Broad and General Curriculum in Psychology Operational definitions over time

Transcription

1 Broad and General Curriculum in Psychology Operational definitions over time Review of Accreditation Standards Review of Accreditation Standards Beginning with initial standards in 1947 through JCPEP documentation leading to current G&P Importance of historical context and state of higher education Role of Professional Judgment and the who of accreditors Importance of hist Role of Professional Judgment and t 1

2 1947 standards for clinical psychology Included lengt Included lengthy y discussion of the attributes of a psychologist Undergraduate prerequisites in - psychology, biology y and the physical sciences, mathematics and statistics, education, social sciences, history of culture, psychology as revealed in the literature, languages Undergraduate prerequisites in 1947 General Psychology Requirements general, physiological and comparative general, physiological and comparative psychology; history of psychology and contemporary history of psychology and contemporary schools of thought; developmental psychology; developmental psychology; social psycholog social psychology 2

3 Psychodynamics of behavior personalit personality motivation of normal and abnormal motivation of normal and abnormal behavior experimental dynamic psychology experimental dynamic psychology - research psychopathology psychopathology Diagnostic methods observational techniques observational techniques survey of clinical psychology survey of clinical psychology methods of case study, case analysis methods of case study, case analysis and interviewing theory and practice of diagnostics theory and practice of diagnostics 3

4 1947 Research methods 1947 Research methods experimental psychology experimental psychology advanced statistics and quantitative methods advanced research in dynamic psychology research in dynamic psychology dissertation dissertation Related disciplines requirements physiolog physiological ical sciences introduction to clinical medicine introduction to clinical medicine social organization on and social pathology social organizat influence of culture on personality influence of culture on personality 4

5 1947 Therapy Training Requirements 1947 Therapy Training Requirements internship during the third year internship during the third year - return for 4th year advanced practice in post-doc therapeutic methods, group p methods, techniques of guidance and counseling, personality y therapy advanced therapeutic methods, gro Composition of Evaluators 6 psychologists chosen through APA as the - 6 psychologists chosen through APA as the Committee on Clinical Psychology Added additional members in 1948 Individuals that composed the E&T conducted Individuals that composed the E&T conducted the site visits as well as being the decision making body 5

6 1952 Standards for Counseling Psychology Counseling Psycholog Counseling Psychology y added to the charge Composition ion of Evaluators increased the number of members to 12 and the name became the Committee on Doctoral Education Composit A 5 person Committee on Practicum Education A 5 person Committee on Practicum Education was also formed at that time 1952 General Curriculum for Counseling Core of basic psychological concepts Personality organization and Knowledge of social environment Appraisal of the individual Counseling Professional orientation Practicum Research Personality organization and development Research 6

7 Committee on Evaluation Committee on Evaluation Committee on Doctoral Education and Committee on Doctoral Education and Committee on Practicum merged to become the a 6-member Committee on Evaluation in 1953 In 1957, the Committee added 3 members to In 1957, the Committee added 3 members to have a total l of 8-9 members Preparation for USDE recognition Preparation for USDE recognition In seeking recognition from the US Department In seeking recognition from the US Department of Education, the group changed its name to the Committee on Accreditation in 1971 and revised the standards for accreditationion The size of the Committee was relatively stable The size of the Committee was relatively stable with 10 members until

8 1973 Standards for Clinical, Counseling, and School Introduces the concept of a Model of training Curricular expectat Curricular expectations specific areas of psychology including: Abnormal Abnormal Developmental Individua Learning Motivation ndividual differences Physiological Personality Social statistics research design psychological assessment individual and group intervention techniques professional ethics environmental influences on human behavior Physiological Personality Social statistics research design psychological assessm intervention techniques professional ethics environmental influences on human behavior 8

9 1979 Standards for Professional Psychology scientific and professional ethics and standards scientific and professional ethics and standards demonstration through comprehensive examination or credit hours Research design and methodology Research design and methodolo Statistics psychological measurementement history and systems specific intervention skills appro specific intervention skills appropriate riate to their area of professional psychology ethics and integrity ethics and integrity biological bases of behavior cognitive bases aspects social bases individual behavior Scientific areas Scientific areas - biological bases of behavior e.g. physiological, comparative, neuropsychology, sensation, psychopharmacology cognitive bases aspects e.g. learning, memory, perception, cognition, thinking, motivation, emotion social bases e.g. social psychology; cultural ethnic and group processes; organizational and systems theories individual behavior e.g. personality theory, human development, individual differences, abnormal psychology 9

10 Focus on core competencies Select interpersonal skills and appreciation of diversity Delineated Knowledge Domains Importance of basing knowledge on evolving Joint Council on Professional Education in Psychology Focus on core competencies Selection of students demonstrated analytic skills demonstrated aptitude for developing interpersonal skills and appreciation of diversity Importance of basing knowledge on evolving body of knowledge in psychology Discussion of standards for postdocs JCPEP - areas of evolving knowledge Theories of individual and systems functioning and change Life span development Dysfunctional behavior or psychopathology Psychological measurement Professional ethics and standards History and systems of psychology 10

11 Biological bases of behavior (e.g. physiological Cognitive Social; bases of behavior (e.g. social psychology, group Cultural ba Required knowledge Required knowledge Biological bases of behavior (e.g. physiological psychology, comparative e psychology, neuroposychology, psychopharmacology) Cognitive-affective bases of behavior (e.g., learning memory, perception, cognition, thinking, motivation, emotion) Social; bases of behavior (e.g. social psychology, group and family processes, sexual orientation, organizational and systems theory, gender differences) Cultural bases of behavior (e.g., cultural and ethnic group differences, bicultural processes, generational differences within immigrant migrant populations Research issues related assessment and Require Research Competencies Research Competencies Research issues related assessment and treatment Research competencies: encies: Research compet Statistics Research design and methods (including qualitative) Requirement of a dissertation 11

12 Interpersonal skills Assess Practice Requirements Practice Requirements Interpersonal skills Assessment Intervention Application of research person Committee on Accreditation formed The history of former standards and JCPEP The history of former standards and JCPEP clearly influenced both the CoA and licensure laws in core requirements A major difference is the listing of courses on a A major difference is the listing of courses on a transcript vs the demonstration that competency has been achieved at an appropriate level 12

13 Issues Throughout the History Issues Throughout the History Judgment of the ad Judgment of the adequacy of the curriculum is in the hands of the accreditors Reliability of judgment was high when the accreditors were a small group who also conducted the site visits and the programs were very similar The increase from a 10 member group to more representative tive members from communities of interest led to the need for common definitions Reliability of judgment was high when the The increase from a 10 member group to more Professional Judgment Professional Judgment As an accrediting body, members of CoA use As an accrediting body, members of CoA use professional judgment The parameters of those judgments in terms of The parameters of those judgments in terms of the interpretations of the standards needs eds to be consistent across reviewers Further, CoA felt that programs rams had the right to know the basis for decisions on curriculum Further, CoA felt that prog 13

14 Operationalization Subcommittee of CoA was formed to Subcommittee of CoA was formed to operationalize decision rules for determining whether, according to the G&P students ts were educated in broad and general areas of psychology this was the development of Implementing Regulation C-16 Now to Roger for the next part of the story 14