Models for quality control in psychology education and training: a North American perspective
This chapter examines the training model, terminal professional degree, accreditation/designation process, licensure laws, ethics and public accountability, and voluntary registers as some of the attributes to be considered in developing a model for quality control in psychology education and training. In so doing, it focuses mainly on education and training in North America for the following reasons:
• over the years individuals from other countries came to the United States and Canada for education and training as psychologists, then returned home to develop programs molded somewhat on those experiences but sensitive to local culture and concerns;
• these accreditation and regulatory systems are useful as models, as well as for considering what not to do; and
• the author is most conversant with North America and has been integrally involved in developing/implementing many of the structures.