Comparative Decline of Professional School Graduates' Performance on the Examination for Professional Practice in Psychology

Datos Bibliográficos

ID13656706
AutoresDonald I Templer (Fresno, California, autor de correspondencia), Kathy Stroup (Fresno, California), Leah J Mancuso (Fresno, California), Kimberly Tangen (Fresno, California)
Año2008
Volumen102
Número2
Páginas551-560
Fecha de publicación2008-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPsychological Reports (JOURNAL)
Identificadores de la revistaISSN: 0033-2941 • E-ISSN: 1558-691X
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.102.2.551-560
PMID18567224
OpenAlexW1990451385
IdiomaEN
Citas recibidas3
Referencias citadas7

The discrepancy between traditional (Boulder Model) and professional school (Vail Model) clinical psychology graduate programs on the Examination for Professional Practice in Psychology (EPPP) was greater using 1997-2005 data than in an earlier study using 1988-1995 data. The relative decline of the performance of professional school graduates on the EPPP was attributed in part to the increase of 31.1% in number of listed professional schools over the last decade, in particular, because those schools have lower academic standards. It is recommended that professional programs accept fewer students and have more rigorous quality control mechanisms for the students who have been accepted. It is further recommended that no new professional schools be started and that marginal programs be phased out

Burnout · Control (management · Management · Medical education · Pedagogy · Political science · Professional association · Professional development · Professional psychology · Professional standards · Professional studies · Public relations · Quality (philosophy · School psychology · Clinical Psychology · Counseling Practices and Supervision · Evaluation and Performance Assessment · Innovations in Medical Education · Medicine · Psychology