Tag: Graduate Training
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Reflections from a Department Chair
by Annette Stanton, Ph.D., Council of Graduate Departments of Psychology (COGDOP) When I was invited to join the planning committee for the Academy of Psychological Clinical Science Summit on Clinical Science Training as a representative from the Council of Graduate Departments of Psychology (COGDOP), I readily accepted. My doctoral training was…
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PCSAS and the Summit
by Joanne Davila, Ph.D., President, Psychological Clinical Science Accreditation System (PCSAS) Board of Directors On May 4-5, 2023, the Academy of Psychological Clinical Science held a Summit on Clinical Science Training at the Eric P. Newman Education Center at Washington University in St. Louis. The purpose of the Summit was to…
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Tangible Steps for Clinical Students to Navigate Conflicting Demands and the Advisor-advisee Relationship
by Shannon E. Grogans, M.S. & Nicholas P. Marsh, M.S., University of Maryland Among the most important factors for determining a great doctoral program experience is having a successful relationship with your mentor (Gee et al., 2022; Sverdlick et al., 2018). Most of us likely enter the application process hoping for this, but unfortunately for some students,…
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The Need for Good Practices in Quantitative Methods for Clinical Students
by Julianna R. Calabrese, The Ohio State University Quantitative methods are critical for psychological research and are fundamental to psychology curricula. Structural equation modeling, item response theory, and multilevel modeling have recently been brought to the forefront in graduate curriculums (Aiken et al., 2008). In parallel, recent research in journals have employed increasingly advanced statistical techniques…
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Current and Anticipated Mental Health Effects of COVID-19
by Stephanie L. Haft, B.A., University of California, Berkeley Previous research has demonstrated that pandemics carry a heavy psychological toll. Consistent with these findings, in the context of the current COVID-19 pandemic clinical scientists are witnessing an escalation in mental health issues. This increase in both the severity and prevalence of mental health concerns is…
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What Does it Take to be a Competitive Internship Applicant?
by Iony D. Ezawa, M.A., The Ohio State University Applying to and making it through graduate school takes a lot of work, but before you reach the end, there is the internship application process. While graduate school is focused on preparing you to be a researcher, a clinician, a teacher, and more, you may still…
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Taking on Teletherapy: Experiences and Recommendations from a PCSAS Training Clinic Adapting to COVID-19
by Matthew V. Elliott, Suzanne M. Shdo, & Esther Howe, UC Berkeley Acknowledgement: The authors would like to acknowledge Nancy H. Liu, PhD, Nina F. Dronkers, PhD, Nadine M. Tang, LCSW, and Robert W. Levenson, PhD, for their contributions to this article and the clinic. With over 2 million confirmed cases worldwide and most of the…
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Licensure and PCSAS: Commonalities and Differences Across States
by Stephanie L. Haft, UC Berkeley After graduate school, internship, and postdoc, there is still one more step to complete in order to independently work with clients as a psychologist: licensure. To be licensed, all states have requirements that are typically under the jurisdiction of state licensing boards. The state uses these licensing requirements to establish…
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PCSAS By the Numbers
by Alan G. Kraut, PCSAS Executive Director Here’s all you need to know about PCSAS: 43 10 53 98 4 90 28 15 …