On the origins of clinical psychology faculty: Who is training the trainers?

There exists little published research regarding the comparative performanc e of graduate programs in clinical psychology on relevant measures of progr am achievement. The present report thus aims to provide information about o ne such measure-program proficiency in training graduates to assume clinica l psychology faculty positions. Degree-granting institution and year of deg ree completion were obtained for 1.529 individuals listed as core faculty a t 150 university-based clinical psychology Ph.D. programs accredited by the American Psychological Association. On this basis, leading programs (i.e., those having trained numerous clinical faculty members) are identified. pr oficiency in placing graduates in clinical faculty positions was moderately positively correlated with program reputational strength; it was not signi ficantly associated with program sire. A set of recommendations for the sys tematic investigation of factors germane to such proficiency, as well as to program achievement in other important (and heretofore unstudied) domains, is proffered. It is argued that no single measure is adequate as an overal l gauge of program excellence.