National Conference on Postdoctoral Training in Professional Psychology.

The Ann Arbor Conference on postdoctoral training (held in October 1992) was the 1st national conference to focus on the articulation of standards for postdoctoral education and training in professional psychology. Experts in education, practice, and credentialing drafted a policy document addressing the purposes of postdoctural training; entrance requirements; program content, structure, and organization; supervision; faculty–staff; evaluation mechanisms; and recommendations for the promotion of excellence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The National Conference on Internship Training in Psychology.

The 1987 National Conference on Internship Training in Psychology was the first conference in the history of psychology to examine broad policy issues related to internship training in professional psychology. Delegates adopted a policy statement, which is printed here in its entirety. Core requirements for internship training were delineated, and implications of these policy statements are discussed. Perhaps most notably, the model of the one-year internship as the capstone of graduate education and training was considered to be outdated. A two-year supervised training experience was deemed necessary to produce an autonomously functioning professional psychologist. The need for another nomenclature was recognized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report of the National Working Conference on Education and Training in Health Psychology.

Summarizes the Proceedings of the 1983 National Working Conference on Education and Training in Health Psychology, including a conference consensus statement on the status of health psychology, and reports from working groups in the areas of predoctoral education (with a recommendation to restructure), apprenticeship, postdoctoral research and professional training (with a recommendation for a new emphasis), health policy training, and respecialization and continuing education. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

National Training Conference in Community Psychology.

This article describes the National Training Conference in Community Psychology, which marked the culmination of several years of planning, starting in 1970, by the Executive Committee of the Division of Community Psychology (APA Division 27). The Conference was held in Austin, Texas, April 27-May 1, 1975, and was sponsored by the Community Psychology Training Program of the University of Texas at Austin Department of Psychology. The Conference served to bring together for informal meetings and discussions the older and newer community psychologists, especially those who had entered the field during the last 5 years, to critically assess the many problems facing community psychology and to examine community psychology's conceptual independence from both clinical psychology and community mental health. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

National Asian American Psychology Training Conference.

Describes a conference convened to explore problems and issues in training psychologists to serve Asian Americans and their communities and to provide a setting for administrators, faculty, practitioners, and students to share perspectives on the mental health needs of Asian Americans. Among the outcomes were recommendations concerned with appropriate models and approaches of psychology for Asian Americans and appropriate training of psychologists for Asian-American communities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Opening remarks to the National Conference on Graduate Education in Psychology.

Presents the opening remarks to the National Conference on Graduate Education in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Resolutions approved by the National Conference on Graduate Education in Psychology.

Presents resolutions involving the following issues: core or individualized curriculum, structure and content at different educational levels, setting and organizational issues, program quality control, marketability of graduates, recruitment and retention of students, diversity in graduate education, and student socialization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rethinking Education in Psychology and Psychology in Education: The Inaugural Education Leadership Conference.

The inaugural Education Leadership Conference was convened by the American Psychological Association (APA) in October 2001 to provide a forum for groups and organizations across all levels of education and training to address issues of mutual concern, to promote a shared disciplinary identity among education and training leaders in psychology, and to influence public policy regarding education in psychology and psychology in education. Participants from 23 national education and training organizations, 25 APA divisions, and national credentialing organizations in psychology identified 8 major issues for education and training in psychology and addressed a number of specific questions relevant to ongoing work of the Board of Educational Affairs. A full report is available at http.http://www.apa.org/ed/elc/home.html. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional Development: Training for Professionalism as a Foundation for Competent Practice in Psychology.

Professional development (PD) is a broad, albeit vaguely defined, construct that underlies psychologists' education and training and is intrinsic to professional functioning, or professionalism, throughout psychologists' careers. This article resulted from the deliberations of a working group at the November 2002 Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. The authors propose a definition of PD and consider professionalism to be its outcome. They then focus on 2 elements of professionalism--interpersonal functioning and thinking like a psychologist--and address related development and assessment implications for training and practice. Recommendations and implications for professional psychology organizations and for training and lifelong practices of psychologists emerged for further consideration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Legal Issues in the Professional Practice of Psychology.

The professional practice of psychology has become more complex, giving rise to frequently asked questions of a legal nature. This article consists of list of the most commonly asked questions that the Practice Directorate of the American Psychological Association has received over the past 10 years. This article is meant for professional, health service clinicians who run into legal questions in the course of their everyday practice and not necessarily for those who routinely practice in such areas as forensic psychology. Because the article is intended for use by APA members throughout the country and Canada, many answers cannot be specific because individual state laws vary significantly. This article does not replace the advice of a licensed attorney. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

职业教育实训基地建设的实践与思考

论述了职业教育实训基地建设,离不开上级领导部门的支持和校企密切的合作.使教学厂所最大限度地贴近企业工作现场,为提升师资水平,打造双师型教师队伍,奠定了雄厚的物质基础.     

职业教育实训基地建设的实践与思考

论述了职业教育实训基地建设,离不开上级领导部门的支持和校企密切的合作.使教学厂所最大限度地贴近企业工作现场,为提升师资水平,打造双师型教师队伍,奠定了雄厚的物质基础.     

Evaluation and the Cultures of Professional Psychology Education Programs.

Evaluation is an important aspect of professional psychology education programs, particularly as the field moves increasingly toward competency-based models and concerns arise about the qualifications of students in some doctoral programs. Attitudes about evaluation are shaped by the cultures of professional training programs, which are illuminated by K. J. Gergen's (1991/2000) distinction among the romantic, modernist, and postmodernist views. Issues considered include the effects of competition, the implications of competency-based evaluation, evaluation-free environments versus evaluation-rich environments and safety, the wish for the "riskless risk," faculty roles, faculty modeling, evaluation of faculty by students, and the distinction between client and student roles. The cultures of evaluation and associated attitudes influence the nature of collegiality and how one responds to diverse theoretical positions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The National Council of Schools and Programs of Professional Psychology education model.

Beginning with its historical context, the National Council of Schools and Programs of Professional Psychology's model for education and training in professional psychology is summarized in 5 areas: (a) broadened view of psychology with a flexible epistemology, multiple ways of knowing, and how practitioners doing practice remain local clinical scientists doing disciplined inquiry; (b) integrative pedagogy; (c) competency-based core curriculum integrating practical and scientific knowledge, skills, and attitudes; (d) elements of practice?including multiple roles, the self of the psychologist and reflective practice?practicum and internship training, and systematic evaluation; and (e) the social nature of professional psychology and its social responsibility, including ethnic and racial diversity and gender. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Standards and evaluation in the education and training of professional psychologists: The National Council of Schools of Professional Psychology Mission Bay Conference.

The National Council of Schools of Professional Psychology (NCSPP) hosted a National Conference in December 1986. Three general and 33 specific resolutions were unanimously adopted. Particular focus was on core curriculum and evaluation related to the knowledge, skills, and attitudes required for careers in professional psychology. The resolutions have significant areas of convergence and divergence with the resolutions adopted at the June 1987 National Conference on Graduate Education in Psychology in Salt Lake City, Utah. The resolutions of the Mission Bay and Utah conferences are in agreement on the primary importance of recruiting and retaining minority faculty and students and developing curricula more sensitive to cultural diversity. Regarding the role of freestanding schools, the Mission Bay conference resolutions maintain that criterion-based evaluations should be applied equitably to all programs in whatever setting and eschew the venue-based orientation endorsed at the Utah conference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

首届全国环境与生态心理学大会会议综述

2010年10月,首届全国环境与生态心理学大会在北京林业大学举办.会议以环境与人类心理为主题,开展了生态心理学研究进展、环境认知与心理健康、发展教育心理学的生态观研究、心理学对环境危机问题的思考、交叉学科的环境与生态心理学研究等专题讨论.同时,会议讨论了环境与生态心理学未来的发展趋势.本次大会是我国首次召开的环境与生态心理学大会,会议的召开在我国环境与生态心理学发展方面具有里程碑意义.     

The Examination for Professional Practice in Psychology (EPPP) in the era of evidence-based practice.

Professional psychology has increasingly moved toward evidence-based practice. However, instruments used to assess psychologists seeking licensure, such as the Examination for Professional Practice in Psychology (EPPP), have received relatively little empirical scrutiny. Therefore, the authors evaluated the available evidence in support of the EPPP’s validity and current use as a core component of professional licensure. Although the EPPP has in many ways been extensively evaluated, there is a paucity of criterion, predictive, and incremental validity evidence available. Further, several aspects of the content validation studies were examined, and the authors question whether the EPPP, as currently constructed, can meet its stated goals. Given that the EPPP is a high-stakes examination and given the authors’ best estimate (based on a sample of 16 states) that 35% of applicants fail the examination, it is recommended that the EPPP be more extensively evaluated. An outline of major decision points in this proposed evaluation process is provided, several suggestions for further research are proposed, and the field is encouraged to discuss these issues further. (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)     

Award for Distinguished Contributions to Applied Psychology as a Professional Practice.

The Award for Distinguished Contributions to Applied Psychology as a Professional Practice recognizes outstanding service delivery by recognizing the psychologist who has provided leadership in changing the profession, its public image, and its public acceptance. The 1998/1999 winner was Dorothy W. Cantor, "for her immeasurable contributions in public policy, advocacy, and political action at the local, state, and national levels and her advancement of authentic diversity within the profession and the Association." A citation is provided of the award winner, along with a biography and selected bibliography of her work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for Distinguished Contributions to Applied Psychology as a Professional Practice.

Presents a citation for Reuben J. Silver, who received the 2001 Award for Distinguished Contributions to Applied Psychology as a Professional Practice, which recognizes outstanding service delivery by acknowledging the psychologist who has provided leadership in changing the profession, its public image, and its public acceptance. Silver was recognized for his 50-year career as a practitioner, an educator, a supervisor, and an outstanding advocate for psychology. A biography and a selected bibliography, as well as Silver's award address, entitled "Practicing Professional Psychology," accompany the citation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)