The Oxford Handbook of Education and Training in Professional Psychology

The Oxford Handbook of Education and Training in Professional Psychology provides the first comprehensive treatment of the processes and current state-of-the art practices bearing on educating and training professional psychologists. Thousands of psychologists are employed full-time as faculty members or clinical supervisors in graduate, practicum, internship, and postdoctoral training programs or training sites. This handbook provides a single resource that pulls together the substantial scholarship on education and training in psychology, covering the full spectrum of historic developments, salient issues, current standards, and emerging trends in psychology education and training. It provides a thorough analysis of doctoral and postdoctoral training for psychologists in clinical, counseling, or school psychology specialties. Because competency issues are moving to the forefront in the design of training programs and the evaluation of trainee performance, the handbook's authors have made models and standards for competency a primary theme. This volume captures the current state of education and training while emphasizing emerging trends and forecasting future directions.

W. Brad Johnson is Professor of Psychology in the Department of Leadership, Ethics, and Law at the United States Naval Academy, and a Faculty Associate in the Graduate School of Education at Johns Hopkins University.

Nadine J. Kaslow is Professor and Vice Chair for Faculty Development, Chief Psychologist (Grady), and Director of Postdoctoral Fellowship Training at Emory University School of Medicine Department of Psychiatry and Behavioral Sciences. Dr. Kaslow is the 2014 President of the American Psychological Association (APA).

1. On Developing Professional Psychologists: The State of the Art and a Look Ahead
W. Brad Johnson and Nadine J. Kaslow

Part One: Overview and Evolution of Education and Training in Psychology

2. A History of Education and Training in Professional Psychology
Robin L. Cautin and David B. Baker

3. Training Models in Professional Psychology Doctoral Programs
Debora J. Bell and Estee M. Hausman

4. Rethinking the Core Curriculum for the Education of Professional Psychologists
Roger L. Peterson, Wendy L. Vincent, Molly Fechter-Leggett

5. Theoretical Orientation in the Education and Training of Psychologists
Eugene W. Farber

6. Accreditation of Education and Training Programs
Elizabeth M. Altmaier

Part Two: Competence and Competencies in Professional Psychology

7. Competency-Based Education and Training in Professional Psychology
Nadya A. Fouad and Catherine L. Grus

8. The History and Importance of Specialization in Professional Psychology
Jeff Baker and David R. Cox

9. Practicum Training in Professional Psychology
Robert L. Hatcher and Erica H. Wise

10. Internship Training
Stephen R. McCutcheon and W. Gregory Keilin

11. Postdoctoral Training in Professional Psychology
Christina K. Wilson, Allison B. Hill, Dorian A. Lamis, and Nadine J. Kaslow

12. Research Training in Professional Psychology
Jeffrey H. Kahn and Lewis Z. Schlosser

13. Psychology Licensure and Credentialing In the United States and Canada
Stephen T. DeMers, Carol Webb, and Jacqueline B. Horn

14. Ten Trends In Lifelong Learning and Continuing Professional Development
Greg J. Neimeyer and Jennifer M. Taylor

Part Three: Trainee Selection, Development, and Evaluation

15. Selecting Graduate Students: Doctoral Program and Internship Admissions
Jesse Owen, Kelley Quirk, and Emil Rodolfa

16. Trainee Evaluation in Professional Psychology
David S. Shen-Miller

17. Mentoring in Psychology Education and Training: A Mentoring Relationship Continuum Model
W. Brad Johnson

18. Clinical Supervision and the Era of Competence
Carol A. Falender and Edward P. Shafranske

19. Trainees with Problems of Professional Competence
Linda Forrest and Nancy S. Elman

20. Ethics Issues in Training Students and Supervisees
Jeffrey E. Barnett and Ian D. Goncher

21. Remedial and Disciplinary Interventions in Graduate Psychology Training Programs: Twenty-five Essential Questions for Faculty and Supervisors
Stephen H. Behnke

22. When Training Goes Awry
Nadine J. Kaslow, W. Brad Johnson, and Ann Schwartz

Part Four: Culture and Context in Education and Training

23. A Contextual Perspective on Professional Training
Lynett Henderson Metzger, Jennifer A. Erickson Cornish, and Lavita I. Nadkarni

24. Sex and Gender in Professional Psychology Education and Training
Nicholas Ladany and Myrna L. Friedlander

25. Race and Ethnicity in the Education and Training of Professional Psychologists
Charles R. Ridley and Christina E. Jeffrey

26. Sexual Identity Issues in Education and Training for Professional Psychologists
Joseph R. Miles and Ruth E. Fassinger

27. Religion in Education and Training
Clark D. Campbell

Part Five: Emerging Trends in education and Training

28. Professionalism: Professional Attitudes and Values in Psychology
Catherine L. Grus and Nadine J. Kaslow

29. Emerging Technologies and Innovations in Professional Psychology Training
Michael J. Constantino, Christopher E. Overtree, and Samantha L. Bernecker

30. Professional Psychology Program Leaders: Competencies and Characteristics
Mary Beth Kenkel

31. Employment Trends for Early Career Psychologists: Implications for Education & Training Programs in Professional Psychology and for Those Who Wish to Become Successful Early Career Psychologists
Ronald H. Rozensky