APA-approved sponsors of continuing education in psychology.

The Sponsor Approval System, established in 1979 by the APA Council of Representatives, was developed in response to an increasing emphasis on more formalized continuing education programs for psychologists, with the accompanying need for methods of recognizing qualified providers. The system provides national standards for continuing education in psychology, a computerized APA Continuing Education (CE) Registry, and a CE calendar. This article provides a listing of the organizations that the Subcommitte on CE Sponsor Approval has approved to offer the education activities for psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved sponsors of continuing education in psychology.

The Sponsor Approval System, approved in 1979 by the APA Council of Representatives, was developed in response to an increasing emphasis on more formalized continuing education programs for psychologists, with the accompanying need for methods of recognizing qualified providers. The system provides national standards for continuing education in psychology, a computerized APA Continuing Education (CE) Registry, and a calendar/clearinghouse. Sponsor applications are evaluated according to the established criteria and standards, which are available from the Continuing Education Program Office. The continuing education activities of approved sponsors are entered into the CE Registry, which provides a means for psychologists to maintain a centralized record of continuing education credits earned in activities offered by approved sponsors. The "CE Calendar" of approved sponsors' activities is published bimonthly in the APA Monitor. This article provides a list of continuing education activities which have been approved by the Subcommittee on CE Sponsor Approval. Programs that have not applied for approval, programs whose applications are in process, and programs approved since October 31, 1981, are not included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mandated continuing education: Impact on Maryland psychologists.

71% of Maryland's 1,001 certified psychologists returned a questionnaire describing their continuing education (CE) activities and attitudes before and after the state mandated CE for recertification. Results suggest that psychologists vary greatly in the amount and kind of CE activity they pursue; they value most highly activities relevant to their specific interests; amount and type of CE are influenced by work setting and job activities, and mandated CE is associated with significant but nondramatic changes in patterns of CE activities. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education in psychology: Outcomes, evaluations, and mandates.

How effective is continuing education (CE) for maintaining professional competencies, how should its effects be measured, and should it be mandated for licensure renewal? These and other questions were addressed in a review of the existing literature and a survey of 6,095 professional psychologists regarding their CE experiences, perceptions, and preferences. The substantial majority of respondents reported their CE experiences to be good to excellent. Overall, they reported learning a great deal that frequently translated into their practices and contributed to their more effective and ethical practice. Most also supported the idea of mandated CE, although they preferred the use of participant satisfaction ratings to knowledge or skills assessments as mechanisms for evaluating their learning. Significant differences were found between psychologists who were operating with CE mandates and those operating without mandates; mandated psychologists completed significantly more CE credits than nonmandated psychologists and were stronger supporters of CE mandates. Findings are discussed in relation to critical issues that confront the field of professional psychology and its continuing commitment to the development and documentation of professional competencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education in psychology: Patterns of participation and perceived outcomes among mandated and nonmandated psychologists.

How much continuing education (CE) do professional psychologists complete each year, and how do they perceive it as affecting their competencies and practices? In a national survey, 1,146 licensed psychologists reported on their patterns of CE participation and their perceived outcomes in relation to those experiences. Overall, psychologists reported highly favorable perceptions of their CE experiences and outcomes, both in relation to the amount that they learned and the translation of that learning into more effective practice. Significant differences were found between psychologists from CE-mandating and nonmandating states, however, in relation to the format of the CE they participated in (e.g., on-site, online) and, especially, in relation to their levels of CE participation. Overall, nonmandated psychologists reported completing one-third fewer CE credits per year and were less supportive of CE mandates, as well. These and other results are discussed in relation to the developing empirical literatures on CE and professional competencies in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What do psychologists think about mandatory continuing education? A survey of Pennsylvania practitioners.

Would psychologists voluntarily participate in continuing education (CE) if it were not mandatory to do so? Does CE help make psychologists more effective clinicians? These and other aspects of mandatory CE were explored in a survey of 168 licensed psychologists in Pennsylvania. Although 75% of respondents were in favor of mandatory CE, the sample was divided over the question of whether they would obtain the required credits if not mandatory. Forty-five percent of respondents reported that attendance at CE programs often increases their clinical effectiveness, whereas 41% reported this as occurring sometimes, and 11% as only rarely. Because this survey was conducted in Pennsylvania, the results are discussed in light of varying CE requirements in other states. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education in psychology: Patterns of participation and aspects of selection.

Why do psychologists choose particular continuing education (CE) programs? Is the selection of CE programs a rational or a random process? Is it based on thoughtful deliberation regarding interests and workplace needs, or simple accessibility, cost, or convenience? Findings from a survey of 6,095 licensed psychologists across North America provided a glimpse into the most common topics that respondents completed for CE, as well as some of the elements driving their selection of particular CE programs. Programs on ethics, anxiety disorders, and assessment were among the most frequently completed CE programs. But the pattern of CE participation differed substantially across different workplace settings, suggesting that psychologists varied their CE selections to fit their professional needs and interests. Topical interest, cost, and convenience were identified as important considerations in the selection of CE programs. Findings are reviewed in relation to the evolving movement toward evidence-based CE and underscore the importance of better understanding the variables that underlie the selection of CE programs in the ongoing development of professional competencies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to Listing of APA-Approved Sponsors of Continuing Education in Psychology.

The Continuing Education Committee and the Subcommittee on Continuing Education Sponsor Approval announce the following changes in the list of APA-Approved Sponsors of Continuing Education for Psychologists. These changes update the listing published in the June 1982 American Psychologist (pp. 702-707). A complete list is available on request from the APA Continuing Education Office. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in practice with older adults: Current patterns, sources of training, and need for continuing education.

Rapid population growth among older adults means an increased need for psychologists prepared to provide mental health services to this population. A representative survey of 1,227 practitioner members of the American Psychological Association yielded information about current patterns of practice with older adults, sources of training in geropsychology, perceived need for continuing education (CE) in geropsychology, and preferred CE formats. Most respondents provided some services to older adults, but typically very little. The services provided are inadequate to meet projected demand. Most respondents lacked formal training in geropsychology and perceived themselves as needing additional training. CE workshops at the regional level and distance education were the most popular formats. These data serve as a call to the field to expand training opportunities at all levels of training, with an emphasis on the need for empirically based, broadly accessible CE offerings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education needs in school psychology.

A continuing education survey sent to 250 school psychologists in upstate New York investigated interest in professional development programs, appropriate formats for continuing education, and opinions on topical priorities. Results from 138 respondents show that 95% of them would attend a continuing education institute if it were in an area of interest. Practitioners' specific format preferences for professional development programs are outlined. The topic priorities appear to conform to skill needs created by federal legislation affecting special education, thus supporting the contention that continuing education needs in school psychology may be a widespread phenomenon. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Corporate funding and conflicts of interest: A primer for psychologists.

A presidential task force on external funding was established by the American Psychological Association (APA) in 2003 to review APA policies, procedures, and practices regarding the acceptance of funding and support from private corporations for educational and training programs; continuing education offerings; research projects; publications; advertising; scientific and professional meetings and conferences; and consulting, practice, and advocacy relationships. This article, based on the Executive Summary of the APA Task Force on External Funding Final Report, presents the findings and unanimous recommendations of the task force in the areas of association income, annual convention, research and journals, continuing education, education, practice, and conflicts of interest and ethics. The task force concluded that it is important for both APA and individual psychologists to become familiar with the challenges that corporate funding can pose to their integrity. The nature and extent of those challenges led the task force to recommend that APA develop explicit policies, educational materials, and continuing education programs to preserve the independence of psychological science, practice, and education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

HIV/AIDS training and continuing education for psychologists.

The HIV infection and AIDS pandemic presents professional disciplines, including psychology, with unique challenges. The authors review the literature on education concerning HIV/AIDS in doctoral psychology programs, internships, and continuing education efforts in psychology and other disciplines. Recommendations are offered regarding the process and content of continuing education for psychologists regarding HIV and AIDS. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists’ attitudes and ethical concerns regarding the use of social networking web sites.

Most psychologists seek to control self-disclosures they make to patients, but the Internet’s rapid development and widespread use over the past decade have introduced new problems for psychologists trying to avoid inappropriate disclosures. A total of 695 psychology graduate students and psychologists were surveyed about their current use of social networking Web sites (SNWs), opinions regarding regulation of online activities by the American Psychological Association (APA), and interactions in clinical work as a result of online activities. Established psychologists seldom use SNWs and may lack the experience to provide relevant supervisory guidance. No consensus about the need for APA guidelines emerged. Historically, APA has not issued guidelines in technological areas of rapid change. Thus, graduate training and continuing education should address the ethics of SNWs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An Air Force model of psychologist–chaplain collaboration.

Clients bring to therapy sessions a diverse background of spiritual beliefs and religious orientations that they perceive as valuable resources and coping skills. Yet, not all psychologists know how to address effectively these beliefs and orientations. The author uses case examples to describe his experience within the United States Air Force community gained while establishing a collaborative relationship with the clergy. Recommendations include the following: how to start the collaboration, establishing a collegial relationship, pursuing continuing education on faith factors in counseling, how to utilize pastoral counselors, marketing your respect for the clergy, and capitalizing on the value of clergy in providing continuing education to psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators.

This article provides a conceptual framework for training in professional psychology focused on the construct of competency. The authors present a 3-dimensional competency model delineating the domains of knowledge, skills, attitudes, and values that serve as the foundation required of all psychologists, the domains of functional competencies that broadly define what psychologists do, and the stages of professional development from doctoral education to lifelong learning through continuing education. The goal in presenting this model is to provide a conceptual frame of reference for those responsible for psychology education, credentialing, and regulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Modest beginnings in continuing education for psychologists.

Responds to N. F. Jones (1975), noting that it is encouraging to see that continuing education (CE) is beginning to be requested for certificate renewal. CE will have to be given a broader definition to ensure success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Section 5: Where Do We Go From Here? Editor's Commentary.

Previews articles in a special section covering solutions for various manpower problems and dilemmas in psychology and seeks answers to the question "So where do we want to go and how shall we get there?" Authors discuss job placement systems, continuing education for psychologists, and APA policy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Trends in continuing education and competency demonstrations.

Continuing education has become a requirement for increasing numbers of psychologists, and the trend appears likely to continue. The present article discusses such developments within the broad context of the rationales and available models in the movement. Recent survey data are reviewed, and new data from the District of Columbia Psychological Association are presented. Psychologists' views on continuing education models and on preferred roles for the state psychological association, as well as their attitudes on the protection of consumers of psychological services through continuing education are examined and discussed. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuing education: A new challenge for psychology.

Notes that pressures are mounting from within and from outside psychology for the demonstration of continued professional competence. The need for systematically available continuing education opportunities for both the practicing professional and the teacher-scientist is great. It is suggested that some services can be provided centrally by the American Psychological Association which will facilitate the development of a continuing education network for all psychologists. The following services are proposed: consultation on the development of programs, a resource center, a registration service, publication of a calendar, and a self-assessment examination system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postdoctoral training in professional geropsychology: A survey of fellowship graduates.

Have psychologists who have pursued postdoctoral training in geropsychology viewed such training as a worthwhile professional investment? As the population is aging, psychologists are increasingly working with older adults. For many psychologists, competent practice with the elderly will require some continuing education, whereas other psychologists may choose to secure specialty-level training in the field. A survey of psychologists who completed such specialized postdoctoral training found a high level of satisfaction with the training and a sense of professional competence in most of the geropsychology competency areas set forth by the American Psychological Association. The need for increased opportunities for both proficiency and specialty-level training in applied geropsychology is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)