Types of Programs:
Ph.Ds, PsyDs, and EdDs?
Clinical or Counseling or School?
I. Introduction
When looking at doctoral programs in professional psychology, applicants have several options in the types of programs that are available. For example, there are clinical, school, and counseling psychology programs. A single university may even offer two or more of these choices to potential students. Then, there are further distinctions to consider. Programs will differ on several factors including the type of degree (PhD, PsyD, or EdD), training model (Scientist-Practitioner, Scholar-Practitioner, Clinical Scientist), and type of institution (traditional university-based, not-for-profit, for-profit, etc.) This section is designed to orient applicants to the practical implications of these differences and to introduce them to what the distinctions may mean for their future careers.
This section will cover:
II. Clinical vs. Counseling vs. School
III. Models and Degrees
IV. Type of Institution
When looking at doctoral programs in professional psychology, applicants have several options in the types of programs that are available. For example, there are clinical, school, and counseling psychology programs. A single university may even offer two or more of these choices to potential students. Then, there are further distinctions to consider. Programs will differ on several factors including the type of degree (PhD, PsyD, or EdD), training model (Scientist-Practitioner, Scholar-Practitioner, Clinical Scientist), and type of institution (traditional university-based, not-for-profit, for-profit, etc.) This section is designed to orient applicants to the practical implications of these differences and to introduce them to what the distinctions may mean for their future careers.
This section will cover:
II. Clinical vs. Counseling vs. School
III. Models and Degrees
IV. Type of Institution
| worksheet.xlsx |
Click the link above to download our excel worksheet for helping to decide which programs to apply to!
Read more about the importance of accreditation, understanding internship, and understanding C-20 data in the other sections of this web site.
Read more about the importance of accreditation, understanding internship, and understanding C-20 data in the other sections of this web site.
II. Clinical vs. Counseling vs. School
The American Psychological Association (APA) accredits three different types of doctoral programs: clinical, counseling, and school psychology. Additionally, combined programs (programs providing any combination of these three) can also receive accreditation through the APA, leading to four total types of programs that are eligible for accreditation. It is important to note that all other types of doctoral programs (e.g., social, cognitive, experimental) are outside the realm of professional psychology and ineligible to be accredited by the APA. Although doctoral programs outside of professional psychology may prepare students well for research careers, they will not lead to licensure at the doctoral level. This means that graduates of these programs will not be able to practice therapy, deliver psychological testing, and perform other such services for the public. Clinical, counseling, school, and combined programs, on the other hand, prepare students to become practicing psychologists or health service providers. In fact, in order to receive accreditation, all four of these types of programs must supply a core curriculum that ensures that their students are prepared to practice in a generalist manner. So, with that being said, what are the differences between clinical, counseling, and school psychology programs?
II.I. Clinical Psychology
Clinical psychology programs at traditional universities are most often housed in the psychology department within the college of arts and sciences. Clinical programs tend to emphasize understanding and diagnosing the development of pathology, and working with populations with various mental or behavioral health disorders. Additionally, clinical programs tend to train students in assessing psychological disorders with a variety of measures such as projective tests, intelligence evaluations, clinical interviews, neuropsychological batteries, and personality assessments. Although welcome in all settings that employ psychologists, those from clinical programs may find themselves particularly interested in doing their internship in hospitals and medical centers (Neimeyer, Rice, & Keilin, 2009). The majority of doctoral degrees conferred in professional psychology are in the clinical arena.
II.II Counseling Psychology
Some counseling psychology programs at traditional universities, like their clinical counterparts, are housed in psychology departments within the college of arts and science. Other counseling psychology programs are housed within schools of education. Where the department is housed will make a difference in the emphasis of the program (psychological science vs. education) as well as in the culture of the department itself. Some counseling programs in education departments award a different degree—the doctorate of education, or EdD. However, because the vast majority of programs award either the PhD or the PsyD, our discussion will focus mainly on these two types of degrees.
In general, counseling psychology programs tend to place less emphasis on psychopathology and more emphasis on a whole-person approach to treatment, including human aspects like cultural background and normative development. Additionally, these programs focus on vocational and career assessments more than clinical programs. Counseling psychology students may be inclined to seek out internships at university counseling centers and similar settings (Neimeyer et al., 2009).
One myth involving type of program is that counseling psychology programs focus more on practical clinical skills whereas clinical programs focus more on research skills. In fact, both clinical and counseling programs vary widely in how much they emphasize research versus hands-on clinical work. To this end, the program’s training model matters more than the distinction between clinical versus counseling.
II.III. School Psychology
School psychology programs are often housed in a university’s school of education. However, as with counseling psychology programs, they can also belong to the university’s psychology department within the college of arts and science. Some programs award an EdD, but most award a PhD or a PsyD. School psychology programs prepare students to work in primary and secondary school systems (including elementary schools, middle schools, and high schools). School psychologists provide important services in these systems including assessment and diagnosis of behavioral and learning problems; the implementation of therapeutic interventions; and consultation with families, administrators, and teachers. A common misconception is that school psychologists are the same as guidance counselors. However, in reality, school psychologists have more training in child development and child psychopathology than school counselors do. School counselors assist students with career/college counseling, scheduling, and conflict management while school psychologists typically assess disability and risk, provide individual and group therapy for students in need, and design interventions for crisis prevention.
School psychology programs supply ample training in assessment techniques, as this is a core part of the school psychologist’s job. Additionally, a large portion of time in school psychology programs is devoted to learning about child development, child therapy, and disorders that typically appear in childhood. School psychology students typically choose to do their internships within school systems, but may seek internships elsewhere provided they have obtained experience in these settings during their practicum placements.
III. Models and Degrees
A major facet of training in psychology that is often discussed by applicants, current students, and psychologists lies in the distinction between the PsyD and PhD degrees. This next section will cover the differences and similarities between these two degree types. In leading up to this discussion, it is important to understand training models.
III.I. Training Models.
Training in professional psychology can be approached in a number of ways. A program’s approach to training will be at least partially determined by the model it follows. Two of the primary training models in psychology were developed during conferences held in cities in Colorado. Therefore, you may see these models referred to by city names (i.e. The Boulder model and the Vail model).
1. The Scientist-Practitioner model, or the Boulder model, was developed in 1949. The hallmark of this model is the balance between research and applied clinical training. Proponents of the Scientist-Practitioner model believe that a thorough grounding in both clinical work and in conducting research is necessary for psychologists working in all settings. Consequently, Scientist-Practitioner programs incorporate both clinical work and empirical research into their training. Students generally conduct original, basic research in a collaborative lab environment for their master’s theses and dissertations. They also devote a large portion of time to learning applied skills during clinical practica. Scientist-Practitioner programs award the PhD degree.
2. The Scholar-Practitioner model, or the Vail model, was developed in 1973 in order to address a new type of program that was springing up to train psychologists. The Scholar-Practitioner model was conceived to produce clinicians in psychology along the same lines that medical schools and law schools produce physicians and lawyers respectively. The model prioritizes the acquisition of clinical skills and emphasizes practical, hands-on training as a way to inform scholarly projects. Similar to the Scientist-Practitioner model, students in Scholar-Practitioner programs complete applied training by doing supervised practica. The research portion of the curriculum, on the other hand, focuses on being a consumer of research instead of on conducting research. The research that is conducted in these programs tends to focus more on the application of clinical procedures and on the completion of clinical projects. Vail model programs predominantly award the PsyD degree.
3. The Clinical Science model was developed following a paper published in 1991 called “Manifesto for a Science of Clinical Psychology” (McFall, 1991). The premise of this model is that psychologists need to be trained first and foremost in the science of psychology. Students in these programs still complete applied training during practica, but spend the majority of their time working with faculty to produce original research. This often includes applying for national grant funding, presenting work at conferences, and publishing in academic journals. Additionally, the applied training at these programs tends to focus on empirically supported treatments that have been validated by research. Clinical science programs award the PhD and typically seek to prepare students for academic careers, though some students from these programs do pursue positions in clinical settings.
Due to the various emphases of the training models, students applying to these programs will need to demonstrate different proficiencies in order to gain acceptance.
III.II The PhD vs. the PsyD
The different training models provide a starting point for thinking about whether to pursue the PhD or the PsyD, but the situation is not as clear as the training models may indicate. In fact, studies have found that there is quite a lot of variability in training even among programs that promote the same model (Rodolfa et al, 2005). It is a common myth that the PsyD leads to a career as a practicing psychologist and the PhD leads to a career as a researcher. In fact, most graduates of PhD programs end up working in clinical as opposed to research settings (Walfish, Moritz, & Stenmark, 1991). Furthermore, according to the data collected by APPIC, by the time students apply for internship, students from PhD programs report having more clinical training hours than students from PsyD programs. One reason for this finding is that PhD programs—especially those that follow the Boulder Model—have a wide range of foci. That is, although some PhD programs are explicitly geared toward training researchers, others openly cater to students who are more interested in practicing psychology (Sayete et al., 2011). Similarly, students at PsyD programs do have opportunities to conduct and publish original research, though data indicates that, on average, they are less involved in this than their PhD counterparts (Cherry et al., 2000).
The chart below compares the PhD and the PsyD on several criteria. It is important to note that some of the differences between the degrees, such as the number admitted, can be explained by the tendency for the PhD to be offered by traditional universities and for the PsyD to be offered by free standing professional schools. However, not all PsyDs are granted by free standing professional schools and not all PhDs are housed within traditional universities. Therefore, the decision about which type of institution to attend is just as important as which degree is right for you.
The American Psychological Association (APA) accredits three different types of doctoral programs: clinical, counseling, and school psychology. Additionally, combined programs (programs providing any combination of these three) can also receive accreditation through the APA, leading to four total types of programs that are eligible for accreditation. It is important to note that all other types of doctoral programs (e.g., social, cognitive, experimental) are outside the realm of professional psychology and ineligible to be accredited by the APA. Although doctoral programs outside of professional psychology may prepare students well for research careers, they will not lead to licensure at the doctoral level. This means that graduates of these programs will not be able to practice therapy, deliver psychological testing, and perform other such services for the public. Clinical, counseling, school, and combined programs, on the other hand, prepare students to become practicing psychologists or health service providers. In fact, in order to receive accreditation, all four of these types of programs must supply a core curriculum that ensures that their students are prepared to practice in a generalist manner. So, with that being said, what are the differences between clinical, counseling, and school psychology programs?
II.I. Clinical Psychology
Clinical psychology programs at traditional universities are most often housed in the psychology department within the college of arts and sciences. Clinical programs tend to emphasize understanding and diagnosing the development of pathology, and working with populations with various mental or behavioral health disorders. Additionally, clinical programs tend to train students in assessing psychological disorders with a variety of measures such as projective tests, intelligence evaluations, clinical interviews, neuropsychological batteries, and personality assessments. Although welcome in all settings that employ psychologists, those from clinical programs may find themselves particularly interested in doing their internship in hospitals and medical centers (Neimeyer, Rice, & Keilin, 2009). The majority of doctoral degrees conferred in professional psychology are in the clinical arena.
II.II Counseling Psychology
Some counseling psychology programs at traditional universities, like their clinical counterparts, are housed in psychology departments within the college of arts and science. Other counseling psychology programs are housed within schools of education. Where the department is housed will make a difference in the emphasis of the program (psychological science vs. education) as well as in the culture of the department itself. Some counseling programs in education departments award a different degree—the doctorate of education, or EdD. However, because the vast majority of programs award either the PhD or the PsyD, our discussion will focus mainly on these two types of degrees.
In general, counseling psychology programs tend to place less emphasis on psychopathology and more emphasis on a whole-person approach to treatment, including human aspects like cultural background and normative development. Additionally, these programs focus on vocational and career assessments more than clinical programs. Counseling psychology students may be inclined to seek out internships at university counseling centers and similar settings (Neimeyer et al., 2009).
One myth involving type of program is that counseling psychology programs focus more on practical clinical skills whereas clinical programs focus more on research skills. In fact, both clinical and counseling programs vary widely in how much they emphasize research versus hands-on clinical work. To this end, the program’s training model matters more than the distinction between clinical versus counseling.
II.III. School Psychology
School psychology programs are often housed in a university’s school of education. However, as with counseling psychology programs, they can also belong to the university’s psychology department within the college of arts and science. Some programs award an EdD, but most award a PhD or a PsyD. School psychology programs prepare students to work in primary and secondary school systems (including elementary schools, middle schools, and high schools). School psychologists provide important services in these systems including assessment and diagnosis of behavioral and learning problems; the implementation of therapeutic interventions; and consultation with families, administrators, and teachers. A common misconception is that school psychologists are the same as guidance counselors. However, in reality, school psychologists have more training in child development and child psychopathology than school counselors do. School counselors assist students with career/college counseling, scheduling, and conflict management while school psychologists typically assess disability and risk, provide individual and group therapy for students in need, and design interventions for crisis prevention.
School psychology programs supply ample training in assessment techniques, as this is a core part of the school psychologist’s job. Additionally, a large portion of time in school psychology programs is devoted to learning about child development, child therapy, and disorders that typically appear in childhood. School psychology students typically choose to do their internships within school systems, but may seek internships elsewhere provided they have obtained experience in these settings during their practicum placements.
III. Models and Degrees
A major facet of training in psychology that is often discussed by applicants, current students, and psychologists lies in the distinction between the PsyD and PhD degrees. This next section will cover the differences and similarities between these two degree types. In leading up to this discussion, it is important to understand training models.
III.I. Training Models.
Training in professional psychology can be approached in a number of ways. A program’s approach to training will be at least partially determined by the model it follows. Two of the primary training models in psychology were developed during conferences held in cities in Colorado. Therefore, you may see these models referred to by city names (i.e. The Boulder model and the Vail model).
1. The Scientist-Practitioner model, or the Boulder model, was developed in 1949. The hallmark of this model is the balance between research and applied clinical training. Proponents of the Scientist-Practitioner model believe that a thorough grounding in both clinical work and in conducting research is necessary for psychologists working in all settings. Consequently, Scientist-Practitioner programs incorporate both clinical work and empirical research into their training. Students generally conduct original, basic research in a collaborative lab environment for their master’s theses and dissertations. They also devote a large portion of time to learning applied skills during clinical practica. Scientist-Practitioner programs award the PhD degree.
2. The Scholar-Practitioner model, or the Vail model, was developed in 1973 in order to address a new type of program that was springing up to train psychologists. The Scholar-Practitioner model was conceived to produce clinicians in psychology along the same lines that medical schools and law schools produce physicians and lawyers respectively. The model prioritizes the acquisition of clinical skills and emphasizes practical, hands-on training as a way to inform scholarly projects. Similar to the Scientist-Practitioner model, students in Scholar-Practitioner programs complete applied training by doing supervised practica. The research portion of the curriculum, on the other hand, focuses on being a consumer of research instead of on conducting research. The research that is conducted in these programs tends to focus more on the application of clinical procedures and on the completion of clinical projects. Vail model programs predominantly award the PsyD degree.
3. The Clinical Science model was developed following a paper published in 1991 called “Manifesto for a Science of Clinical Psychology” (McFall, 1991). The premise of this model is that psychologists need to be trained first and foremost in the science of psychology. Students in these programs still complete applied training during practica, but spend the majority of their time working with faculty to produce original research. This often includes applying for national grant funding, presenting work at conferences, and publishing in academic journals. Additionally, the applied training at these programs tends to focus on empirically supported treatments that have been validated by research. Clinical science programs award the PhD and typically seek to prepare students for academic careers, though some students from these programs do pursue positions in clinical settings.
Due to the various emphases of the training models, students applying to these programs will need to demonstrate different proficiencies in order to gain acceptance.
III.II The PhD vs. the PsyD
The different training models provide a starting point for thinking about whether to pursue the PhD or the PsyD, but the situation is not as clear as the training models may indicate. In fact, studies have found that there is quite a lot of variability in training even among programs that promote the same model (Rodolfa et al, 2005). It is a common myth that the PsyD leads to a career as a practicing psychologist and the PhD leads to a career as a researcher. In fact, most graduates of PhD programs end up working in clinical as opposed to research settings (Walfish, Moritz, & Stenmark, 1991). Furthermore, according to the data collected by APPIC, by the time students apply for internship, students from PhD programs report having more clinical training hours than students from PsyD programs. One reason for this finding is that PhD programs—especially those that follow the Boulder Model—have a wide range of foci. That is, although some PhD programs are explicitly geared toward training researchers, others openly cater to students who are more interested in practicing psychology (Sayete et al., 2011). Similarly, students at PsyD programs do have opportunities to conduct and publish original research, though data indicates that, on average, they are less involved in this than their PhD counterparts (Cherry et al., 2000).
The chart below compares the PhD and the PsyD on several criteria. It is important to note that some of the differences between the degrees, such as the number admitted, can be explained by the tendency for the PhD to be offered by traditional universities and for the PsyD to be offered by free standing professional schools. However, not all PsyDs are granted by free standing professional schools and not all PhDs are housed within traditional universities. Therefore, the decision about which type of institution to attend is just as important as which degree is right for you.
This chart can help you understand some of the broad differences between programs
IV. Type of Institution
The type of institution a student attends as an undergraduate (public, private, university, community college, online, etc.) will make a difference in his or her overall school experience; likewise, the type of graduate institution one attends impacts the training environment. There are a few different types of institutions that provide doctoral degrees in professional psychology, so it is beneficial for applicants to be aware of the differences and similarities between these offerings.
IV.I. Traditional University-Based Programs
A traditional university-based program is housed as a department within a larger university setting. The universities themselves generally offer a wide array of undergraduate and graduate degrees. The psychology graduate program is fully integrated into this setting rather than being a separate entity with its own administration. Boulder Model and Clinical Science model programs are almost universally housed in traditional university settings, along with a little under a third of Vail Model PsyD programs (Norcross, Castle, Sayete & Mayne, 2004). Students from traditional university-based programs have access to their university’s resources, including the academic facilities (library, computer labs, etc.). They also often have the opportunity to work with undergraduates as a course instructor, teaching assistant, or in their research labs. This can translate to funding opportunities for these graduate students that are not available to those who are at other types of institutions. University-based programs typically admit the fewest number of graduate students of all the institution types, thus maintaining the most favorable student-faculty ratios and financial support packages (Norcross et al, 2004).
IV.II. University-Based Professional Schools
A university-based professional school is a program that is affiliated with a university, but is run separately from the other functions of that university. As a point of reference, most medical schools and law schools are university-based professional schools—they bear the name of their university affiliate, but are considered separate entities from the sections of the university that house undergraduates. Approximately 40% of Vail Model programs are housed in university-based professional schools, usually in the university’s school of psychology. These schools have their own administrative staff, registration policies, and academic facilities that are not shared with the university as a whole. Sometimes the school itself exists on a separate campus from the main undergraduate campus. Consequently, opportunities to work with undergraduate students or to collaborate with other areas of the university may be limited.
IV.III. Free-Standing Professional Schools
A free-standing professional school is a program that is housed by itself—or within a broader school of psychology—and is not affiliated with a traditional university. Frequently, these schools have names that contain the phrase “School of Professional Psychology.” Like university-based professional schools, free-standing professional schools have their own administrative staff, academic facilities, and buildings. Over a third of Vail Model PsyD programs are housed in free-standing professional schools as well as a very small number of Boulder-Model PhD programs (Norcross et al., 2004; O’Leary et al., 2011). Of the three types of institutions, free standing professional schools typically admit the highest number of students and have the least favorable student-faculty ratios and financial aid packages (Norcross et al., 2004).
Because free-standing professional schools do not have the same funding resources that are associated with traditional universities, they operate under a business model in order to maintain the school’s facilities. These models can be distinguished as for-profit or not-for-profit. However, it should be noted that these distinctions are tax designations and may or may not reflect an overall difference in the experience of the students.
1. For-Profit Schools
For-profit schools operate with the purpose of making money over and above the costs of running, maintaining, and staffing the school. Money comes into the school from student tuition. Any profits that are made above and beyond the costs of running the school are passed on to share-holders, i.e. individuals who invested money in the school in the hopes that it would become a profitable enterprise. The recruitment and retention of students is, consequently, a primary function of these schools.
The type of institution a student attends as an undergraduate (public, private, university, community college, online, etc.) will make a difference in his or her overall school experience; likewise, the type of graduate institution one attends impacts the training environment. There are a few different types of institutions that provide doctoral degrees in professional psychology, so it is beneficial for applicants to be aware of the differences and similarities between these offerings.
IV.I. Traditional University-Based Programs
A traditional university-based program is housed as a department within a larger university setting. The universities themselves generally offer a wide array of undergraduate and graduate degrees. The psychology graduate program is fully integrated into this setting rather than being a separate entity with its own administration. Boulder Model and Clinical Science model programs are almost universally housed in traditional university settings, along with a little under a third of Vail Model PsyD programs (Norcross, Castle, Sayete & Mayne, 2004). Students from traditional university-based programs have access to their university’s resources, including the academic facilities (library, computer labs, etc.). They also often have the opportunity to work with undergraduates as a course instructor, teaching assistant, or in their research labs. This can translate to funding opportunities for these graduate students that are not available to those who are at other types of institutions. University-based programs typically admit the fewest number of graduate students of all the institution types, thus maintaining the most favorable student-faculty ratios and financial support packages (Norcross et al, 2004).
IV.II. University-Based Professional Schools
A university-based professional school is a program that is affiliated with a university, but is run separately from the other functions of that university. As a point of reference, most medical schools and law schools are university-based professional schools—they bear the name of their university affiliate, but are considered separate entities from the sections of the university that house undergraduates. Approximately 40% of Vail Model programs are housed in university-based professional schools, usually in the university’s school of psychology. These schools have their own administrative staff, registration policies, and academic facilities that are not shared with the university as a whole. Sometimes the school itself exists on a separate campus from the main undergraduate campus. Consequently, opportunities to work with undergraduate students or to collaborate with other areas of the university may be limited.
IV.III. Free-Standing Professional Schools
A free-standing professional school is a program that is housed by itself—or within a broader school of psychology—and is not affiliated with a traditional university. Frequently, these schools have names that contain the phrase “School of Professional Psychology.” Like university-based professional schools, free-standing professional schools have their own administrative staff, academic facilities, and buildings. Over a third of Vail Model PsyD programs are housed in free-standing professional schools as well as a very small number of Boulder-Model PhD programs (Norcross et al., 2004; O’Leary et al., 2011). Of the three types of institutions, free standing professional schools typically admit the highest number of students and have the least favorable student-faculty ratios and financial aid packages (Norcross et al., 2004).
Because free-standing professional schools do not have the same funding resources that are associated with traditional universities, they operate under a business model in order to maintain the school’s facilities. These models can be distinguished as for-profit or not-for-profit. However, it should be noted that these distinctions are tax designations and may or may not reflect an overall difference in the experience of the students.
1. For-Profit Schools
For-profit schools operate with the purpose of making money over and above the costs of running, maintaining, and staffing the school. Money comes into the school from student tuition. Any profits that are made above and beyond the costs of running the school are passed on to share-holders, i.e. individuals who invested money in the school in the hopes that it would become a profitable enterprise. The recruitment and retention of students is, consequently, a primary function of these schools.
2. Not-for-Profit Schools
Not-for-profit schools, like their for-profit counterparts, take in money in the form of tuition. However, any money that is made over and above the cost of running the school is then re-invested in the school itself. This can take the form of bonuses for staff, new equipment, increased advertising and recruitment efforts, etc.
The type of institution a particular program belongs to is not always clear cut. For example, some institutions have constructed numerous campuses across the United States. Some of these campuses are dedicated solely to providing degrees in professional psychology, while some have expanded to offer undergraduate degrees, thus moving in the direction of a traditional university.
IV.IV. Online Programs
As of now, the APA does not accredit any online programs in professional psychology, thus we will not cover this educational format. Although the field may change in the future, online training is not currently seen as an acceptable alternative to in-person learning within the field of professional psychology.
IV.V. Not-yet-accredited programs
Accreditation is not a sure thing, and a program that is not accredited cannot guarantee that it will be successful in obtaining accreditation. Likewise, a program presently accredited cannot guarantee that it will pass its next accreditation review. There are important questions you can ask of programs that are not-yet-accredited, though, to be more confident in a decision to attend such a program.
-Has the program graduated students already (under the present APA accreditation standards, the program MUST graduate two years of students before it can even apply for accreditation)?
-Has the program sought accreditation before, and been denied? If so, why was it denied, when is it going to apply again, and what's been done to make the next review go better? If not, why has the program never sought accreditation? What have been the consequences, if any, for graduates in applying for internships or getting jobs because of that?
-What is their timeline for seeking accreditation?
-Have they hired a consultant to help with accreditation, or are they seeking mentorship in accreditation from an accredited program?
These are vital facts to know to make an informed decision about applying to grad school, and you should not hesitate to be asking them of a program. Programs should be clear and forthcoming with this information.
Weblinks
Academy of Clinical Science http://acadpsychclinicalscience.org/
Carnegie Foundation http://classifications.carnegiefoundation.org/descriptions/basic.php
Not-for-profit schools, like their for-profit counterparts, take in money in the form of tuition. However, any money that is made over and above the cost of running the school is then re-invested in the school itself. This can take the form of bonuses for staff, new equipment, increased advertising and recruitment efforts, etc.
The type of institution a particular program belongs to is not always clear cut. For example, some institutions have constructed numerous campuses across the United States. Some of these campuses are dedicated solely to providing degrees in professional psychology, while some have expanded to offer undergraduate degrees, thus moving in the direction of a traditional university.
IV.IV. Online Programs
As of now, the APA does not accredit any online programs in professional psychology, thus we will not cover this educational format. Although the field may change in the future, online training is not currently seen as an acceptable alternative to in-person learning within the field of professional psychology.
IV.V. Not-yet-accredited programs
Accreditation is not a sure thing, and a program that is not accredited cannot guarantee that it will be successful in obtaining accreditation. Likewise, a program presently accredited cannot guarantee that it will pass its next accreditation review. There are important questions you can ask of programs that are not-yet-accredited, though, to be more confident in a decision to attend such a program.
-Has the program graduated students already (under the present APA accreditation standards, the program MUST graduate two years of students before it can even apply for accreditation)?
-Has the program sought accreditation before, and been denied? If so, why was it denied, when is it going to apply again, and what's been done to make the next review go better? If not, why has the program never sought accreditation? What have been the consequences, if any, for graduates in applying for internships or getting jobs because of that?
-What is their timeline for seeking accreditation?
-Have they hired a consultant to help with accreditation, or are they seeking mentorship in accreditation from an accredited program?
These are vital facts to know to make an informed decision about applying to grad school, and you should not hesitate to be asking them of a program. Programs should be clear and forthcoming with this information.
Weblinks
Academy of Clinical Science http://acadpsychclinicalscience.org/
Carnegie Foundation http://classifications.carnegiefoundation.org/descriptions/basic.php
