Clinical Psychology

to psychiatrists and clinical psychologists is typically
regarded as privileged, there are continuing assaults
on the right to withhold such information. For
example, the Tarasoff decision of the California
Supreme Court makes it clear that information pro-
vided by a patient in the course of therapy cannot
remain privileged if that information indicates that
the patient may be dangerous. If the“sanctity”of
the therapy room is less than unassailable, it is certain
that personnel records, school records, and other test
repositories are even more vulnerable. Clinical psy-
chologists employed in industrial settings are also
unable to ensure absolutely the privacy of test results.
Clinicians can become caught in the middle of tugs
of war between union and management over griev-
ance claims. In addition, when people are treated

under insurance or medical assistance programs,

their diagnoses are sometimes entered into computer

records to which many companies may obtain access.

When an individual is tested, every effort

should be made to explain the purposes of the test-

ing, the use to which the results will be put, and the

people or institutions that will have access to the

results. If the individual gives informed consent,

the testing can proceed. However, if it subsequently

becomes desirable to release the results to someone

else, the individual’s consent must be obtained. It is

clear that not all clients wish to have their mental

health records released, and even when they sign

consent forms, they often seem to do so either

out of a fear that they will be denied services or

out of sheer obedience to authority.

BOX8-2 Graduate Student Perspective: Danielle L. Burchett

Danielle L. Burchett is a 6th-year doctoral candidate in

clinical psychology at Kent State University and a pre-

doctoral intern at Patton State Hospital. She received

her B.S. from California Polytechnic State University–

San Luis Obispo and M.A. from Kent State University.

Danielle studies underreporting and overreporting of

psychological symptoms on personality assessment

instruments, especially on the MMPI-2 and MMPI-2-RF.

After graduation, she hopes to become a forensic psy-

chologist so that she may conduct forensic assessments

in competency to stand trial and sanity at the time of

the offense cases. Danielle provided the following

insights regarding her graduate school experience.

What got you interested in clinical psychology?

All my life, I’ve loved psychological thrillers. But, I really

had no idea what psychology was about until I took

introductory psychology in college. With the help of an

outstanding professor, I came to love the subject. It

then dawned on me that I could actually study and

work with some of the populations that have been

(often inaccurately) depicted on the big screen. From

that point on, I couldn’t believe people would want

any other career path than my own.

What did you do as an undergraduate to prepare for

graduate school in clinical psychology?

Knowing the competition would be fierce, I tried to

get as much clinical, research, and teaching experience

as possible. I got clinical experience as a peer counselor,

conducted a little bit of research and did a presenta-

tion at a small conference, and worked as a teacher’s

aide and tutor.

What was the application process like for you?

It was grueling! The process was like a demanding

part-time job, except that I paid money rather than

getting a paycheck. I almost cried during the GREs

because I thought I was performing horribly. I came

very close to canceling my scores before I even looked

at them. Luckily, I did better than I thought and didn’t

have to take the test a second time.

What was the interviewing process like for you?

My in-person interviews were pleasant. All of the pro-

fessors were very friendly and helpful. Phone inter-

views were another story. One professor called me and

expected an interview right then and there. Needless

to say, I wasnotprepared, and I completely botched

the interview.

Looking back, what activities or experiences were

most important in preparing you for your graduate

school program?

I figured out ways to look unique. For example, I

decided to get a statistics minor because I figured few

applicants would have one. It also helped me to have

a bit of research, teaching, and clinical experience.

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