Educational and training models in forensic psychology.

The field of forensic psychology has experienced remarkable growth over the past three decades. Perhaps the best evidence of this growth is the number of forensic psychology training programs currently enrolling students. Those interested in forensic psychology can choose from several types of programs aimed at different educational outcomes. In addition, opportunities for postdoctoral fellowships, continuing education, and respecialization have become increasingly more available. Despite the increased availability of forensic psychology training programs, there is little consensus regarding the core substantive components of these programs. This article will summarize the existing educational and training models in forensic psychology programs and then identify a core set of competencies that should be considered for inclusion in doctoral-level forensic psychology training curricula to adequately prepare students for the increasingly varied roles assumed by forensic psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Law-related courses and programs in graduate psychology departments.

Three surveys were undertaken to determine whether graduate programs in psychology were offering courses, programs, or opportunities for specialization in law and psychology, what these offerings consisted of, and whether new offerings were planned for the future. Many courses being offered appear extremely narrow in focus and of questionable value in training psychologists. Several graduate programs in law/psychology are described, including joint-degree law and psychology programs and specialized doctoral and masters programs. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why clinical psychology does not need alternative training models.

Current evidence suggests that the Boulder (scientist-professional) model of training in clinical psychology is eminently successful and widely accepted. The author argues that (a) alternative models of training that deemphasize research or general psychology and those programs not based in a university are unnecessary and undesirable, and (b) regardless of the type of model used, the highest level of quality is essential for the profession and the discipline of psychology. It is contended that ultimate control of the quality of education and training rests with psychology. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can quality survive in public mental health programs? The challenge for training.

Discusses the critical role of training in the cost-effective delivery of mental health services. It is argued that the expanding knowledge base for psychological interventions and the need to ensure the delivery of quality service have produced a growing pressure for continuing professional education. Mandated program evaluation efforts have been a necessary but insufficient response to this challenge because they have not included the corrective component of training. A review of research on training and adult education indicates that the technology exists for competence-based continuing education, but such programs have yet to be developed. Recommendations for the implementation and funding of training programs are presented. (3 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond core skills and values: Integrating therapeutic jurisprudence and preventive law into the law school curriculum.

Within the last decade, many law schools have broadened their educational missions to include lawyering skills programs that bridge the gap between practice and theory. At the same time, legal scholars have advocated training attorneys to integrate their planning and counseling roles to become "therapeutically oriented preventive lawyers." Skills and clinical programs in law schools are well suited for such training. The authors discuss the lawyering skills program they developed and direct. Using examples from classroom simulations, they illustrate how the integration of therapeutic jurisprudence and preventive law into the skills curriculum can sensitize students to the psychological aspects of the attorney–client relationship and prepare them to practice law as a humane profession. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Awards for Distinguished Education and Training Contributions: 1987.

The Education and Training Board Awards for Distinguished Career Contributions to Education and Training in Psychology recognize psychologists who make traditional contributions to education and training in psychology; who provide innovations or who are involved in developmental phases of programs that influence education and training; who are engaged in important research on education or training, the development of effective materials for instruction, or the establishment of workshops, conferences, or networks of communication for education and training," who exhibit achievement and leadership in administration that facilitates education and training; or who are active in professional organizations that promote excellence. The 1987 recipients of the awards are Wilbert J. McKeachie and Florence L. Denmark. For each recipient, a citation, biography, and selected bibliography are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional role modeling by faculty: The neglected child in doctoral training.

Are faculty members in doctoral training programs in professional psychology expected to model practice? According to the American Psychological Association (APA) Criteria for Accreditation, the answer is yes. According to what actually happens within most doctoral programs, the answer is no. Some of the problems that relate to this discrepancy and some suggested solutions to those problems are discussed in this article. Faculties of professional psychology can make a substantial improvement in how they serve as role models for their doctoral students. First, they can consistently practice what they teach. Second, they can practice exclusively through their own psychological service centers. Third, they can organize their professional work through faculty practice plans. Fourth, they can fully integrate their research, practice, teaching, training, and supervision while increasing the financial support for students. Last, they can routinely model the best of contemporary practice. The broad adoption of these five suggestions would represent a marked departure from what has been modal practice in doctoral programs, but it would greatly strengthen the quality of graduate education and training, improve students' satisfaction with their doctoral training, and advance professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethics training in Canadian graduate schools of psychology.

Evaluated the extent and nature of ethics training in 27 Canadian graduate schools of psychology by means of a questionnaire sent to the schools that asked questions on the nature of graduate programs, the nature of graduate programs and of graduate employment, the content areas, and views on whether and how ethics should be taught. It was found that many graduates from nonclinical programs obtain clinical employment, and that clinical students are more likely to receive some ethics training than are nonclinical. In view of the variable and often minimal approaches to ethics in some institutions, it is unsafe to assume that graduates generally have knowledge and practice in dealing with ethical issues. In order to avoid potential harm to the public and to the profession of psychology, it is recommended that professional associations promote continuing education programs and that graduate schools increase their commitment to teaching ethics and developing effective teaching models. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate neuropsychology training: A later look.

Surveyed 113 American Psychological Association (APA)-approved clinical programs to determine (a) the nature and extent of graduate neuropsychology training; (b) the extent that existing training programs meet the requirements of training models proposed to APA by the International Neuropsychological Society (INS) Task Force; (c) whether current training was required of clinical graduate students; (d) how much time was devoted to theory, research, and practice during training; (d) and the extent that the Luria-Nebraska Neuropsychological Battery (LNNB) and the Halstead-Reitan Neuropsychological Test (HRNT) Battery were included in such training. Questionnaires returned by 65% of the schools revealed neuropsychology training in 88% of them. The structure of such training is generally not geared to the training models proposed by the INS Task Force, mostly because schools that offer neuropsychology training only require clinical graduate students to take a course or seminar in about 20% of those schools. Time devoted to theory, research, and practice varied widely, as did the types of training that schools planned to add to their programs. The LNNB was taught in 54% of the schools, and the HRNT was taught in 88%. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training in law and psychology at Simon Fraser University.

As the field of law and psychology grows and develops, it is important to devote systematic attention to the development of graduate training programs in the area. This article provides a brief introduction to the field of law and psychology and to the field's training needs. It then presents information about the Graduate Program in Law and Psychology that was founded at Simon Fraser University in 1992. The article includes information about the development of the program, program requirements. and issues that are important for others considering the development of similar programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Internship Training: Do Models Really Matter?

During the past 50 years, a number of models of training (scientist-practitioner, practitioner-scholar, clinical scientist) have been developed. This study examined how these models are conceptualized and implemented at internship and postdoctoral training programs. Surveying 248 internship programs (42% response rate), the authors found that the model name (i.e., scientist-practitioner) was not related to how programs were conceptualized or how their training was implemented, raising questions about accreditation requirements. Implications for training sites and the American Psychological Association Committee on Accreditation are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

2002 Award winners: Distinguished Contributions to Education and Training.

Presents the 2002 Award winners for the American Psychological Association Awards for Distinguished Contributions to Education and Training. These awards are given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. Each year one of these two awards is presented. The Distinguished Career Contributions Award recognizes continuous significant contributions made over a lifelong career in psychology; the Distinguished Contributions Award recognizes a more specific contribution to education and training. This year the Education and Training Awards Committee nominated two psychologists for the Award for Distinguished Contributions to Education and Training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promotion of Academic Careers in School Psychology: A Conceptual Framework of Impact Points, Recommended Strategies, and Hopeful Outcomes.

School psychology is facing a major shortage of faculty in graduate training and education programs. To deal with this shortage and the issues that surround it, we propose a conceptual framework that incorporates a number of impact points that graduate training programs can use to educate and sustain individuals in academic careers. The impact points include: selection of students, program-related training variables, post-program transition variables, and sustainability of academic careers. Each of these impact points is discussed within the context of the role that current faculty and practitioners in the profession can play in graduate education and training of academic scholars. Among the variety of potential solutions to the shortage, we introduce the concept of the "virtual university" to promote future education and sustainability of faculty within our graduate training programs. A case scenario from graduate students at the University of Wisconsin-Madison is presented as a context for the impact points raised in the article. We argue that those of us in the profession think systemically and lead the way into a new era of collaborative work across our graduate programs and among our colleagues in clinical, counseling, and related areas of applied and professional psychology graduate training. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Award for Distinguished Career Contributions to Education and Training and Award for Distinguished Contributions to Education and Training.

Presents the citations, biographies, and selected bibliographies for the 2007 recipients of the American Psychological Associations Award for Distinguished Career Contributions to Education and Training and Award for Distinguished Contributions to Education and Training. These awards are given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. The Distinguished Career Contributions Award recognizes continuous significant contributions made over a lifelong career in psychology; the Distinguished Contributions Award recognizes a more specific contribution to education and training. The 2007 recipients are Thomas R. Kratochwill and Sheila M. Eyberg, respectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for Distinguished Education and Training Contributions: Diane F. Halpern.

These awards are given by the Education and Training Awards Committee in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education or training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; and activity in professional organizations that promote excellence. This year's winner is Diane F. Halpern. Very few scholars have made so many important and diverse contributions to the advancement of quality education as has Halpern. She has applied the theories, empirical methods, and knowledge of cognitive psychology and psychometrics to educational practices that are designed to help students become better thinkers and learners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for distinguished career contributions to education and training and award for distinguished contributions to education and training.

The American Psychological Association 2010 Award for Distinguished Career Contributions to Education and Training and the Award for Distinguished Contributions to Education and Training are given by the Board of Educational Affairs in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education and training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; or activity in professional organizations that promote excellence. Each year one of these two awards is presented. The Distinguished Career Contributions Award recognizes continuous significant contributions made over a lifelong career in psychology; the Distinguished Contributions Award recognizes a more specific contribution to education and training. This year the Education and Training Awards Committee nominated a psychologist for the Award for Distinguished Contributions to Education and Training. The 2010 winner of the Award for Distinguished Contributions to Education and Training is Rosemary E. Phelps. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awards for distinguished education and training contributions.

The Awards for Distinguished Education and Training Contributions are given by the Education and Training Awards Committee in recognition of the efforts of psychologists who have made distinguished contributions to education and training, who have produced imaginative innovations, or who have been involved in the developmental phases of programs in education and training in psychology. These contributions might include important research on education or training; the development of effective materials for instruction; the establishment of workshops, conferences, or networks of communication for education and training; achievement and leadership in administration that facilitates education and training; and activity in professional organizations that promote excellence. Each year the Education and Training Awards Committee presents 2 awards. The Distinguished Career Contributions Award recognizes continuous significant contributions made over a lifelong career in psychology; the Distinguished Contributions Award recognizes special but major contributions to education and training. This year (1997), the Education and Training Awards Committee nominated 2 psychologists for the Distinguished Career Contributions to Education and Training in Psychology Award: Geoffrey Keppel and Edward P. Sheridan. The citations, biographies, and selected bibliographies of the awardees are presented here. (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)     

Life-long learning for psychologists: Current status and a vision for the future.

As a profession we are committed to maintaining and enhancing our competence as psychologists in order to most effectively serve the public throughout our careers. While this is a widely shared commitment among psychologists, there is considerably less consensus regarding how best to accomplish this goal. This dilemma is examined from the ethical, educational and legal perspectives. The American Psychological Association (APA) Ethics Code clearly articulates that competence is an ethical duty, although there is little guidance provided in the code as to how to meet this standard. As a profession we have tended to focus on the construct of life-long learning and we have incorporated this principle into our education and training standards. In fact, APA accreditation requires that doctoral programs inculcate this value into our foundational training. The majority of Psychology Licensing Boards have addressed this issue through the endorsement of mandatory continuing education requirements that primarily focus on hours and the content or structure of approved programs. Potential limitations to our ability to effectively self-assess our professional training needs are discussed and several innovative models are presented for integrating effective self-assessment and continuing education. Three invited experts provide commentaries that further explore the challenges and dilemmas posed by the ethical, legal and professional duty to maintain and enhance competence throughout our professional careers. These commentaries broaden the considerations, provide practical suggestions from other professions and provide a vision for the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distance education in professional training in psychology.

Distance learning methods have had a dramatic effect on undergraduate education and are being incorporated by graduate and professional programs in a variety of areas, including psychology. To address the implications of these developments, an APA task force was organized in 2001 and presented its findings in 2002. This article summarizes key findings of the task force regarding (a) developments in distance education applications to training in professional psychology, (b) significant issues regarding best practices and quality assurance, (c) implications of accreditation standards for programs based on distance methods, (d) licensure and recognition of graduates from online programs, and (e) implications of distance education methods for campus-based programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)