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ERIC Number: ED518359
Record Type: Non-Journal
Publication Date: 2010
Pages: 134
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-7670-3
ISSN: N/A
Clinical Psychology Ph.D. Program Admissions: Differential Values as a Function of Program Characteristics and the Implications of the Mentor-Model Approach
Metzger, Jesse A.
ProQuest LLC, Ph.D. Dissertation, Columbia University
The aims of this research were to 1) examine the qualities for which applicants are selected for entrance into clinical psychology Ph.D. programs, and 2) investigate the prevalence and impact of the mentor-model approach to admissions on multiple domains of programs and the field at large. Fifty Directors of Clinical Training (DCTs) provided data on the degree to which they and their programs value various aspects of applicant research skills and personal skills (e.g., clinical aptitude, personality characteristics, Openness to Experience), as well as data on program research vs. clinical emphasis/training model, primary theoretical orientation, emphasis on evidence-based treatments (EBTs) in the clinical training of students, and use of the mentor-model approach. With respect to the first general aim of the study, the results indicate that programs value research skills in their applicants significantly more than they value personal skills, valuing most of all applicants whose abilities and research interests suit the work of a particular faculty member. Analyses of differential values indicated that programs with a stronger research (vs. clinical) emphasis were more likely to be cognitive-behavioral in orientation, emphasize EBTs more heavily, and place greater value on research skills in applicants Greater clinical emphasis in programs, by contrast, was associated with greater emphasis on psychodynamic/psychoanalytic and humanistic/phenomenological/existential orientations. With respect to the second general aim of the study, the results indicate that DCTs tend to agree that program admissions have shifted toward a mentor-model approach in recent years, tend to use the mentor-model approach most of the time in their admissions processes, and tend to believe it has a positive impact on all domains of their programs about which they were asked, except those related to admission of applicants whose research interests are broad and varied and applicant honesty about his/her research interests. The implications of the results for training and the field of clinical psychology in general are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A