Description
Book SynopsisThe 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
Trade ReviewThis 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.
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.
Table of Contents1. 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
