Advances in Psychology Advances in Psychology Education Around the WorldEducation Around the World

Chair: Nadia Hasan, MAChair: Nadia Hasan, MAPresenter 1: Marco PePresenter 1: Marco Peñña Jimeneza Jimenez

Presenter 2: Anna SaganaPresenter 2: Anna SaganaPresenter 3: Nadia HasanPresenter 3: Nadia Hasan

Discussant: Dr. Nelson Varas Diaz Discussant: Dr. Nelson Varas Diaz (Dr. Andres Consoli)(Dr. Andres Consoli)

Psychology Education and Psychology Education and Training in the United StatesTraining in the United States

Nadia T. Hasan, MANadia T. Hasan, MAnadiatalalhasan@yahoo.comnadiatalalhasan@yahoo.com

Michigan State University Counseling CenterMichigan State University Counseling CenterJae Yeon Jeong, Ph.D.Jae Yeon Jeong, Ph.D.

jaeyeon.jeong@gmail.comjaeyeon.jeong@gmail.comMIRECC, Bronx VA Hospital, Mt. Sinai School MIRECC, Bronx VA Hospital, Mt. Sinai School

of Medicineof Medicine

Overview Overview

Contextual FactorsContextual Factors

Models of Training Models of Training

Recognized Specialties and ProficienciesRecognized Specialties and Proficiencies

Quality Assurance MeasuresQuality Assurance Measures

Cotemporary IssuesCotemporary Issues

Role of Student Organizations Role of Student Organizations

APAGSAPAGS

Some Contextual IssuesSome Contextual Issues

US health care system (rising costs)US health care system (rising costs)

Mental health parity laws (managed care)Mental health parity laws (managed care)

Integrated healthcare (mind and body)Integrated healthcare (mind and body)

Population diversity and culturally Population diversity and culturally sensitive healthcaresensitive healthcare

Evidence-based psychology practiceEvidence-based psychology practice

Prescription privilegesPrescription privileges

Models of TrainingModels of Training

Scientist-practitioner or Boulder modelScientist-practitioner or Boulder model-Doctorate of Philosophy (PhD)-Doctorate of Philosophy (PhD)-research and practice-research and practice-Shakow Report (1940s)-Shakow Report (1940s)

Practitioner-scholar model Practitioner-scholar model -Doctorate of Psychology (PsyD)-Doctorate of Psychology (PsyD)-practice and applying research-practice and applying research-University of Illinois, Peterson (1968)-University of Illinois, Peterson (1968)

Wiens & Hope, 2001Wiens & Hope, 2001

Master’s Degree in PsychologyMaster’s Degree in Psychology

APA supports the doctoral degree as the APA supports the doctoral degree as the minimum level of training for a minimum level of training for a psychologistpsychologist

Starting place for a career in psychologyStarting place for a career in psychology

Under dispute by some, school Under dispute by some, school psychology professionalspsychology professionals

Recognized Specialties and Proficiencies in Recognized Specialties and Proficiencies in Professional Psychology by the APA Professional Psychology by the APA

Specialties Specialties Year of initial Year of initial recognition recognition

Year of renewal of Year of renewal of recognitionrecognition

Clinical Clinical Neuropsychology Neuropsychology

1996 1996 20102010

Clinical Health Clinical Health Psychology Psychology

1997 1997 20112011

Psychoanalysis Psychoanalysis Psychology Psychology

1998 1998 20142014

School Psychology School Psychology 1998 1998 20122012Clinical Psychology Clinical Psychology 1998 1998 20122012Clinical Child Psychology Clinical Child Psychology 1998 1998 20122012Counseling Psychology Counseling Psychology 1999 1999 20122012Industrial-Industrial-Organizational Organizational Psychology Psychology

1996 1996 20102010

Behavioral Psychology Behavioral Psychology 2000 2000 20092009Forensic Psychology Forensic Psychology 2001 2001 20152015Family Psychology Family Psychology 2002 2002 20092009

Retrieved from http://www.apa.org/crsppp/rsp.html

Recognized Specialties and Proficiencies in Recognized Specialties and Proficiencies in Professional Psychology by the APA Professional Psychology by the APA

Proficiencies Proficiencies Year of initial Year of initial recognition recognition

Year of renewal Year of renewal of recognition of recognition

Police Psychology 20082008 20152015

Biofeedback: Applied Psychophysiology

1997 1997 20122012

Clinical Geropsychology 1998 1998 20122012

Psychopharmacology 2001 2001 2009 2009

Treatment of Alcohol and Other Psychoactive Substance Use Disorders

2001 2001 2015 2015

Sport Psychology 2003 2003 2010 2010

Assessment and Treatment of Serious Mental Illness

2003 2003 2010 2010

Retrieved from http://www.apa.org/crsppp/rsp.html

Quality Assurance MeasuresQuality Assurance Measures

Accreditation of doctoral programs in Accreditation of doctoral programs in psychology psychology

Doctoral level licensure or credentialing Doctoral level licensure or credentialing

Approval of continuing education sponsorsApproval of continuing education sponsors

Professional associationsProfessional associations

Retrieved from http://www.apa.org/international/cirp/QA-report-2008.pdf

US Quality Assurance MechanismUS Quality Assurance Mechanism

APA Commission on Accreditation (CoA)APA Commission on Accreditation (CoA)– Scope: The practice of psychologyScope: The practice of psychology– Recognized by the US Department of Education and Recognized by the US Department of Education and

Council for Higher Education Accreditation – Reviews doctoral graduate programs, doctoral internships, Reviews doctoral graduate programs, doctoral internships,

and postdoctoral programsand postdoctoral programs

Levels of mechanismLevels of mechanism– Institutional level (universities reviewed by regional Institutional level (universities reviewed by regional

accrediting body)accrediting body)– Professional level (specialized and professional accrediting Professional level (specialized and professional accrediting

bodies)bodies)– Individual practitioner (state licensing boards)Individual practitioner (state licensing boards)

APA Accreditation APA Accreditation

Quality AssuranceQuality Assurance

– Accredited programs must provide organized, Accredited programs must provide organized, sequential training curricula, qualified faculty, sequential training curricula, qualified faculty, appropriate supervision, adequate resources, appropriate supervision, adequate resources, and public information about all aspects of and public information about all aspects of training.training.

– http://www.apa.org/ed/accreditationhttp://www.apa.org/ed/accreditation

(VandeVoorde & Horrocks, 2008)

SCOPE OF APA ACCREDITATIONSCOPE OF APA ACCREDITATION

Doctoral Training Programs in substantive professional Doctoral Training Programs in substantive professional areas:areas:

– Clinical, Counseling and SchoolClinical, Counseling and School– Other Developed Practice AreasOther Developed Practice Areas– Combinations of 2 or 3 of the above areasCombinations of 2 or 3 of the above areas

Pre-doctoral Internship Programs in Professional Pre-doctoral Internship Programs in Professional Psychology (10, 12, 24 Months).Psychology (10, 12, 24 Months).

Post-Doctoral Residencies in specialized and general Post-Doctoral Residencies in specialized and general fields of professional psychology.fields of professional psychology.

(VandeVoorde & Horrocks, 2008)

Accredited ProgramsAccredited Programs(As of May 6, 2008)(As of May 6, 2008)

Doctoral Doctoral

InternshipInternship

Postdoctoral Postdoctoral

TOTAL TOTAL 898898

377377 * Breakdown by area:* Breakdown by area:235 Clinical 235 Clinical 72 Counseling 72 Counseling 60 School60 School10 Combined10 Combined

472472

**4949*26 Traditional Area*26 Traditional Area

*specialty areas*specialty areas12 Clinical Neuropsychology12 Clinical Neuropsychology6 Clinical Health6 Clinical Health1 Rehabilitation Psychology1 Rehabilitation Psychology4 Clinical Child Psychology4 Clinical Child Psychology

Guidelines and Principles Guidelines and Principles for Accreditation of Programs in Professional Psychologyfor Accreditation of Programs in Professional Psychology

http://www.apa.org/ed/accreditation/G&P0522.pdf

Available on the APA

Accreditation website

ACCREDITATION DOMAINSACCREDITATION DOMAINS

A.A. Eligibility of Program and SettingEligibility of Program and Setting

B.B. Program Philosophy, Objectives, Curriculum PlanProgram Philosophy, Objectives, Curriculum Plan

C.C. Program ResourcesProgram Resources

D.D. Cultural and Individual Differences and DiversityCultural and Individual Differences and Diversity

E.E. Student-Faculty RelationsStudent-Faculty Relations

F.F. Program Self-Assessment and Quality Program Self-Assessment and Quality EnhancementEnhancement

G.G. Public DisclosurePublic Disclosure

H.H. Relationship with Accrediting BodyRelationship with Accrediting Body

Domain A: ELIGIBILITYDomain A: ELIGIBILITY

Program is sponsored by an institution of higher Program is sponsored by an institution of higher education that is accredited by a nationally education that is accredited by a nationally recognized regional accrediting body in the U.S recognized regional accrediting body in the U.S

Formal Formal written policieswritten policies are available are available– Admissions and degree requirements Admissions and degree requirements – Financial assistanceFinancial assistance– Student performance evaluationStudent performance evaluation– Due process and grievance proceduresDue process and grievance procedures

Domain B: PROGRAM PHILOSOPHY, Domain B: PROGRAM PHILOSOPHY, OBJECTIVES, AND CURRICULUMOBJECTIVES, AND CURRICULUM

Program Program specifies objective specifies objective competencies in the competencies in the curriculum (4-5 years): curriculum (4-5 years):

(a) The (a) The breadthbreadth of scientific psychology: biological, of scientific psychology: biological, psychological measurement, cognitive & affective, psychological measurement, cognitive & affective, research methodology, social, techniques of data research methodology, social, techniques of data analysis, history and systemsanalysis, history and systems

(b) Foundations of practice in the program’s (b) Foundations of practice in the program’s substantivesubstantive area: individual differences, human area: individual differences, human development, dysfunctional behavior/ development, dysfunctional behavior/ psychopathology, professional standards and ethicspsychopathology, professional standards and ethics

(c) Diagnosing or defining problems (c) Diagnosing or defining problems through through assessment assessment and implementing and implementing intervention strategies including: intervention strategies including: theories and methods of assessment and theories and methods of assessment and diagnosis, effective intervention, diagnosis, effective intervention, consultation and supervision, evaluating consultation and supervision, evaluating the efficacy of interventionsthe efficacy of interventions

(d) Issues of (d) Issues of cultural and individual cultural and individual diversitydiversity relevant to all of the above relevant to all of the above

Domain B (continued)Domain B (continued)

Domain C: PROGRAM RESOURCESDomain C: PROGRAM RESOURCES

Core faculty who are sufficient in number Core faculty who are sufficient in number and available as role modelsand available as role models

Sufficient number of students for Sufficient number of students for meaningful peer interaction meaningful peer interaction

Resources to accomplish its goals and Resources to accomplish its goals and objectives such as financial, technical and objectives such as financial, technical and physical support servicesphysical support services

Domain D: CULTURAL AND INDIVIDUAL Domain D: CULTURAL AND INDIVIDUAL DIFFERENCES AND DIVERSITYDIFFERENCES AND DIVERSITY

Systematic and Systematic and long-term efforts to attract and long-term efforts to attract and retain students and facultyretain students and faculty from differing from differing ethnic, racial, and personal backgrounds (age, ethnic, racial, and personal backgrounds (age, national origin, disabilities, race, ethnicity, national origin, disabilities, race, ethnicity, religion, gender, culture, gender identity, religion, gender, culture, gender identity, sexual orientation, language, and social sexual orientation, language, and social economic status) economic status)

Program has a Program has a planplan to provide students with to provide students with relevant knowledge and experiences about the relevant knowledge and experiences about the role of individual and cultural diversity in role of individual and cultural diversity in psychological science and practicepsychological science and practice

Domain E: STUDENT-FACULTY (INTERN-Domain E: STUDENT-FACULTY (INTERN-STAFF) RELATIONSSTAFF) RELATIONS

Students and faculty are to be treated with courtesy, respect, and Students and faculty are to be treated with courtesy, respect, and ethical sensitivityethical sensitivityFaculty members are accessible and provide guidance for timely Faculty members are accessible and provide guidance for timely completion of degreecompletion of degreeRespect for cultural and individual diversityRespect for cultural and individual diversityStudents receive Students receive annually annually written feedbackwritten feedback

Domain F: PROGRAM SELF-ASSESSMENT & Domain F: PROGRAM SELF-ASSESSMENT & QUALITY ENHANCEMENTQUALITY ENHANCEMENT

Program engages in regular, ongoing self-studies Program engages in regular, ongoing self-studies

a.a. Effectiveness in achieving goals and objectives Effectiveness in achieving goals and objectives in terms of outcome datain terms of outcome data

b.b. How its goals and objectives are met through How its goals and objectives are met through the program’s educational and training the program’s educational and training processesprocesses

c.c. Its procedures to maintain current Its procedures to maintain current achievements or to make program changes as achievements or to make program changes as necessarynecessary

Contemporary IssuesContemporary Issues

Competency BenchmarksCompetency Benchmarks

Internship CrisisInternship Crisis

Sequence to licensure/ Post-Doctoral Sequence to licensure/ Post-Doctoral TrainingTraining

Financial BurdenFinancial Burden

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

Competency Benchmarks Cont…Competency Benchmarks Cont…

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

Competency Benchmarks Cont…Competency Benchmarks Cont…

Foundational competencies: professionalism, Foundational competencies: professionalism, reflective practice, scientific knowledge and reflective practice, scientific knowledge and methods, relationships, individual and cultural methods, relationships, individual and cultural diversity, ethical and legal standards and policy, diversity, ethical and legal standards and policy, and interdisciplinary systemsand interdisciplinary systems

Functional competencies: assessment, Functional competencies: assessment, intervention, consultation, research and intervention, consultation, research and evaluation, supervision, teaching, administration, evaluation, supervision, teaching, administration, and advocacy and advocacy

Internship CrisisInternship Crisis

Internship is a year of intense, supervised, Internship is a year of intense, supervised, clinical work.clinical work.

2009 Match Statistics:2009 Match Statistics:– 3,825 Registered, 227 Withdrew or did not 3,825 Registered, 227 Withdrew or did not

submit ranks, a total of submit ranks, a total of 3,5983,598 participated in participated in the Match the Match

– 846 did not match (24% of applicants did not 846 did not match (24% of applicants did not match; highest number of unmatched to date)match; highest number of unmatched to date)

Retrieved from (p5) http://www.appic.org/news/Newsletter/appic_may09_4.pdf

Sequence to Licensure/ Post-Sequence to Licensure/ Post-Doctoral TrainingDoctoral Training

APA recently supported a change so that APA recently supported a change so that students can move from internship to students can move from internship to licensure without the requirement of a licensure without the requirement of a post-doctorate experiencepost-doctorate experience

State-to-State Change is neededState-to-State Change is needed

Benefits of the changeBenefits of the change

APAGS roleAPAGS role

Experience RequirementExperience Requirement

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

RationaleRationale

24 year old licensure laws24 year old licensure laws

The role of Postdoctoral training has The role of Postdoctoral training has changedchanged

Students are collecting more clinical hours Students are collecting more clinical hours

Higher quality training environments Higher quality training environments

Resources (financial, job market)Resources (financial, job market)

APAGS Advocacy for Graduate APAGS Advocacy for Graduate StudentsStudents

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

Financial BurdenFinancial Burden

About 70% of doctoral graduates had About 70% of doctoral graduates had some debt (2005)some debt (2005)

About 40% owed more than $75,000 USDAbout 40% owed more than $75,000 USD

70% of practice-focused graduates had 70% of practice-focused graduates had more than $75,000 USDmore than $75,000 USD

Limited loan repayment options that are Limited loan repayment options that are not always feasible not always feasible

(APA, 2008)(APA, 2008)

Role of Student OrganizationsRole of Student Organizations

Information (Funding, Scholarships, Information (Funding, Scholarships, Changes)Changes)

Resources for Success Resources for Success

Social Support/ Social NetworkingSocial Support/ Social Networking

MentoringMentoring

Advocacy within the profession and with Advocacy within the profession and with outside organizationsoutside organizations

American Psychological Association of American Psychological Association of Graduate Students (APAGS)Graduate Students (APAGS)

Voice of Graduate Students in APAVoice of Graduate Students in APAFuture of PsychologyFuture of PsychologyPart of APA GovernancePart of APA GovernanceServe as an advisory committeeServe as an advisory committeeGoverned by 9 elected officialsGoverned by 9 elected officialsChair, Chair-elect, Past Chair, Chair, Chair-elect, Past Chair, 6 Member-at-Large Positions: Practice, Science, 6 Member-at-Large Positions: Practice, Science, Diversity, Membership, Education, Diversity, Membership, Education, CommunicationCommunication4 Subcommittees4 Subcommittees

APAGS: Education and TrainingAPAGS: Education and Training

RepresentationRepresentation

Member-at-Large Education FocusMember-at-Large Education Focus

Liaisons and Monitors to Groups:Liaisons and Monitors to Groups:– Council of Chairs of Training Councils (CCTC)Council of Chairs of Training Councils (CCTC)– Association of Psychology Postdocs and Internship Association of Psychology Postdocs and Internship

Centers (APPIC)Centers (APPIC)– APA Board of Educational Affairs APA Board of Educational Affairs – APA Education DirectorateAPA Education Directorate

Graduate Student Voting Seat on the Commission on Graduate Student Voting Seat on the Commission on Accreditation (CoA)Accreditation (CoA)

APAGS: Education and TrainingAPAGS: Education and Training

APAGS provides the graduate student APAGS provides the graduate student perspective on education and training issuesperspective on education and training issues– Example: Centralized online APPIC Example: Centralized online APPIC

Application for Psychology Internships (AAPI)Application for Psychology Internships (AAPI)

Communication to our membersCommunication to our members– Example: APAGS listservs, Campus Bulletin Example: APAGS listservs, Campus Bulletin

Communication to other education groupsCommunication to other education groups– Example: CCTC listserv, APPIC listservs, BEA Example: CCTC listserv, APPIC listservs, BEA

listservlistserv

APAGS: Education and TrainingAPAGS: Education and Training

Resources guides and books (succeeding Resources guides and books (succeeding in practicum, internship)in practicum, internship)Convention programming Convention programming – Example: Preconvention Internship Example: Preconvention Internship

Workshop, Conversation Hour with the Chair Workshop, Conversation Hour with the Chair of APPICof APPIC