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Doctoral student selection in one professional psychology program.

D W King·T A Beehr·L A King
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Abstract

The determinants of the selection decision for applicants (N = 239) to one clinical Doctor of Psychology program during a 3-year period were examined, and relationships among selection variables measured at the time of application and program performance variables measured 2 years later for those matriculated were determined. Results and discussion also illuminate the determinants of ratings made of applicants based on reading written application materials and determinants of ratings made of applicants based on personal interviews. Recommendations for selection procedures in similar practitioner-oriented clinical psychology doctoral programs and for future research are offered.

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BibTeXRIS

D W King, T A Beehr, L A King. 1986. Doctoral student selection in one professional psychology program.. https://doi.org/10.1002/1097-4679(198603)42%3A2%3C399%3A%3Aaid-jclp2270420233%3E3.0.co%3B2-2

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Constant changes in society and the public health domain force public health professionals into new roles and the development of new competencies. Public health professionals will need to be trained to respond to this challenge. The aim of this comparative study among Poland, the UK and the Netherlands is to identify competence needs for Master of Public Health graduates entering the labour market from a European perspective. A self-administered questionnaire was sent to employers in the three countries, rating the importance of competency in public health on a master's level. In all three countries, interpersonal competencies, like team working and communication skills, are rated as highly important. However, employers in the UK and Poland generally rate public health specific competencies as much more important than their Dutch colleagues. It is concluded that while public health specific knowledge is providing a useful starting point for entry-level public health professionals, employers increasingly recognise the value of generic competencies such as communication and team working skills. The results suggest a stronger emphasis on teaching methods that encourage active learning and the integration of skills, which is crucial for enhancing graduates' employability, and foster an open attitude to multidisciplinary working, which is essential in modern health care.

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