- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editors
- On Developing Professional Psychologists: The State of the Art and a Look Ahead
- A History of Education and Training in Professional Psychology
- Training Models in Professional Psychology Doctoral Programs
- Rethinking the Core Curriculum for the Education of Professional Psychologists
- Theoretical Orientation in the Education and Training of Psychologists
- Accreditation of Education and Training Programs
- Competency-Based Education and Training in Professional Psychology
- The History and Importance of Specialization in Professional Psychology
- Practicum Training in Professional Psychology
- Internship Training
- Postdoctoral Training in Professional Psychology
- Research Training in Professional Psychology
- Psychology Licensure and Credentialing in the United States and Canada
- Ten Trends in Lifelong Learning and Continuing Professional Development
- Selecting Graduate Students: Doctoral Program and Internship Admissions
- Trainee Evaluation in Professional Psychology
- Mentoring in Psychology Education and Training: A Mentoring Relationship Continuum Model
- Clinical Supervision and the Era of Competence
- Trainees with Problems of Professional Competence
- Ethics Issues in Training Students and Supervisees
- Remedial and Disciplinary Interventions in Graduate Psychology Training Programs: 25 Essential Questions for Faculty and Supervisors
- When Training Goes Awry
- A Contextual Perspective on Professional Training
- Sex and Gender in Professional Psychology Education and Training
- Race and Ethnicity in the Education and Training of Professional Psychologists
- Sexual Identity Issues in Education and Training for Professional Psychologists
- Religion in Education and Training
- Professionalism: Professional Attitudes and Values in Psychology
- Emerging Technologies and Innovations in Professional Psychology Training
- Professional Psychology Program Leaders: Competencies and Characteristics
- Employment Trends for Early Career Psychologists: Implications for Education and Training Programs in Professional Psychology and for Those Who Wish to Become Successful Early Career Psychologists
Abstract and Keywords
The education and training in professional psychology have origins dating to the beginning of the 20th century, as psychologists working in various applied settings, such as in government, industry, education, and health care, recognized the need to articulate education and training standards for their burgeoning profession. Amid intradisciplinary and interdisciplinary resistance, attempts to define such standards were made by psychologists in an effort to differentiate themselves from a variety of pseudo-psychological practitioners, all of whom represented themselves as psychological experts. Formal developments in the education and training of professional psychologists advanced rapidly during and immediately following World War II, as the federal government, recognizing the acute need for mental health professionals and the relative shortage thereof, invested significantly in the creation of a substantial mental health workforce. One of the most important developments in this regard was the 1949 Boulder Conference on Graduate Education in Clinical Psychology, which delivered to professional psychology the scientist-practitioner (Boulder) model of training. Its critics notwithstanding, this model has served as a significant frame of reference for the ongoing examination and discussion of the education and training of professional psychologists.
Robin L. Cautin, Ph.D., Professor and Chair, Department of Psychology, Manhattanville College.
David B. Baker, Ph.D., is the Margaret Clark Morgan Executive Director of the Center for the History of Psychology and professor of psychology at The University of Akron.
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