Doctoral Training in Counseling Psychology: Analyses of 20-Year Trends, Differences Across the Practice-Research Continuum, and Comparisons With Clinical Psychology John C. Norcross University of Scranton Michael A. Sayette University of Pittsburgh Caitlin A. Martin-Wagar University of Akron Training in counseling psychology boasts a distinguished history, but not much longitudinal research on its broad parameters. This study tracked doctoral training in APA-accredited counseling psychology across 20 years (1995–2015) in terms of program, student, and faculty characteristics. At each interval, more than 95% of the programs participated. Temporal changes include the emergence of PsyD counseling programs, a gradual decline in the average number of applicants, and pronounced increases in the percentage of women and ethnic minority students. Faculty theoretical orientations remained consistent; about 45% cognitive– behavioral, 30% existential/humanistic, 22% systems, and 20% psy- chodynamic. Programs’ respective placement along the practice-research continuum (practice oriented, equal emphasis, research oriented) replicated findings that the “model does matter” concerning admission requirements and financial assistance. Comparisons between counseling psychology PhD programs (n = 54) and clinical psychology PhD programs (n = 169) indicated proportionally more behavioral and cognitive orientations among clinical faculty and more psychodynamic and humanistic orientations among counseling faculty. Clinical programs featured more student applications and higher Graduate Record Examination (GRE) scores, whereas counseling programs reported proportionally more ethnic minority students. These findings can guide graduate programs, potential applicants, and academic advisors in accurately portraying the multiple training options for health-service psychology. Public Significance Statement Graduate training profoundly impacts the activities and interests of mental health professionals. This study identifies training trends in counseling psychology and compares them with clinical psychol- ogy. The results can inform potential clinicians, academic advisors, and the general public about the characteristics and practices of psychologists. Keywords: counseling psychology, clinical training, theoretical orientations, graduate student character- istics, graduate admission requirements, clinical psychology Counseling psychology, and the larger field of professional psychology, has frequently considered its intended activities, de- bated its distinctiveness in health-service psychology, revisited its training mission, and examined its members. This lengthy and distinguished history, however, has not frequently entailed longi- tudinal research on its training programs. Moreover, less is known JOHN C. NORCROSS, PhD, ABPP, is Distinguished Professor of Psy- chology at the University of Scranton and Adjunct Professor of Psychiatry at SUNY Upstate Medical University. He received his doctorate from the University of Rhode Island and completed his clinical psychology intern- ship at Brown University School of Medicine. His research interests center on psychotherapy, clinical training, and graduate education. MICHAEL A. SAYETTE, PhD, is Professor and Director of Graduate Studies in the Department of Psychology at the University of Pitts- burgh, where he directs the Alcohol and Smoking Research Laboratory. He received his doctorate from Rutgers University and completed a clinical psychology internship at Brown University School of Medicine. His research interests include social, cognitive, and affective charac- teristics of cigarette craving, and psychological theories of alcohol use and abuse. CAITLIN A. MARTIN-WAGAR, MA, is a doctoral candidate in counseling psychology at the University of Akron and is completing her clinical internship at the Minneapolis VA Medical Center. Her research inter- ests include eating disorders, sexual trauma, emotional dysregulation, and PTSD. She is also passionate about health outcomes associated with systems of oppression. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to John C. Norcross, Department of Psychology, University of Scranton, 800 Linden Street, Scranton, PA 18510-4596. E-mail: norcross@scranton.edu This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Training and Education in Professional Psychology © 2020 American Psychological Association ISSN: 1931-3918 http://dx.doi.org/10.1037/tep0000306 167 2021, Vol. 15, No. 3, 167–175 This article was published Online First March 9, 2020.