- 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
Education and training in professional psychology have a rich history. In the last half century, the scientific and theoretical literature bearing on training future psychologists has dramatically accelerated. This chapter introduces the Oxford Handbook of Education and Training in Professional Psychology, the most comprehensive treatment of the topic to date. This handbook covers the full spectrum of historical developments, salient issues, current standards, and emerging trends in professional psychology education and training. We summarize the contributions of chapter authors—all luminaries in the discipline, and highlight the current state of the art in distinct domains of psychology education and training. We conclude this chapter with several bold predictions for the future of training in psychology.
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).
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