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Author:   E. Berler ,  Barry A. Edelstein
Publisher:   Springer Science+Business Media
Imprint:   Kluwer Academic/Plenum Publishers
Edition:   1987 ed.
Weight:   0.700kg
ISBN:  

9780306425103

ISBN 10:   0306425106
Pages:   400
Publication Date:   30 June 1987
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

1 Evaluation and Accountability in Training for Professional Psychology: An Overview.- Validating Individual Practitioners.- Evaluation of Education and Training.- Conclusions.- References.- 2 Program Evaluation: Defining and Evaluating Quality.- Nominal and Ordinal Aspects of Quality.- Functions of External Evaluation.- Evaluation of Output.- Evaluations of Process.- Metaevaluation.- Final Comments.- References.- 3 Work Samples and Simulations in Competency Evaluation.- Psychology’s Evaluation of Itself.- History and Rationale.- Definitions and Examples.- Advantages of Performance Tests.- Disadvantages of Performance Tests.- Work Samples versus Simulations.- Conclusions and Discussion.- References.- 4 Current Status of Training Evaluation in Clinical Psychology.- Defining Evaluation Questions.- National Findings on Training Evaluation Practices.- Specification and Measurement of Clinical Competence.- Assessing Training Processes.- Future Directions.- References.- 5 Training and Evaluation in Counseling Psychology.- The Importance of Evaluation.- Efforts to Evaluate Training in the Helping Professions.- A Survey of Current Evaluation Practices in Counseling Psychology.- Future Directions.- References.- 6 Graduate Education and Training in Health Psychology.- Predoctoral Education in Psychology: Generic or Specialized?.- Doctoral Education in Health Psychology.- Postdoctoral Training in Health Psychology.- Employment Opportunities for Health Psychologists.- Licensure of Health Psychologists.- References.- 7 Evaluating School Psychologists and School Psychological Services.- The Emergence of the Specialties of Clinical Psychology and School Psychology.- Models of School Psychology.- Models of School Psychology Services and Evaluation.- A Three-Dimensional Paradigm forEvaluation.- Developmental Strands for Evaluating Changes in School Psychologists over Time.- Designing Custom Evaluations.- Conclusion.- References.- 8 Clinical Evaluation of Medical Students in U.S. Medical Schools.- Structure of Clinical Education in U.S. Medical Schools.- Evaluation of Medical Students during Clinical Education.- Developing an Effective System of Evaluation.- References.- 9 Improving Evaluation in Counselor Training and Credentialing through Standardized Simulations.- Types of Standardized Simulations in Counseling.- Applications of Standardized Simulations.- Expanding Applications of Standardized Simulations.- Conclusion.- References.- 10 Accreditation: A Link between Training and Practice.- The Nature of Accreditation: Values, Objectives, and Methods.- Accreditation of Education and Training Programs in Professional Psychology.- Standards for Practice in Professional Psychology.- Accreditation of Psychological Service Delivery Settings.- Concluding Remarks.- References.- 11 Licensure and Certification of Psychologists.- Summary of Minimal Competence by State.- Relationships among the Criteria of Minimal Competence.- The National Licensure Examination.- Content Validation of the EPPP.- New and Other Examination Methods.- Implications for Graduate Faculty.- References.- 12 Certification of Psychologists by the American Board of Professional Psychology.- Requirements for Certification by ABPP.- Future Trends in Credentialing by ABPP.- Certification Procedures and Criteria Established by the ABPP: Implications for Training in Professional Psychology.- Credentialing: Turf Guarding or Opportunity for Cooperation?.- References.- 13 Criterion-Referenced, Competency-Based Training in Behavior Modification.- Overview.- Need for Competency-Based Training.-Identification of Competencies and Assessment Criteria.- Developing Tests for Target Competencies.- Evaluation of the Assessment and Training Procedures.- Discussion.- Summary.- References.- 14 Continuing Professional Education for Clinical Psychology: A Practice-Oriented Model.- Overview of the Continuing Professional Education Development Project.- The Practice Description for Clinical Psychology.- The Practice Audit for Clinical Psychology.- Results of the Practice Audit Session.- The Clinical Skills Workshop.- Practice-Oriented Continuing Professional Education.- References.

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