Training Models in Professional Psychology Education (A Literature Review)

Abstract

Intense debate on training models used in professional psychology education, including discussion on the specific training models most appropriate for educating future psychologists is far from finished. The authors reviewed articles discussing training models including results of empirical studies in professional psychology programs, which were published in several psychology journals databases (1949 to 2014). The authors have identified (a) the scientist-practitioner; (b) the practitioner model and its derivatives; (c) the clinical-scientist; and (d) the competency-based models. This article also outlines the historical development of each model and a consideration of the main principles espoused by each training model. It seems that discussion on the concept of training models and empirical studies on how these models are used in professional psychology programs outside the context of Western countries, is rare. Thus, this review could serve as a theoretical foundation for the implementation of a study aimed at filling the gap in the discussion of professional psychology program curricula, including the training models used, especially in other contexts than the Western.Keywords: professional psychology, training model, psychology curriculum, psychologist Diskusi intensif tentang model pelatihan spesifik yang paling cocok untuk mendidik psikolog di masa depan masih belum tuntas. Para penulis menelaah artikel-artikel yang mendiskusikan model pelatihan, termasuk yang meliputi hasil studi empiris dalam pendidikan psikologi professional, serta telah diterbitkan dalam berbagai pangkalan data psikologi (1949 hingga 2014). Para penulis mengidentifikasi model-model (a) ilmuwan-praktisi; (b) praktisi dan turunannya; (c) ilmuwan klinis; dan (d) model berdasar kompetensi. Artikel ini juga memaparkan secara garis besar perkembangan sejarah dan pertimbangan prinsip-prinsip utama yang menyertai tiap model pelatihan. Ternyata diskusi tentang konsep model pelatihan dan studi empiris tentang bagaimana model-model tersebut dipakai dalam program psikologi profesional di luar konteks negara Barat, masih langka. Telaah pustaka ini dapat menjadi dasar teoretis pengimplementasian suatu studi yang bertujuan mengisi kesenjangan diskusi kurikulum program psikologi profesional, termasuk model-model pelatihan yang dipakai, terutama di luar konteks negara Barat.Kata kunci: psikologi professional, model pelatihan, kurikulum psikologi, psikolog

The possibilities and challenges of integrative medicine implementation in clinical psychology: a qualitative study in Indonesia

“…Therefore, CPs who worked at 43 public health centres (PHCs) in Special Region of Yogyakarta province, Indonesia, were selected. These 43 PHCs were selected because the inclusion of clinical psychology services at PHCs in Indonesia was initiated in these PHCs in 2004 [ 25 ]. Participants ranged from 25 to 42 years old and were originally from Java, Sumatra, and Kalimantan Island.…”

“…IM implementation in clinical psychology may also address the shortage of mental HPs and services in Indonesia (i.e. the availability of psychiatrist and psychologist are 3 and 1 per 1,000,000 people, respectively) and reduce stigma towards mental disorders including feelings of shame in seeking help for mental disorders [ 16 , 25 ].…”

A Training-Model Scale’s Validity and Reliability Coefficients: Expert Evaluation in Indonesian Professional Psychology Programs

“…A specific questionnaire was developed for this study, the Expert Evaluation Form for the Training-Models Scale. This measuring tool consists of six item clusters arranged according to the six previously specified types of training models identified in the literature review (Ningdyah et al, 2016), abbreviated as follows: 1) the scientist practitioner model (SP); 2) the practitioner model (P); 3) the practitioner-scholar model (PS); 4) the localclinical scientist (LCS) model; 5) the Clinical-Science model (CS); and, 6) the competency-based model (CB). To assess items' content validity, respondents were asked to determine the extent to which each item was relevant to the training model it represented, with ratings from 1 (completely irrelevant) to 5 (extremely relevant).…”

“…The new competency culture continues to grow and develop to the point that some scholars (e.g., Rodolfa et al, 2014; and professional organizations (British Psychological Society, 2015;Canadian Psychological Association, 2001, 2011National Council of Schools and Programs of Professional Psychology, 2014) have succeeded in formulating a set of target competencies accompanied by behavioral indicators for each competency, and supplemented by formulation of measuring tools and methods to determine each learner's level of competence (Fouad et al, 2009). For a more complete discussion on training models in professional psychology education and their respective characteristics, please refer to Ningdyah, Greenwood, Kidd, Helmes, and Thompson (2016).…”

“…Results of a literature review on the main training models in professional psychology education (Ningdyah et al, 2016) formed the basis of item development in the current investigation's training-model scale. Items in the trainingmodel questionnaire were classified into six groups corresponding with the six dominant training models identified in the literature: 1) scientist-practitioner; 2) practitioner; 3) practitioner-scholar; 4) local-clinical scientist; 5) clinicalscience; and, 6) competency based.…”