Personnel Needs and Training for Biomedical and Behavioral Research Volume 1 (1977) / Chapter Skim
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4 Behavioral Sciences
4 Behavioral Sciences
Pages 76-109
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From page 76... ...
. Federal support for research training in the behavioral sciences has therefore expanded beyond the traditional research probe ems of mental health to embrace a broad range of physical as wail as mental health questions as advances in our understanding of behavior have made contributions to these research efforts.
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From page 77... ...
Since federal research training money has been d~ rected to only a subset of behavioral scientists in f ~ elds relevant to heal' h research, separate consideration has been giver to ~ hose doctorate recipients who had received predoctoral support f rom NIH, ADAMHA, or HRA. Findings from -=he survey indicated: that most of the behavioral science Ph.
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From page 78... ...
's N 15926 (4698) 2817 2920 3059 3523 3607 _ resee Appendixes El.1 and E2~1 for comparable data in each of the behavioral fields specified in the survey taxonomy.
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From page 79... ...
of the total behavioral research ef fort of ~ 97 1- 75 graduates in the academic sector was carried out by persons holding postdoctoral appointments {Table 4.
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From page 81... ...
JJ v of pi ~4 o m U
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From page 84... ...
Despot te the substantial mobility that has occurred among behavioral f ields, most of the recent graduates were currently employed in positions appropriate to their training. Survey results summarized in Table 4.6 specifically indicated: · Of those employed in ful 1-time positions (excluding postdoctoral appointments}, more than 83 percent considered their doctorates essential in attaining their present positions, 84
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From page 85... ...
80.S 90.2 68.7 65.8 82.0 Somewhat related % 21.7 21.7 9.7 27.9 31.1 13.4 Not at all related % 2.5 2.6 0.1 3.4 3.2 4.6 Survey item responses N 3638 321 600 2059 349 309 Estimated total employed N 15362 1255 4119 6957 2094 937 See Aunendix E14. 1 for cc~anuarable data in each of the behavioral fields: specified in the survey taxonomy.
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From page 86... ...
% 14.7 9.1 10.8 17.5 16.3 15.0 B.S./B.A. ~ 1.5 2.0 0.3 2.0 1.6 1.6 Other training % 1.2 I.3 0.8 1.5 1.5 0.6 Survey item responses Estimated total full-t~me employed Predoctoral research experience considered: N .3349 N 14048 296 1153 565 3694 1854 6323 340 2005 294 873 TOTAL % 100.0 100.0 100.0 100.0 100.0 100.0 Essential % 47.8 73.4 25.2 53.9 54.~.
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From page 87... ...
Approximately 48 percent considered their predoc~oral re search expert ence essential to their present positions, while only 7 percent found this experience not at all useful. some important differences were found in the evaluation of predoctoral research expel ence by gra duates in the four major behavioral disciplines.
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From page 88... ...
4000 3000 cr ~ 2000 I J I< in 1 000 / / , _ / / / / / / / / o 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1960 1965 1970 F ISCAL YEAR OF DOCTORATE 1975 FIGURE 4.1 Total annual Ph.D.'s awarded in behavioral sciences. See footnote (a)
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From page 89... ...
2 6.4 7.8 8.3 11.2 11.5 Other % 1.2 0.5 0.2 0.9 0.0 0.4 0.5 0.3 Survey item responses N 2144 2459 2827 2937 3210 3275 3495 3781 Total Ph.D.'sb N 2258 2556 2955 3115 3374 3576 3698 3°71 Only responses from graduates with definite or tentative employment plans were counted here. The total Ph.D.'s reported here exceeds the 1971-75 Ph.D.
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From page 90... ...
' s in the behavioral s cience fields the system works dif ferently than for those in the biomedical science f ields. More behavioral scientists tend to work ~ n clinical research and treatment areas than do biomedical science Ph.D.
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From page 91... ...
appointment ~ 3.2 4.2 2.6 3.5 5.2 3.9 3.7 S.O P ning emplo ent ~ gS 7 gS g Academic sector ~ 984 4 ~g35 46 986 0 87 6 964 1 ~g353 6 84 1 961 1 Business ~ 0.6 0.2 0.6 0.8 1.3 0.4 1.6 1.9 Government ~ 5 1 . 3 7 3 g 3 3 4 S S e s 1 4 5 Other 5 1 5 6 6 0 3 g 4 7 5 ,3 5 1 6 3 Other plans ~ 1.6 0.5 0.9 0.8 0.2 0.4 0.4 1.3 Survey item responses N 1956 2251 2539 2585 2784 2814 2926 3071 Tot~ Ph.D.ts N 2258 2556 2955 3115 3374 3576 3698 3971 Only responses from graduates with d~finite or tentative e~ployment plans were counted here.
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From page 92... ...
to v' us 1 o Q S C)
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From page 93... ...
\~654} J FIGURE 4.2 Components contributing to the annual grown of the behavioral science labor force. Figures in parentheses represent estimated sizes in 1975.
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From page 94... ...
up us ~ z d° :~ ~ ~ ~ 1' to, to dp ~ us ~ so ~ co ~ Lo to ~ ~ ~ a a ·r1 a u]
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From page 95... ...
academic demand was shown to be dependent on R and D expenditures and enrolim~nts, but because ~ t is not possible to demonstrate any sign i f icant correlation between R and D expenditures and ace Semi c demand f or behaviora ~ s c ienti s ~ s without Al sa ggregating the behaviors ~ science fi elds, enrolimer~t trends become even more significant in these fields than in the biomedical sciences with regard to estimating future demand. Firs -- year graduate enrollment in the behavioral sciences slowed JO an annual growth rate of 2.5 percent in 1971 (Table 4.~)
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From page 96... ...
Ci r where Ui = behavioral science undergraduate enrollments in year i; Ai+2 = behavioral science baccalaureate degrees awarded in year 1+2; Bi+2 = total baccalaureate degrees awarded in year 1+2; C; = total undergraduate enrollments in year i.
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From page 97... ...
Faculty/Student Ratio ., 35 F High Estimated/ 1200 _ PA ~ 30 ,, Probable o SHOOT '' ___ B 0 25; ~ Estenata ~ 800¢ ~ ~~~~C ~ 20~ ~LowEstimaia Z 600 _ ~ m 15 _ 3 400 ~ ~ 10 _ O 200 ~ Z 5 _~ Z o 1 1 1 1 1 1 1 '1 1 1 1, 01 1 1 1 1 1 1 1 1 1 ' 1962 1966 1970 1974 1978 1982 1962 1966 1970 1974 1978 1982 - FISCAL YEAR CALENDAR YEAR (c) Behavioral Science Graduate and Undergraduate Enrollment FIGURE 4.3 Behavioral science (psychology, sociology, and anthropology)
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From page 98... ...
A, ~ other assumptions result in a ~ ower-than-current rate. Thus, only with a f a ir ly high F/S rati o and under the mo st optimi stic proj ection of enroot Iment would academic employment opportunities for Ph.D.'s in the behavioral sciences expand faster than at present.
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From page 101... ...
Hence, the Committee recognizes the need to provide a reduced but effective program of predoctoral research training support, which would continue to train individuals in traditional fields important to the national mental health effort, in fields that depend on predoctoral funds for research experience in the natural setting (i.e.. nonlaboratory field work)
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From page 102... ...
ingress igators into the mainstream of productive empl oyme nt i n th e ar e a o f behavi ore ~ a nd he a ~ th a s a re su it of intensive postdoctoral re search training experience Thus, who le the Committee is aware that this shift to postdoctoral ~ raining Will contribute to the expansion of the- postdoctora ~ populati on, which is growing even today, the Corn item considers such training essential to assure the avai labi lity of inve stiga tars in f ie 1d s f or which Poe ~ on o ra ~ train ing may no ~ be adequate ~ Purports developed by various study groups of the President ~ s Biomedical Research Panel conclude, for example, that ~ ncreased opportunities for pos^dcctoral research training would assist the behavioral scientist to address urgent re sea rch que s ti on s challenging re s earc hers today . Postdoctoral research training has been acknowledged as an important means to strengthen or develop skills in such areas as population research, including demographic and fertility studies, in evaluation research and computer simulation methods, and in the role of behavior in di sease development (Behavioral sciences Interdisciplinary cluster, ~ 976)
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From page 103... ...
The Comma ttee urges ADAMHA to undertake the systematic cold ection of data on the characteristics of paid and nonna~d professional personnel employed on research grants and contracts, in order to permit a comprehensive assessment of the uti lization of research training skills in the b~haviora ~ sciences . Predoctoral/Post~cctoral Training In view of a continuing need for additional specialized research training in health-related fields of behavioral science research, and a somewhat reduced need for federal support to produce research doctorates in the traditional fields of the behavioral sciences, the Committee concludes that the she ft toward an increased emphasis on postdoctoral training recorrunended in its ~ 976 report should be continued at this time.
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From page 104... ...
TABLE 4.14 Committee Recommendations for NIH and ADAMHA Predoctoral and Postdoctoral Traineeship and Fellowship Awards in the Behavioral Sciences Agency Awards Fiscal Year and Committee Recommendations 1975 197~6 1977 1978 1979 1980 1981 Actual awards a Total 1966 1855 Pre 1754 1496 Post 212 359 1976 recommendations Total 1860 1740 1590 Pre 1500 1200 850 Post 360 540 740 1977 recommendations Total 1490 1390 1300 Pre 745 575 390 Post 745 815 910 Y 1976 awards include those made during the transition quarter (the three-month period from July-September 1976, during which the government changed to a new fiscal year definition)
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From page 105... ...
The Corrun' ttee no-es that the NRSA announcements released by ADAMHA in May ~ 977 for EY ~ 978 awards state that the highest priority f or funding individual fellowships and institutional training grants will be given to applicants f or postdocto ra ~ tra fining, and that "any reque st f or support of predoctora~ training" in institutional grants "must be accompany ed by special justifica' ion in ~ erms of manpower ne ed s in the pa rt i cu la r re sea rch area ~ s) to be enc ompa s sed by =he proposed ~ raining program." At the time of the preparati on of this report, data were not avail able to determine whether the Commi~t~e's recommer-dat ~ ons were being implemented at the rate proposed .
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From page 106... ...
In the view of the Comnittee i' is through the research training grant that Of f active programs of training can be dove loped in ~ nnovative areas of re search, such as research on the rol ~ of behavior as it results in physical illness or ~ he maintenance of heal th. Training grants bring together a critical mass of investigators, often from a variety of d~ scinlines, who can direct then r research efforts mutual ly to questions of common concern.
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From page 107... ...
The Committee views as a continuing priority the training of invest igators in these traditional areas, which are characterized by continued advances in our understands r.g of indivi dual and social behavior relevant to sound mental health. B ec au se o f ~ he ~ i f f iculty o f determining pr for iti e s in a rapi dly changing area, the Committee has concluded once again that member" of the scientific community, who take into account newly emerging needs and promising re search developments while developing research training proposals, are in the best position to determine the appropriate mix of f ields that will contribute to the training of skilled inve sti gator s i n the a rea of behavi or and hea Ith .
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From page 108... ...
included in the numerical recommendable ons for health services research training.
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From page 109... ...
This is consistent wi' h the finding of a correlation between F/S and R and D expenditures in the biomedical sciences but not in the behavioral fief ds.
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