Routine outcome monitoring (ROM) is an evidence-based practice that involves regularly measuring treatment progress and alliance/client engagement. ROM use is associated with better client outcomes, so much so that a Canadian Psychological Association (CPA) task force recently recommended that ROM training and supervision be included in CPA's Accreditation Standards. Unfortunately, previous research suggests Canadian ROM use, including in psychology training, is relatively low. The objective of this study was to gather information about ROM training practices in Canadian psychology programs, with an emphasis on training clinics. Data were obtained for 21 CPA-accredited Clinical, Counseling, or Combined Clinical/ Counseling Psychology graduate programs (60% of eligible programs). Only seven (38.9%) of the 18 programs with a training clinic that provided ROM use data reported that they typically use ROM in their clinics, and the majority of these did not require supervisors to use ROM data in supervision. Top-rated reasons for using ROM focused on the educational benefits for students. The use of ROM to evaluate students' strengths and weaknesses was ranked least important. The most important reasons for not using ROM were resource-and supervisor-related concerns. The low use observed in this study is consistent with past research suggesting that the use of ROM in Canadian psychology programs is low compared to American counterparts. Benefits of and resources for successful implementation in psychology training clinics are discussed. Future research should focus on implementation efforts in psychology training settings. Public Significance Statement Training in monitoring psychotherapy progress session-by-session has been recommended for students in graduate psychology programs. The extent of such training in Canadian psychology programs was examined. Overall, training and practice in psychotherapy monitoring in psychology training clinics was low and should be increased.

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The article deals with the problem of forming the professional culture of a teacher, capable of carrying out the educational process in the establishment of secondary education at a high quality level in the context of the implementation of the principles of pedagogy of success. The authors have found out the essence of the concept “pedagogical culture” and have justified its influence on the success of teacher’s professional activity. On the basis of the best practices of classical pedagogy and the researches of modern scientists, the criteria and indicators of professionalism of the successful teacher are emphasized distinguished. Moreover, the evaluation of his/her professional competence are considered, as a condition of becoming and development of teacher-master and as a component of the content of pedagogical culture. Based on the scientific generalizations and the results of empirical researches, the main features of per- sonality-oriented pedagogical culture are distinguished. The influence of individual pedagogical culture’s components on the teacher’s education are indicated. In this article, the components of the level of pedagogical culture of the teacher are represented. The results of the profile and questionnaire of the expert teachers of the establishments of secondary education give opportunity to determine an important connection between the level of teacher’s culture and the success of his/her professional activity. This connection has been demonstrated according to distinguishing criteria using the table of combination and Pearson’s correlation coefficient.

The article analyzes the functions of vocational training of students of vocational education institutions. The analysis showed that it is possible to distinguish the following functions: cognitive function, personality development function, socialization function, cultural-humanistic function and technological function. Given the above, the implementation of the functions defined by scientists is entrusted directly to specific institutions that are specially created in the system of vocational education as "educational institutions that meet the needs of citizens in quality vocational education, mastery of working professions, qualifications, specialties according to their interests , state of health, abilities ". It is investigated that vocational education is the only field that specializes in the reproduction of the leading component - skilled workers for all branches of intangible and tangible production, as well as for various types of production activities of the future specialist. It is noted that the modern system of vocational education is branched with established traditions, which at the present stage is in a state of restructuring and reorientation in accordance with the requirements of society and the state, trends in such education abroad, new socio-economic conditions of the state. The main powers and activities of the vocational education institution are identified, including: organization of the educational process, educational-methodical, educational-production, educational, production-commercial and financial-economic activity; selection of forms and methods of training of future representatives of production; development of working curricula and programs on the basis of standard curricula and programs, determination of the regional component of the content of vocational education, which are approved in the prescribed manner. The specifics of vocational training of students of vocational education institutions are studied. Key words: vocational education institution, vocational training, vocational education, engineer-teacher, vocational education specialists, students of vocational education institutions, functions of vocational training.