Education and Training.

Tipton, Robert M.

doi:10.1037/11101-002

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…Moreover, educational minimum standards can be influenced by a country's economic development, standard of living, history, government support for education, and levels of competition for entry into educational programmes. The amount of education required by professions in different countries varies by virtue of their cultural contexts (Tipton, 1996). Indeed, as counselling is an adjunctive activity of many other professions, for instance education and nursing, minimal levels of education in counselling are often sought.…”

Section: Educational Optionsmentioning

confidence: 99%

The professional preparation of Australian counsellors

Pelling

Whetham

2006

Int J Psychol

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S ome indicate that counsellors are born not made. Others indicate that counselling is an activity that can be learned and developed. Most counselling education programmes recognize that a number of factors influence counselling competence. As a result, various types of counsellor training and education are available in Australia and counselling training is likely to include various aspects of counselling knowledge, awareness, and skill. Counselling training in Australia includes private mentoring and training programmes, tertiary and further education certificates and diplomas, undergraduate programmes, and postgraduate education from the Graduate Certificate through to the Doctor of Philosophy level. Postgraduate and adjunctive training in counselling for those with undergraduate training in related human service fields, such as psychology and social work, is particularly common for counsellors in Australia at this time. Counselling training can take varying amounts of time and serve to develop professional counsellors, researchers, and those who see counselling activities as adjunctive to their other professional duties. This article details the different types of training and education regarding counselling available in Australia. A discussion regarding the setting of minimum training standards for counsellors and the purpose of various levels of counselling training is included. Finally, information on where interested parties can obtain information on various counselling education programmes is provided.C ertains affirment qu'être conseillers est une qualité innée. D'autres affirment que le counseling est une activité qui peut être apprise et se développer. La plupart des programmes de formation en counseling reconnaissent que plusieurs facteurs influencent les compétences en counseling. Il en résulte que divers types de formation en counseling sont disponibles en Australie et que la formation de counseling est susceptible d'inclure divers aspects sur les plans des connaissances, de la sensibilisation et des habiletés. La formation en counseling en Australie inclut de la supervision privée et des programmes de formation, des certificats et diplô mes d'enseignement post-scolaire et supplémentaires et de l'enseignement de cycle supérieur allant du certificat de cycle supérieur au niveau de Docteur en philosophie. La formation de cycle supérieure et complémentaire en counseling pour ceux ayant une formation de premier cycle reliée aux domaines des sciences humaines, tels que la psychologie et le travail social, est particulièrement commune pour les conseillers en Australie actuellement. La formation en counseling peut être de durées variables et peut former des conseillers professionnels, des chercheurs et d'autres professionnels pour qui les activités de counseling sont complémentaires à leurs autres fonctions. Cet article détaille les différents types de formation en counseling en Australie. Une discussion est également présentée sur l'établissement de normes minimales de formation pour les conseillers et su...

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Section: Educational Optionsmentioning

confidence: 99%

The professional preparation of Australian counsellors

Pelling

Whetham

2006

Int J Psychol

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Professional mobility for psychologists is rapidly becoming a reality.

Jonason

DeMers

Vaughn³

et al. 2003

Professional Psychology: Research and Practice

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Professional mobility for psychologists has been a problem since states first passed psychology licensing laws because of relatively small but crucial variations in licensing requirements. Although the profession of psychology and the association of psychology regulatory bodies in the United States and Canada (i.e., the Association of State and Provincial Psychology Boards [ASPPB]) have recognized this problem for decades, little progress was made in resolving it. Recently, the ASPPB launched two different approaches to facilitating professional mobility: one to forge agreements between regulatory bodies to accept each other's licensees, and another to certify or endorse individual psychologists who meet ASPPB standards for licensure and therefore can be recommended to licensing boards for relicensure. The specific requirements of each of these programs and their success in addressing the professional mobility problem are described. KIM R. JONASON received his PhD from Ohio State University in physiological psychology. Following postdoctoral study in neuroanatomy at Upstate Medical Center in Syracuse, NY, he trained in clinical psychology at the University of Louisville. He has been actively involved with Association of State and Provincial Psychology Boards (ASPPB) mobility efforts since 1993. He is the chair of the ASPPB Mobility Committee and serves on the ASPPB board of directors. He is interested in administrative law as it relates to the practice of psychology and in the issues of licensing mobility and interjurisdictional consistency in licensure requirements. STEPHEN T. DEMERS received his EdD from the school psychology program accredited by the American Psychological Association (APA) at Rutgers University. He is a professor and director of the APA-accredited school psychology program at the University of Kentucky and director of the certification program for the ASPPB. He is a paid consultant to the Certificate of Professional Qualification (CPQ) Program. His areas of interest include legal and ethical issues in psychological practice, credentialing and regulation in psychology, and the development and use of test user qualifications in psychological assessment. THOMAS J. VAUGHN completed his PhD in counseling psychology at the University of Oklahoma. He is a former president of ASPPB and former chair of the ASPPB Mobility Committee. He is in independent practice with Behavioral Medicine Associates at the Unity Health Center Hospital in Shawnee, OK, and serves as the director of professional affairs for the Oklahoma State Board of Examiners of Psychology. He is board certified (American Board of Professional Psychology) in clinical psychology with primary research interests in internship training and professional mobility. RANDOLPH P. REAVES received his JD degree from the University of Alabama School of Law and is a member of the Alabama State Bar. He is chief executive officer of ASPPB. His interests have centered on the legal literature related to psychological-legal issues and in researching the ASP...

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Ethical Complaints and Disciplinary Action against South African Psychologists

Scherrer

Louw

Möller

2002

South African Journal of Psychology

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This study investigated the scope and nature of complaints, related to unethical behaviour, that have been lodged against South African psychologists with the Health Professions Council of South Africa (HPCSA) between 1990 and 1999. Certain biographical characteristics of the complainants and their accused also received attention. During this period, complaints were lodged annually against approximately 1% of South African psychologists, of which approximately 15% resulted indisciplinary inquiries. Only 5% of the total number of complaints and 34% of the disciplinary inquiries led to convictions. However, almost 50% of the disciplinary inquiries had not yet been concluded at the time of this investigation. Most complaints (21.3%) involved neglect to renew annual registration. As far as the rendering of services to the public is concerned, most complaints were related to accounts (16%). Other complaints included, among others, problems with psychologists' reports (13.1%), incompetence (12.9%) and improper behaviour (11.5%). It appears that complainants were family members (34%) rather than the clients/patients themselves (26%). The two penalties imposed most often were either a warning or a suspension in the form of a suspended sentence. Recommendations for reducing complaints of unethical behaviour are made.

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Education and Training.

Cited by 3 publications

References 17 publications

The professional preparation of Australian counsellors

The professional preparation of Australian counsellors

Professional mobility for psychologists is rapidly becoming a reality.

Ethical Complaints and Disciplinary Action against South African Psychologists

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