The reaction of a participant observer.

Comments on an article by Conway about clinical psychology training in Canada (see record 1985-10567-001). The current author addresses issues regarding accreditation standards for applied psychology training programs in Canada. He firmly believes that the Canadian Psychological Association should develop a set of criteria for applied rather than clinical programs, in order to remain competitive with programs in the United States. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distance education in professional training in psychology.

Distance learning methods have had a dramatic effect on undergraduate education and are being incorporated by graduate and professional programs in a variety of areas, including psychology. To address the implications of these developments, an APA task force was organized in 2001 and presented its findings in 2002. This article summarizes key findings of the task force regarding (a) developments in distance education applications to training in professional psychology, (b) significant issues regarding best practices and quality assurance, (c) implications of accreditation standards for programs based on distance methods, (d) licensure and recognition of graduates from online programs, and (e) implications of distance education methods for campus-based programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accreditation of graduate programs in psychology: An analysis.

Accreditation refers to the process by which an organization or agency formally recognizes that a college or university, or a program of instruction in a college or university, has met certain qualifications or standards. The purpose of this system is to maintain quality among the accredited institutions or programs. It is basic to an understanding of the unique accrediting function in psychology to recognize that psychology is the only discipline within the traditional graduate school of arts and sciences which has, thus far, attempted formal accreditation of the PhD degree. In order better to understand the issues as well as the present status of accreditation in graduate education in psychology, we will review briefly the historical development of accreditation and will sketch the current operational procedures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1984.

Provides a list of the agencies accredited in 1984 by the American Psychological Association's (APA's) Committee on Accreditation that offer predoctoral internship training programs in psychology. Each agency is assigned either full accreditation, provisional accreditation, or probation category. The criteria for evaluating these programs can be obtained from the APA accreditation office. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1990.

Lists the American Psychological Association (APA)-accredited predoctoral internship training programs in psychology and their status of accreditation: full, provisional, or probation. Because the current accreditation criteria no longer make the distinction between clinical and counseling internship programs, the separate listing of accredited programs by professional specialty has been dropped. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

So that's what happened!

Comments on J. B. Conway's (see record 1985-10567-001) history of clinical psychology in Canada. Issues related to the development of accreditation criteria are examined, and the author's experiences as a graduate student in psychology during the 1960's and 1970's are briefly related to Conway's paper. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1990.

Lists American Psychological Association (APA)-accredited doctoral training programs in clinical, counseling, school, and combined professional-scientific psychology in 3 categories of accreditation: full, provisional, and probation. The category of combined professional-scientific psychology lists programs that meet at least the minimal criteria in 2 or more of the specialties of clinical, counseling, and school psychology. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1982.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this article. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1984.

Provides a list of the institutions that were accredited in 1984 by the American Psychological Association's (APA's) Committee on Accreditation to conduct doctoral training programs in clinical, counseling, and school psychology. Each institution is assigned either full accreditation, provisional accreditation, or probation. Readers desiring more information on specific programs should write directly to the departments offering the programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Survey of school psychology faculty: Their training and professional experience.

Determined if faculty members (N?=?238) in school psychology programs are likely to meet newly developed accreditation standards that specify training and experience characteristics of primary faculty. Results indicate that school psychology faculty members are largely male, 31–40 yrs of age, with PhDs in a variety of different educational and psychological specialties but with limited experience as psychologists in the schools. The lack of Ss' doctoral specialization in school psychology and their limited experience in schools could be potentially troublesome for programs seeking accreditation approval. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accreditation of psychology's graduate professional education and training programs: An historical perspective.

For over 46 years, the American Psychological Association (APA) has sponsored an accreditation system for professional doctoral and internship programs. Throughout its history, national conferences in psychology have consistently supported this accreditation system, at times with reservations. Recently, both academic and professional groups of psychologists have sought a stronger role in this process. The factors leading to APA's accreditation system, its evolution, and the recent major changes enacted in response to the discipline's interests are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Priorities for professional training in the 90s: Perspectives of directors of psychology training programs.

This paper presents a systematic examination of the opinions of the directors of professional training programs in psychology about the issues of primary importance facing their training programs today. 69 training directors whose programs are members of the Canadian Council of Professional Psychology Programs (CCPPP) completed a survey questionnaire and then participated in a day-long discussion as part of a CCPPP workshop. There was good agreement between the directors of doctoral programs and internship settings regarding the issues of greatest importance to their programs. Directors saw their priorities as honing the clinical training that they offered to students and ensuring that their programs survived. Program expansions and revisions were clearly of lower priority. Issues identified at the recent Mississauga Conference received mixed support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1986.

The Committee on Accreditation has accredited the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions below. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. According to Section 9.c of the Accreditation Procedures, accreditation is effective as of the last day of the initial site visit, the report of which was among the documents used in reaching the accreditation decision. Any student enrolled in a program as of the date accreditation becomes effective is considered a graduate of an accredited program. Readers who desire information on training goals and approaches of specific programs are encouraged to write directly to the departments in which the programs are offered. The criteria for evaluating these programs can be obtained from the APA Office of Accreditation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1994.

Lists the agencies whose predoctoral internship training programs in psychology were accredited by the American Psychological Association's Committee on Accreditation. For each program, the date of accreditation and the date for the next regularly scheduled site visit are listed. The current criteria for accreditation of internship training programs no longer make the distinction between clinical and counseling internship programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1985.

The Committee on Accreditation has accredited the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions below. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. According to Section 9.c of the Accreditation Procedures, accreditation is effective as of the last day of the initial site visit, the report of which was among the documents used in reaching the accreditation decision. Any student enrolled in a program as of the date accreditation becomes effective is considered a graduate of an accredited program. Readers who desire information on training goals and approaches of specific programs are encouraged to write directly to the departments in which the programs are offered. The criteria for evaluating these programs can be obtained from the APA Accreditation Office. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The history of broad and general education in scientific psychology: The foundation for professional psychology education and training.

The article provides the historical roots and rationale for providing professional psychologists with knowledge of the underpinnings in core scientific areas of psychology with two goals–knowledge of those scientific areas themselves and as the basis for further understanding the integration of science and practice to improve professional service delivery. This article discusses the early roots of the applied areas within psychology and the changes in curricular expectations in accreditation to the current provisions for the accreditation of doctoral programs in professional psychology. After the historical introduction, the article discusses the current use of the concept of broad and general training as the basis for current practice in accreditation of programs in professional psychology and for the practice as a licensed psychologist. Finally, the article provides some initial discussion of the different perspectives in the rest of the section regarding how best to provide students with appropriate knowledge for competence in scientific underpinnings of professional psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Accreditation of doctoral psychology training programs: Results of a nationwide survey.

A survey of all applied psychology doctoral training programs listed in Graduate Study in Psychology and Associated Fields (American Psychological Association [APA], 1990) examining the experiences of directors of training with APA's process of accreditation found an overall positive view by training directors. However, some accreditation components were identified as troublesome. Recommendations are offered to address these concerns and to improve some problem areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1979.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology. In the institutions listed in this article, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation, and programs that have been evaluated but not approved, are not included in the list. Readers desiring information on training goals and approaches of specific programs are encouraged to write directly to the department in which the programs are offered. The criteria for evaluating these programs can be obtained from the Accreditation Office. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology only, Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. Combined professional-scientific psychology is a new area of accreditation for programs that do not clearly fit the model for separate programs in clinical, counseling, and school psychology. This area of accreditation is defined as a combination of clinical, counseling, and/or school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2003.

Presents the official listing of accredited internship and postdoctoral residency programs in psychology. It reflects all committee decisions through June 29, 2003. Included are accredited internship training programs, accredited postdoctoral residency training programs, substantive specialty practice programs, and internship programs withdrawing from accreditation or closing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Survey of current clinical and research trends in clinical psychology.

Surveyed directors of 115 clinical PhD and PsyD psychology programs with accreditation from the American Psychological Association to explore trends in the training of clinical psychologists. The most popular area of clinical research appeared to be behavioral medicine/health psychology. The most popular specialty clinics allowing training in a specific domain of clinical psychology were family therapy, behavioral medicine, neuropsychology/rehabilitation, and couples therapy. Ss in PhD programs were more likely than those in PsyD programs to subscribe to a cognitive-behavioral/social-learning orientation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)