Psychology Education And Training In The United States

Advances in Psychology Education Around the World Chair: Nadia Hasan, MA Presenter 1: Marco Pe ñ a Jimenez Presenter 2: Anna Sagana Presenter 3: Nadia Hasan Discussant: Dr. Nelson Varas Diaz (Dr. Andres Consoli)

Psychology Education and Training in the United States Nadia T. Hasan, MA [email_address] Michigan State University Counseling Center Jae Yeon Jeong, Ph.D. [email_address] MIRECC, Bronx VA Hospital, Mt. Sinai School of Medicine

Overview
Contextual Factors
Models of Training
Recognized Specialties and Proficiencies
Quality Assurance Measures
Cotemporary Issues
Role of Student Organizations
APAGS

Some Contextual Issues
US health care system (rising costs)
Mental health parity laws (managed care)
Integrated healthcare (mind and body)
Population diversity and culturally sensitive healthcare
Evidence-based psychology practice
Prescription privileges

Models of Training
Scientist-practitioner or Boulder model
-Doctorate of Philosophy (PhD)
-research and practice
-Shakow Report (1940s)
Practitioner-scholar model
-Doctorate of Psychology (PsyD)
-practice and applying research
-University of Illinois, Peterson (1968)
Wiens & Hope, 2001

Master’s Degree in Psychology
APA supports the doctoral degree as the minimum level of training for a psychologist
Starting place for a career in psychology
Under dispute by some, school psychology professionals

Recognized Specialties and Proficiencies in Professional Psychology by the APA Retrieved from http://www.apa.org/crsppp/rsp.html Specialties Year of initial recognition Year of renewal of recognition Clinical Neuropsychology 1996 2010 Clinical Health Psychology 1997 2011 Psychoanalysis Psychology 1998 2014 School Psychology 1998 2012 Clinical Psychology 1998 2012 Clinical Child Psychology 1998 2012 Counseling Psychology 1999 2012 Industrial-Organizational Psychology 1996 2010 Behavioral Psychology 2000 2009 Forensic Psychology 2001 2015 Family Psychology 2002 2009

Recognized Specialties and Proficiencies in Professional Psychology by the APA Retrieved from http://www.apa.org/crsppp/rsp.html Proficiencies Year of initial recognition Year of renewal of recognition Police Psychology 2008 2015 Biofeedback: Applied Psychophysiology 1997 2012 Clinical Geropsychology 1998 2012 Psychopharmacology 2001 2009 Treatment of Alcohol and Other Psychoactive Substance Use Disorders 2001 2015 Sport Psychology 2003 2010 Assessment and Treatment of Serious Mental Illness 2003 2010

Quality Assurance Measures
Accreditation of doctoral programs in psychology
Doctoral level licensure or credentialing
Approval of continuing education sponsors
Professional associations
Retrieved from http://www.apa.org/international/cirp/QA-report-2008.pdf

US Quality Assurance Mechanism
APA Commission on Accreditation (CoA)
Scope: The practice of psychology
Recognized by the US Department of Education and Council for Higher Education Accreditation
Reviews doctoral graduate programs, doctoral internships, and postdoctoral programs
Levels of mechanism
Institutional level (universities reviewed by regional accrediting body)
Professional level (specialized and professional accrediting bodies)
Individual practitioner (state licensing boards)

APA Accreditation
Quality Assurance
Accredited programs must provide organized, sequential training curricula, qualified faculty, appropriate supervision, adequate resources, and public information about all aspects of training.
http://www.apa.org/ed/accreditation
(VandeVoorde & Horrocks, 2008)

SCOPE OF APA ACCREDITATION
Doctoral Training Programs in substantive professional areas:
Clinical, Counseling and School
Other Developed Practice Areas
Combinations of 2 or 3 of the above areas
Pre-doctoral Internship Programs in Professional Psychology (10, 12, 24 Months).
Post-Doctoral Residencies in specialized and general fields of professional psychology.
(VandeVoorde & Horrocks, 2008)

Accredited Programs (As of May 6, 2008)
Doctoral
Internship
Postdoctoral
TOTAL 898
377
* Breakdown by area:
235 Clinical
72 Counseling
60 School
10 Combined

472
* 49
*26 Traditional Area
*specialty areas
12 Clinical Neuropsychology
6 Clinical Health
1 Rehabilitation Psychology
4 Clinical Child Psychology

Guidelines and Principles for Accreditation of Programs in Professional Psychology http://www.apa.org/ed/accreditation/G&P0522.pdf Available on the APA Accreditation website

ACCREDITATION DOMAINS
Eligibility of Program and Setting
Program Philosophy, Objectives, Curriculum Plan
Program Resources
Cultural and Individual Differences and Diversity
Student-Faculty Relations
Program Self-Assessment and Quality Enhancement
Public Disclosure
Relationship with Accrediting Body

Domain A: ELIGIBILITY
Program is sponsored by an institution of higher education that is accredited by a nationally recognized regional accrediting body in the U.S
Formal written policies are available
Admissions and degree requirements
Financial assistance
Student performance evaluation
Due process and grievance procedures

Domain B: PROGRAM PHILOSOPHY, OBJECTIVES, AND CURRICULUM
Program specifies objective competencies in the curriculum (4-5 years):
(a) The breadth of scientific psychology: biological, psychological measurement, cognitive & affective, research methodology, social, techniques of data analysis, history and systems
(b) Foundations of practice in the program’s substantive area: individual differences, human development, dysfunctional behavior/ psychopathology, professional standards and ethics

(c) Diagnosing or defining problems through assessment and implementing intervention strategies including: theories and methods of assessment and diagnosis, effective intervention, consultation and supervision, evaluating the efficacy of interventions
(d) Issues of cultural and individual diversity relevant to all of the above
Domain B (continued)

Domain C: PROGRAM RESOURCES
Core faculty who are sufficient in number and available as role models
Sufficient number of students for meaningful peer interaction
Resources to accomplish its goals and objectives such as financial, technical and physical support services

Domain D: CULTURAL AND INDIVIDUAL DIFFERENCES AND DIVERSITY
Systematic and long-term efforts to attract and retain students and faculty from differing ethnic, racial, and personal backgrounds (age, national origin, disabilities, race, ethnicity, religion, gender, culture, gender identity, sexual orientation, language, and social economic status)
Program has a plan to provide students with relevant knowledge and experiences about the role of individual and cultural diversity in psychological science and practice

Domain E: STUDENT-FACULTY (INTERN-STAFF) RELATIONS
Students and faculty are to be treated with courtesy, respect, and ethical sensitivity
Faculty members are accessible and provide guidance for timely completion of degree
Respect for cultural and individual diversity
Students receive annually written feedback

Domain F: PROGRAM SELF-ASSESSMENT & QUALITY ENHANCEMENT
Program engages in regular, ongoing self-studies
Effectiveness in achieving goals and objectives in terms of outcome data
How its goals and objectives are met through the program’s educational and training processes
Its procedures to maintain current achievements or to make program changes as necessary

Contemporary Issues
Competency Benchmarks
Internship Crisis
Sequence to licensure/ Post-Doctoral Training
Financial Burden

Competency Benchmarks
Past few decades
The Competency Benchmarks document (2006) outlined 15 core foundational and functional competencies in professional psychology across three levels of professional development:
-readiness for practicum
-readiness for internship
-readiness for entry to practice

Competency Benchmarks Cont…
Within each level, there are essential components that make up the core competencies, and behavioral indicators that provide operational descriptions of the essential elements

Competency Benchmarks Cont…
Foundational competencies: professionalism, reflective practice, scientific knowledge and methods, relationships, individual and cultural diversity, ethical and legal standards and policy, and interdisciplinary systems
Functional competencies: assessment, intervention, consultation, research and evaluation, supervision, teaching, administration, and advocacy

Internship Crisis
Internship is a year of intense, supervised, clinical work.
2009 Match Statistics:
3,825 Registered, 227 Withdrew or did not submit ranks, a total of 3,598 participated in the Match
846 did not match (24% of applicants did not match; highest number of unmatched to date)
Retrieved from (p5) http://www.appic.org/news/Newsletter/appic_may09_4.pdf

Sequence to Licensure/ Post-Doctoral Training
APA recently supported a change so that students can move from internship to licensure without the requirement of a post-doctorate experience
State-to-State Change is needed
Benefits of the change
APAGS role

Experience Requirement
“ APA recommends that legislation requires the equivalent of two full-time years of sequential, organized, supervised, professional experience prior to obtaining the license. This training may be completed prior or subsequent to the granting of the doctoral degree”

Rationale
24 year old licensure laws
The role of Postdoctoral training has changed
Students are collecting more clinical hours
Higher quality training environments
Resources (financial, job market)

APAGS Advocacy for Graduate Students
In 2006 we contacted all APA Council of Representatives and encouraged them to support this change. They Did!
In 2006 we sent education letters to all SPTA
Created web materials to empower GS to advocate for this change in their SPTA
Wrote letters for several SPTA Newsletters
APAGS Liaison on the Task Force on Revision of the APA’s Model Act For State Licensure of Psychologists.

Financial Burden
About 70% of doctoral graduates had some debt (2005)
About 40% owed more than $75,000 USD
70% of practice-focused graduates had more than $75,000 USD
Limited loan repayment options that are not always feasible
(APA, 2008)

Role of Student Organizations
Information (Funding, Scholarships, Changes)
Resources for Success
Social Support/ Social Networking
Mentoring
Advocacy within the profession and with outside organizations

American Psychological Association of Graduate Students (APAGS)
Voice of Graduate Students in APA
Future of Psychology
Part of APA Governance
Serve as an advisory committee
Governed by 9 elected officials
Chair, Chair-elect, Past Chair,
6 Member-at-Large Positions: Practice, Science, Diversity, Membership, Education, Communication
4 Subcommittees

APAGS: Education and Training
Representation
Member-at-Large Education Focus
Liaisons and Monitors to Groups:
Council of Chairs of Training Councils (CCTC)
Association of Psychology Postdocs and Internship Centers (APPIC)
APA Board of Educational Affairs
APA Education Directorate
Graduate Student Voting Seat on the Commission on Accreditation (CoA)

APAGS provides the graduate student perspective on education and training issues
Example: Centralized online APPIC Application for Psychology Internships (AAPI)
Communication to our members
Example: APAGS listservs, Campus Bulletin
Communication to other education groups
Example: CCTC listserv, APPIC listservs, BEA listserv

Resources guides and books (succeeding in practicum, internship)
Convention programming
Example: Preconvention Internship Workshop, Conversation Hour with the Chair of APPIC

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Psychology Education And Training In The United States

by Marco Peña on Jul 24, 2009

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