The funding of psychological health care services.

Examines issues related to the funding of psychological services identified by a joint task force of the Canadian Psychological Association and the Council of Provincial Associations of Psychologists. Discussion focuses on the identification and assessment of systems, sources, and methods of payment. The review of delivery and payment systems suggests that the majority of psychologists use a few payment sources and methods and that education about payment alternatives is needed. Implementation of training in psychology practice innovations and implications of the task force findings for professional standards are discussed. (French abstract) (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)     

Does Clinical Psychology Education Enhance the Clinical Competence of Practitioners?

Until now there has been little evidence that graduate programs in clinical psychology make any difference to practitioners' abilities. The authors present a quasi-experimental study designed to evaluate the effectiveness of postgraduate education in clinical psychology. Clinical psychology students from Australian universities were compared with psychology graduates who had elected to practice under Australian provisional registration rules (i.e., without a postgraduate education). Results showed that after 1 extra year of education, postgraduate trainees performed better than those with no postgraduate training, but only to a modest degree. The authors explore the implications of these results for trainers, trainees, and professional organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Discussion 1.

Discusses the three articles by Meyers (see record 1989-17318-001), Phillips (see record 1989-17118-001), and Genshaft and Wiesniewski (see record 1989-17107-001) that comprise the symposium on the challenges and opportunities inherent in the future of social psychology, which centers on the linkages between psychological theories and research and school practice; the implications for the current state of knowledge and practice for professional education and training, especially the evaluation of professional preparation components; and finally, the ultimate effect that these new directions will have on credentialing and licensing standards, statues, and regulations. This is an important session for school psychology because we now enter a phase in our professional history where there are more than 10,000 practitioners identified with the field, more than 40 APA-accredited school psychology programs, a recently adopted set of policy statements for the joint accreditation of doctoral-level school psychology programs by the American Psychological Association (APA) and the National Association of School Psychologists (NASP), and standards for professional practice promulgated by these two organizations that share common elements and emphases. Moreover, national attention to the state of education at the elementary and secondary levels as well as precollege preparation, in combination with longstanding concerns for exceptional individuals, the handicapped, and the gifted, place psychology and school psychology in an advantageous position to contribute significantly to the education of all children as well as to the promotion of mental health and social role functioning of children, youths, and adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Challenges to Professional Psychology Education in the 21st Century: Response to Peterson.

Professional psychology education faces many critical challenges brought about by the major changes occurring in the health care arena. This article shows that professional schools and programs have a good record of responding to these challenges and of taking proactive steps sponding to prepare their graduates for new health care roles and delivery systems. Data on admissions to psychology doctoral training programs demonstrate little support for the toral concerns raised by Donald R. Peterson (2003, this issue) about the preparation of students for graduate training in professional programs. Although quality concerns are important to investigate, such examination best resides with portant the American Psychological Association's Committee on Accreditation, which has the promotion of quality and excellence in professional psychology education and training as its major goal and responsibility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intended Consequences.

Comments on Peterson's article (see record 2003-08988-002). The present author maintains that the National Council of Schools and Programs of Professional Psychology (NCSPP) has intentionally and systematically pursued quality and relevance in professional psychology training for nearly 30 years, and asserts that Peterson's article (2003) is a continuation of the old and unsupported claim for the superiority of professional programs based in research universities, and is particularly ill timed. It is further maintained that Schools of Education (professional schools housed primarily in research universities) are actively discussing the crisis of their growing lack of relevance to primary education in the United States, while Schools of Psychology are defining new and essential contributions to primary health care, legal and prison systems, and employment settings. It is also asserted that professional psychology programs housed in a great diversity of settings provide the best array of forums to conduct the necessary dialogues with the world regarding the relevance of psychology. (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)     

The development and current status of professional psychology.

The recent development of programs designed to educate highly skilled, practically oriented psychologists has raised questions regarding the appropriateness of many of these programs and has provoked concern regarding the future of the discipline as a whole. The present article offers a brief historical overview of the development of the professional movement and, from such a perspective, examines the current status of professional psychology. It concludes with an appeal for resolution of the long-standing conflict between proponents of practitioner and scientist–professional models of education in psychology. Without such a resolution, it is argued, research and practice will be unlikely in the future to share a viable and mutually beneficial relationship. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Role of Gender in the Career Aspirations of Professional Psychology Graduates: Are There More Similarities Than Differences?

Although it has been claimed that the increase in the number of females enrolled in graduate programs in professional psychology has implications for the future of research, teaching, and clinical service, more research is needed to evaluate such claims. Canadian graduate students in professional psychology programs were surveyed to examine gender differences in their academic achievements, professional interests, career plans, as well as the reasons for their career choices, expected salaries, and personal opinions regarding affirmative action. Overall, the similarities between genders outweighed the differences. However, women were more likely than men to expect child-rearing to disrupt their careers, to make their career choices based on job flexibility, and to expect lower maximum salaries. Women were also less likely to want to pursue jobs in academia, yet were more likely to advocate for the recruitment of women into academia. The potential implications of the changing gender composition and overall trends in professional psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished career contribution to education and training in psychology: Donald R. Peterson.

Presents an overview of the career and contributions that Donald R. Peterson has made to psychology. For more than thirty-five years Donald R. Peterson has shown exemplary dedication to the education and training of psychologists. He is recognized, and valued, among his colleagues for his dauntless advocacy in behalf of the highest standards for professional psychology programs. He was dean of the first university-based school to award a professional doctorate in psychology. He may well be the only living person who has directed a research-oriented scientist-practitioner program, directed a professional program in an academic department, and also directed a professional school in a major research university. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate preparation in research methods: The current status of APA-accredited professional programs in psychology.

Graduate preparation in research methods is needed to help ensure that the next generation of psychologists is prepared to consume and engage in research. This study examined the availability of courses in research methods in 192 American Psychological Association (APA)-accredited programs based on reports from program directors in clinical, counseling, school, and combined psychology programs. Results suggest that, although most doctoral-level psychology programs require introductory methods courses, the requirement to take more advanced courses in research methods is less common. Although many programs offer advanced methods courses as electives, fewer than 10% of program directors believe additional courses are needed. Among the areas of specialization, significant differences in required coursework in research methods were found only for factor analysis, which was required most by school psychology programs, followed by clinical psychology and then counseling psychology. In addition, PhD and PsyD programs generally do not differ in requiring coursework in research methods. Data from this study reflect a significant improvement in course offerings in research methods during the last two decades. Implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Distinguished contribution to education and training in psychology: Philip R. Laughlin.

Presents a brief overview of the career of Philip R. Laughlin. Philip R. Laughlin has made an outstanding contribution to the education and training of professional psychologists through his leadership in the Veterans Administration. As Chairperson for the Psychology Representation Training Committee, he has advised the VA on policy, affiliated programs, distribution of funds budgeted for psychology interns, and related matters. As Chair of the Committee on Psychology Training of the Association of VA Chief Psychologists and as a member of a number of VA committees and task forces, he has been a strong and articulate voice for psychology training in the VA system. He has also served as a member of the APA Committee on Accreditation, the Executive Committee of the Association of Psychology Internship Centers, and as recorder at the National Internship Training Conference in 1987. In all these roles, as well as in his work as Executive Officer for the Iowa Psychological Association, he has worked for the strengthening of support for, and excellence of, internship training in psychology. (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)     

Ronald E. Fox.

While maintaining an active career as a scholar, teacher, and administrator, Ronald E. Fox has made important contributions to the field of education in professional psychology. Key among his contributions have been his work in establishing the Association of Psychology Internship Centers, organizing the National Council of Schools of Professional Psychology, and establishing a university-based school of professional psychology as a viable alternative to the graduate education models based in traditional departments of psychology. Fox is, perhaps, most noted for the various educational initiatives for which he has been responsible here at the American Psychological Association (APA). While he was recording secretary and member of the Board of Directors of APA, he was the key, central figure in the creation of the Education Directorate. This new directorate is now firmly established and will shape APA's actions regarding education and training for many years to come. For his commitment and dedication to the field of education in psychology, we honor Ronald E. Fox. He is this year's recipient of the award for Distinguished Education and Training Contributions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctor of Psychology degree: From hibernation to reality.

Since the beginning of the American Psychological Association (APA), there have been 3 explicit models of psychologists: scientist, scientist–professional, and professional. In the late 1940's, there was a need for a model of clinical training that the Boulder scientist-professional model fulfilled. However, the emphasis on training in the science of psychology seemed to increase at the expense of training in the applied aspects of psychology. The need was increasingly voiced for a service-oriented training program with a clear professional identity. These pressures culminated in the most recent training conference convened by APA at Vail, Colorado in 1973. The Vail conferees asserted that the development of psychological science had sufficiently matured to justify creation of explicit professional programs. The Doctor of Psychology (PsyD) model and rationale are explained, and essential ingredients of currently operating PsyD programs are discussed. Future developments in professional programs, credentialing and designation, and the critical interface with societal needs are also examined. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology graduate training: A comprehensive analysis.

Describes a comprehensive study of the nature of graduate training in school psychology. A historical perspective is presented. Demographic information on current trends in school psychology training at the master's, specialist, and doctoral levels is provided. A discriminant analysis of the curriculum for doctoral, master's, and specialist programs at 211 institutions is examined, and conclusions are drawn with regard to the relation between the content at these 2 levels of training. It is concluded that school psychology training has advanced significantly in the past 10 yrs and is moving gradually to the doctoral level. A discussion of the implications of these data for professional psychology is provided. Suggestions are made for organizational changes that will facilitate the accreditation of school psychology programs and ameliorate the historical concern regarding the appropriate entry level for practice. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Resolutions of National Council on Graduate Education in Psychology.

Presents 2 resolutions by the National Council on Graduate Education in Psychology for the American Psychological Association to sponsor a task force and national conference on training and service in professional psychology. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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/clearinghouse. A list is provided of organizations that have been approved by the Subcommittee on CE Sponsor Approval to offer continuing education activities for psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)