Accreditation in the Profession of Psychology: A Cautionary Tale

Autor/inn/en	Maiden, Robert; Knight, Bob G.; Howe, Judith L.; Kim, Seungyoun
Titel	Accreditation in the Profession of Psychology: A Cautionary Tale
Quelle	In: Gerontology & Geriatrics Education, 33 (2012) 1, S.55-74 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1960
DOI	10.1080/02701960.2012.640728
Schlagwörter	Clinical Psychology; Accreditation (Institutions); Gerontology; Standard Setting; Professional Associations; Organizational Objectives; Social Environment; Social Influences; Aging (Individuals) + Suchen Sie Ihr Suchwort? Klinische Psychologie; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Gerontologie; Standardisierung; Business goal; Unternehmensziel; Soziales Umfeld; Sozialer Einfluss; Aging; Altern
Abstract	This article examines the history of accreditation in psychology and applies the lessons learned to the Association for Gerontology in Higher Education's (AGHE) consideration of forming an organization to accredit programs in gerontology. The authors identify the challenges met and unmet, the successes and failures, and the key issues that emerged from psychology's experience with accreditation. Psychology has been accrediting programs in clinical psychology for more than 65 years, and the process has been marked by several false steps, considerable tension, and some controversy and at times significant dissatisfaction. The accreditation process that has emerged today, which includes counseling, school psychology, graduate practica, and postdoctoral practica sites, is generally well received yet some tensions exist. The authors apply the lessons learned from psychology's evolution to AGHE. The experience of psychology suggests a need for clear minimum standards and consistency across programs in training goals, if not in curricula and practica. However, setting standards for specific curricula and practice content may result in a similar contentiousness that has plagued psychology. Ultimately, the authors conclude that the benefits of accreditation of programs outweigh the deficits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10