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)     

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)     

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 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)     

Clinical health psychology: A health care specialty in professional psychology.

Clinical health psychology is a specialty recognized by both the American Board of Professional Psychology and the American Psychological Association. Clinical health psychology focuses on psychological and behavioral components of illness and health and promotes the understanding of psychology as a health profession. In this article the author reviews its definition, provides a brief overview of practice in the specialty, addresses its relevance for practitioners, and notes sample resources for further study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Family psychology specialty practice.

The specialty of family psychology prepares practitioners to work systemically with individuals, couples, families, and larger social organizations. The specialty is defined, and a rationale is provided for its relevance to professional practice. Key concepts, competencies, and practice dimensions (e.g., assessment, case conceptualization, and intervention) are detailed, as are training and board certification in the specialty. Applications to specific problems and specialty niches are described. (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)     

Ensuring the future of professional psychology.

The future of professional psychology will be ensured if the profession collectively addresses several key issues critical to its success. This address focuses on ways to guarantee patients' rights, expand our visions for professional psychology, remain a doctoral profession, and make science an ally of practice. It urges us to use the resources of APA and our state and provincial psychological associations to accomplish the goal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward professional clinical psychology.

"The immediate task confronting clinical psychology is to obtain recognition for its competence. The important thing for clinical psychologists to keep in mind is that we must determine now whether we shall serve a prime or an ancillary role… . If we vigorously and realistically pursue recognition for our competence, our role will be a prime one. Competence, therefore, is our concern, and it is associated with professional status. Many tests of professionalism confront us. The past 2 decades have produced a fantastic increase in the numbers of clinical psychologists who provide psychotherapy and psychodiagnosis in both institutional and private settings." Postdoctoral training institutes, preventive procedures, and brief treatment techniques are needed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Striving for competence in the assessment of competence: Psychology's professional education and credentialing journey of public accountability.

The history of psychology's development as a licensed profession is traced over the past 60 years through the evolution of the profession's quality control practices in education and credentialing. These two essential features of a profession began at about the same time, but evolved quite independent of one another for the first 30 years. Shaped by events of the 1970s and 1980s, however, there has been a gradual convergence of focus by those responsible for professional education and credentialing on how best to assess the quality of professional education programs and their graduates who apply for licensure. Although at first this focus was predominantly on the content of curriculum taught and the knowledge examined, increasingly over the past decade there has been a shift of emphasis to the broader, more complex construct of competence to practice for which examination of knowledge is a necessary but insufficient assessment. The article describes the events and structures that led to this outcome and concludes with comments about the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited doctoral programs in professional psychology: 2003.

This article provides the official listing of accredited doctoral programs in professional psychology. It reflects all Committee on Accreditation decisions through June 29, 2003. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited doctoral programs in professional psychology: 2002.

This is the official listing of accredited doctoral programs in professional psychology. It reflects all committee decisions through July 28, 2002. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Board certification in psychology: Is it really necessary?

This article poses the question of whether specialty board certification in psychology is truly necessary. The article reviews the basic tenets of board certification and why it should become a requirement beyond the level of independent state or provincial licensing. In addition, the article presents some of the reasons why psychologists may have been reluctant to pursue board certification, as well as some of the pitfalls encountered in the process of becoming certified. Further discussion illuminates the need for psychologists to adhere to rigid requirements for credentialing and not to become prey to ersatz or so-called vanity boards. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited doctoral programs in professional psychology: 2006.

Presents the official listing of accredited doctoral programs. It reflects all committee decisions through July 16, 2006. The Committee on Accreditation has accredited the doctoral training programs in the traditional substantive areas of clinical, counseling, school, and combined professional-scientific psychology (representing two or more of the preceding areas). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited doctoral programs in professional psychology: 1987.

The Committee on Accreditation has accredited the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed in this document. Also listed are programs in the category of combined professional-scientific psychology, a category for those accredited programs that afford doctoral training and meet at least the minimal criteria in two or more of the specialties of clinical, counseling, and school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mainstreaming psychology of women with school psychology.

With the resurgence of the women's movement in the late 1960s, a new scholarly field, the psychology of women, developed within psychology. Scholarship on women continues today both as a separate area of investigation and study and as an area integrated into mainstream American psychology. Although this effort has been ongoing within psychology, school psychology has focused relatively little on women's issues and on issues of sex and gender. This is surprising given the many women in the field of school psychology and in the schools. Thus, the purpose of this special issue is to begin a process of enrichment, much as other psychology fields have already been enriched, by mainstreaming the psychology of women with school psychology. Three articles and a discussion are presented in the miniseries. Each of the authors explores a different topic relevant to women and school psychology and includes a literature review as well as discussion of the salience of the literature to professional school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited doctoral programs in professional psychology: 2007.

Provides the official listing of accredited doctoral programs. The list reflects all committee decisions through July 22, 2007. The Committee 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 listed alphabetically by their host institutions. Also listed are doctoral programs withdrawing from accreditation or closing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited doctoral programs in professional psychology: 2010.

This is the official listing of accredited doctoral programs. It reflects all Commission on Accreditation decisions through July 18, 2010. 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 by their host institutions. The original date of accreditation, listed for each program, is the day on which the program’s accredited status became effective. Also listed for each program is the date of the next regularly scheduled site visit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The new history of psychology: A review and critique.

In the past 30 years, the "new history of psychology" and its adherents have advocated a critical approach to scholarship, increased use of primary sources, a focus on sociopolitical forces, and the active inclusion of psychologists from underrepresented groups. This article argues that many scholars exaggerate the differences between old and new history of psychology, and that where the differences are indeed large, those discrepancies reveal certain limitations unique to the new history approach. These limitations, presented in the form of 5 questions posed to new historians, lead to a discussion of professional issues in the history of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)