The necessary common knowledge approach to broad and general education for professional psychologists.

This paper advocates the necessary common knowledge approach to meaningful broad and general scientific education (as distinct from professional/clinical education) for professional psychologists. Adopting this plan leads to an explicit core curriculum. The current view of the American Psychological Association's Commission on Accreditation regarding broad and general is described. “Common” and “essential” knowledge in medicine are described along with law's core curriculum. A general rationale for broad and general education is developed, and preferred kinds of experiences are suggested. As an example for psychology, a broad and general course on cognitive and affective bases of behavior is described. The way the necessary common view fits with the educational competency movement is explained. High quality broad and general education will have a positive impact on both research and professional practice. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Alternatives to a core curriculum to accomplish broad and general training: A scientist-practitioner perspective.

There has been an historical struggle in professional psychology to provide a broad and general core without identifying the critical components necessary or how these components are linked to educational and professional outcomes. A conceptual model is presented that encourages more creative approaches to broad and general education and provides a theoretical grounding for implementation of alternative approaches that lend themselves to tracking educational outcomes. Alternative methods to ensure broad and general training include (a) a greater attention to preadmission preparation and (b) the use of alternatives to core courses such as menu driven coursework, competency portfolios, and comprehensive examinations. Examples of these methods are presented in detail. Program directors, regulators, and accrediting bodies need to consider this conceptual, outcome driven model, for evaluating programs and graduates with respect to broad and general preparation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Essential tension: Specialization with broad and general training in psychology.

The practice fields of psychology develop through specialization in training and education. The recognized specialties play a major role in developing new opportunities for professional psychology and providing quality services for the public. The essential tension comes from the balance of innovation and tradition and, in professional psychology, from the balance of fragmentation and unification. As an example, specialization in clinical child psychology is integrated within the broad and general traditions. The greater degree of focused science and practice in a specialty is the logical consequence of advances of the discipline and profession of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Traumatic stress, disaster psychology, and graduate education: Reflections on the special section and recommendations for professional psychology training.

The articles appearing in this special section highlight disaster psychology as a typically neglected aspect of the clinical curriculum, the challenges of operationalizing efficacy measures for program evaluation, and the personal and professional impact of disaster exposure. The authors review literature suggesting the importance of training in disaster psychology. The authors also offer a framework for promoting competency among future psychologists who may serve and conduct research in disaster-affected communities and describe the clinical/disaster psychology specialization within the University of South Dakota's doctoral clinical psychology program as an example of how disaster-related curriculums, research, and practicums may be integrated into existing predoctoral training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Historically grounding the practice of psychology: Implications for professional training.

The author explores 3 ways the history of psychology can be made relevant to professional training in clinical psychology. Focusing on the practitioner-scholar model of clinical professional training, he argues that 3 central facets of historical understanding can be wedded to existing goals of professional training: (a) providing an interdisciplinary context for psychology, (b) addressing concerns about humans in the field, and (c) mediating theory-practice tensions that often exist in professional training. Suggestions are also made for encouraging historical understanding as essential to fostering critical self-reflection among students preparing for careers in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Knox conference on the relation of psychology to general education.

A summary report of a conference sponsored by the Committee on the Relation of Psychology to General Education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Report from "Utopia": A note on professional training.

The transition from science-oriented to profession-oriented training is examined. It is argued that (1) scientific and professional psychologists espouse different values, (2) where they belong to the same university department, they compete for the same limited resources, (3) in this competition, the professionals hold the trump card of "relevance," (4) the result is a new imbalance between science and profession with the latter in the dominant position. A fundamentalist remedy is proposed along the lines of Albee which would place psychology in the same relation to the health professions as, for example, physiology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited doctoral programs in professional psychology: 2009.

Presents the official listing of accredited doctoral programs. It reflects all Commission on Accreditation decisions through July 19, 2009. This list also is provided by electronic means (http://www.apa.org/ed/accreditation/doctoral.html), but that listing is for informational purposes only and should not be used for official credential review. The Commission on Accreditation has accredited the doctoral training programs in professional psychology in the areas of (a) clinical, (b) counseling, (c) school, (d) other developed practice areas, and (e) combinations of two or three of the above areas. They are listed alphabetically below by their host institutions. Also listed for each program is the date of the next regularly scheduled site visit. The accreditation status listed for each program reflects that program’s current status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional issues in Canadian counselling psychology: Identity, education, and professional practice.

The past decade has seen significant growth in counselling psychology's professional identity, increased visibility of the specialization within applied psychology, and advances in doctoral training and accreditation by the Canadian Psychological Association. The current article details professional issues associated with the recent evolution of the field, including the establishment of a strong professional identity for the profession, developments and challenges associated with graduate training (e.g., the limited availability of predoctoral internships), and the implications of the dynamic, changing workplace environment for graduates affiliated with counselling psychology. Recommendations are offered for continued development of the specialization in its Canadian context. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

In favor of separation of academic and professional training.

"Academic or basic psychology and applied or professional psychology… have different goals and are appropriately judged by different criteria. Much confusion and pointless heat has resulted from judging applied activities by academic criteria and academic activities by applied criteria. Such confusion has been potentiated by failure to separate professional training from academic programs, a separation that would result in more efficient and competent training of both the professional and the basic research person. Rather than impoverishing psychology, separation of professional from academic training so that each group could focus sufficiently and in terms of its own criteria of excellence on its own goals should result in more rapid progress of both areas and a more productive, less conflictual, amount of cross-fertilization." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

The Commission on Accreditation announces the following status changes for accredited doctoral (clinical, counseling, school, developed practice area, and combined professional-scientific), internship, and postdoctoral residency programs in professional psychology. These changes update the listing provided in the December 2010 issue of the American Psychologist. Except for newly accredited programs, updates for year of next review will not appear in this listing but will be updated annually in December. Hard copies of these listings are available on request from the APA Office of Program Consultation and Accreditation. The most up-to-date listings are provided online (http://www.apa.org/ed/accreditation/ programs/index.aspx). The current listings do not contain a full historical record of accredited programs and should not be used for historical credential review. (PsycINFO Database Record (c) 2011 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)     

Historical understanding and teaching in professional psychology.

The teaching of the history of psychology in professional psychology training programs presents to students and teachers any number of opportunities and challenges. The increasing number of professional psychologists teaching the history of psychology coupled with advances in historical scholarship point to an ongoing evolution in the teaching of the history of psychology. In this introduction to the articles that follow, issues of content and context in teaching the history of psychology in professional psychology are discussed and affirmations offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the expansion of professional psychology.

"My aim has been to discuss some of the effects which present-day training in clinical psychology may have upon the role and identity of professional psychologists; how the consequences of professional expansion and the interaction with other groups affect training programs in psychology; and how in turn the circumstances of the latter, by determining the range and quality of experiences, may affect the intellectual and professional orientation of clinical psychologists." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Foreword: Perspectives and reactions to the principles for education and training in organizational consulting psychology.

This foreword provides a framework for this special issue on the Society of Consulting Psychology's official Principles for Education and Training at the Doctoral and Postdoctoral Level in Consulting Psychology/Organizational. Specifically, an overview of the topic along with an outline of the structure of the special issue delineates how the reader can understand a context for these principles as well as their impact and feedback on 4 related professional psychology areas: military, counseling, school, and industrial-organizational psychology. A brief overview of the articles is provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship year in clinical psychology training as a professional adolescence.

The internship year in clinical psychology training has been described as a "professional adolescence." During this time the trainee is involved in consolidating a professional identity through the integration of previous experiences and the application of knowledge to clinical work in a novel situation. Through presentation of personal experiences and observations of a clinical psychology intern, elements of the internship year are compared with the identity process of adolescence. Particular emphasis is placed on issues of competency as they arise throughout the internship year. Aspects of the internship experience that facilitate development of a professional identity are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of accredited doctoral, internship, and postdoctoral training programs in professional psychology.

Presents a supplement to the official 2002 listing of doctoral programs, internships, and postdoctoral training programs accredited by the American Psychological Association. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Committee on Subdoctoral Education. The training of technical workers in psychology at the subdoctoral level.

After having considered many previous statements and reports concerning the training of psychological workers at the subdoctoral level "… the committee's best collective judgment on certain issues" is made explicit in several statements. Among these are: "A. Professional training in psychology at the subdoctoral level is desirable… . B. Appropriate distinctions as to role and title should be made between the subdoctorally trained psychological worker and the doctorally trained psychologist." Eight recommendations are made concerning subdoctoral training. Implications and expected orientations of the recommendations are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward scientific and professional responsibility.

The author examines 8 forms of irresponsibility in the social situation of psychology: fixation on means, absolutism of means, absolutism of ends, escape into relativism, isolation of conflicting values, token payments to conscience, parochialism, and professional vanity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)