The Oxford Handbook of Education and Training in Professional Psychology

by W. Brad Johnson Ph.D. (Editor), Nadine Kaslow Ph.D. (Editor)

Overview

The Oxford Handbook of Education and Training in Professional Psychology provides the first comprehensive treatment of the processes and current state-of-the art practices bearing on educating and training professional psychologists. Thousands of psychologists are employed full-time as faculty members or clinical supervisors in graduate, practicum, internship, and postdoctoral training programs or training sites. This handbook provides a single resource that pulls together the substantial scholarship on education and training in psychology, covering the full spectrum of historic developments, salient issues, current standards, and emerging trends in psychology education and training. It provides a thorough analysis of doctoral and postdoctoral training for psychologists in clinical, counseling, or school psychology specialties. Because competency issues are moving to the forefront in the design of training programs and the evaluation of trainee performance, the handbook's authors have made models and standards for competency a primary theme. This volume captures the current state of education and training while emphasizing emerging trends and forecasting future directions.

Product Details

ISBN-13:	9780199389599
Publisher:	Oxford University Press
Publication date:	03/11/2014
Series:	Oxford Library of Psychology
Sold by:	Barnes & Noble
Format:	eBook
File size:	6 MB

About the Author

W. Brad Johnson is Professor of Psychology in the Department of Leadership, Ethics, and Law at the United States Naval Academy, and a Faculty Associate in the Graduate School of Education at Johns Hopkins University. Nadine J. Kaslow is Professor and Vice Chair for Faculty Development, Chief Psychologist (Grady), and Director of Postdoctoral Fellowship Training at Emory University School of Medicine Department of Psychiatry and Behavioral Sciences. Dr. Kaslow is the 2014 President of the American Psychological Association (APA).

Table of Contents

1. On Developing Professional Psychologists: The State of the Art and a Look Ahead W. Brad Johnson and Nadine J. Kaslow Part One: Overview and Evolution of Education and Training in Psychology 2. A History of Education and Training in Professional Psychology Robin L. Cautin and David B. Baker 3. Training Models in Professional Psychology Doctoral Programs Debora J. Bell and Estee M. Hausman 4. Rethinking the Core Curriculum for the Education of Professional Psychologists Roger L. Peterson, Wendy L. Vincent, Molly Fechter-Leggett 5. Theoretical Orientation in the Education and Training of Psychologists Eugene W. Farber 6. Accreditation of Education and Training Programs Elizabeth M. Altmaier Part Two: Competence and Competencies in Professional Psychology 7. Competency-Based Education and Training in Professional Psychology Nadya A. Fouad and Catherine L. Grus 8. The History and Importance of Specialization in Professional Psychology Jeff Baker and David R. Cox 9. Practicum Training in Professional Psychology Robert L. Hatcher and Erica H. Wise 10. Internship Training Stephen R. McCutcheon and W. Gregory Keilin 11. Postdoctoral Training in Professional Psychology Christina K. Wilson, Allison B. Hill, Dorian A. Lamis, and Nadine J. Kaslow 12. Research Training in Professional Psychology Jeffrey H. Kahn and Lewis Z. Schlosser 13. Psychology Licensure and Credentialing In the United States and Canada Stephen T. DeMers, Carol Webb, and Jacqueline B. Horn 14. Ten Trends In Lifelong Learning and Continuing Professional Development Greg J. Neimeyer and Jennifer M. Taylor Part Three: Trainee Selection, Development, and Evaluation 15. Selecting Graduate Students: Doctoral Program and Internship Admissions Jesse Owen, Kelley Quirk, and Emil Rodolfa 16. Trainee Evaluation in Professional Psychology David S. Shen-Miller 17. Mentoring in Psychology Education and Training: A Mentoring Relationship Continuum Model W. Brad Johnson 18. Clinical Supervision and the Era of Competence Carol A. Falender and Edward P. Shafranske 19. Trainees with Problems of Professional Competence Linda Forrest and Nancy S. Elman 20. Ethics Issues in Training Students and Supervisees Jeffrey E. Barnett and Ian D. Goncher 21. Remedial and Disciplinary Interventions in Graduate Psychology Training Programs: Twenty-five Essential Questions for Faculty and Supervisors Stephen H. Behnke 22. When Training Goes Awry Nadine J. Kaslow, W. Brad Johnson, and Ann Schwartz Part Four: Culture and Context in Education and Training 23. A Contextual Perspective on Professional Training Lynett Henderson Metzger, Jennifer A. Erickson Cornish, and Lavita I. Nadkarni 24. Sex and Gender in Professional Psychology Education and Training Nicholas Ladany and Myrna L. Friedlander 25. Race and Ethnicity in the Education and Training of Professional Psychologists Charles R. Ridley and Christina E. Jeffrey 26. Sexual Identity Issues in Education and Training for Professional Psychologists Joseph R. Miles and Ruth E. Fassinger 27. Religion in Education and Training Clark D. Campbell Part Five: Emerging Trends in education and Training 28. Professionalism: Professional Attitudes and Values in Psychology Catherine L. Grus and Nadine J. Kaslow 29. Emerging Technologies and Innovations in Professional Psychology Training Michael J. Constantino, Christopher E. Overtree, and Samantha L. Bernecker 30. Professional Psychology Program Leaders: Competencies and Characteristics Mary Beth Kenkel 31. Employment Trends for Early Career Psychologists: Implications for Education & Training Programs in Professional Psychology and for Those Who Wish to Become Successful Early Career Psychologists Ronald H. Rozensky

Editorial Reviews

"Johnson and Kaslow are noted scholars with a multitude of contributions to professional psychology, and once again they have enhanced the field with The Oxford Handbook of Education and Training in Professional Psychology. This volume brings together similarly recognized scholars and commentators in the training and education community to provide foundational and advanced information for all involved in professional development. This is truly a tour de force in competency-based education for professional psychology. A more comprehensive work likely cannot be envisioned; this handbook presents wide-ranging coverage on the essential elements of the evidence-based field of practice, research, education, and professionalism. The preparation of the next generation of professionals in health service psychology will benefit from this invaluable resource."-Michael C. Roberts, Ph.D., ABPP, Clinical Child Psychology Program, University of Kansas

"This Handbook will do double-duty as both an essential policy and practice resource for psychology supervisors and educators and an important starting point for graduate students and others who are beginning to explore this as an area of scholarship. It reflects Johnson and Kaslow's extensive knowledge professional psychology's education and training terrain, which is evident in the choices they made about material to cover as well in the level of expertise of the people they enlisted as authors."-Rodney K. Goodyear, Ph.D., Visiting Professor and Interim Chair, Department of Educational Psychology, University of Houston

"This book presents in comprehensive form, the processes and practices on how professional psychologists are educated and trained for their profession in the United States. This is an excellent, useful and valuable book on education and training for those interested in becoming professional psychologists or for those who want to learn about the current state of education and training in psychology." -Sonu Chandiram, Biz India

"This is an excellent, comprehensive book on the training of professional psychologists. It explores training models, core competencies, mentorship, and evaluation methods, is written by experts in the field, and provides practical case examples. It should be in the libraries of administrators and program directors." —Gary B Kaniuk, Doody's

"The Oxford Handbook of Education and Training in Professional Psychology provides a useful and scholarly guide to education and training in psychology. It weaves together a wide range of current and relevant topics in psychology, from rigorous trainee selection through the effective use of telehealth to benefit more mental health consumers. We suggest that educators and mentors in psychology incorporate the ideas from this book into their practice, while simultaneously meeting the critical need for policy expertise by helping students become skilled leaders in public health policy. Only by embracing the call to engage in health policy can psychology thrive in this new era of ACA healthcare." — PsycCRITIQUES

From the Publisher

Reviewer: Gary B Kaniuk, Psy.D.(Cermak Health Services)
Description: Part of the Oxford Library of Psychology series, this book sets out the key components of the education and training of professional psychologists, exploring the core competencies and detailing recommendations for the selection of graduate students and internship trainees.
Purpose: It focuses on doctoral and postdoctoral training for psychologists in the health services professions.
Audience: Although no target audience is specified, administrators and training directors will benefit from this book. Both editors have the requisite background and experience. W. Brad Johnson is a professor of psychology at the U.S. Naval Academy and faculty associate at Johns Hopkins University, and Nadine J. Kaslow, a professor at Emory University, is president-elect of the American Psychological Association and served as chair of the Association of Psychology Postdoctoral and Internship Centers from 1998-2002.
Features: The book begins with an overview of training in psychology, tracing its history back to the Boulder Model (scientist-practitioner model) in 1949, and noting that the Vail Conference in 1973 established the PsyD degree. The authors discuss the importance of trainee mentoring and supervision, as well as the core competencies of training. Part two, on specific training experiences, notes the importance of clear goals and objectives for practicum programs, shows how competencies are achieved, and provides competent supervision. Because internship training is the capstone of the academic program, the authors state that it should be well organized, although there are different structures. Postdoctoral training is usually the final experience before licensure and national standards have been developed. However, the authors points out the various challenges, including financial ones and the imbalance between supply and demand. The next part deals with trainee selection and development. There are several factors that academic programs consider for admission, including GRE scores, grade point average, personal essay, letters of recommendations, and curriculum vita. How a program weighs these factors depends on their training goals. Once accepted, students have to be evaluated periodically using objective measures. Mentoring is an important part of the process, as is supervision. There is an interesting discussion about helping trainees who have difficulties achieving the core competencies or who have disciplinary problems. The book also considers cultural issues such as gender, race, and sexual identity, showing how they are incorporated into training. The book ends with a discussion of technology-based training and the competencies and characteristics of program leaders who are developed predominantly by on-the-job training. The book is easy to read with numerous tables/figures that help clarify the text and case examples which drive home the critical points. Chapters are organized uniformly, into abstract, key words, text, conclusion, notes, and references.
Assessment: This is an excellent, comprehensive book on the training of professional psychologists. It explores training models, core competencies, mentorship, and evaluation methods, is written by experts in the field, and provides practical case examples. It should be in the libraries of administrators and program directors.

Doody's Review Service