The Importance of Personal Statements in Counselor Education and Psychology Doctoral Program Applications

Autor/inn/en	Davis, Karen M.; Doll, Jason F.; Sterner, William R.
Titel	The Importance of Personal Statements in Counselor Education and Psychology Doctoral Program Applications
Quelle	In: Teaching of Psychology, 45 (2018) 3, S.256-263 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628318779273
Schlagwörter	Clinical Psychology; Counselor Training; Doctoral Programs; Personal Narratives; Counseling Psychology; Decision Making; College Faculty; College Admission; College Applicants; Graduate Students; Graduate Study; Surveys; Likert Scales + Suchen Sie Ihr Suchwort? Klinische Psychologie; Doktorandenprogramm; Erlebniserzählung; Counselling psychology; Beratungspsychologie; Decision-making; Entscheidungsfindung; Fakultät; Hochschulzugang; Hochschulzulassung; Zulassung; College applications; Studienbewerber; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Survey; Umfrage; Befragung; Likert-Skala
Abstract	Personal statements are an important component of applications for counselor education and psychology doctoral programs. However, a paucity of empirical information exists about what types of content are viewed favorably and how this content influences admissions decisions. In the current study, 97 faculty members from clinical psychology, counseling psychology, and counselor education doctoral programs completed an online survey about how favorably they viewed content included in personal statements. Respondents viewed personal statements as the most important component of an application, and there were no significant differences in favorability ratings of content or stylistic issues across program types. Recommendations for those mentoring students applying to graduate school and faculty reviewing applications were provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01