NCSPP News:
NEW!
2010-2011
Faculty Salaries in Graduate Departments of Psychology
These
are the preliminary faculty salary tables specific to NCSPP. Not all of
the member programs are represented because not all responding. Responding
programs, departments, and schools are listed on each table. NCSPP programs
that have not yet responded are
encouraged to do so.
Competency-Based Education for Professional Psychology. Edited by Mary
Beth Kenkel and Roger L. Peterson  Over
half of the clinical psychologists graduating each year come from professionally
oriented doctoral programs in psychology. Therefore, the impact of the
type of training those students receive is tremendous. Competency-Based
Education
for Professional Psychology presents the most up-to-date, research-based
model for education in professional psychology. Based on more than
30 years of research
and development by the National Council of Schools and Programs of Professional
Psychology, the model focuses on core competencies.
The volume is divided into four parts. Part
I presents an overview of the training model and discusses the theories
and research that form the basis of the model.
Part II describes the seven core competencies needed by professional psychologists:
relationship, assessment, intervention, research and evaluation, consultation
and education, management and supervision, and diversity. Chapters in this
section discuss the knowledge, skills, and attitudes that characterize
each competency and provide examples of proven curricula and teaching methods.
Part III addresses the characteristics and key roles of faculty and administrators,
and Part IV describes future challenges in professional psychology education.
By providing methods for implementing the model in different educational
and training settings, this book will serve as a key resource for everyone
involved
in the education, training, and regulation of professional psychologists. Click here to order.
2007 Competency Developmental
Achievement Levels - Final version
A set of
documents detailing competency developmental achievement levels (DALs)
were created at the January 2007 Midwinter Conference.
The seven documents
(one for each competency) identified knowledge, skills and attitudes (KSAs)
to be achieved across three levels of clinical training (entry to practicum,
completion of practicum, completion of degree). The DAL documents (formerly
called the "competency grids") have been revised four times since
the completion of the January Conference.
NCSPP assembled public comments from
constituents on three progressive versions of the documents during Spring
and Summer 2007. Students, faculty, practicum/internship
supervisors and administrators reviewed the documents and forward comments.
Comments were forwarded to small competency revision groups that worked on
a specific competency. To
see the final version of the Competency Developmental Achievement Levels,
please click here.
Royal Blue is Declared Official Psy.D. Color
After a spirited education campaign
delegates to the summer Business Meeting of the National Council of
Schools and Programs of Professional Psychology (NCSPP) held an election
to establish the official degree color for the Doctor of Psychology
(Psy.D.) degree with Royal Blue, Goldenrod and Rose as the candidates.
This is a very important symbolic decision with over 20,000 students
enrolled in our programs and with thirty years of history behind us
as the organization organizing and leading professional psychology
education. Royal Blue is in fact the color already in use by the majority
of our programs and is now the official academic color of the PsyD
- Doctor of Psychology degree.
NCSPP has requested that the Intercollegiate Bureau
of Academic Costume give formal recognition of our decision and help us educate
the academic and vendor communities. Many thanks to Dr. Paul Larson of The Chicago
School who served this past year as NCSPP's Academic Herald and facilitated our
educational and decision-making processes.
New NCSPP Resolutions:
New Resolutions and aspirational documents adopted
by NCSPP
(1) A Resolution on a Diversity Competency.
Diversity refers
to an affirmation of the richness of human differences, ideas, and beliefs.
An inclusive definition of diversity includes but is not limited
to age, color, disability and health, ethnicity, gender, language, national
origin, race, religion / spirituality, sexual
orientation, and social economic status, as well as the intersection of these
multiple identities and multiple statuses. Exploration of power differentials,
power dynamics, and privilege is at the core of understanding diversity issues
and their impact on social structures and institutionalized forms of discrimination.
Training
of psychologists should include opportunities to develop understanding, respect
and value for cultural and individual differences. A strong commitment
to the development of knowledge, skills, and attitudes that support high regard
for human diversity should be integrated throughout the professional psychology
training program and its organizational culture.
Competence in diversity issues
may be best accomplished with a multifaceted approach, including integration
throughout the curriculum, as well as through
specific required coursework and experiences. Students and faculty benefit
from exposure to the knowledge base, theories, and research findings that serve
as a foundation to guide their understanding and skill development, utilizing
this knowledge to critically analyze all aspects of practice. Attention to
social and cultural values influencing the profession, as well as development
of awareness of individual differences and values within the practitioner,
are themes to be interwoven across the training of professional psychologists.
Students benefit from the opportunity to explore integration and adaptation
of models necessary for work with diverse, marginalized, or underserved populations.
Students
should have varied opportunities for acquiring knowledge and skills as well
as understanding the professional values and attitudes that reflect
social responsibility, social justice, and respect for human diversity. These
experiences may include among others: classroom learning, programmatic activities,
practicum experiences, supervision, and internship training. It is expected
that this competency is integrated across all aspects of education and training
and forms an integral part of each student's professional development and identity.
(August 2002, Business Meeting).
(2) A Resolution on Advocacy as a Professional Value and Attitude.
"The education
and training of 21st century psychologists aspires to incorporate exposure
to, and experience with advocacy that extends beyond action
supporting the direct service needs of clients. Advocacy also activates public
policy considerations, advances improved service, training, research and funding,
promotes practice to the full extent of our education and training, and raises
the awareness of issues that affect the well-being of the public at large.
From grassroots activism to local, national and
international lobbying, the informed, effective advocate provides expertise
on challenging human welfare issues while strengthening the voice of psychology
in public policy decisions."
Advocacy as a professional value and attitude
promotes the knowledge and skills of the professional psychologist toward promoting
the interests
of individual clients, systems of care, public health and welfare issues, and/or
professional psychology itself. Activities are directed to governmental and
legislative bodies, licensing or credentialing boards, other organizations
representing psychology, organizations representing higher education and other
entities. A systems perspective complements this area and the broad values
put forward by NCSPP related to diversity as previously defined are to be considered
as consistent with the goals and foci of advocacy activities. This area is
also concerned with the creation of a socially responsive voice for the underserved,
economically disadvantaged and powerless."
By endorsing this motion we
are encouraging NCSPP member programs to develop through a ultitude of mechanisms
these professional values and attitudes
in ourselves and our students. This does not demand the addition of required
courses to the curriculum. Rather, it is expressed through promoting the development
of active citizen psychologists and enhances the education and training of
NCSPP students. (January, 2004).
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