Continuing education in psychology: Preferences, practices, and perceived outcomes.

Abstract

Nearly every state licensure board requires psychologists to engage in continuing education (CE) for license renewal as a mechanism for ensuring ongoing learning and continuing professional competence. But what instructional methods promote the greatest learning, how do actual practices match those Editor's Note. Lavita Nadkarni served as the action editor for this article. JENNIFER M. TAYLOR received her PhD in counseling psychology from the University of Florida. She is an assistant professor of counseling psychology and counseling at the University of Utah. She served as the 2017 chair of the American Psychological Association's Continuing Education Committee (CEC) and the chair of the CEC Research Subcommittee. Her research interests include professional competence, continuing professional development, mentoring, continuing education, and lifelong learning.GREG J. NEIMEYER received his PhD in counseling psychology from the University of Notre Dame. He is an emeritus professor of psychology at the University of Florida. A fellow of the American Psychological Association, he has served as director of training and graduate coordinator in the Department of Psychology and was inducted as a lifetime member of the Academy of Distinguished Teaching Scholars. His research interests include the study of professional competence and lifelong learning. He currently serves as the associate executive director of continuing education in psychology at the American Psychological Association.JEFFREY S. BEDWELL received his PhD in clinical psychology from the University of Georgia. He is currently an associate professor in the Psy-chology Department at the University of Central Florida. His areas of professional interest include better understanding the etiology and underlying biological mechanisms of transdiagnostic symptoms such as anhedonia and constricted affect, and translating this knowledge into more effective treatments. He also has interest in assessing and improving the quality of continuing education for psychologists.MARK M. LEACH earned his PhD in counseling psychology from the University of Oklahoma. He is currently a professor and department chair of the Department of Counseling and Human Development at the University of Louisville. His research interests include ethics, forgiveness, and the roles of religion and spirituality on mental health. BRUCE S. LIESE received his MA in psychology from Columbia University and his PhD from the University at Albany (SUNY Albany). He is a professor of family medicine and psychiatry at the University of Kansas Medical Center, courtesy professor of psychology, and clinical director of the Cofrin Logan Center for Addiction Research and Treatment at the University of Kansas. His primary research interests include (a) the conceptualization, diagnosis, and treatment of behavioral and chemical addictions; (b) cognitive-behavioral therapy for treating complex problems; and (c) education, supervision, and training in psychology. In addition to teaching and conducting research, he pract...

How do we get to trauma-informed practice? Retention and application of learning by practitioners trained using the core curriculum on childhood trauma.

“…Most mental health practitioners receive minimal trauma training as part of their graduate education (Cook et al, 2019) and receive additional specialized training via brief in-service or continuing education (Taylor et al, 2019). Little is known about the long-term retention of such learning or how it may translate into improved clinical practice (Neimeyer et al, 2009).…”

Specialty certifications for mental health practitioners: A cautionary case study.

“…Miller and Mount concluded that "the single-workshop approach to clinical training may thus even serve as a kind of inoculation against further learning, inflating clinician selfefficacy without altering practice behaviors enough to improve client outcomes" (p. 468). Other studies have similarly found that although participants of a single workshop report a greater sense of competence (Sharkin & Plageman, 2003;Taylor & Neimeyer, 2015;Taylor et al, 2019), it takes more intensive training (e.g., multiple, interactive, and performance-based approaches) to effect changes in practice (Cervero & Gaines, 2015;Koh, Khoo, Wong, & Koh, 2008;Madson, Loignon, & Lane, 2009;Sholomskas et al, 2005;Walters, Matson, Baer, & Ziedonis, 2005).…”

Aprendizagem E Desenvolvimento Em Formação Continuada Em Psicologia E Psicoterapia Antroposófica

“…Entendese como função da educação continuada facilitar o desenvolvimento e a capacitação do participante que se dispõe ao aprendizado. No entanto, observa-se que não há preocupação com a vivência dos participantes em relação aos conteúdos apresentados pelos cursos e, nos cursos que trazem a prática, pode-se perceber que existe um distanciamento entre a teoria e a prática (LIMA et al, 2017;MACEDO et al, 2014;NEIMEYER et al, 2014;SILVA, C. T. da et al 2016;TAYLOR et al, 2019). Para Opfer e Pedder (2011) e Lieberman e Mace (2008), as atividades de desenvolvimento profissional muitas vezes são consideradas ineficazes ou podem ser percebidas como irrelevantes pelos professores.…”

“…Encontram-se vários estudos a partir da American Psychological Association (APA) e de pesquisadores relacionados ao acompanhamento da educação continuada, desenvolvimento profissional, formação continuada e suas associações ATTEBURY, 2017;GRUS, 2019;GUSTAVSSON;FEJES, 2018;FENDER, 2018;LINDSAY, 2016;NEIMEYER et al, 2014 NEIMEYER;NYSTRÖM et al, 2017;ROSSEN et al, 2019;SELVI;BALDAN;ALAGÖZ, 2016;TAYLOR et al, 2019).…”