Factors Relating to Professional Development in Beginning Graduate Students in Counseling Psychology

Abstract

Beginning graduate students in programs in counseling psychology approved by the American Psychological Association were surveyed to determine salient demographic characteristics, motivational factors influencing their decisions to enter graduate training in counseling psychology, their perceptions of the appropriate roles and functions of professionals in the field, and their goals and expectations regarding their future employment settings. Median or modal demographic data suggest that the "typical" beginning doctoral student in counseling psychology is a 25- to 35-year-old white female who has done previous graduate work and who has had prior mental-health-related work experience. Reasons for entering graduate school in counseling psychology were found to vary as a function of age. Although students 'perceptions of the field were found to be similar to those of seasoned professionals, they did vary somewhat depending on the students' professional goals. A very strong preference was expressed for private practice as a career goal.

Get full access to this article

View all access options for this article.

References

Alcorn, J. D. , & Nicholas, D. (1983). Training in counseling psychology: Data and trends. The Counseling Psychologist, 11(4), 93-94.

Birk, J. M. , & Brooks, L. (1986). Required skills and training needs of recent counseling psychology graduates. Journal of Counseling Psychology, 33(3), 320-325.

Fitzgerald, L. F. , & Osipow, S. H. (1986). An occupational analysis of counseling psychology: How special is the specialty? American Psychologist, 41(5), 535-544.

Galassi, J. P. , & Moss, N. L. (1986). Training in counseling psychology: 1985 data and trends. The Counseling Psychologist, 14(3), 471-477.

Goldschmitt, M. , Tipton, R. M. , & Wiggins, R. C. (1981). Professional identity of counseling psychologists. Journal of Counseling Psychology, 28(2), 158-167.

Hamilton, M. K. (1977). Graduate training and professional identity. The Counseling Psychologist, 7(2), 26-28.

Kagan, N. (Ed.). (1982). Special issue on counseling psychology: The next decade. The Counseling Psychologist, 0(2).

King, P. T. , & Seymour, W. R. (1982). Education and training in counseling psychology. Professional Psychology, 13, 834-842.

Richardson, M. S. , & Massey, J. P. (1984). Counseling psychology training: Data and perceptions. The Counseling Psychologist, 14(2), 313-318.

10.

Tipton, R. M. (1983). Clinical and counseling psychology: A study of roles and functions. Professional Psychology: Research and Practice, 14(6), 837-846.

11.

Tipton, R. M. (1984). Trends and issues in the training and development of counseling psychologists. The Counseling Psychologist, 12(3), 111-112.

12.

Watkins, C. E. (1983). Counseling psychology versus clinical psychology: Further explorations on a theme or once more around the "identity" maypole with gusto. The Counseling Psychologist, 1(4), 76-92.