Psychology Teaching And Training In Europe

Psychology teaching and training in Europe XXXII Congreso Inter americano de Psicología June 28 - July 2, 200 9 , Guatemala City, Guatemala Symposium: Advances in Psychology Education around the World Anna Sagana, University of Athens Kristina Potočnik, University of Valencia

Outline
1. The context of higher education in Europe
2. Historical background
2.1 Treaty of Rome 1957
2.2 The General Directive 89/48/EC
2.3 European Framework (EroPsyT)
2.4 The Third Directive
3. Euro Psy – EDP
3.1 Aim
3.2 Principles
3.3 Framework and minimal requirements
3.4 Summary
3.5 Scepticism/ disagreements
4. Erasmus Mundus Programs
4.1 Aim
4.2 WOP-P
5. The role of Student Organizations

Historical Background Treaty of Rome 1957
Article 48 : freedom to work anywhere in the European Community
Article 45: allowed for mutual recognition and co-ordination of professional qualifications
Seven Professions:
Doctors
Dentists
Nurses
Midwives
Veterinarian
Pharmacists
Architects
Sectoral Directives

Historical Background The General Directive 89/48/EC
Mutual Recognition of Higher Education Diplomas
Aim: was to cover other professions restricted by State or Law
Psychologists are covered by the directives 89/48 and 92/51, which cover all regulated professions whose qualifications require at least a Diploma (Lunt 1997)
Provides a complicated approach to the evaluation of equivalence which depends on individual cases being evaluated and compared against a national “template”

Historical Background European Framework for Psychologists Training (EuroPsyT) 1 st Project: aimed to develop a “reference model” and minimal standards (ENOP 1998) and to develop standards which specified competencies of psychologists at the stage of independent practice (Bartram 1996) 2 nd Project: aimed and did design the European Diploma of Psychology (EuroPsy) which provides a set of standards or benchmark for quality of psychology education and training across Europe.

Historical Background The Third Directive
“ More flexible and automatic procedure based on common platforms established by professional associations at European level”,
(European Commission 2004)
“ Common platforms” are defined as ‘”a collection of criteria on professional qualifications able to bridge the substantial differences between the training conditions in the different Member States”
(Directive COM(2002)119, Article 15)

Historical Background The Third Directive Article 15 provides a means for the profession of psychologist to propose a European standard which has been agreed by all EU member states (the EuroPsy) and for this standard to contribute to a fast track mechanism for recognition, by enabling comparison with the training of each of the Member States (see Lunt 2005). Importance for Psychologists

E uropean Diploma in Psychology (E DP ) Aim
EDP represents a system of standards for the education and training of professional psychologists in Europe aiming to enhance:
High quality education
and training in
psychology
Ethical commitment
of all psychologists
Mobility of psychologists
and
psychological thinking

E uropean Diploma in Psychology (E DP ) Principles
To promote the availability of adequate psychological services
To protect consumers and citizens in Europe through the assurance of quality and to protect them against unqualified providers of services
To promote the mobility of psychologists by enabling them to practise anywhere in Europe
To ensure that the EDP is awarded on the basis of demonstrated completion of an academic curriculum in psychology and competence in the performance of professional roles

E uropean Diploma in Psychology (E DP ) Principles
To ensure that the EDP system is fair and avoids discrimination of psychologists on the basis of national or other differences
To guarantee the qualification for psychological practice at an entry level to the profession as well as beyond
To endorse a commitment to the active maintenance of competence
To respect rather than to replace national regulations for psychologists which are already in place

E uropean Diploma in Psychology (E DP ) Framework Bachelor degree Master degree Supervised practice Part of the academic curriculum Not necessarily included in the university curriculum

E uropean Diploma in Psychology (E DP ) Framework and minimal standards
Orientation of students in the different sub-specialities in psychology; it can also be opened to related disciplines
Offers a basic education in all the psychology specialities, and in the major theories and techniques in psychology
Basic introduction to psychologists’ skills, and a grounding for research in psychology
NOT providing an occupational qualification nor the necessary competence for independent practice in psychology
Duration of 3 years
Bachelor degree

E uropean Diploma in Psychology (E DP ) Framework
Prepares the student for independent professional practice as a psychologist
Either undifferentiated and prepare s for further PhD training or employment as a “general practitioner” in psychology or
Differentiated , preparing student for practice within a particular professional area of psychology
The student has to demonstrate the capacity to acquire skills in research.
Internship, providing an introductory professional field training
Duration of 2 years
Masters degree

E uropean Diploma in Psychology (E DP ) Framework
To prepare for independent practice as a licensed (or equivalent) psychologist,
To develop working roles as a professional psychologist based on one’s unique training and personality
To consolidate the integration of theoretical and practical knowledge
Duration of 12 months
Supervised practice

E uropean Diploma in Psychology (E DP ) Minimal requirements

E uropean Diploma in Psychology (E DP ) Scepticism
One year supervised practice
The duration of university curriculum in some countries too short
The dissertation or thesis is not required in some countries
The issue of validity /renovation of the Diploma

E RASMUS MUNDUS PROGRAM Aim
A cooperation and mobility program of excellence in Higher education
Promoted by the European Union with a worldwide scope
Supports high quality European Masters
Promotes the visibility and attractiveness of the European Higher Education in the rest of the world countries
http://ec.europa.eu/education/external-relationprogrammes/doc72_en.htm

E RASMUS MUNDUS PROGRAM WOP-P
Master in Work, Organization and Personnel Psychology (WOP-P) is the first Master in Psychology in Europe that has been selected in this European program
Jointly offered by the Universities of Barcelona, Bologna, Coimbra, Paris V, and Valencia (in charge of coordination)
It started in the academic year 2006-07
It qualifies students for the professional practice of Work, Organizational, and Personnel Psychology
It facilitates access to doctoral studies in this and related disciplines

E RASMUS MUNDUS PROGRAM WOP-P-guidelines
Duration: 2 years (120 ECTS)
The programme is based on the "scientist-practitioner" model, which assumes that a good preparation as practitioner implies the acquisition of professional and research competences.
The Master implements the main guidelines developed by the Euro-Psych model for the European Diploma of Psychology (EDP)
www.erasmuswop.org

E RASMUS MUNDUS PROGRAM WOP-P - Workload
Courses on work, organizational, and personnel Psychology, including theory and methodology aspects (48 ECTS)
Free-choice courses related to the field (16 ECTS)
Joint Intensive Learning Unit (Winter-School) (10 ECTS)
Professional stage/internship (15 ECTS)
development of research competences (24 ECTS)
Professional report integrating research and practice (7 ECTS)

The Role of Students’ Organsations Goals-Means
Academic life
Political issues
Social issues
Cultural activities
Scientific activities, congresses, lectures etc
Demonstrations (in certain cases)
To resolve students’ problems referring to: Support Activities

The Role of Students’ Organsations Benefits For Students For the modernisation of psychology Amelioration of educational programmes at universities Protection of psychology Proficiency and responsible preparation for the profession

The role of Students Organisations
One of there main sources of information regarding the EDP were students’ associations*
* Students’ attitudes towards EDP . An European Survey, carried out by EFPSA’s EDP project team. Results presented At the 9th European congress of psychology, Granada, Spain

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Psychology Teaching And Training In Europe

by Marco Peña on Jul 24, 2009

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