By Mary Beth Kenkel, Roger L Peterson
Competency-Based schooling for pro Psychology provides the main up to date, research-based version for schooling in expert psychology. the amount is split into 4 elements. half I offers an summary of the educational version and discusses the theories and study that shape the root of the version. half II describes the seven center skills wanted via expert psychologists: courting, overview, intervention, study and assessment, session and schooling, administration and supervision, and variety. Chapters during this part talk about the data, abilities, and attitudes that represent every one competency and supply examples of confirmed curricula and educating tools. half III addresses the features and key roles of school and directors, and half IV describes destiny demanding situations in specialist psychology schooling. through supplying tools for enforcing the version in numerous academic and coaching settings, this booklet will function a key source for everybody serious about the schooling, education, and law psychologists.
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Not only is a dominant cultural narrative one of corporatization, but it is one of bad corporatization. I want to be clear that this is not a critique solely directed at for-profit institutions. Actually, I don't know firsthand whether for-profit institutions have a particularly high dose of corporatization. Universities of all kinds— tuition driven, small and large privates, and state-supported—have corporatized. Although in many circumstances a successful program should pay its own direct and indirect costs, economic gain should not come at the expense of quality.
One trend that has significant implications for the competencybased approach is evidence-based practice in psychology (EBPP; APA Presidential Task Force on Evidence-Based Practice, 2006). EBPP often takes the form of guidelines for best practice (including empirically supported principles and methods). , Moran & Malott, 2004). Unlike other health professions, the curriculum in professional psychology is not standardized across programs, and there is no single, mandated model of education or particular set of goals to which programs must adhere.
The Counseling Psychobgist, 28, 622-640. Yudkowsky, R. (2002). Should we use standardized patients instead of real patients for high-stakes exams in psychiatry? Academic Psychiatry, 26, 187-192. APPLYING THE COMPETENCY MODEL 53 3 THREATS TO QUALITY IN PROFESSIONAL EDUCATION AND TRAINING: THE POLITICS OF MODELS, OBFUSCATION OF THE CLINICAL, AND CORPORATIZATION ROGER L. 3 ratings of figure skating; or even the detailed letters of the APA Commission of Accreditation. Specifically, I propose carrying the question of quality—that is, accepting that the unresolved issue has no final or complete answer but remaining open to clues all around us (Taylor, 1987a, 1987b).