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MODNOTE: The MA/MS forum had a very similar Online Psych thread that was bumped, so instead of having the same conversation in two places, I combined the threads. -t4c
Be careful, it seems that the online route is not going to make it easy for you to get licensed. Someone mentioned recently about the Fielding Institute having some kind of licensable track, though I can't speak to the quality. Royakan (sp?) has all sorts of issues, and I'd stay FAR FAR away. Capella has licensure issues, I pulled this from their website:
My advice is find a quality (university based if you can swing it) PsyD. Funding still may be an issue, but at least you get a quality education, many/all of those online programs cost an arm and a leg, and then leave you up the creek with not being able to get licensed and pay anything back. I know there have been some to go through, get licensed, make good money, etc.....but between the internship placement rates, total cost, and questions about training (whether they are valid or just speculation)....it seems like too much of a risk to me.
-t
Even if a program could prove equivalency under the current blended model, the current split between face to face training and online training is the reverse of what is needed. The majority of graduate training is spent outside of the classroom and not inside. The current blended model tries to push off the majority of hours to online training, and cram in the face to face hours into long days which can be eaten up but starting late, arriving early, etc. Anyone who has attended "weekend" seminars for CEUs knows this setup far too well.....and knows it is less effective.
All of the online programs I have mentioned thus far offer an incredible amount of opportunities to engage in supervised training by APA licensed PhD (or PsyD) psychologists. Most offer a range of relatively affordable conferences and residencies in addition to these supervised training sessions; if you can spend a little more money you can stay a lot longer for a particular residency. In addition the online PhD programs I have discussed specifically require anywhere from 300 to almost a 1000 hours to even be eligible to graduate. Add the fact that online students must still defend their PhD dissertation to a panel of qualified and licensed PhD's, many graduates of prestigous Universities themselves and the alleged gap narrows considerably. For example Walden University's PhD in clinical psychology requires a full one year (one calendar year) 500 plus hour residency where the students must meet face to face with mentors, advisers, other faculty and peers. This is after the milestone 1 academic residency. The current blended model requires intensive out of classroom training. The educational quality in terms of learning how to write a proper research paper in APA, conduct a proper litertaure review is superior in the online setting than in most traditional as it should be. Far more than "weekend" seminars or just a one one week crammed session are offered. This is true of many online institutions. Fielding being APA accredited has a far lower acceptance rate due to the necessary smaller course sizes and more stringent admissions standards. Even Capella or Walden with more open admissions standards offers top notch courses relevant to the field and reqires a lot of face to face training outside of the classroom.
Not for nearly enough hours.
Even if a program could prove equivalency under the current blended model, the current split between face to face training and online training is the reverse of what is needed. The majority of graduate training is spent outside of the classroom and not inside. The current blended model tries to push off the majority of hours to online training, and cram in the face to face hours into long days which can be eaten up but starting late, arriving early, etc. Anyone who has attended "weekend" seminars for CEUs knows this setup far too well.....and knows it is less effective.
All of the online programs I have mentioned thus far offer an incredible amount of opportunities to engage in supervised training by APA licensed PhD (or PsyD) psychologists. Most offer a range of relatively affordable conferences and residencies in addition to these supervised training sessions; if you can spend a little more money you can stay a lot longer for a particular residency. In addition the online PhD programs I have discussed specifically require anywhere from 300 to almost a 1000 hours to even be eligible to graduate. Add the fact that online students must still defend their PhD dissertation to a panel of qualified and licensed PhD's, many graduates of prestigous Universities themselves and the alleged gap narrows considerably. For example Walden University's PhD in clinical psychology requires a full one year (one calendar year) 500 hour residency where the students must meet face to face with mentors, advisers, other faculty and peers. This is after the milestone 1 academic residency. The current blended model requires intensive out of classroom training. The educational quality in terms of learning how to write a proper research paper in APA, conduct a proper litertaure review is superior in the online setting than in most traditional as it should be.
Not for nearly enough hours.
Incorrect see above and here:
http://www.waldenu.edu/Degree-Programs/Doctorate/21545.htm
here: http://www.fielding.edu/programs/psy/psy/requirements
and here:
http://www.fielding.edu/programs/psy/psy/requirements/residency.aspx
Graduate school doesn't have large classes, which is one great change from most undergraduate experiences. B&M professors are busy, but you can find them in their office, in the lab, grab coffee with them, see them after class, etc.
Some graduate schools do have quite large classes while others have inattentive professors who are often unavailable or only interested in their own research, so much so, they are not quality mentors and guides. Exceptions of course abound. You can email an online professor anytime 24/7 and many have office hours in addition and a telephone number to reached at.
The inclusion of online classes at traditional universities was an economically-fueled response to budget cuts and revenue decreases. Online classes make significantly more per class when compared to their B&M counter-parts. Many professors refuse to teach online (myself included),so universities look towards adjuncts, who also make less per class, which boosts net revenue higher.
This is only partially correct. Online courses and curriculum were added to bring about a learning model which could reach more people anywhere in the world. The classroom discussion is more rigorous and involved typically online than in the traditional classroom and just to pass most graduate courses in the online environment, the discussion posts must be substantive and frequent. The classroom discussion makes it easier for peers to communicate, collaborate and thus learn from one another. The online environment usually makes the professor more accessible as well.
This "self-motivated" idea is a straw-man because it implies traditional students are not self-motivated and that being self-motivated guarantees a positive outcome. Anyone who has supervised has probably had a self-motivated student who was 3x the work because they were too independent and didn't' seek enough guidance/mentorship. Self-motivation is needed in ANY graduate program, though I think it is sometimes used as a way to excuse less supervision/mentorship.
This is not the correct usage of the term strawman. Furthermore had you read this section of my post carefully, I was referring to the online student needing to be more self motivated in order to obtain a quality education. I was not stating explicitly or implying that traditional students are never or usually not self motivated. Nor should it be inferred that because an online learner must be more self motivated in his or her program that the model is inferior to a traditional one. However, looking at this from the perspective of the psychology of motivation, personality and temperament, what motivates one person will not motivate another. Some bright scholars with degrees with honors do poorly in online education and vice versa. There are, however, several published studies indicating that on average after correcting for outliers, online students tend to be more self motivated and it is relatively clear why. In the traditional university setting there are face to face classroom interactions and more face to face student intermingling as is the nature of physically showing up to campus. On the other hand the online environment fosters a certain anonymity and this may serve some sub-populations well, those who are frequent victims of harrassment, racism, ageism, and classism. However, I am not slamming traditional education as I learned in it too and I teach in that modality as well. In addition to mentorship in a blended model and aforementioned residencies it is the responsibility of the student to acquire additional training, certifications (if applicable) and hours in an appropriate facility.
Fair and balanced reading:
http://books.google.com/books?id=dVauuLKZar4C&pg=PA537&dq=Online+graduate+programs+in+psychology+equal+to+traditional&hl=en&ei=RBEaTJytM8OknQf7wNSeCg&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDcQ6AEwAQ#v=onepage&q=Online%20graduate%20programs%20in%20psychology%20equal%20to%20traditional&f=false
Further reading:
http://www.york.cuny.edu/assets/Blended Learning.pdf
http://jid.sagepub.com/cgi/content/abstract/13/2/113
http://www.insidehighered.com/views/2009/08/11/kaplan
http://www.insidehighered.com/news/2009/06/29/online
http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
http://www.aaup.org/AAUP/pubsres/academe/2000/ND/Feat/lovi.htm
Of side but related interest:
http://counselingoutfitters.com/vistas/vistas08/Adams.htm
Of related interest, most doctoral programs at universities outside North America, such as Oxford, Cambridge, The University of London, Edinburgh, The Sorbonne, Leiden etc... involve almost *NO* classroom activity whatsoever: only dissertation research.
Of related interest, most doctoral programs at universities outside North America, such as Oxford, Cambridge, The University of London, Edinburgh, The Sorbonne, Leiden etc... involve almost *NO* classroom activity whatsoever: only dissertation research. These ancient institutions regard the Ph.D. to be a research degree that is granted for research not time spent sitting in a classroom. These institutions assume that by the time one acquires a masters degree, further classroom and didactic experiences are unnecessary redundant impediments to one's research program. Typically students in such programs will spend several years doing research, publishing papers, attending conferences, and will eventually do a viva voca exam defending the doctoral thesis or in American parlance "defend the dissertation" The Ph.D. program in Psychoanalytic Studies at the University of London even has the following snippet in their prospectus for North Americans to read and take note:
"North American applicants especially should note that the British system does not include preparatory taught classes or examinations as part of the
MPhil/PhD programme, except for an initial course in research methods."
In this model one spends one doctoral studies doing independent research under faculty supervision. The standard American model of doctoral education is actually at variance on a fundamental level with practices at some of the most highly respected institutions in the world. We force our doctoral students to sit in class, a situation which most academics in Europe and the British Commonwealth regard as rather asinine.
My own program at Fielding is something of a hybrid between the British/European model and the American model. We are most emphatically not "online" in any way; but rather we do the academic portion of our studies as independent work under faculty supervision. Fielding has to add in a huge didactic component to satisfy licensure requirements and demands from accreditation bodies. Anyone familiar with progressive, student centered learning would be comfortable with this model. Yes its a different model, but in my view it is a superior model for many students like myself who are extremely independent learners and who want a student-centered education. Places such as Goddard College http://www.goddard.edu/, Prescott College http://www.prescott.edu/ and Antioch University http://midwest.antioch.edu/ use an educational model similar to Fielding. Implicit in the critique of these models is the assumption that one pedagogical model is appropriate for all students. This is a fallacy.
I would find a traditional American-style program to be a difficult place to learn and function effectively. One of my first jobs in the field of psychology 20 years ago was at a major practicum training site for a very well known program. My position entailed working very closely with doctoral students in who spent a year's rotation there. I got to know a few cohorts and I had the opportunity to hear all about the shenanigans of faculty: who was sleeping with who, who was fighting with who, what students were being mistreated by what faculty, what students were being threatened by whom, how students felt intimidated and bullied, how negative the departmental atmosphere was, how unhappy they were. I even remember the time an entire class failed their comps one year for non-academic reasons simply because a collection of faculty felt the cohort was too full of themselves and needed to be brought down a peg. I also had friends from my undergraduate years who were in top notch, tier one doctoral programs who described similar experiences of misery. My own master's program was very traditional, very cut-throat, very faculty centric, very very hierarchical and was an experience I hated overall. One learned to keep one's head down, don't ask hard questions, agree with faculty and do the work. I now have very little tolerance for these kinds of things and I decided that I wanted something very different, something student centered, something more democratic and supportive for doctoral-level work. I have taken a different path and I have no regrets.
The training model used overseas is quite different because it is designed for research only study, while the training a student would receive at a USA-based program includes clinical/assessment/etc. Most/all students from overseas require more training in applied work before they can be licensed as practitioners in the USA, as that is not a core area of training like it is in an American program.
More on this later...off to teach.
Of related interest, most doctoral programs at universities outside North America, such as Oxford, Cambridge, The University of London, Edinburgh, The Sorbonne, Leiden etc... involve almost *NO* classroom activity whatsoever: only dissertation research. These ancient institutions regard the Ph.D. to be a research degree that is granted for research not time spent sitting in a classroom. These institutions assume that by the time one acquires a masters degree, further classroom and didactic experiences are unnecessary redundant impediments to one's research program. Typically students in such programs will spend several years doing research, publishing papers, attending conferences, and will eventually do a viva voca exam defending the doctoral thesis or in American parlance "defend the dissertation" The Ph.D. program in Psychoanalytic Studies at the University of London even has the following snippet in their prospectus for North Americans to read and take note:
"North American applicants especially should note that the British system does not include preparatory taught classes or examinations as part of the
MPhil/PhD programme, except for an initial course in research methods."
In this model one spends one doctoral studies doing independent research under faculty supervision. The standard American model of doctoral education is actually at variance on a fundamental level with practices at some of the most highly respected institutions in the world. We force our doctoral students to sit in class, a situation which most academics in Europe and the British Commonwealth regard as rather asinine. I don't agree completely with that attitude but I do think their model has merits; otherwise it would not have lasted for centuries.
My own program at Fielding is something of a hybrid between the British/European model and the American model. We are most emphatically not "online" in any way; but rather we do the academic portion of our studies as independent work under faculty supervision. Fielding has to add in a huge didactic component to satisfy licensure requirements and demands from accreditation bodies. Anyone familiar with progressive, student centered learning and the educational movemnet started by John Dewey would be comfortable and familiar with this model. Yes its a different model, but in my view it is a superior model for many students like myself who are extremely independent learners and who want a student-centered education. Places such as Goddard College http://www.goddard.edu/, Prescott College http://www.prescott.edu/ and Antioch University http://midwest.antioch.edu/ use an educational model similar to Fielding. Implicit in the critique of these models is the assumption that one pedagogical model is appropriate for all students. This of course is a fallacy. As budding psychologists, many of the posters on this board should be aware that different personality styles and learning styles should translate into different kinds of educational processes.
I would find a traditional American-style program to be a difficult place to learn and function effectively. One of my first jobs in the field of psychology 20 years ago was at a major practicum training site for a very well known program. My position entailed working very closely with doctoral students in who spent a year's rotation there. I got to know a few cohorts and I had the opportunity to hear all about the shenanigans of faculty: who was sleeping with who, who was fighting with who, what students were being mistreated by what faculty, what students were being threatened by whom, how students felt intimidated and bullied, how negative the departmental atmosphere was, how unhappy they were. I even remember the time an entire class failed their comps one year for non-academic reasons simply because a collection of faculty felt the cohort was too full of themselves and needed to be brought down a peg. I also had friends from my undergraduate years who were in top notch, tier one doctoral programs in clinical psychology who described similar experiences and were fairly miserable. My own master's program was very traditional, very cut-throat, very faculty centric, very very very hierarchical and was an experience I hated overall. One learned to keep one's head down, don't ask hard questions, agree with faculty and do the work. Now that I am older, I have very little tolerance for the BS that seems to permeate traditional academe. I decided that I wanted something very different, something much more student-centered, something more democratic and supportive for doctoral-level work. I have taken a different path and I have no regrets.
That's a testable hypothesis. People who have/are raising children during their graduate education should do worse on licensing exams, and possibly have a harder time getting internships. Be rated worse as psychologists by patients and supervisors.
You know what... this is so not worth it...The classroom discussion online is usually superior to classroom discussion, especially in very large classrooms in traditional brick and mortar classrooms. The required classroom participation is far higher in the online environment as it must be which more than compensates in this regard.
Is there a way to link the Capella thread to this one? Same exact topic.
I have to state what I wrote on that thread
Can you or anyone at all tell me what amount of unique variance the interpersonal instructional experience of traditional b&m schools is in the prediciton toward the outcome variable of therapeutic mastery?
I mean...why don't medical schools just start Skyping surgical instruction if there's no importance to interpersonal process in the didactic facet of clin psych?
Erg923"thats right markp, didnt you know that the classroom discussions is where all the effective learning takes place in a doctoral program... "
I agree with you erg and I get ur point but I think we should lean into this one rather than go the opposite direction. I think it's much more compelling to argue that the didactics received IN PERSON by experienced clinicians OVER TIME [not in an "accelerated" (one weekend) "class]
That really is where the argument lives.
Neuropsych2be:
A PhD in clinical is not directly akin to other "ancient" degrees. It is a delicate mix of medical and philosophical training and research. In that vein it is dangerous to ASSUME that the direct, traditional, interpersonal nuances and display that take place with b&m schools can be replaced with a hybrid online-quasi independent study program.
http://www.sciencedirect.com/scienc...serid=10&md5=413f2610da4943dc4bbf1918d276cc98Getting In and Getting Money: A Comparative Analysis of Admission Standards, Acceptance Rates, and Financial Assistance Across the Research–Practice Continuum in Clinical Psychology Programs
References and further reading may be available for
John C. Norcrossa, 1, , , Jeannette L. Ellisa, 2 and Michael A. Sayetteb, 3
a University of Scranton
b University of Pittsburgh
Received 24 June 2008;
revised 4 November 2008;
accepted 17 November 2008.
Available online 9 June 2010.
The diversification and proliferation of doctoral programs in clinical psychology call for their periodic comparative analysis to inform prospective applicants, their advisors, and the entire field. The authors surveyed directors of the 232 American Psychological Association (APA)–accredited doctoral programs in clinical psychology (98% response) regarding application numbers, acceptance rates, financial assistance, and credentials of incoming students. Results are summarized for all clinical programs and then separately for 6 types of programs along the practice–research continuum: freestanding PsyD, university professional school PsyD, university department PsyD, practice-oriented PhD, equal-emphasis PhD, and research-oriented PhD. Lower acceptance rates and higher Graduate Record Examination scores were strongly associated with programs oriented toward more research training; for example, research-oriented PhD programs admitted far fewer applicants (7% vs. 50%) than did freestanding PsyD programs. Freestanding PsyD programs awarded significantly less full financial assistance to incoming students (1% vs. 89%) and required 1 less year to complete than did PhD programs. Overall, PhD-level students were more likely to secure an APA or Association of Psychology Postdoctoral and Internship Centers internship than were PsyD students. The authors conclude with observations about the historical changes and heightened differentiation of doctoral training in clinical psychology.
Author Keywords: graduate school; acceptance rates; clinical psychology; financial aid; internship match
LMAO IS ALL I CAN SAY.
Exactly y r u posting this? My oh my. And....what an independent "university" you have here
Navigating Distance and Traditional Higher Education: Online faculty experiences
Alice G. Yick, Pam Patrick and Amanda Costin
Capella University
USA
Abstract
The academic culture of higher educational institutions is characterized by specific pedagogical philosophies, assumptions about rewards and incentives, and values about how teaching is delivered. In many academic settings, however, the field of distance education has been viewed as holding marginal status. Consequently, the goal of this qualitative study was to explore faculty members experiences in a distance education, online university while simultaneously navigating within a traditional environment of higher education. A total of 28 faculty members participated in a threaded, asynchronous discussion board that resembled a focus group. Participants discussed perceptions about online teaching, working in an institution without a traditional tenure system, and the role of research in distance education. Findings indicated that online teaching is still regarded as less credible; however, participants also noted how this perception is gradually changing. Several benchmarks of legitimacy were identified for online universities to adopt in order to be viewed as credible. The issue of tenure still remains highly debated, although some faculty felt that tenure will be less crucial in the future. Finally, recommendations regarding attitudinal shifts within academic circles are described with particular attention to professional practice, program development, and policy decision-making in academia.
-----------------------------
Perhaps you did not read your own articles?
I've emboldened some issues for you....
Teaching Courses Online: A Review of the Research
Mary K. Tallent-Runnels
Julie A. Thomas
William Y. Lan
Sandi Cooper
Texas Tech University
Terence C. Ahern
West Virginia University
Shana M. Shaw
Xiaoming Liu
Texas Tech University
This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners outcomes, learners characteristics, and institutional and administrative factors. The authors found little consistency of terminology, discovered some conclusive guidelines, and identified developing lines of inquiry. The conclusions overall suggest that most of the studies reviewed were descriptive and exploratory, that most online students are nontraditional and Anglo American, and that few universities have written policies, guidelines, or technical support for faculty members or students. Asynchronous communication seemed to facilitate in-depth communication (but not more than in traditional classes), students liked to move at their own pace, learning outcomes appeared to be the same as in traditional courses, and students with prior training in computers were more satisfied with online courses. Continued research is needed to inform learner outcomes, learner characteristics, course environment, and institutional factors related to delivery system variables in order to test learning theories and teaching models inherent in course design.
------------------------------------------------
Rewriting the agenda for training in clinical and counselling psychology
Author: Jeffrey C. Richardsa
Affiliation: a University of Ballarat,
DOI: 10.1080/00050060108259641
Publication Frequency: 4 issues per year
Published in: Australian Psychologist, Volume 36, Issue 2 July 2001 , pages 99 - 106
Subjects: Counseling Psychology; Multidisciplinary Psychology; Psychiatry & Clinical Psychology - Adult;
Formats available: PDF (English)
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Abstract
This paper describes a model for future training in clinical and counselling psychology. The model is based on the results of psychotherapy outcome research, and the development of empirically supported therapies, as well as recent developments in the use of information technology in psychotherapeutic interventions. It is also argued that developments such as the increasing cost of mental health interventions, the wide disparities in access to specialised mental health assistance, and the rise of the mental health consumer movement all provide a context for recommendations as to optimum developments in training for clinical and counselling psychologists.
EXACTLY HOW DO YOU INTERPRET THIS AS EVIDENCE IN SUPPORT OF YOUR POSITION. NO DATA...MERELY AN IDEA.
It seems that all you do is reply back to posts here like it's opposite day. I say one thing you say another...but you do so without evidence.
I am wearing thin..please just answer the question of variance that I first posted or simply admit that it cannot be answered as of now so we can all move on.
PSYC 8882 Internship (12 cr.3 cr. per term for 4 terms)
The internship provides a supervised training experience that prepares students to successfully function in the role of a professional psychologist and/or counselor. Internship experiences emphasize the integration of theory and research through applied practice in a variety of settings and situations. Interns are mentored through a professional relationship with a supervising psychologist. They learn how to effectively use and understand a supervisory relationship, engage in critical thinking, conduct assessments, implement evidence-based interventions, evaluate intervention efficacy, engage in professional consultation, and function within professional ethical standards. Interns also participate in didactic training. Internship is the final component of advanced applied professional training for students in licensure specializations prior to graduation. Students must secure internships appropriate to their specialization, and the internship must meet the current requirements of the state psychology board to which the student intends to apply. A total of 2,000 hours is required. Internships may be designed as a part-time or a full-time experience (minimum of 15 hours per week) and must be completed within a two-year time frame. Students participate in an online classroom experience. (Prerequisites: PSYC 8871, completion of the internship application, and approval of the field training coordinator.)
This program meets APA guidlines. It meets state board requirements and it has enabled those who want APA licenses to obtain them. Obviously if a state requires you to graduate from an APA accredited program and you want to practice in that state then there are other schools to explore.
The total hours is consistent with required doctoral hours as required by the APA. Most PhD students at Walden already have clincial training and experience prior to attending Walden.
All of the online programs I have mentioned thus far offer an incredible amount of opportunities to engage in supervised training by APA licensed PhD (or PsyD) psychologists.
Please list specifics.
1. What research labs are they running where they provide 1:1 mentorship? Who are they run by?
2. What clinics do they run where they provide 1:1 supervision?
3. What out-patient/in-patient/residential centers provide 1:1 supervision?
In addition the online PhD programs I have discussed specifically require anywhere from 300 to almost a 1000 hours to even be eligible to graduate.
Fielding's Residency Requirements
You are required to accrue a minimum of 600 hours of residency during your enrollment. During your first and second years in the program, you must complete 150 hours each year, with the remaining 300 hours over the rest of your course of study.
600 hours is the equivalent of fifteen 40-hour weeks on campus, which spread over the recommended course of training (6 years) is 100 hours per year. For comparison, I gained 100 hours of direct contact and supervision working 1 day a week on a side research project one summer. The result was a quick line on my CV for a poster presentation, and exposure working with a new population. While it was a great experience and I am glad I was able to participate, I can't imagine this being my "main" training for the year.
How does this "face to face" time compare to the amount covered by a middle of the road B&M program? Anyone from a B&M program want to throw out a guesstimate of how many "residency hours" they completed. Below is a description of what is included in the term.
Definition of "Residency Hours"
Hours in which you are in face-to-face contact with a faculty member are considered residency including, but not limited to:
·Face-to-face portion of the New Student Orientation (NSO-SB)
·Winter and summer national sessions
·Spring and fall research and clinical sessions
·Group cluster meetings
·Individual meeting with your faculty advisor
Since this is a full-time program, you should plan to spend 20 or more hours per week involved in the academic, clinical, and research activities of the program. Following our suggested curriculum sequence will allow you to complete the program in 6 years.
How does 20 hours per week compare to 50-70+ hrs per week of a middle of the road B&M program? I'm not talking about the hardcore research programs where graduate students have slept in their lab (Jon Snow has made reference to this in the past), but instead the B&M program that requires 5 full days and usually at least part of the weekend to complete.
Add the fact that online students must still defend their PhD dissertation to a panel of qualified and licensed PhD's, many graduates of prestigious Universities themselves and the alleged gap narrows considerably.
I'm glad there are research requirements with a review panel and a defense. I know when I did my own reseach I was able to e-mail my mentor about a lot of things, and this worked decently well, but it would have tanked if I had a larger project with other team members. I worked on a much larger study and we had to be trained to administer everything exactly the same. We also had to have weekly progress meetings to aggregate the hard copy data, code everything, etc. We met for supervision and also for administrative issues like resubmitting IRB information, coordinating conferences, etc.
How exactly is research mentorship handled in a blended format? I can see how some of the planning and whatnot can be done via e-mail, but some of the other things don't seem replicable. Did you need to be trained on instruments? How did you handle training for standardized administration of assessments? Were there weekly status meetings? How did people handle research with multiple people? How did they meet? How was data handled/stored? Was there enough direct supervision? Did you have direct mentorship and feedback or was it all self-report?
The classroom discussion makes it easier for peers to communicate, collaborate and thus learn from one another. The online environment usually makes the professor more accessible as well.
Does online learning provide more or less opportunities for the various learning styles? The reason I ask is I did a bit of digging in this area for a conference presentation and it surprised me some of the differences. It is a bit of a toss-up from what I've found, but I'm open to hearing more about the supporting research. Technology has provided some great upgrades to the traditional classroom (minus PowerPoint, I hate PowerPoint), though I'm not sure the traditional classroom transfers 100% to an online classroom. Small things like body language, tone of voice, and the like are all important for communication, and are lacking online. I think small cuts and compromises are not acceptable at this level.
I wonder how you score and interpret thousands of psych assessments without actually being a psychologist.
They will have a different perspective on the role of a physician than a 23 year old 1st year med school student. But, that doesn't mean that they should be able to do a distance learning or online medical school. They should still go to a real medical school, in my opinion. Their experience will probably give them an interesting edge over their classmates.
I posted both data/evidence and area which need to be furthered explored with hypotheses formed and theoretical frameworks worked within. I know there needs to be more studies produced, however I did offer evidence while you provided conjecture.
I wonder how you score and interpret thousands of psych assessments without actually being a psychologist.
Be that as it may, no I didn't have any of that experience coming into graduate school or leaving it (1000s). But, I entered graduate school when I was 23 years old. This would be similar (yours) to a nurse entering medical school after 20 years on the job. They will have a different perspective on the role of a physician than a 23 year old 1st year med school student. But, that doesn't mean that they should be able to do a distance learning or online medical school. They should still go to a real medical school, in my opinion. Their experience will probably give them an interesting edge over their classmates.
My experience prior to graduate school was a few directed independent studies (research) and an honors thesis. Clinically, I worked as a behavioral analyst for a year. That's it.
I was curious about this as well. It is one thing to do psych. tech work, but something completely different to score, interpret, and write a report. Did you have a supervisor? Were they okay with you scoring, interpreting, and writing reports? What happened if there was a problem with the report/findings?
I currently work with a psych. tech who has been a great addition to our team, but I can't imagine asking her to score, interpret, or write the reports. We talk about what certain things can mean, and she'll ask about other testing and how it fits in, but it is not ethnical, legal, nor responsible to put her in a position where she would do anything but administer the assessments under supervision of a licensed psychologist (neuropsychologist in this case).
I think this is worth acknowledging, though a clinical psychology program and the requirements needed to complete one are quite different than someone coming from counseling/social work/any other quasi-related area. Prior to my graduate training I came from the business world, and while my skillset from that has been helpful (I/O related work, programming, and stats work), it really didn't compare to the nuts and bolts of a clinical psychology program. I may have been able to make a case for a Ph.D. in I/O Psychology, but I still would have had to take all of the required classes and complete all of the requirements.
The crux of the issue with online training is the "different but equal" assertion, which lacks sufficient data to back up the claim. While the representatives sharing on here seem to go above and beyond for their training, the low requirements set by the institutions is concerning because someone can squeak by if they find the loopholes. If at every decision there is a compromise/loophole, when does the training cease to be adequate training?
Some of the loopholes and rationales I have heard:
-Attend a non-acred. program instead of an ACA-acred program. "I couldn't relocate. I have a lot of 'other' experience. Those programs don't meet my needs. I'm not going to be an RA for a couple of years just to get into a program when I can go to XYZ and still get licensed. I don't want to work for someone else. They meet the APA guidelines even though they aren't APA-acred."
-Complete minimal research. "I want to be a therapist and not a researcher. I don't want to be stuck in a lab. I don't like stats. I'm a people person. I'm not going to publish. I can still read and understand the journal articles, which should be enough."
-Attend the bare minimum number of classes/seminars to graduate. "I met my requirements. I do better at 'hands on' work. I can read a book about it instead. I have experience in XYZ, so why do I need to sit through that class again?"
-Complete practica at "local" sites that don't have faculty-connected supervision like traditional training programs. "I am self-motivated and don't need my hand held. I have a lot of experience doing XYZ, which is the same thing. I don't need to be on campus and observed by faculty to know I am doing it right."
-Complete a non-acred. internship. "I couldn't relocate. I can customize my training. I don't need an APA-acred. site to get licensed. I can't work 60 hours a week because I have other responsibilities. APPIC is unfair."
Why are you listing off bits of information as if a list of these things defines a professional?
As I stated earlier, my issues with online training are in regard to the programs and their curriculum. There are students that would do well with an online program or traditional program, though my concerns are with all of the other students who are not top performers. The top %'s are almost never a problem, but the bottom % drag everyone down.
As for my clinical speciality, I work mostly in neuropsychology and rehabilitation psychology. This summer I'll be starting a 2-year fellowship at an R1 university (Top 5 medical school), where I'll be doing TBI and SCI work. With a bit of work I'll be board elligible for both neuropsychology and rehabilitation psychology once all is said and done. We'll see how motivated I am to go for both.
Okay, off to my next endeavor....catching up on the World Cup (thank you DVR!)
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there is nothing you cannot teach yourself.
Heh, true as though that may be, it doesn't really help answer my question.
...seriously?
With a bit of work I'll be board elligible for both neuropsychology and rehabilitation psychology once all is said and done. We'll see how motivated I am to go for both.
Congrats by the way!
I did that for the same reason therapist made unsubstantiated claims about my comfortability with stats. We can discuss specifics if you want to.
On that note - it would be a neat idea of a whole separate forum could be set up here specifically discussing this subject (boarding) - I've been practicing for the past four years and I'm now starting to explore the idea of getting boarded.
Maybe i'll bring this up again.....
Thanks!
You are welcome. I am sure you have gotten through a very rigorous program and your training is superb. I can tell by the way you communicate you have an education and training. With PsyD it is even more hands on training as oppsoed to research.
Again, my comments aren't directed at any one individual, but the training programs. My areas of concern were all based on prior feedback on here about online training, and not directly at you personally.
I did not get that impression from you until your last set of comments, which seemed directed at all online students, not even most as you previously claimed. I have respect for you and your views. I do think that less honest students have opportunities for dishonesty, but where I went to school I had to verfify my hours and I chose only the best internships. Now maybe not every student does that, but I have met some real turkerys who went to all of the right schools and did the outstanding practica and internships. I am not knocking B & M. I am stating that online schools provide quality (some better than others) practica and provide opportunities to seek out APA acrcred internships. Some online students are terrible and I have had some students who could not do elementary school math, but I have found that in both teaching modalities and learning models in about the same ratio
I've started a couple threads about boarding. If you do a search for ABPP they should come up. I'm not sure there would be enough activity for a separate forum, but I'm open to talking more about the boarding process because I think it is important and I'd like to see it become the standard for psychologists.
I was thinking along the lines of a distant PhD or PsyD program. I just found this thread and I see this discussion is somewhat old.
It is 2009 now, has anything changed with distant PsyD or PhD Programs from a reputable brick and mortar university?
What if I am willing to travel and spend a few weeks on site / semester, so not a 100% distant or online but mostly.
Since this is an older discussion please respond on the thread I started earlier today:
http://forums.studentdoctor.net/showthread.php?t=606991
Thanks
If you are wanting to write self-help books, this could be a great way to do so. However, if you want to do research I'd suggest an APA accredited school that takes much longer and is on campus.
Fielding's PhD is (on probation)
Sorry, that is stupid. If one thinks that paying a quarter of a million dollars for a degree that results in a pay level exceeded by some high school graduates is worth it, one would need to be in treatment... not in class. People going to professional programs may be getting adequate training (or they may not be) but they are not getting a good return on their investment.
Education is a good thing, and it is valuable, I won't deny that. However there is a cost benefit ratio that needs consideration. Even if one were making $100k per year average, it still wouldn't be worth it. We are not monks taking a vow of poverty.
Mark
Kind of an older thread, but I was reading it and didn't see anyone mention NHSC loan repayment. Currently the loan repayments they offer include $60k for 2 years of work; $170k for 5 years; and total loan repayment for 6 years. I don't think they cover private loans, and you have to be licensed to apply. But, if you have a lot of debt this would take care of that relatively quickly.
Yes, and in order to get those jobs you typically need to have a degree from an APA ACCREDITED program and have completed an APA ACCREDITED internship. Your chances of doing so are far lower graduating from an institution or attending an internship that lacks the proper accreditation
That's pretty slim pickings, and it will likely be pretty competitive.
Mark
I'm not so sure about this. I don't follow the job listings so a) I don't know if these numbers are normal, high or low, and b) I'm also not sure how competitive they are. These are under-served populations, including that are located in essentially undesirable locations (as in not near major cities or popular places to live). I would hazard a guess that the number of applicants who want to work in a federal or state prison, with violent inmates, in the middle of nowhere, would be somewhat low.