In a survey conducted as part of a role delineation for clinical psychology, 302 Pennsylvania practitioners who were members of the clinical division of their state psychological association rated tasks from a description of their specialty developed by a team of experts. Ratings of time spent on, and importance of, each task were used to form profiles of practice for the overall sample and groups based on primary professional role, level ofexperience, and type of professional training. Discriminant function analyses indicated that (a) therapists spend more time on and ascribe more importance to direct client services, and nontherapists spend more time on and assign more importance to administrative tasks, (6) experience is negatively related to the time therapists spend on direct client services but positively related to the time nontherapists spend on administrative tasks, (c) as experience increases, therapists become more concerned with standards and client welfare, and (d) nondoctoral nontherapists spend more time on client information-related responsibilities. Implications of these results for training, evaluation, and continuing education are discussed.
This paper describes and illustrates the utility of the Content- Based Group-Assessment Model for developing programs of con tinuing professional education. The model provides a generalized and systematic procedure for assessing the educational needs of a defined group of practitioners and for translating the identified needs into knowledge areas which can form the basis for develop ing continuing education programs. A recent study of physical educators is used to demonstrate the potential utility of the model in developing curricular programs for that group of professionals.
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