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
Repository Citation
Whorley, My Sha R. and Addis, Michael E., "Effects of scholarly productivity expectations on graduate training in clinical psychology" (2007). Psychology. 107.
https://commons.clarku.edu/faculty_psychology/107
