Graduate Preparation in Research Methods: The Current Status of APA-Accredited Professional Programs in Psychology

Training and Education in Professional Psychology (Impact Factor: 1.58). 01/2008; 2(1):42-49. DOI: 10.1037/1931-3918.2.1.42


Graduate preparation in research methods is needed to help ensure that the next generation of psychologists is prepared to consume and engage in research. This study examined the availability of courses in research methods in 192 American Psychological Association (APA)-accredited programs based on reports from program directors in clinical, counseling, school, and combined psychology programs. Results suggest that, although most doctoral-level psychology programs require introductory methods courses, the requirement to take more advanced courses in research methods is less common. Although many programs offer advanced methods courses as electives, fewer than 10% of program directors believe additional courses are needed. Among the areas of specialization, significant differences in required coursework in research methods were found only for factor analysis, which was required most by school psychology programs, followed by clinical psychology and then counseling psychology. In addition, PhD and PsyD programs generally do not differ in requiring coursework in research methods. Data from this study reflect a significant improvement in course offerings in research methods during the last two decades. Implications of these findings are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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    • "Information regarding dissertations produced in CACREP-accredited doctoral programs and dissertation committees was collected as part of a larger survey focused on research training in those programs (see Borders et al., 2013). Although the authors reviewed similar published surveys (e.g., Aiken, West, & Millsap, 2008; Okech, Astramovich, Johnson, Hoskins, & Rubel, 2006; Rossen & Oakland, 2008) in an effort to create a comprehensive survey, no dissertationrelated questions were included in previous surveys. Thus, questions were created based on the authors' knowledge of the relevant literature (cited above), the first two authors' experiences as dissertation chairs and committee members, and professional conversations with colleagues at counselor education conferences. "

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