Article 2018

Facilitating pipeline progress from doctoral degree to first job

KN
Kaslow, Nadine Joy
 BD
Bangasser, Debra A.
 GC
Grus, Catherine L.
 MS
McCutcheon, Stephen R.
 FG
Fowler, Garth A.
American Psychologist
Journal · Vol. 73 · Issue 1 · pp. 47-62
Abstract

The sequence of professional development within psychology from doctoral education to first job represents a period of remarkable professional and personal growth for each trainee. However, this sequence also contains a variety of barriers that hinder progress through the pipeline. The myriad individual-, program-, and system-level barriers encountered by trainees in health service/other applied service psychology and in research basic/applied psychology are identified. To actively and systematically facilitate improved passage through major transition points, individual trainee and trainer, program- and system-level action steps are recommended. In addition, emphasis is placed on ensuring that the psychology education and training culture prioritizes the progress, creativity, and flourishing of trainees and supports their movement through branching pipelines in their training and in their careers. © 2018 American Psychological Association.

Keywords

Author Keywords

Training employment Professional Development barriers Flourishing

Index Keywords

human psychology Humans Decision making education Career choice academic achievement career mobility Education, Graduate
Author Affiliations
Behavioral Sciences, Emory University School of Medicine, Atlanta, GA, United States
Department of Psychology and Neuroscience, Temple University, Philadelphia, PA, United States
American Psychological Association, Washington, D.C., United States
VA Medical Center, North Chicago, United States
Funding & Acknowledgements
No funding information
References 10 References
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2 Guidelines for Education and Training at the Doctoral Level in Industrial Organizational Psychology, (1999)
3 Careers in Psychology, (2011)
4 APA Guidelines for the Undergraduate Psychology Major Version 2 0, (2013)
5 Guidelines for clinical supervision in health service psychology, American Psychologist, 70, 1, pp. 33-46, (2015)
6 Implementing Regulations Section C Irs Related to the Guidelines and Principles, (2014)
7 Graduate Employability What do Employers Think and Want, (2008)
8 Higher Education Handbook of Theory and Research, (2004)
9 About Campus, (2010)
10 Bangasser, Debra A., Psychology's core knowledge, scientific subfields, and health service specialization: Preparing a competent workforce-recommendations from the Opening Doors Summit, Training and Education in Professional Psychology, 10, 2, pp. 84-92, (2016)
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