The Purpose, Philosophy, Content, and Structure of Doctoral Comprehensive/Qualifying Exams

Abstract

To gather information about comprehensive/qualifying examinations, the authors surveyed the 64 programs that composed the Council of Counseling Psychology Training programs as well as six nonmember training directors A four-page questionnaire was mailed to these program directors, with 53 (76%) questionnaires being returned. Although all programs required some form of comprehensive evaluation for admission to doctoral candidacy, there was considerable variability among programs regarding philosophy, purpose, content, and structure. Of the programs, 58% required both written and oral comps, and 38% required written comps only. No program required oral comps only. Seventy-seven percent reported that the purpose of comps was to assess ability and integrate knowledge. Although most programs assessed knowledge in the areas of psychological foundations, professional issues, counseling theories and practices, assessment and measurement, and research and statistics, few assessed knowledge in cross-cultural issues, vocational psychology, group counseling, or learning and development. Implications of the data and recommendations for future research are discussed.