ABSTRACT
Much of the psychological research in the last century has been conducted in the global North West; hence, many prevailing theories and methodologies reflect the philosophical framework and shared cultural knowledge of this region. Other world views and cultural contexts have, as yet, not had the same opportunity to develop scientific insights that come to the attention of global audiences. Psychology Education and Training is the first truly international effort to generate a framework for common standards in psychological education and training across the globe.
Psychologists have long studied human beings in their socio-cultural context. New challenges such as globalisation and the relationship of the brain and behavior require that education and training keep pace with these rapidly evolving developments. The chapters in this book were generated by an international conference which resulted in the Dornburg Accord. While anchored in higher education, the focus is on the generative and translational psychological science needed to fulfill psychology’s responsibility to society. Psychology Education and Training is the first book of its kind to cover both historic strengths and the requirements of emerging fields. The book deals with balancing the universalities and cultural specificities of psychological processes, the adjustments to academic curricula required to support national needs, as well as the credentials and regulations required to assure the quality of psychological services.
Psychology Education and Training is unique in providing initial data and concurrent assessment of various components of education and training in psychology across the globe. The book is a must for faculty members, advanced students of psychology and policy-makers who are interested in the issues that shape their societies.
TABLE OF CONTENTS
part I|17 pages
Introduction
part II|28 pages
Setting the stage
part III|30 pages
International framework for psychology education and training (PET)
chapter 2|14 pages
International frameworks for psychology education and training
chapter 3|11 pages
International frameworks for psychology education and training
part IV|37 pages
Implications of emerging areas for psychology education and training
chapter 4|19 pages
Implications of emerging areas for psychology education and training
chapter 5|13 pages
Implications of emerging areas for psychology education and training
part V|52 pages
Bridging scientific universality and cultural specificity in PET
chapter 7|16 pages
Bridging scientific universality and cultural specificity in psychology education and training
part VI|25 pages
Balancing basic and applied research with national needs in PET
chapter 10|7 pages
Basic and applied research in psychology education and training
part VII|63 pages
Quality control and PET
chapter 12|14 pages
Models for quality control in psychology education and training
chapter |3 pages
Commentary on ‘Quality control in psychology education and training (PET)’
part VIII|27 pages
Roles and responsibilities of international psychology organizations for PET