Things to Know Before Applying to Graduate School in Psychology

1. Courtesy of Dr. Greg Neimeyer University of Florida Things to Know Before Applying to Graduate School in Psychology

2. 1. Areas Within Psychology and Beyond 2. Level of Training: Masters vs. Doctorate 3. Ph.D. vs. Psy.D.: the Model Matters 4. Clinical vs. Counseling: Similarities--Differences 5. Reputational Rankings: All that glitters is not gold 6. Admissions criteria and acceptance rates 7. Attrition Rates 8. Grad School Funding Things to Know Before You Apply

3. Percentage of Doctorates by area-44% clinical-11% counseling-6% educational psychology-6% I/O-5% school - 4% developmental - 3% social - 3% quantitative -1% cognitive -1% personality -12% other #1 Areas of Psychology

4. APA-accreditation ONLY applies to doctoral training in professional areas Psychology is only one of several overall behavioral healthcare professions (Education, Marriage & Family Therapy, Psychiatric Nursing Psychiatry, Social Work) Two Critical Points

5. Master’s degrees require 2 years Enables you to work in research contexts or clinical/counseling contexts Thesis or Non-Thesis tracks May or may not provide an advantage for subsequent doctoral work #2 Levels of Graduate Training: Masters or Ph.D.?

6. want to work at the master’s level (salaries may be comparable) • not sure about commitment to doctoral study • want to work for a couple of years first • want to develop greater focus and interests before doctoral study • applying to counseling psychology programs that require a master’s first Masters or Ph.D.?Why you might wantto do a Master’s

7. Why you might NEED to do a Master’s first1. boost GPA2. remediate course deficiencies (non-majors)3. enhance clinical experience4. enhance research experience5. weak letters of recommendation (no mentors) Masters or Ph.D.?

8. To understand the difference between these degrees requires knowing something about the history of training in professional psychology Boulder (Ph.D.) vs. Vail (Psy.D.) Model #3 Psy.D. vs. Ph.D.

9. established Ph.D. as the terminal research degree, as in other sciences clearly reinforced the idea that the university setting was the context for training established “scientist-practitioner” model Boulder Model (1949)

10. psychological knowledge warrants professional training, as in medicine, dentistry and law offers Psy.D.s (designed to complement the Ph.D.) “Scholar/Professional” model (consumers of research rather than producers of research) housed in different contexts- university psychology departments, associated schools of psychology, or freestanding schools of psychology (e.g. CSPP) can be APA-approved is license-eligible Vail Model (1973)

11. Acceptance rates similar (about 8%) Average GPA identical 3.5 GREs: Very similar (just over 1200 on average) Similar salaries Same license Similar Training and Common Curriculum Similar Workplaces #4. Clinical and Counseling Psychology: Similarities

12. Clinical and Counseling Psychology: Differences Size-over 220 APA-approved clinical programs-approximately 75 APA-approved counseling programs clinical graduates about 2,000 doctorates/year;counseling graduates about 600 doctorates/year Both are vibrant, growing fields

13. Clinical and Counseling Psychology: Differences Training Models (Ph.D. vs. Psy D.)Clinical has a much broader range of training models, ranging from almost exclusively clinical science programs through almost exclusively practitioner programs (Psy.D.) Clinical Science: over 40 programs are members of the Academy of Clinical Science -Regarding practice, virtually ALL Psy.D. programs are in clinical psychology, not in counseling psychology -Vail model programs tend to enroll many more students than Ph.D. programs Virtually all counseling psychology programs are “scientist-practitioner” programs

14. Clinical and Counseling Psychology Theoretical Differences Clinical is more oriented towards the medical model, diagnosis, disease, disorder, and dysfunction, and treatment, recovery, rehabilitation and psychopathology- Counseling is more humanistic and pluralist, and oriented towards growth, development, adjustment, function and strengths

15. Course in existential psychology? Course in career counseling? Course in life span development and adjustment? Course in neuropsychological assessment? Course in assessment of mental status/competence? Training in family systems theory and therapy? Training in psychopharmacology? Want a job in a VAMC? Want a job in a university counseling center? True or False: both clinical and counseling psychologists have the same license and both can be APA approved programs Clinical vs. Counseling Quiz

16. #1 factor applicants consider in making admission’s decisions where to access reputational rankings-APA journals andwebsite: psychgrad.org variable criteria for ranking-straight reputation-# of faculty with ABEPP-faculty productivity-national offices/journal editors #5. Reputational Rankings

17. Overall acceptance rate: 10% for clinical and counseling, 20-60% for experimental areas Psy.D. accepts 1/3 to 1/2 of its applicants 10% is deceptive; between 1/3 and 1/2 off all grad applicants receive one or more offer of admission in a given year The Yield Rate (Offers/Acceptances) #6 Acceptance Criteria and Percentages

18. GRE average = 1066 for M.S., 1206 for Ph.D. GPA average = 3.3 for M.S., 3.5 for Ph.D. all criteria show wide variability; overall profile and goodness-of-fit trump numbers More likely to increase chances of admission by tailoring your applications rather than applying to a large number of programs Acceptance Criteria and Percentages

19. My graduate school experience On average, doctoral programs lose about 20% of their graduates Important to know because graduate education is an investment and attrition rates represent a risk Attrition can occur for at least three reasons- poor fit (avoidable), personal decisions (e.g. family), termination (impaired students) Obtain list of students in the program and contact at least two who have left the program #7. Attrition Rates

20. Financing Graduate School: How to Get the Money You Need for Your Graduate School Education (Patricia McWade) M.S. programs only provide support for about 25% of their students Psy.D.s support about 35%-40% Ph.D.s support 90% + Funding can be fellowship, TA orRA with/without tuition waivers tuition waiver is important issue #8 Graduate School Funding

21. Level of “real” funding needs to take into account-cost of living differences-”hidden costs” not covered by tuition waivers-availability of health insurance, education expenses for children, job opportunities for spouses, etc. Do not make decisions based on differences in graduate stipends Graduate School Funding

22. Successful Graduate Applications SO, YOU’VE DECIDED TO APPLY?

23. Your Application Starts Before You Apply • Email faculty with inquiries regarding-research-training-special interests • The “A List”-Ask (about research, training, interests)-Acknowledge (acknowledge and thank)-Anticipate (express interest in contact)-Alert (about potential application)

24. Personal Statements, Resumes and Letters of Recommendation • The Seven Components of Graduate Application • Volume of Graduate Applications and Review Procedure

25. 7 Components of Graduate Applications • Application form • GPA • GREs • Transcripts • Personal Statement • Letters of recommendation • Vita

26. Volume and Review of Graduate Applications • 200 applicants x 15min = 3000 min / 60min= 50 hours of admission’s review per faculty • This is only ONE of roughly 10 steps in the overall review process-wait for deadline for materials-review all folders -meet to discuss-review and identify top 30-40-select and schedule interviews-conduct interviews (phone or on-site)-discuss-identify top 20-30 and rank order-submit for funding programs-notify you of acceptance or status

27. Other Time Constraints • Needs to happen within a 6-8 week window during which other duties still impinge- -supervise doctoral advisees, theses and dissertations, conduct, develop, propose, defend, research, clinical supervision, edit and review books and journals, service at departmental, college, university and national levels, teach two or more courses, write and submit grants, and do admissions. Overall faculty work week = 56 hours

28. Result • Time dedicated to the review of your folder is likely to be 15 minutes or less

29. Time per Component • 1 to 2 rule: each component of your application will be reviewed for approximately 1-2 minutes

30. Objective vs. Subjective Components • Application, GREs and Transcripts/GPA = “objective” components • resume, personal statements and letters of recommendation = “subjective” components • each provides some distinctive information and built-in redundancy

31. Objective Components • GPA: Overall, last 2 years, in the major • GPA average = 3.3 for M.S., 3.5 for Ph.D • GRE: Verbal and Quantitative • GRE average = 1066 for M.S., 1206 for Ph.D. • .

32. Subjective Components: Resume • Purpose- to clearly display in synoptic form the information and experience that qualifies you for graduate study • Use high quality, white, bond paper • It will be reviewed for ~1-2 min, so limit to 2 pages + C.V. • Likely to be consulted again prior to interview

33. Resume • Name and Contact information • Educational Background • Clinical Experience • Research Experience • Presentations and Publications • Honors and Awards • References • Course Listings

34. Resume • Name and Contact information- top center- include email, phone, fax- boldface in slightly larger type (18+pt)

35. Resume • Clinical Experience- what counts?Peer counselingcrisis centervolunteer work in nursing homesworking in nurseryhabitat for humanity-list dates-if supervised, describe & list supervisor

36. Resume • Research Experience: short narrative accounts of research experiences-class projects (e.g. in lab courses)-independent research-senior/honor’s thesis

37. Resume • Publications and Presentations-papers completed (like senior thesis) • -paper presentations-publications-list author(s), title, and presentation venue or publication outlet

38. Resume • Awards and Honors • scholarships • recognitions or awards • leadership positions • Dean’s or President’s Honor role • do NOT include High School Honors

39. Resume • References-identify three or four people to contact-get prior approval from them to serve as references for you-provide complete contact information-use strategically to augment written letters of recommendation

40. Resume • Course listings-provides opportunity to “package” yourself-do NOT rely on transcripts to do this for you-identify four or five clusters of courses such as foundation in psychology, research methods and statistics, clinical and personality, assessment, specialty courses, women’s issues, mental health, etc.- don’t forget to include any special topics or independent research courses- include grades, if good-paperclip as a single page onto the back of your vita-don’t worry about redundancy

41. Resume: What Not to Include • Hobbies, pets, favorite books or movies, workshops attended, numerous extracurricular duties/activities • consider that your resume will be reviewed for only 1-2 minutes; during that short time, what do you want the reader to see most?

42. Personal Statement • Purpose: to present yourself effectively and to make the connection between your interests and the program to which you are applying-don’t depend on the reader to make this connection- do not stop with “I’m an excellent and interested person”- take the extra step: “why I would be a good fit for your program” Personal Statement

43. Personal Statement • Ordinarily only 1 to 2 pages, and no two are alike • start with broad statement, usually with H.S. or college • Then focus on specific experiences, events, and opportunities that have sharpened your focus and interests

44. Personal Statements • Use “upbeat words” and expressions-e.g., “excellent”, “terrific opportunity”, “very pleased to have been chosen”, “gratified to have been selected for…”, “surprised at how excited and interested I was in…”

45. Personal Statement • Identify current research interests and two or three faculty you might like to work with-natural if you have already emailed faculty-do not list everyone-check to make sure they are “core” faculty

46. Personal Statements: Style • Enthusiasm • Humility • Focus and dedication

47. Personal Statement: Style • Do not stretch, modify, or enhance anything, including your level of interest in research if that is not true- recipe for disappointment- • Do not try to sound “smart” or prove yourself- just be yourself • Attribute flattering things about yourself to sources other than yourself, e.g., “A number of my faculty have noted the level of dedication and initiative that I have taken in my work, and I have been gratified to have been chosen to serve as the head of the research team.”

48. Personal Statement • Read the statement out loud. Time it. • Give it to friends to read (does it sound like you?) • Give it to a faculty member to read and provide feedback on • Ask him/her what overall impression it leaves? “On a scale of 1 to 10, how would he/she view this statement?”- How could you improve it?

49. Letters of Recommendation • Purpose: to secure outside evaluations of you from sources that most closely approximate the faculty with which you will be working. Includes professional, personal, and interpersonal commentaries. • Research demonstrates that letters of recommendation are the single most important source of “subjective” information in your application Letters ofRecommendation

50. Choosing Letter Writers • Knowing this, choose carefully • First, how many: 3-4 • Second, who: academic, clinical, research • All Ph.D. or co-signed by Ph.D. • No politicians, family friends, practicing therapists, etc.