Graduate education in psychology: Report of the Conference on Graduate Education in Psychology Chapter uri icon


start page

  • 52

end page

  • 64


  • As must have been fully apparent by now, the Miami Beach Conference was decidedly of the opinion that psychology is not breaking up into different disciplines, and should not. Inexplicit as was much of the discussion of the common core, it was nevertheless manifest that there is a common core, and that it includes some agreement on the content and very definite agreement that whatever the professional expectancies of the student, research experience is an essential part of the common core. In terms of their matrix of inter-communications and their identification with a common set of values, psychologists are clearly a culturally identifiable group, and the psychologists at Miami Beach wish to keep it that way. That there are specialties in psychology is, however, undisputable. Specialization may still loom as a threat to the proper development of psychology as a unified discipline, but it can also be a focused way of penetrating to more basic levels of psychological truth. One group at the conference agreed that specialization could be defined in terms of three factors: 1. the substance or content of the area; 2. the methods employed in that area; 3. the contextual aspect, i.e. the physical settings in which such specialization takes place. Some discussion of the extent to which all graduate students should be exposed to experience with the basic data of all specialties was not conclusive and was not prolonged in the plenary sessions. Some of the groups, however, gave considerable attention to this. Topics considered at the conference in the area of specializations include: child psychology; practicum training; postdoctoral training; and, a professional degree in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)


date/time value

  • 1959

Additional Document Info

place of publication

  • Washington, DC, US



  • specialty training; psychology; specialization; child psychology; practicum training; postdoctoral training; professional degree