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Article 1: Norcross, J. C., Sayette, M. A. Stratigis, K.Y., &  Zimmerman, B.E. (2014). Of Course: Prerequisite Courses for Admission into APA-Accredited Clinical and Counseling Psychology Programs. Teaching of psychology, 41(4), 360-364.

Abstract: Students often inquire about which psychology courses to complete in preparation for graduate school. This study provides data that enable students and their advisors to make research-informed decisions. We surveyed the directors of the 304 American Psychological Association-accredited doctoral programs in clinical and counseling psychology (97% response rate) regarding prerequisites for doctoral study: the psychology courses, number of psychology credits, undergraduate psychology major, or some combination thereof. About 20% of the doctoral programs required the psychology major for entry, and 8% of the doctoral programs (virtually all in counseling psychology) required a master’s degree. The remaining doctoral programs required either specific courses or specific courses and a minimum number of credits. In clinical psychology, PsyD programs were far more likely to require abnormal psychology, personality, and psychological testing as prerequisites, whereas PhD programs were more likely to require a laboratory course and research experience.

Questions that apply to this article:

1. Can you see a benefit to requiring a Masters degree prior to entry into a Counseling Psychology doctoral program? Can you see a benefit to entering directly after the completion of an undergraduate degree?
2. Consider the courses you have already completed. If you were to apply today, what program would your undergraduate coursework have best prepared you for?
3. Why did the researchers only survey accredited doctoral programs?
    

Article 2: Atkins, M.S., Strauman, T.J., Cyranowsi, J.M. & Kolden, G.G. (2014). Reconceptualizing Internship Training within the Evolving Clinical Science Training Model. Clinical Psychological Science, 2 (1), 46-57.

Abstract: As changes in health-care delivery impel us to refine clinical science training, the opportunity arises to reconceptualize internship training to align more closely with clinical science values and outcomes. We present observations on the evolution of internship training with a focus on the following issues. First, we highlight the significance of a public health perspective for clinical science as a basis for refining training goals and practices. Second, we briefly review how internship training evolved (where it has come from) to set the context for continuing evolution ( ience training to better align with innovations in health care and to prepare graduates for new career opportunities. Finally, we present examples of new models for internship training that might accommodate the continuing redefinition of internship training in clinical science.

Questions that apply to this article:

1. The authors cite research expressing concern over "theoretical hegemony" in clinical science training programs, e.g. it appears that most are emphasizing cognitive-behavioral theory in training practitioners. Why might this be a concern?
2. The authors contend that predoctoral internship training is likely to increasingly occur in primary health-care settings, e.g. a physician's office. What understandings or competencies might that require of clinical psychologists that are currently underemphasized in training?