Description
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.
Table of Contents
1. On Developing Professional Psychologists: The State of the Art and a Look AheadW. Brad Johnson and Nadine J. KaslowPart One: Overview and Evolution of Education and Training in Psychology2. A History of Education and Training in Professional PsychologyRobin L. Cautin and David B. Baker3. Training Models in Professional Psychology Doctoral ProgramsDebora J. Bell and Estee M. Hausman4. Rethinking the Core Curriculum for the Education of Professional PsychologistsRoger L. Peterson, Wendy L. Vincent, Molly Fechter-Leggett5. Theoretical Orientation in the Education and Training of PsychologistsEugene W. Farber6. Accreditation of Education and Training ProgramsElizabeth M. AltmaierPart Two: Competence and Competencies in Professional Psychology7. Competency-Based Education and Training in Professional PsychologyNadya A. Fouad and Catherine L. Grus8. The History and Importance of Specialization in Professional PsychologyJeff Baker and David R. Cox9. Practicum Training in Professional PsychologyRobert L. Hatcher and Erica H. Wise10. Internship TrainingStephen R. McCutcheon and W. Gregory Keilin11. Postdoctoral Training in Professional PsychologyChristina K. Wilson, Allison B. Hill, Dorian A. Lamis, and Nadine J. Kaslow12. Research Training in Professional PsychologyJeffrey H. Kahn and Lewis Z. Schlosser13. Psychology Licensure and Credentialing In the United States and CanadaStephen T. DeMers, Carol Webb, and Jacqueline B. Horn14. Ten Trends In Lifelong Learning and Continuing Professional DevelopmentGreg J. Neimeyer and Jennifer M. TaylorPart Three: Trainee Selection, Development, and Evaluation15. Selecting Graduate Students: Doctoral Program and Internship AdmissionsJesse Owen, Kelley Quirk, and Emil Rodolfa16. Trainee Evaluation in Professional PsychologyDavid S. Shen-Miller17. Mentoring in Psychology Education and Training: A Mentoring Relationship Continuum ModelW. Brad Johnson18. Clinical Supervision and the Era of CompetenceCarol A. Falender and Edward P. Shafranske19. Trainees with Problems of Professional CompetenceLinda Forrest and Nancy S. Elman20. Ethics Issues in Training Students and SuperviseesJeffrey E. Barnett and Ian D. Goncher21. Remedial and Disciplinary Interventions in Graduate Psychology Training Programs: Twenty-five Essential Questions for Faculty and SupervisorsStephen H. Behnke22. When Training Goes AwryNadine J. Kaslow, W. Brad Johnson, and Ann SchwartzPart Four: Culture and Context in Education and Training23. A Contextual Perspective on Professional TrainingLynett Henderson Metzger, Jennifer A. Erickson Cornish, and Lavita I. Nadkarni24. Sex and Gender in Professional Psychology Education and TrainingNicholas Ladany and Myrna L. Friedlander25. Race and Ethnicity in the Education and Training of Professional PsychologistsCharles R. Ridley and Christina E. Jeffrey26. Sexual Identity Issues in Education and Training for Professional PsychologistsJoseph R. Miles and Ruth E. Fassinger27. Religion in Education and TrainingClark D. CampbellPart Five: Emerging Trends in education and Training28. Professionalism: Professional Attitudes and Values in PsychologyCatherine L. Grus and Nadine J. Kaslow29. Emerging Technologies and Innovations in Professional Psychology TrainingMichael J. Constantino, Christopher E. Overtree, and Samantha L. Bernecker30. Professional Psychology Program Leaders: Competencies and CharacteristicsMary Beth Kenkel31. Employment Trends for Early Career Psychologists: Implications for Education & Training Programs in Professional Psychology and for Those Who Wish to Become Successful Early Career PsychologistsRonald H. Rozensky
