Unique roles for students in practitioner-focused doctoral programs: Mentoring practices for an evolving landscape

Studies suggest that training that culminates in the doctor of psychology (PsyD) degree is characterized by heterogeneity. However, elements of most of these practitioner-focused doctoral programs (e.g., larger class sizes, shorter periods of training, less funding for students), as well as the widely varying professional outcomes that they lead to, offer unique challenges and opportunities regarding mentoring. This article aims to (a) trace the development and current status of controversies surrounding the PsyD model; (b) determine the unique roles in which graduates of well-designed and scientifically grounded PsyD programs may be equipped to serve; and (c) drawing on the (limited) extant literature, offer recommendations for mentoring and other elements of training for these practitioner-focused programs. Finally, we offer suggestions for future empirical studies to shed light on the relative value of various training practices.