1. Do you take some time off before graduate school or go straight on?

• This is an important question that you have to answer.
• Honestly, how do you feel about more school?
• Do you know what kind of training you want? If you aren’t sure what you want to ultimately do in psychology, it might make some sense to take time and really explore this. If you’re still unsure, it might make sense to wait a while and work in the field to see if that helps you decide what you want to do.
• If you are pretty certain about your ultimate career goals, then it makes sense to start at graduate school right away.
• If you are not certain, it is a good idea to take some time off, gain more experience, gather more knowledge about a certain field and then apply. One and two year commitments in public or private volunteer organizations (see #8 below) can be very worthwhile and help you clarify goals.
• If you do decide that you want time off, but you are pretty sure that later you will go to grad school, then BE SURE to take the GRE’s in your Junior or Senior year, while the info is still fresh. These scores are good for several years. Please see #8 and #9 below.

2. What are the real differences in the specialties (clinical, counseling, developmental, experimental, etc.)?

Clinical: In general, there is emphasis on more research, testing, and diagnosis. Some programs are more research base while others emphasize professional practice. Clinical programs tend to emphasize more severe pathology. Clinical psychologists may also have specialties, such as health or pediatric psychology which involves working with health-related or pediatric/medical issues.

School Psychology: Master’s and doctoral level programs which include training in testing, diagnosis and therapy. Psychologists work in schools with special education departments. Some states require a teaching certificate.

Counseling: Psychology Department: Tend to focus on therapy skills and diagnostic work with a broad range of individuals who represent more “normal” pathology. Education Department: May tend to focus more on the educational counseling perspective: More emphasis on school-based counseling and guidance. More emphasis on family and community interventions. These programs may not lead to licensure.

Please note: Individuals in the above areas need to be licensed at the state level. Requirements for licensure vary state-by-state. In general, you have to have a doctoral degree and supervised experience (e.g., internship) which meet specific state requirements to have a private practice.

Developmental Psychology: The primary focus is on the integration of biological, cognitive and social factors that steer the course of development across the life span. The aim is to prepare students for a career in either basic research in developmental psychology or in applied fields, such as developmental-clinical with an emphasis in child, child and adolescence, child and family counseling, or school psychology. Recent emphasis is placed on consideration of cultural influences on human development and on how such understanding equips clinicians with additional training in cross-cultural counseling. For those interested in working with the elderly, there are numerous opportunities for careers in gerontology, an expanding and dynamic field of human development.

Experimental Psychology: Students who attend an experimental psychology graduate program will be expected to conduct research in a number of areas, ultimately focusing on one. Areas within the experimental domain include cognitive, sensation and perception, psychobiology, social, comparative, human factors, and learning. In most cases, programs in experimental psychology will emphasize basic research over applied but you can find some that have applied concentrations. Students in experimental psychology will be expected to master statistics and design computer applications of statistical software. Assistantships are available which often involve teaching assistantships for laboratory or methodology courses or research assistantships where you help a principle investigator in his/her research program.

Industrial/Organizational Psychology (I/O): Focus is on the interface between individuals and their work places. Two general kinds: Human Factors, which might look at the bet placement of instruments on flight panel for maximum reaction time, and Management Focus, which may look at employee morale, communication, etc. I/O involves a great deal of testing and personnel decision making.

Other Non-Psychology Options:

Master’s in Social Work (MSW): Clinical social work focuses on developing good therapeutic skills, similar to a Master’s in Counseling. The perspective is more systemic: You are more likely to get training in family and couple’s work---there is an emphasis on looking at and advocating for social changes that produce a healthier environment. Case management, community resources and public policy may also be stressed in some programs

Master’s and doctorate in Marriage and Family Counseling or Family Social Science (Professional emphasis): These are applied degrees which emphasize systems approaches to counseling and relationship and family therapy.

3. What is the difference between APA accredited and APA non-accredited programs?

APA accreditation is ONLY available for doctoral (Ph.D. Or Psy.D.) programs in clinical and in counseling, so this distinction is irrelevant at the master’s level.

APA accreditation mean that the site offers a specific common set of course work and supervision experiences as part of the program. In some states, licensure easier if you went to an APA approved program (not in Minnesota, though). Also, it is easier to get an APA approved internship in counseling or clinical,which makes it easier to get counseling center or academic jobs in this area. It does not mean that a program is inadequate if it is not APA approved. You may want to do a little checking if they have been turned down as to why---there is a big difference between being turned down because of persistent problems with faculty versus being turned down because you don’t teach a History of Psychology course.

4. How to decide about level of program: Master’s vs. Ph.D.or Psy. D.?

This is a big one! Here are some things to keep in mind:

• Are you ready to commit to 5-6 more years of school?
•  Are you sure enough about your interest in one area to pursue Ph. D. training?
•  Are you more interested in research or application?
•  What state do you hope to live in? What are their licensing requirements?

5. What’s the difference between a Psy. D. and a Ph. D.?

Both of these are considered “terminal”, or the highest degree possible. You will find these in Clinical and Counseling.

The Ph.D. emphasizes a scientist/practitioner model: a combination of therapy experience with research on such issues. It always involves a major research project. There are huge differences among programs as to HOW research oriented they are, versus how much they emphasize teaching or practice. This will substantially affect the kind of training you receive, so you should investigate this question. If it is a research intensive program, you will probably publish research before you leave your program. This will put you in a better position to qualify for a teaching job at a university.

The Psy. D. is an applied doctoral degree. It almost exclusively emphasizes therapeutic skills. Most are designed for people who have been practicing for some time as therapists. They tend to be extremely expensive, since there is usually no Teaching or Research Assistantships available (as with the M.S or M.A.). There is a major project involved which can be an intensive “experiment.” you would likely do research that has direct clinical relevance such as outcome studies of difference therapies, etc.

6. Master’s or Doctorate?

Some reasons to pursue a master’s:

• A master’s degree can be a terminal degree or a stepping stone on the way to a Ph. D. or a Psy. D.
• You want the marketability, but you don’t want to spend 5 more years in school. The kinds of jobs you can get with a Master’s degree are generally much better paying and more career-track than those you can get with a bachelor’s degree.
• You want to get out and start counseling/therapy as soon as possible.
• You want the option to take a few years off and work prior to getting a Ph. D or Psy.D.
• You would like your doctoral work to be primarily applied (Psy. D.). Some (not all) of these programs are geared toward people with substantial therapeutic work experience, so it makes sense to have this under your belt before you enter such a program.
• You want a doctorate but your GPA and/or GREs are not strong enough to get you into the program of your choice.

Some reasons to pursue a doctorate (Ph.D. Or Psy.D):

• You have a high degree of confidence in your area of specialization and you are happy to be in a school a while longer.
• You know that you want a career that emphasizes teaching and research. Generally speaking, you must have a doctorate to teach at four year colleges and universities. In most teaching areas, the Ph.D. degree is required degree. Also, research skills are necessary if you want to be able to present and publish professional papers in the future.
• You want a doctorate and money is a concern. Generally speaking, master’s programs DO NOT offer assistantships or fellowships, so you are on your own for finances. Ph.D. programs often have tuition remission and offer assistantships and fellowships on a competitive basis.
• Both in teaching and professional practice, individuals with doctorates generally earn higher salaries and have more power to make independent decisions.
• No clinical supervision is mandatory if individuals are licensed and have a Ph.D. in clin/cslg psychology.

7. How can you research possible programs in an area of your interest?

American Psychological Association. (1996). Graduate study in psychology. Washington, D. C.: American Psychological Association. This book which is a traditional starting point for psychology majors and is available in Dr. Luttmers’ office:

This book is considered the “bible” of information on graduate programs. It contains listings of Master’s and Ph.D. And Psy.D. programs throughout the country, listed by state. Important information includes each program’s requirements, particularly GRE and GPA, the average scores of their admittees, and the ratio is of applications to openings. This is very helpful in determining how competitive and realistic a program is for you.

The Internet, articles, and books provide numerous additional resources. We have included a current collection in the Appendix.

8. Alternatives to pursuing graduate school right away:

Leave Saint Mary’s as prepared as possible to apply to graduate school when you are ready:

• Take the GRE
• Talk to faculty about your ideas and about future possibilities
• Collect available resource material while you are here

Volunteer opportunities and community service involvement:

An alternative to pursuing graduate school or entering the traditional job market right away is one or two year commitments in private or public volunteer organizations. The Peace Corps, AmeriCorps, Vista, United Way, Christian Brothers, LaSallian and other programs afford the benefits of building relationships with other volunteers, increasing contact with people from diverse backgrounds, cultivating new ideas, and learning to adapt to different cultures. Often, the experience of volunteering helps to redefine personal goals and to clarify future plans in psychology. In addition, the skills and knowledge acquired from volunteering often can enhance your application to graduate school with some programs even offering advanced placement for time served in a volunteer capacity.

9. The application process:

A. Requesting applications:

You can request by phone or by mail. Don’t worry about fancy stationery, etc. Generally, only the office staff will see these, so don’t worry about first impressions here. You should request these NO EARLIER than August, but sometime in the fall semester.

B. The GRE:

The web site for the GRE is included in the Appendix. We encourage students to take the GRE in the fall of the senior year. The General test is given on computer throughout the year. However, you should register early to get your preferred test date and to avoid the crowded testing period of November through January (GRE At A Glance). The new (October 1, 1999) Writing Assessment is also given on computer throughout the year with encouragement to register early. The Subject test is a paper-based test and is given three times a year, usually November, December and April.

You should prepare in advance for these tests. Courses are available (e.g., Kaplan, Princeton Review). Review books are available in bookstores. Studying can significantly raise your score. You can take the GRE tests more than once (but only once per month), however some universities take the average (rather than most recent) score. Our advice is to prepare so that you do as well as you can the first time around.

C. How to write a resume:

You DON’T have to keep it to just one page. . .That is usually true for business applications. Please refer to Appendix for article by Hayes and Hayes (1989).

• List those experiences, such as internships, which have prepared you for the kind of study you want to do. Describe some of your duties and activities.
• Include research projects, particularly those you have presented or which have been accepted for presentation.
• You MAY want to list specialized courses you have taken (testing) with brief description, but not necessarily.
• List academic awards and honors.
• List active participation in relevant clubs and leadership positions.
• Don’t list retail jobs, etc. prominently. Put them last, if at all.

D. How to write your letters of intent: what to include and not include.

Please refer to Appendix for articles by Huss (1996) , Osborne (1996) and Whitbourne (1999).

E. Asking for letters of recommendation:

What we need is a description of what you are applying for. Just give us a copy of your applications and resume along with the forms. MAKE SURE you have a prominent note about the due date.

F. Strategic planning of applications: high, medium, and low risk applications.

Ask someone you trust to review your application and give you feedback. Faculty members can be extremely helpful to you in this process, but please give us the material with sufficient time to give you suggestions before application due dates.

9. Things that you can do NOW to position yourself for graduate school:

1) Involve yourself in psychology

• Organizations (Psychology Club, Psi Chi)
• Events (speakers, activities, etc.)

2) Class Performance

Get good grades, learn the material well, participate in class discussions

3) Research!

Senior thesis, Experimental paper

4) Obtain practical experience & demonstrate reliability during these experiences

• Internships
• Practicum
• Volunteer work
• Psychology-related summer jobs

5) Get to know 3-4 faculty (class, out of class discussions, research, internships, psychology organizations, etc.)

Appendix: Resources

Articles:

Bruyere, S. M. (1992). Careers in rehabilitation psychology. American Rehabilitation, Summer, 10-11, 35.

Hayes, S. C., & Hayes, L. J. (1989). For students: Writing your vita. American Psychological Society Observer, 2(3), 15-17.

Huss, M. T. (1996). Secrets of standing out from the pile: Getting into graduate school. Psi Chi Newsletter, 22, 6-7.

Keith-Spiegel, P., Tabachnick, G. B., & Spiegel, G. B. (1994). When demand exceeds supply: Second-order criteria used by graduate school selection committees. Teaching of Psychology, 21, 79-81.

Kopala, M., Keitel, M. A., Suzuki, L. A., Alexander, C. M., Ponterotto, J. G., Reynolds, A. L., & Hennessy, J. J. (1995). Doctoral admissions in counseling psychology at Fordham University. Teaching of Psychology, 22, 133-135.

Lawson, T. J. (1995). Gaining admission into graduate programs in psychology: An update. Teaching of Psychology, 22, 225-227.

Mayne, T. J., Norcross, J. C., & Sayette, M. A. (1994). Admission requirements, acceptance rates, and financial assistance in clinical psychology programs: Diversity across the practice-research continuum. American Psychologist, 49, 806-811.

Norcross, J. C., Hanych, J. M., & Terranova, R. D. (1996). Graduate study in psychology: 1992-1993. American Psychologist, 51, 631-643.

Osborne, R. E. (1996). The "personal" side of graduate school personal statements. Eye on Psi Chi, 1, 14-15.

Whitbourne, S. K. (April, 1999). A guide to personal statements. Paper presented at the 70th Annual Meeting of the Eastern Psychological Association, Providence, RI.

Books:

American Psychological Association. (1996). Graduate study in psychology. Washington, D. C.: American Psychological Association.

Buskist, W., & Sherburne, T. R. (1996). Preparing for graduate study in psychology: 101 questions and answers. Boston, MA: Allyn & Bacon.

Keith-Spiegel, P. (1991). The complete guide to graduate school admission: Psychology and related fields. Hillsdale, New Jersey: Lawrence Erlbaum Associates.[This has great information about how to present your credentials, make your decision, etc. Very helpful in figuring out the “how” of an application and offering strategies.]

Mayne, T. & Sayette, M. (1990). Insider’s guide to graduate programs in clinical psychology. New York: Guilford Press.

Peters, R. L. (1992). Getting what you came for: The smart student's guide to earning a master's or a Ph.D. New York: Noonday Press.