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Doctoral Training (doctoral + training)
Selected AbstractsBack to our future?JOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2004Combined-Integrated model of doctoral training in professional psychology, The Consensus Conference Is it possible and advisable for the profession of psychology to articulate and endorse a common, generalist, and integrative framework for the education and training of its students? At the Consensus Conference on Combined and Integrated Doctoral Training in Psychology, held at James Madison University in Harrisonburg, VA (USA), May 2 to 4, 2003, participants from across the spectrum of education and training in professional psychology ultimately answered "yes." This article, the first in this special series on the Consensus Conference and Combined-Integrated (C-I) model of doctoral training in professional psychology, essentially provides an overview of the conference rationale, participants, goals, proceedings, and results. Because the other 12 articles in this series all reference the Consensus Conference and C-I model, this overview provides a good starting point for understanding what occurred at the conference, what it means to educate and train from a C-I perspective, and what the potential implications of such a model might be for the profession of psychology. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] Changes in the Management of Doctoral EducationEUROPEAN JOURNAL OF EDUCATION, Issue 1 2010LUKAS BASCHUNG This article deals with the current reform of European doctoral education. It is argued that the concrete results of the reform can be better understood by analysing changes in the management of doctoral programmes. This rests on the case study of a Norwegian PhD programme in finance and is based on an analytical framework composed of three public management narratives: New Public Management (NPM), Network Governance (NG) and Neo-Weberian-State (NWS). The latter allows for a particular focus on the instruments, actors and objectives of governance. The article concludes that the examined doctoral programme's management story can be divided into two episodes. The first , the ,internationalisation' episode , is shaped by the academic profession in finance which uses a wide range of constraining NPM instruments and applies them in a comprehensive manner to doctoral education in order to achieve its overall objective, namely to implement an internationally competitive PhD programme. The second , the ,integration' episode , is about a recently developed policy instrument with relatively non-constraining NWS elements, used by the State to establish National Research Schools. The latter are principally aimed at the better development and coordination of doctoral training between small and large higher education institutions. Due to those differences between the two episodes in terms of constraining character and scope, the reform of the examined doctoral programme is strongly shaped by the first episode. Hence, the reform essentially consists in a doctoral programme with an international and academic character. [source] From Scientific Apprentice to Multi-skilled Knowledge Worker: changes in Ph.D education in the Nordic-Baltic AreaEUROPEAN JOURNAL OF EDUCATION, Issue 3 2007ANDREAS ÖNNERFORS There is no doubt that what is generally referred to as ,Ph.D education' has undergone dramatic changes in Europe in recent years. Whereas the Bologna Process, launched in 1999, originally had in mind to make it easier for undergraduate students to gain international experience and enhance their employability by facilitating mobility and transparency of higher education in Europe, the idea of a ,third cycle' of doctoral studies came relatively late in the discussion (2003). For some academic cultures, the idea of educating doctoral students was and still is perceived as a threat against academic freedom, originality and credibility. Other academic cultures have already long adopted Ph.D training schemes as an integrated part of training future scientists and knowledge workers. This article presents the result of a recent survey on Ph.D training in the Nordic-Baltic Area (Andreas Önnerfors: ,Ph.D-training/PGT in the Nordic-Baltic Area', Exploring the North: papers in Scandinavian Culture and Society 2006:1, Lund 2006) initiated by the Nordic research organisation NordForsk, which discusses new concepts of doctoral education and training in the five Nordic and the three Baltic countries as well as in Russia, Poland and three northern states of the Federal Republic of Germany. Whereas there is great correspondence in the performance of doctoral training and education in the Nordic countries and changes have been introduced permanently for about 30 years, Poland, Germany and Russia are battling with their academic traditions and the challenge of adapting their academic cultures to joint European standards. This concerns especially the phenomenon of two postgraduate degrees (the Ph.D and a further degree) and the view upon training elements in doctoral studies. After their independence, the three Baltic countries rapidly adapted their systems of higher education to the Nordic model. [source] Interprofessional collaboration: Implications for Combined-Integrated doctoral training in professional psychologyJOURNAL OF CLINICAL PSYCHOLOGY, Issue 10 2004Carolyn E. Johnson Interprofessional collaboration (IPC) is becoming "best practice" in the field of professional psychology and other health care professions. It was named as a core competency at Competencies 2002 and the Consensus Conference and has been endorsed by the American Psychological Association on several occasions. The authors provide a definition of IPC, present conceptual, scholarly, and pragmatic support for IPC, and offer guidance on how Combined-Integrated (C-I) doctoral programs in professional psychology can include IPC to ensure students are well equipped to respond to a client's complex needs. Furthermore, although C-I programs might be particularly well prepared to incorporate IPC into their training, it is argued that programs in the single practice areas of clinical, counseling, and school psychology also may benefit from the inclusion of IPC. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] The Consensus Conference and Combined-Integrated model of doctoral training in professional psychology, Overview of Part 1: Nature and scope of the Combined-Integrated modelJOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2004Craig N. Shealy This special series of articles on the Consensus Conference and Combined-Integrated (C-I) model of doctoral training in professional psychology consists of 13 articles in two successive volumes of the Journal of Clinical Psychology. Six articles are presented in Part 1 (Vol. 60, Issue 9), which collectively describe the "nature and scope" of the C-I model (e.g., historic and definitional issues; the potential advantages of this model; implications for the profession). In Part 2 of this special series (Vol. 60, Issue 10), articles 7 through 12 address the broader implications and potential applications of the C-I model within a range of professional and societal contexts (e.g., for interprofessional collaboration; the health care field; development of a global curriculum; the unified psychology movement; issues of assessment and professional identity; and higher education); article 13 provides a summary of the series as well as a discussion of future directions. As an overview, this paper provides the abstract for each of the articles in Part 1, and describes the various topics of the articles in Part 2. Taken together, the articles in this special series are designed to provide a coherent account of how and why the C-I model is timely and relevant, and therefore warrants serious consideration by the larger education and training community in professional psychology. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] Back to our future?JOURNAL OF CLINICAL PSYCHOLOGY, Issue 9 2004Combined-Integrated model of doctoral training in professional psychology, The Consensus Conference Is it possible and advisable for the profession of psychology to articulate and endorse a common, generalist, and integrative framework for the education and training of its students? At the Consensus Conference on Combined and Integrated Doctoral Training in Psychology, held at James Madison University in Harrisonburg, VA (USA), May 2 to 4, 2003, participants from across the spectrum of education and training in professional psychology ultimately answered "yes." This article, the first in this special series on the Consensus Conference and Combined-Integrated (C-I) model of doctoral training in professional psychology, essentially provides an overview of the conference rationale, participants, goals, proceedings, and results. Because the other 12 articles in this series all reference the Consensus Conference and C-I model, this overview provides a good starting point for understanding what occurred at the conference, what it means to educate and train from a C-I perspective, and what the potential implications of such a model might be for the profession of psychology. © 2004 Wiley Periodicals, Inc. J Clin Psychol. [source] Investigating the efficacy of concept mapping with pupils with autistic spectrum disorderBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 3 2007Veronica Roberts Pupils with autism often present significant challenges to teachers. They seem to have real strengths in visual processing but a cognitive style that encourages them to focus on detail rather than the overarching connections between concepts. Veronica Roberts, currently undertaking doctoral training at the Institute of Education, University of London, in order to become an educational psychologist, and Richard Joiner, senior lecturer in the Department of Psychology at the University of Bath, set out to explore these issues. In this article, they report the outcomes of a naturalistic experiment in which they investigated the utility of concept mapping as an educational strategy with pupils diagnosed with an autistic spectrum disorder (ASD). Theoretical arguments supporting the use of concept mapping with an autistic population are outlined in the paper. A tutor group of ten pupils with ASD, aged between 11 and 14 years, took part in the study. Concept mapping tasks were integrated within National Curriculum science lessons in collaboration with the school's science teacher. The study found that the increase in pupil performance in subject-specific questionnaires was nearly four times greater in the concept mapping condition than after a more conventional teaching intervention. Veronica Roberts and Richard Joiner tentatively draw out the implications of their work for staff who work with pupils with ASD and make recommendations for further research into the use of these learning strategies. [source] My Dog's Better Than Your Dog: Publication Counts and Quality of Clinical Psychology PhD TrainingCLINICAL PSYCHOLOGY: SCIENCE AND PRACTICE, Issue 2 2007Martin Heesacker As a potential indicator of program quality, publication counts are of interest to colleagues who are invested in this activity, generally, and ultimately of little use in evaluating doctoral training. Quality programs are inherently multidimensional and complex, as is our profession; therefore, determinations of quality must explicitly define the essential elements of doctoral training and improve upon existing evaluation systems. [source] | |||||||||||||