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© American Psychological Association All Rights Reserved. Update from the APA Education Directorate January 2011 Catherine L. Grus, Ph.D., Deputy Executive Director, Education Directorate American Psychological Association
© American Psychological Association All Rights Reserved. Happy Anniversary!
© American Psychological Association All Rights Reserved. Other News Associate Executive Director opening for Graduate and Postgraduate Education and Training Call for nominations to serve on APA Boards and Committees, including the Board of Educational Affairs Online CE sponsor approval application system launched
© American Psychological Association All Rights Reserved. Graduate Psychology Education (GPE) Program Funding for APA accredited doctoral, internship, and postdoctoral programs FY2010 $3 million; 20 grants Omnibus bill $7million for FY2011 failed in senate, but because of overall spending amounts, not GPE specifically
© American Psychological Association All Rights Reserved. Competency Benchmarks Revisions proposed Clusters of competencies Clearer language Benchmarks evaluation system Launch Spring 2011 Available on APA website Programs can customize forms and download
© American Psychological Association All Rights Reserved. Internship Match Imbalance Internship match imbalance is longstanding concern to both CCTC (Council of Chairs of Training Councils) and BEA (APA Board of Educational Affairs) Continue to work in collaboration with CCTC (Council of Chairs of Training Councils) on actions to mitigate the imbalance
© American Psychological Association All Rights Reserved. Professional Psychology Education and Training (PPET) Working Group Efforts related to imbalance have suggested a number of issues facing professional psychology education and training (PPET) Imbalance might be a symptom of larger question that needs to be addressed Many organizations have a piece but no one organization, or one community (COGDOP, APA or CCTC) owns it with respect to PPET Complex issue, with no simple solution or clear direction or it would have been taken already
© American Psychological Association All Rights Reserved. PPET Working Group - Background CCTC approached BEA to request action be taken BEA authorized convening of a group in March 2010 Charge was to develop a plan – build a vision and articulate how to get there
© American Psychological Association All Rights Reserved. Who is involved? Individuals (11) were appointed by a group (BEA, CCTC, COGDOP) based on their expertise wide range of expertise: undergraduate, masters, doctoral, internship, postdoctoral, CE/professional development, specialization, accreditation and credentialing – as well as program administration/management Aim was to keep group size small/efficient Other voices need to be heard Committed to transparency, want input
© American Psychological Association All Rights Reserved. What did the group do? Face-to-face meeting December 2010 Reviewed and critically evaluated data from CCTC created 2010 survey on issues in PPET Reviewed key written materials Reviewed relevant data points available from the APA Center for Workforce Studies Met with Dr. Steve Breckler, who oversees the APA Center for Workforce Studies about availability and limitations of relevant data
© American Psychological Association All Rights Reserved. What did the group do? Identified a broad range of issues (themes) of concern, that were later narrowed down to major themes Discussed mechanisms (conferences, white papers, blue ribbon panels, independent studies) to address
© American Psychological Association All Rights Reserved. What did they agree on? Discussed the wide ranging use of the term professional agreed scope of focus would be E&T to prepare psychologists competent to provide health care services (health service providers/psychologists – HSPs) Does not mean there are not issues to be addressed in other areas of professional psychology – could be addressed later but issues in area of health are high profile Core assumption is that scientific training is core to E&T for practice
© American Psychological Association All Rights Reserved. What did they agree on? The following are major themes in PPET: Curriculum content and sequence Quality assurance Economics Context: societal needs, other professions, intrapsychology issues Advocacy Postgraduate and lifelong learning Internship match
© American Psychological Association All Rights Reserved. What did they agree on? To set aside discourse about training models as not likely to be helpful, and could distract from important work on competency based approaches for practice as an HSP Internship issue is an important one, CCTC/ BEA efforts laid out in the grid are important to support, group will request updates Not to seek external review of professional education and training (e.g., a Flexner-type report), but external consultants may be useful in future activities
© American Psychological Association All Rights Reserved. Next Steps Second (last funded) meeting May 2011 Need to develop PLAN for how to address Identify mechanisms that may include others how much done by working group itself where do we want to be in 10 years what kind of continuous quality improvement mechanism does the profession need Consider issues of succession planning for work group members
© American Psychological Association All Rights Reserved. Next Steps Disseminate information to training councils at mid-winter meetings Establish mechanism for ongoing feedback to working group through electronic means ( or web comment page)
© American Psychological Association All Rights Reserved. The PPET Working Group is Seeking Your Feedback …..
© American Psychological Association All Rights Reserved. What do you Think About? 1. Re-examining the prerequisites for entry into a doctoral program* 2. Advocating for change so that EPPP is offered during doctoral training 3. What data are needed to inform work 4. Endorsement of nominating group (BEA, CCTC, COGDOP) to continue to be a partner in the process 5. Name for the group to emphasize health service providing HSP training
© American Psychological Association All Rights Reserved. *If the prerequisite competencies were agreed on and obtained by students prior to admission the doctoral curriculum could be modified and perhaps reduced in terms of its requirements The intent is not to mandate an undergraduate curriculum or require students to be a psychology major, but an articulation of the necessary knowledge, skills and values for entry to HSP doctoral programs
© American Psychological Association All Rights Reserved. Thank You Questions
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