Training In Doctoral Programs Research Articles

A clinical science guide for reviewing the cross-cultural rigor of assessments in an alcohol training clinic.

A standard component of service delivery in alcohol treatment clinics is evidence-based assessment (EBA). Although EBA is essential for selecting appropriate treatment modalities for alcohol use and associated problems, there are limitations in existing EBAs concerning evidence of cultural equivalence and utility among individuals seeking alcohol treatment. However, training in EBA, addictions, and clinical applications with diverse populations all are gaps in clinical training in doctoral programs in clinical psychology. The present work used the clinical science model to review the psychometric properties, cross-cultural utility, and measurement invariance of measures in an assessment battery used in an alcohol treatment training clinic. This article describes the results of that review, recommendations for retaining or replacing common assessment measures used in alcohol treatment clinics, and recommendations for alcohol treatment clinics interested in engaging in similar processes. Findings suggested that more research is needed to evaluate the psychometric properties of EBAs utilized in an alcohol treatment assessment battery, particularly among American Indian and Alaska Native people, and to test measurement invariance across race/ethnicity and other identity groups in alcohol treatment-seeking populations. Overall, routine reviews of cultural relevance are needed in clinical settings to stay current with the emerging literature. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Doctoral Education as an Institutional Resource for Training Research and Higher Education Personnel (Article 1)

The diversification of professional trajectories of academic degree holders is now becoming a global trend, and it prompts us to take a fresh look at the problem of evaluating the effectiveness of existing institutions for the training of academic and research personnel – the systems of doctoral education in Russia and abroad – in terms of the training of academic researchers and higher education teaching staff. Our two articles which share the scope of problems and have a single general concept, consecutively address the following issues: the collection and analysis of empirical data on training in doctoral programs; the dynamics of dissertation defense by graduates after the completion of doctoral programs; the actual timeframe of doctoral students’ advancement to their degree; the proportion of graduates who continue their scientific career after graduating from the doctoral program. The first article analyzes the organizational and methodological aspects of information and analytical support of institutions responsible for doctoral education in the countries of the European Union, the United States and Russia. It provides information about the organization of the systems for monitoring doctoral education and doctoral program graduates’ professional careers in foreign countries. The authors note the insufficient information support for the programs aiming to develop doctoral education in Russia, as well as the lack of empirical data necessary to assess the effectiveness of Russian doctoral education in the reproduction of human resources for the research and education sector. The results of the authors’ scientometric research concerning doctoral program graduates’ retention in the field of research and higher education are announced. The second article will present the details of the method and the results of these studies.

A new look for addiction training in psychology programs: Comment on Dimoff, Sayette, and Norcross (2017).

Dimoff, Sayette, and Norcross (2017) documented a serious omission in the education of psychologists. Their research showed a paucity of addiction training in doctoral programs despite the growing prevalence of addictions. Although their article briefly discussed possible explanations and barriers to explain this finding, the article itself was shaped by implicit assumptions about addiction training that contribute to the field's failure to embrace such training. The current article identifies these assumptions and offers elements of an alternative approach to addiction training better suited to psychologists. (PsycINFO Database Record

Starting Where We’re At: Developing a Student-Led Doctoral Teaching Group

The necessity and utility of standardized or formalized teacher training in doctoral programs has been debated, documented, and problematized across a range of academic disciplines. If doctoral education is the site of preparation for future university faculty, what are the teaching expectations of newly minted faculty in the applied disciplines, and what are the supports available to them to help them prepare for this role? The lack of formal courses on teaching in social work PhD programs encouraged the authors to create a doctoral pedagogy group aimed to support student educators’ development for current and future roles as social work educators. This paper chronicles the group’s development and structure, discusses the challenges and opportunities faced, and suggests a future agenda to support doctoral students in their role as educators.

Research Training in Doctoral Programs Accredited by the Council for Accreditation of Counseling and Related Educational Programs

Faculty in 38 doctoral counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs identified the quantitative and qualitative designs and other research topics that were covered in required and elective course work, discipline of course instructors, and opportunities for doctoral students’ hands‐on research experience. Results indicated a wide range of research training offerings and modest faculty satisfaction.

Training opportunities for corrections practice: A national survey of doctoral psychology programs.

Few empirical studies have examined how doctoral psychology training programs introduce corrections as an area of study or a venue for practice, making it difficult to understand the link between academic programs and a psychology services workforce in corrections. A representative group of directors of American Psychological Association accredited doctoral programs in clinical and counseling psychology (N 170) were surveyed for information on corrections coursework, faculty interest, and practicum opportunities. More than half the programs offered exposure to clinical practice in corrections; largely practicum and rarely specific coursework. Faculty considerations were the most frequently nominated factors that limited correctional training in doctoral programs. The discussion focuses on implications for policy and practice in the training of the corrections workforce and in developing corrections-competent faculty.

Learning to Be Supervisors: A Qualitative Investigation of Difficulties Experienced by Supervisors-in-Training

This study examined the challenges and difficulties of supervisors-in-training during the course of providing individual and group supervision to master's-level counseling trainees using both group and individual formats. We interviewed 10 supervisors-in-training regarding their supervisory experiences with master's-level counselor trainees. Data analysis used a variation of the consensual qualitative research method (Hill, Thompson, & Nutt-Williams, 1997). The results included five categories of difficulties: (1) managing the “gatekeeping” role, (2) simultaneously managing multiple processes, (3) experiencing an ongoing attempt at establishing a supervisory stance, (4) self-doubt about their abilities as supervisors, and (5) managing dynamics with their co-supervisors. We discuss some reasons for the training difficulties that the doctoral supervisors-in-training experienced in assuming a new role and offer implications for supervision curricula and training in doctoral programs.

Unplanned Educational Obsolescence: Is the ‘Traditional’ PhD Becoming Obsolete?

Unplanned Educational Obsolescence: Is the ‘Traditional’ PhD Becoming Obsolete?

Critical challenges in doctoral education: Highlights of the biennial meeting of the International Network for Doctoral Education in Nursing, Tokyo, Japan, 2007

AbstractA number of issues and challenges in doctoral nursing education were presented at the biennial meeting of the International Network for Doctoral Education in Nursing in June 2007. The themes addressed included: global health workforce shortages and the aging of the nursing workforce; the need for more nursing doctoral programs; strengthening of the research training in doctoral programs, and the need for increased involvement of nurse leaders in the health and social policy arena.

Introduction: Uses of Applied Ethnography in Community, Health, and Development by Anthropologists with Master’s Level Training

The papers in this issue of Practicing Anthropology are dedicated to the memory of Delmos Jones for the challenge that he presented several years ago to those of us who are involved in the training of anthropologists at the Master's level. He offered this challenge while serving as a discussant on a session at the 1995 meetings of the American Anthropological Association (AAA) that had been organized by a group of anthropologists trained at the Master's level. These anthropologists were wrestling with the difficulty of differentiating the knowledge and skills that they brought to their jobs from the contributions of their co-workers who were graduates of other disciplines and professions. Professor Jones commented that this was a weakness of those trained with in Master's programs in applied anthropology, and he argued that such programs did not have the time in the one or two years that was needed to complete them to adequately provide students with the necessary training in ethnographic research methods and anthropological theory. Such grounding in the methods and theories of the discipline, he suggested, was necessary for developing a strong professional and disciplinary identity. Professor Jones questioned whether such applied programs were a disservice to the students trained in them, and possibly a disservice to the discipline as a whole because they lacked this dimension. His position was that anthropology and anthropologists would be better served by abolishing such programs and providing only anthropological training in doctoral programs, where students would be grounded in the research methods and theories that would provide them a strong anthropological identity whether they were working in applied or academic settings.

Child maltreatment training in doctoral programs in clinical, counseling, and school psychology: where do we go from here?

The American Psychological Association (APA) has called for improving knowledge regarding child abuse and neglect among psychologists by increasing training. The present study examined the extent of child abuse training provided by APA-accredited doctoral programs in clinical, counseling, and school psychology by surveying the training directors in 1992 and 2001. The survey assessed available coursework, practica, and research experience in the area of child maltreatment. Findings indicated that more than half of all programs cover child maltreatment in three or more courses, and most programs discuss child maltreatment in ethics/professional seminars. Most students have some exposure to clients with abuse-related problems, and some have opportunities to participate in maltreatment research. Nonetheless, training falls short of APA recommendations for minimal levels of competence in child maltreatment, with no change in training in the past decade. Recommendations for improving training include more discussion among program faculty, attention to essential competencies, and specific suggestions for developing interdisciplinary training.

The scientist-practitioner model in marriage and family therapy doctoral programs: current status.

We discuss the status of the scientist-practitioner model in marriage and family therapy (MFT) doctoral programs. Issues discussed include a lack of faculty research role models in doctoral programs, "farming out" the majority of research courses to other disciplines, problems with curriculum, and how the culture of MFT does not support research. We also present suggestions for improving doctoral research training. The goal is to improve the quality of research training in doctoral programs. We hope that this will help change the culture of MFT to include research as one of its primary goals and greatest assets.

Operationalizing multicultural training in doctoral programs and internships.

Operationalizing multicultural training in doctoral programs and internships.

Operationalizing multicultural training in doctoral programs and internships.

Operationalizing multicultural training in doctoral programs and internships.

Law-related training in school psychology: A national survey of doctoral programs

This article deals with the nature of law-related training in doctoral programs in school psychology. The characteristics of such training efforts are described, and implications for future training activities are discussed.