Cognate and Context: University-Based Doctoral Programs in Professional Psychology and the Use of Nonpsychological Diversity

Abstract

In a survey, 44 randomly selected APA accredited doctoral programs in professional psychology from 150, all university-based, reported that a median of two of every three students never took a cognate course outside their department (8 of every 9 never took more than one cognate). Only a fifth of the programs offered any courses within their program by nonpsychology faculty. Only 22% of the programs required a nonpsychology cognate (usually Statistics in the Mathematics or Statistics Department) although 37% favored such a requirement Freestanding professional schools, challenged to demonstrate diverse educational opportunity for accreditation procedures, have routinely developed avenues for multidisciplinary stimulation that many more advantaged university-based programs ignore. Diversity of educational model as well as of curriculum is advocated.

References

American Psychological Association. (1986) Accreditation handbook. Washington, DC: American Psychological Association.

Bickman

(Eds) (1987) Resolutions approved by the National Conference on Graduate Education in Psychology. American Psychologist, 42, 1070–1084.

Cummings

N. A.

(1969) The California School of Professional Psychology: one alternative to the extinction of professional psychology. California State Psychologist, 10, 2.

Fox

R. E.

Kovacs

A. L.

Graham

S. R.

(1985) Proposals for a revolution in the preparation and regulation of professional psychologists. American Psychologist, 40, 1042–1050.

Garfield

S. L.

(1986) Some comments on a revolution in the training of psychologists. American Psychologist, 41, 1175–1176.

Prokasy

W. F.

(1986) Preparation and regulation of professional psychologists. American Psychologist, 41, 1176–1177.