Psychology

Effects of scholarly productivity expectations on graduate training in clinical psychology

Document Type

Article

Abstract

We consider the potential upsides and downsides to expectations for high levels of scholarly productivity among clinical doctoral students in scientist-practitioner programs. As expectations for students rise, there is the potential for considerable growth as scholars. At the same time, there is the risk that an implicit emphasis on quantity of published scholarship can detract from other educational experiences that may ultimately enhance the quality of scholarly work. We consider this tension in the context of time management, creativity, motivation, intellectual risk-taking, and developmental timing of opportunities to publish scholarship. © 2007 American Psychological Association.

Publication Title

Clinical Psychology: Science and Practice

Publication Date

2007

Volume

14

Issue

2

First Page

172

Last Page

174

ISSN

0969-5893

DOI

10.1111/j.1468-2850.2007.00076.x

Keywords

boulder model, clinical training, program rankings, science and practice, scientist-practitioner

Link to Full Text

Share

COinS