The accreditation standards outlined in the article are used by the International Association of Counseling Services as the basis for the formal accreditation of college and university counseling programs throughout the United States, Canada, and Australia. They reflect the program elements and practice standards that are deemed essential in a counseling center that provides high‐quality services to students.

This chapter addresses the broad realm of education, training, licensing and credentialing in professional psychology in the largest countries on the North American continent. Particular attention is paid to the development and implementation of similar mechanisms in both the United States and Canada due to similar developmental histories and strong cross‐border interchanges and influences. Information obtained on Mexico from the series of Tri‐Lateral Forum meetings on Professional Psychology is also included. After addressing the definition of clinical (small c) psychology, professional training (practica, internship, and postdoctoral components) and certification mechanisms in professional psychology (licensure and credentialing) are used to help define competence in professional psychology. The role of each credential is described in the United States and Canada and to some degree in Mexico. Then the structures established to educate, train, accredit, identify, and certify programs and individuals are presented. Influences from external forces that have shaped, and continue to shape these developments, are included and an historical addendum on the national conferences in the United States and Canada that have shaped health service psychology are provided. This chapter is oriented toward an individual student or professional looking for a single source on education, training, licensing, and credentialing in professional psychology.

This investigation explored the possibility of a taetiie t\~ well as acoustic component for short-term memory by tactilely presenting groups of letters on subjects' backs. Letters varied in phonetic similarity and spatial location. Recall error rates were assessed according to Wickelgren's (1965) ordered, item, and position recall criteria. Spatial location showed no effect. High phonetic similarity produced more errors than low phonetic similarity by ordered and position recall criteria. This effect was attributed to translation to acoustic representations for storage in short-term memory. The results suggest that shape coding may also function along with acoustic coding as an additional strategy for aiding recall of tactilely presented letter sequences.

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