatment outcomes if they present skill-building treatments duringwindows of positive mood for the client, rather than in times of crisis.Suicidality represents an interesting yet challenging area forclinical practitioners. For at least two reasons, the interconnectionsbetween suicidality, problem-solving, and mood appear to beclinically important. First, suicidality has been linked to problem-solving deficits (Schotte & Clum, 1982), and skill-based treat-ments appear to be effective in reducing suicidal behavior (Rudd,Joiner, & Rajab, 2000; Rudd et al., 1996). Second, although thereis no question that people in suicidal crises experience predomi-nantly negative moods, suicidal crises are time limited, and muchof therapy is conducted once the crisis subsides, when patients'range of moods is broader. In the course of therapy with suicidalpatients, then, positive moods may well occur, and according to thelogic of the broaden-and-build model (Fredrickson, 1998), mayrepresent windows of opportunity for problem-solving skillacquisition.In her broaden-and-build model of positive emotions, Fredrick-son (1998) proposed that emotions such as joy, interest, andcontentment have the momentary effect of broadening cognitionand behavior, so that exploration, experimentation, and play aremore likely. Furthermore, because positive emotions subserveexploration and experimentation, they have the long-term effect ofresourc building. Through exploration and experimentation, newideas and actions are discovered, building up an individual'srepertoire of physical, intellectual, and social resources. Thebroaden-and-build model has accrued reasonable research support(Carnevale & Isen, 1986; Fredrickson, 1998; Isen, 1987; Isen,Daubman, & Nowicki, 1987; Kahn & Isen, 1993). Because of thisresearch support, and because of the model's emphasis on theinterconnections of mood and problem-solving skills, it deservesattention from clinicians interested in the interrelations of mood,THOMAS E. JOINER JR. received his PhD from the University of Texas atAustin in 1993. He is the Bright-Burton Professor of Psychology at FloridaState University. His research interests include neurobiological, interper-sonal, and social-cognitive factors in suicidality and in mood, eating, andanxiety disorders.JEREMY W. PETTIT received his MS in psychology from Florida StateUniversity in 2000. He is currently a doctoral candidate in clinical psy-chology at the same institution. His major research interests are theetiology, phenomenology, and prevention of depression, suicide, and re-lated phenomena, with an emphasis on interpersonal and cognitive factors.MARISOL PEREZ received her MS in psychology from Florida State Uni-versity in 2001. She is currently a doctoral student in clinical psychologyat the same institution. Her research interests are eating disorders, suicide,and minority mental health.ANDREA B. BURNS received her BA in psychology from Willliams Collegein 1998. She is currently a doctoral student in clinical psychology at FloridaState University. Her research interests are in the interpersonal aspects ofdepression, gender, self-presentation, suicide, and eating disorders.TULIN GENCOZ received her PhD in 1996 from Hacettepe University,Ankara, Turkey. She is an assistant professor at Middle East TechnicalUniversity, Ankara, Turkey, and her current research interests includemoo d an anxiety disorders emotional intelligence.FARUK GENCOZ received his PhD in 1997 from Hacettepe University,Ankara, Turkey. He is an assistant professor at Middle East TechnicalUniversity, Ankara, Turkey, and his current research interests includeemotions in psychopathology, facial expression, stress, and smoking.M. DAVID RUDD received his PhD from the University of Texas at Austinin 1987. He is professor of psychology and director of clinical training atBaylor University. His research interests include suicidology and a range oftopics related to cognitive-behavior therapy.PORTIONS OF THIS WORK were supported by a grant from the NationalInstitute of Mental Health (MH48097) and by the Turkish Academy ofSciences.CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed toThomas E. Joiner Jr., Department of Psychology, Florida State University,Tallahassee, Florida 32306-1270. Electronic mail may be sent tojoiner@psy.fsu.edu.

Psychometric Characteristics of the Revised Procrastination Inventory

The Procrastination Inventory developed for use with doctoral students in clinical psychology was modified for use with ABD students and doctoral graduates in a College of Education. The original Procrastination Inventory contained 43 items with 11 subscales. The structure of the revised measure was analyzed both through factor and Rasch analyses and three subscales that were more generalized were found instead of the eleven originally posited. The three subscales were: (1) procrastination, 20 items, alpha = .88, (2) perfectionism, 9 items, alpha = .64, and (3) graduate school comfort, 6 items, alpha = .59. Eight items were deleted after Rasch and factor analyses, resulting in a 35-item scale. Validity was demonstrated by the measure's ability to predict dissertation completion and through correlations with related measures. The Procrastination Inventory is useful in the study of attrition from doctoral programs, particularly at the dissertation stage.

Quid pro quo: Fee for services delivered in a psychology training clinic

The present study evaluated the use of a sliding-fee scale at a training clinic for doctoral students in clinical psychology. A chart review of 209 individual therapy clients and a follow-up telephone interview of 87 of these clients were conducted. Results of the chart review revealed a client group of relatively low income, with only a very small number receiving social assistance or a disability pension. The follow-up survey found that the large majority of clients were satisfied with the fees charged. Service use (i.e., frequency and number of sessions), client satisfaction with services, and treatment outcome did not vary with out-of-pocket costs incurred by clients. Overall, findings suggest that training clinics can charge fees without affecting services, although future research needs to examine the extent that fee charging by training clinics may be an obstacle to service access for the poorest segments of the population.

Training in empirically validated treatments: What are clinical psychology students learning?

Directors of clinical training (83%) and directors of internships with American Psychological Asso-ciation approval (55%) responded to a survey concerning empirically validated psychological treat-ments in which their students received training. Most programs provided supervised clinical experi-ence in a number of these treatments. However, over 20% of doctoral training programs failed toprovide minimal coverage of empirically validated treatments in didactic courses, and internshipprograms typically did not require that students be competent in any of these treatments beforecompletion of the program. The absence of didactic and clinical training in empirically validatedpsychodynamic therapies and interpersonal therapy was most marked. These findings suggest thatprograms need to be more attentive to teaching data-based treatments.PAUL CRITS-CHRISTOPH received his PhD in clinical psychology fromYale University in 1984. He is currently associate professor of psychol-ogy in psychiatry and director of the Center for Psychotherapy Researchat the University of Pennsylvania. At present he is studying the effects ofbrief dynamic psychotherapy and cognitive therapy for cocaine addic-tion and for generalized anxiety disorder and is examining the processof interpersonal psychotherapy and cognitive therapy for depression.ELLEN FRANK received her PhD from the University of Pittsburgh in1979. She is professor of psychiatry and psychology in the Departmentof Psychiatry at the University of Pittsburgh School of Medicine. Shedirects the Depression and Manic-Depression Prevention Program atWestern Psychiatric Institute and Clinic. Her treatment research hasfocused on the prophylaxis of recurrent mood disorders using interper-sonal psychotherapy, pharmacotherapy, and their combination.DIANNE L. CHAMBLESS received her PhD in clinical psychology fromTemple University in 1979. She is currently professor of psychology atThe American University. She conducts research on the psychopathol-ogy and cognitive-behavioral treatment of anxiety disorders and is par-ticularly interested in psychotherapy integration and the impact of in-terpersonal relationships on anxiety.CINDY BRODY received her BA in psychology from the University ofPennsylvania in 1991 and for 3 years was a research assistant at theCenter for Psychotherapy Research. She is currently a doctoral studentin clinical psychology at The American University. Her major researchinterests are in coping, interpersonal problems, and psychotherapy pro-cess and outcome.JORDAN F. KARP received his BA in psychology from Emory University in1992. He completed 2 years as a research associate in the Depression andManic-Depression Prevention Program at Western Psychiatric Instituteand Clinic. He is currently a medical student at the University ofPittsburgh.WE THANK David Barlow, Barry Wolfe, and Division 12 for assistance

The relationship between scientific and theoretical orientation among clinical psychology doctoral students.

The relationship between scientific and theoretical orientation among clinical psychology doctoral students.