Research Training Environments and Student Productivity

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Abstract
During the summer of 1984, APA-approved counseling psychology programs were surveyed about their research training practices. Although the programs view themselves as placing greater emphasis on the practitioner as opposed to the scientist aspects of training, many current students do publish research and/or present research findings at professional meetings. When the programs were categorized into high and low productive based on students publishing and presenting research during 1983-1984, several variables differentiated the categories. High productive programs tended to involve students in research early in training, required them to participate in research teams or to complete research apprenticeships, more strongly encouraged student research presentation and publication, and were more likely to provide typing for student manuscripts. They also placed greater emphasis on philosophy of science, gave more exposure to qualitative research, and were less likely to approve correlational/ex post facto research designs in doctoral dissertations. The training practices and their implications are discussed.

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