Continuing education and lifelong learning.

Taylor, Jennifer M.; Neimeyer, Greg J.

doi:10.1037/14774-009

Cited by 5 publications

(4 citation statements)

References 39 publications

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“…CPD is an overarching construct that encompasses all activities related to maintaining competence that we suggest is akin to the construct of lifelong learning. In contrast, CE (termed “formal CE” by Taylor & Neimeyer, 2016) refers to specific and vetted learning activities that generally occur outside of degree-granting sequenced academic training programs. CE credits are units of defined educational experiences that are commonly specified by regulatory boards for psychologists to maintain an active license.…”

Section: Foundational Competencies For Flourishing Practicementioning

confidence: 99%

Promoting competent and flourishing life-long practice for psychologists: A communitarian perspective.

Wise

Reuman

2019

Professional Psychology: Research and Practice

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Based on awareness of the challenges inherent in the practice of psychology there is a burgeoning interest in ensuring that psychologists who serve the public remain competent. These challenges include remaining current in our technical skills and maintaining sufficient personal wellness over the course of our careers. However, beyond merely maintaining competence, we encourage psychologists to envision flourishing lifelong practice that incorporates positive relationships, enhancement of meaning, and positive engagement. In this article we provide an overview of the foundational competencies related to professionalism including ethics, reflective practice, self-assessment, and self-care that underlie our ability to effectively apply technical skills in often complex and emotionally challenging relational contexts. Building on these foundational competencies that were initially defined and promulgated for academic training in health service psychology, we provide an initial framework for conceptualizing psychologist well-being and flourishing lifelong practice that incorporates tenets of applied positive psychology, values-based practice, and a communitarian-oriented approach into the following categories: fostering relationships, meaning making and value-based practice, and enhancing engagement. Finally, we propose broad strategies and specific examples intended to leverage current continuing education mandates into a broadly conceived vision of continuing professional development to support enhanced psychologist functioning for lifelong practice.

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Section: Foundational Competencies For Flourishing Practicementioning

confidence: 99%

Promoting competent and flourishing life-long practice for psychologists: A communitarian perspective.

Wise

Reuman

2019

Professional Psychology: Research and Practice

View full text Add to dashboard Cite

show abstract

“…Additionally, although continuing education (CE) is both an ethical and legal mandate for psychologists in 44 states and the District of Columbia (see Taylor & Neimeyer, in press), there are very few regulations regarding specific CE courses or topics required for ongoing professional development (Adams & Sharkin, 2012). Among those jurisdictions that require CE, even the amount of CE required varies, with some jurisdictions mandating as few as 18 credits to others requiring as many as 40 credits over the course of a 2-year cycle (Taylor & Neimeyer, in press). The quantity of CE requirements varies, and so do the topical requirements.…”

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confidence: 99%

The assessment of lifelong learning in psychologists.

Taylor¹,

Neimeyer²

2015

Professional Psychology: Research and Practice

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Although lifelong learning is widely recognized as a critical component of professional psychology, the construct of "lifelong learning" has generated relatively little empirical attention. This may owe, in part, to the absence of measurement tools designed to assess lifelong learning in ways that could support research on the correlates and outcomes associated with it. In an exploratory study of 136 licensed psychologists in the Midwest, a 19-item measure of lifelong learning was adapted from a widely used instrument in the field of medicine (The Jefferson Scale of Physician Lifelong Learning; Hojat et al., 2003;Hojat, Veloski, & Gonnella, 2012) and administered together with measures of continuing education participation and perceived professional competence. Bivariate correlations and multivariate regression analyses were used to explore the relationship between an orientation toward lifelong learning, on the one hand, and the active pursuit of knowledge and levels of perceived professional competence, on the other. Provisional results are encouraging and are discussed in relation to the developing empirical research on professional competence, lifelong learning, and continuing professional development.

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“…Charged with the ethical imperative to maintain competence (American Psychological Association, 2010), professional psychologists rely on a broad range of formal and informal mechanisms for doing so. A number of scholars have identified the diverse sources of support psychologists draw from in relation to remaining current and competent (e.g., Neimeyer & Taylor, 2014; Lichtenberg & Goodyear, 2012; Taylor & Neimeyer, in press). These range from formal and regulated activities, to those that are informal and self-directed.…”

mentioning

confidence: 99%

Public perceptions of psychologists’ professional development activities: The good, the bad, and the ugly.

Taylor¹,

Neimeyer²

2015

Professional Psychology: Research and Practice

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Continuing education and lifelong learning.

Abstract: The last type of learning activity involves nonformal learning, in which the professional is placed in the role of a student, but learning happens outside of a recognized or accredited organizational context. Unlike informal CE, nonformal learning is both

Cited by 5 publications

References 39 publications

Promoting competent and flourishing life-long practice for psychologists: A communitarian perspective.

Promoting competent and flourishing life-long practice for psychologists: A communitarian perspective.

The assessment of lifelong learning in psychologists.

Public perceptions of psychologists’ professional development activities: The good, the bad, and the ugly.

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