graduate training in community psychology

American Journal of Community Psychology, VoL 5, No. 2, 1977

Graduate Training in Community Psychology 1

Margaret L. Meyer University of Texas at Austin

Meg Gerrard 2 Center for Social Work Research, University of Texas at Austin

The results o f a 1975 survey o f graduate training programs in community psychology and community mental health are presented. For 62 programs offering master's or doctoral training, formal curriculum components in each o f five content areas (community systems and behavior, prevention or promotion o f effectiveness, practice o f community mental health, research and evaluation, and administration) are reported. Availability o f training in six sites (community mental health centers, state hospitals, schools, legal, public health, and social service systems) is also indicated for each program. The number or faculty primarily involved in community psychology or community mental health training and principal sources of financial support for graduate students are described. A list o f the 62 programs is provided.

A series of investigations of the status of community psychology training and community mental health education have been undertaken since the emergence of these subdisciplines in the 1960s. These investigations fall into two categories: studies of the ideology and organization of graduate training in community psychology and mental health (Barton, Andrulis, Grove, & Aponte, 1976; Golann, Wurm, & Magoon, 1964) and reference lists of institutions which provide such training (Bloom, 1969, 1971; Gohann, 1970; Spielberger & Iscoe, 1972).

In 1974 the Education and Training Committee of Division 27 surveyed 206 associate of arts, 341 university, and 114 internship settings and determined

1 This study was supported by the Division of Community Psychology (27) of the American Psychological Association. The authors express their thanks to Joseph F. Aponte, Bernard L. Bloom, Ira Iscoe, and Charles D. Spielberger.

2All correspondence should be sent to Meg Gerrard, Center for Social Work Research, School of Social Work, University of Texas, Austin, Texas 78712.

155

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the extent to which community psychology course work and field experiences were being offered as a curriculum component (Barton et al., 1976). The present paper is based on the graduate portion of that survey and provides a list of training opportunities.

METHOD

Every clinical, social, counseling, personality, school, and community psychology training program listed in the 1974-1975 edition of APA's publication Graduate Study in Psychology was contacted again in the spring of 1975. Those programs which had responded to the previous survey were asked simply to revise their responses as necessary and to provide some additional descriptive information. Questionnaires were distributed to a total of 370 programs. In instances where a previous survey had been returned, the questionnaire was directed to the previous respondent; otherwise, it was addressed to the chairman of the department.

RESULTS

A total of 200 training programs responded to this inquiry. Of these, 62 programs identified themselves as offering graduate degrees in community psychology or community mental health or a major concentration in one of these areas; 38 reported offering a master's degree, 35 a doctorate, and 10 schools offered both master's and doctoral level training. The criterion by which survey respondents were requested to judge a degree with a major concentration in community psychology or community mental health was "a program that allows one to take his/her preliminary or qualifying examinations and/or do his/her thesis or dissertation in community." Information about the degrees offered in these 62 programs is reported in Table I. Addresses of these schools are presented in Appendix A for the convenience of prospective students. An additional 29 training programs did not claim to offer degrees or major con- centrations in community psychology or community mental health but provided descriptions of course work and field training sites very similar to the 62 programs offering degrees. These 29 programs are listed in Appendix B. Table I also shows the number of faculty active in community psychology or community mental health training. The mean number reported was 3.75.

Descriptive information about course work, field training, and student support was also collected. Course work in community psychology or community mental health varies from school to school, as illustrated in Table I. The number of distinct community courses offered ranges from 0 to 12, with an average of 4.9 courses. While 90% of the programs offer training in research and


evaluation, only 74% report offering course work in the practice of community mental health. Nearly equal numbers report courses covering community systems and behavior (59%) and prevention or promotion of effectiveness (61%). A fifth content area, administration, is taught in only 36% of the programs reporting. The number of these content areas offered in any one program ranged from 1 to 5, with a mean of 3.2.

On the assumption that the practice of community psychology and community mental health is based, in part, on multidisciplinary training, data on interdepartmental education were collected. The survey netted 11 programs that, included such education by the rather strict criterion that "an interdepartmental course with significant community content is one which is jointly taught by faculty from two or more different academic departments."

Field training plays an important role in graduate education in community psychology and community mental health, and Table I illustrates that a variety of field training sites was generally available within the programs surveyed; the average number of sites mentioned was 4.2. The vast majority of programs offer field training in four types of sites: community mental health centers (97%), state hospitals (74%), schools (76%), and the legal systems (73%). More than half of the programs offer training in other social service sites (53%), such as public health systems.

The survey questionnaire provided an opportunity for training programs to indicate the sources of support for students involved in graduate education. Most programs use a variety of different sources for student support: the mean number indicated was 2.5. Many programs reported that student support is provided by research assistantships (61%) or teaching assistantships (68%). A large number also cite agency contracts (47%) and National Institute of Mental Health traineeships (47%) as support sources. Other sources, frequently identified as regular employment, are mentioned by nearly one-third of the program (37%).

DISCUSSION

The principal purpose and utility of this paper is assistance for prospective graduate students. Comparison with previous lists of training opportunities in community psychology and community mental health is meaningful, however, to practitioners, educators, and observers of the mental health and human service fields. The number of training programs reporting a distinguishable curriculum or major in community psychology and community mental health has jumped from 1 in 1962 (Golann et al., 1964), to 10 in 1967 (Golann, 1970), to 21 in 1974 (Barton et al., 1976), to the present report of 62. This increased availability of programs suggests that community psychology and community mental health training is becoming a standard option for graduate education.


Little change, however, is evident in the content o f academic curricula in community psychology and community mental health. Bloom's (1969)ob- servation that mental health program administration is least often a part of academic curriculum remains true nearly 5 years later. Similarly, the number of programs with an interdepartmental focus has not changed greatly; 8 were listed in 1969 (Spielberger & Iscoe, 1970) and 11 are noted in the present study. Other curriculum components surveyed are not comparable or overlap previous research designations and make further comparison difficult.

Information about the field-training sites used by each particular program is made available for the first time in this paper. Earlier reports indicate the presence of field work (Bloom, 1969; Golann, 1970) but do not detail settings. Other studies reveal the commonality of training sites among programs (Barton et al., 1976). The present study shows a high proportion of programs using community mental health centers for field training; 65% in 1974 (Barton et al., 1976) compared to 97% in 1975. Higher usage o f schools, state hospitals, and legal systems are also shown in this study. These differences, however, may be more related to the different samples employed than actual changes in practice since the Barton et al. report is for programs with some community psychology or community mental health experiences, whereas this report includes only those with a distinguishable curriculum or specialization in those fields.

In summary, this report delineates some basic elements of community psychology and community mental health training in a greatly increased number of programs. With increasing numbers of programs, geographic accessibility to graduate training has also increased with 26 states and the District of Columbia represented. Prospective students and trainers in search of innovative ideas will find little here to distinguish among these programs, but they will, finally, have a reference list of graduate training opportunities in these fields.

REFERENCES

American Psychological Association. Graduate study in psychology for 1974- 75. Washington, D.C.: Publication Sales Department, 1973.

Barton, A. K., Andrulis, D. P., Grove, W. P., & Ap0nte, J. F. A look at community psychology training programs in the seventies. American Journal of Community Psychology, 1976,4, 1-11.

Bloom, B. L. Training opportunities in community psychology and mental health: 1969-70. (Committee on Manpower and Training, Division of Community Psychology) Wash- ington, D.C.: American Psychological Association, 1969, 1971. (Mimeo)

Golann, S. E. Community psychology and mental health: An analysis of strategies and a survey of training. In I. Iscoe & C. D. Spielberger (Eds.), Community psychology: Perspectives in training and research. New York: Appleton-Century-Crofts, 1970.

Golann, S. E., Wurm, C. A., & Magoon, T. M. Community mental health content of graduate programs in departments of psychology. Journal of Clinical Psychology, 1964, 20, 518-522.

Spielberger, C. D., & Iscoe, I. Graduate education in community psychology. In S. E. Golann & C. Eisdorfer (Eds.), Handbook of community mental health. New York: Appleton- Century-Crofts, 1972.


APPENDIX A: INSTITUTIONS OFFERING DEGREES OR MAJORS IN COMMUNITY PSYCHOLOGY AND

COMMUNITY MENTAL HEALTH

Adams State College, Division of Psychology, Alamosa, Colorado 81101. Gordon Golsan, PhD.

Boston College, Department of Social and Community Psychology, Chestnut Hill, Massachusetts 02167. Ramsey Liem, PhD.

Boston University, Department of Psychology, 64 Cummington Street, Boston, Massachusetts 02215. Joseph C. Speisman, PhD.

Bucknell University, Department of Psychology, Lewisburg, Pennsylvania 17837. Douglas K. Candland, PhD.

California State University, Humbolt, Department of Psychology, Arcata, California 95521. M.A. Program in Counseling.

California State University, Northridge, Department of Psychology, Northridge, California 91324.

Central Missouri State University, Department of Psychology, Warrensburg, Missouri 64093. Robert N. Higgins, PhD.

City University of New York, Graduate Center, 33 W. 42nd Street, New York, New York 10036. PhD Program in Psychology, Barbara Dohrenwend, PhD.

DePaul University, Department of Psychology, 2323 North Seminary Avenue, Chicago, Illinois 60614. Edwin S. Zolik, PhD.

Federal City College, Dept. of Human Ecological Systems and Services, 724 9th St., N.W., Washington, D.C. 20001. Community Psychology Program, Anita L. Hess, PhD.

Florida Tech University, Department of Psychology, P. O. Box 25000, Orlando, Florida 32806. John M. McGuire, PhD.

George Peabody College for Teachers, Box 319, Nashville, Tennessee 37203. J. R. Newbrough, PhD.

Hahnemann Medical College, Department of Mental Health Sciences, 230 N. Broad Street, Philadelphia, Pennsylvania 19102.

Indiana University of Pennsylvania, Department of Psychology, Indiana, Penn- sylvania 15701. Carl Schneider, PhD.

Mankato State College, Department of Counseling and Student Personnel, Mankato, Minnesota 56001. Joe Hogan, PhD.

Michigan State University, Department of Psychology, East Lansing, Michigan 48823. John Wakeley, PhD.

Middle Tennessee State University, Department of Psychology, Box 87, Murfrees- boro, Tennessee 37130. John Schnetle, PhD.

Murray State University, Department of Psychology, Murray, Kentucky 42071. Charles A. Homra, PhD.

New York University, Department of Psychology, New York, New York 10003. Walter S. Neff, PhD.

162 Meyer and Gerratd

Northwestern State University, Department of Psychology, Natchitoches, Louisiana 71457. Donald O. Gates, PhD.

Northwestern University Medical School, Department of Psychiatry, Psychology, 303 E. Chicago Avenue, Chicago, Illinois 60611. G. K. Jacorzynski, PhD.

Pennsylvania State University, Department of Psychology, 417 Bruce V. Moore Building, University Park, Pennsylvania 16802. Merrill E. Noble, PhD.

Purdue University, Department of Psychological Sciences, West Lafayette, Indiana 47907.

St. Louis University, Department of Psychology, 221 N. Grande Boulevard, St. Louis, Missouri 63103. James Korn, PhD.

San Diego State University, Department of Psychology, San Diego, California 92182. Richard H. Schulte, PhD.

San Francisco State University, Department of Psychology, San Francisco, California 94132. Stephen S. Rauch, PhD.

San Jose State University, Department of Psychology, San Jose, California 95192. Clinical-Community Program, William D. Winter, PhD.

Stephen F. Austin State University, Department of Psychology, Box 3046 SFA Station, Nacogdoches, Texas 74961. Heinz A. Gaylord, PhD.

Temple University, Department of Psychology, Broad and Montgomery, Phil- adelphia, Pennsylvania 18122. R. E. Lana, PhD.

Texas Christian University, Department of Psychology, Fort Worth, Texas 76129. H. Wayne Ludvigson, PhD.

University of Bridgeport, Department of Psychology, Bridgeport, Connecticut 06602. Robert E. Matefy, PhD.

University of California, Berkeley, Department of Psychology, Berkeley, Califor- nia 94720. Philip A. Cowan, PhD.

University of California, Irvine, Irvine, California 92664. Program in Social Ecology, John Monahan, PhD.

University of California, San Francisco, Department of Psychology, San Francisco, California 94122. George Stone, PhD.

University of Colorado, Department of Psychology, Boulder, Colorado 80302. Bernard L. Bloom, PhD.

University of Denver, Department of Psychology, Denver, Colorado 80210. Kenneth Purcell, PhD.

University of Houston, Department of Psychology, 3801 Cullen Boulevard, Houston, Texas 77004. Kenneth R. Laughery, PhD.

University of Idaho, Department of Psychology, Moscow, Idaho 83843. V. E. Montgomery, PhD.

University of Louisville, Department of Psychology, Louisville, Kentucky 40208. Joseph F. Aponte, PhD.

University of Michigan, 2339 SEB, Ann Arbor, Michigan 48104. Program in Education and Psychology, William C. Morse, PhD.


University of Michigan, School of Social Work and Psychology, Ann Arbor, Michigan 48104. Dean P. Fellin, PhD.

University of Missouri, St. Louis, Department of Psychology, 221 N. Grande Boulevard, St. Louis, Missouri 63103. Lewis J. Sherman, PhD.

University of Montana, Department of Psychology, Missoula, Montana 59801. John G. Watkins, PhD.

University of Nebraska, Department of Psychology, Lincoln, Nebraska 68508. H. E. Howe, PhD.

University of North Carolina, Chapel Hill, Department of Psychology, Chapel Hill, North Carolina 27514.

University of North Carolina, Greensboro, Department of Psychology, Greens- boro, North Carolina 27412. Robert G. Eason, PhD.

University of Oregon, Department of Counseling Psychology, Eugene, Oregon 97403. Gordon A. Dudley, PhD.

University of the Pacific, Department of Psychology, Stockton, California 95204. Douglas W. Matheson, PhD.

University of South Carolina, Department of Psychology, Columbia, South Carolina 29210. Clinical-Community Training Program.

University of South Florida, College of Social and Behavioral Sciences, 4202 Fowler Avenue, Tampa, Florida 33612. Program in Clinical and Com- munity Psychology, Charles D. Spielberger, PhD.

University of Southern California, Psychological Research and Service Center, 734 West Adams Boulevard, Los Angeles, California 90007. Norman Cliff, PhD.

University of Southwestern Louisiana, Department of Psychology, Lafayette, Louisiana 70501. B. G. Lambert, PhD.

University of Texas at Austin, Department of Psychology, Austin, Texas 78712. Community Psychology Program.

University of Utah, Department of Psychology, Salt Lake City, Utah 84112. Irwin Altman, PhD.

University of Vermont, Department of Psychology, John Dewey Hall, Burlington, Vermont 05401. R. E. Musty, PhD.

University of Wyoming, Department of Psychology, Laramie, Wyoming 82071. Graduate Admissions.

Wayne State University, Department of Educational and Clinical Psychology, Detroit, Michigan 48202. Guy T. Doyal, PhD.

West Virginia University, Department of Psychology, Morgantown, West Virginia 26506. Roger F. Maley, PhD.

Western Illinois University, Department of Psychology, Macomb, Illinois 61455. Alphons J. Richert, PhD.

Western Kentucky University, Department of Psychology, Bowling Green, Kentucky 42101. Harry Robe, PhD.


Western Michigan University, Department of Psychology, Kalamazoo, Michigan 49001. Frederick P. Bault, PhD.

Yale University, Department of Psychology, Kirtland Hall, New Haven, Con- necticut 06520.

APPENDIX B: INSTITUTIONS OFFERING GRADUATE WORK (NOT DEGREES OR MAJORS) IN COMMUNITY PSYCHOLOGY

OR COMMUNITY MENTAL HEALTH 3

Bowling Green State University California Graduate Institute Case Western Reserve University East Carolina University Kent State University Madison College Mankato State College Miami University of Ohio Northern Arizona University Ohio University Old Dominion College Pepperdine University State University of New York at Buffalo Texas Tech University University of California at Irvine (Department of Psychobiology) University of California at Los Angeles University of California at Riverside University of Dayton University of Georgia University of Kansas (Department of Human Development) University of Minnesota at Duluth University of North Dakota University of Notre Dame University of Oregon University of Rochester University of Wisconsin Washington State University Western Carolina University

3 Department of Psychology unless otherwise indicated.

graduate training in community psychology

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