Optimizing the relationship between basic and applied research for psychology education and training
Introduction There is a serious disjunction between many large-scale ‘social’ (sociocultural, political-economic and environmental) phenomena that affect human psychological well-being (e.g. wars, human migration, social inequality, economic shocks, national disasters, epidemics) and the psychology education and training (PET) that universities and other such institutions currently provide. This disjunction raises questions about the kind of curricula and experiences that university training could and should provide in order to close this disjunction. What kind of PET should universities provide in the early twenty-fi rst century in specifi c countries and across countries and regions of the globe? In order to answer (and ultimately reframe) these questions, I argue that PET needs to be adapted to (a) optimize the relationships between basic and applied science, and (b) improve the power and utility of psychological science to understand and address the large-scale social phenomena that affect psychological development and well-being both within and across countries.