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Training Models in Counseling Psychology

Training Models in Counseling Psychology. Working Group Members. James Werth Jennifer Wilson Randolph Pipes Sue Whiston Paul Gore Jessica Omorie Georgios Lampropoulous Jennifer Taylor Greg Neimeyer, chair. Major Issues Discussed.

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Training Models in Counseling Psychology

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  1. Training Models in Counseling Psychology

  2. Working Group Members • James Werth • Jennifer Wilson • Randolph Pipes • Sue Whiston • Paul Gore • Jessica Omorie • Georgios Lampropoulous • Jennifer Taylor • Greg Neimeyer, chair

  3. Major Issues Discussed • What exactly do we mean by “science” and “practice” and “scholarship” and “socialjustice” and “evidence” and “competencies” (in practicum and research) and “integration”? • In what ways does the science-practice model enable, and disable, us, locally or internationally, in relation to pursuing what we view to be our central pursuits? • How can we make research more meaningful to practice? • How can we make practice more relevant to research? • How can we best implement the science part of the model? • Is the scientist-practitioner model really serving the needs of students (and their evolving workplace needs)? • How best do we evaluate its effectiveness? Keep in mind… • Who is the audience? (public, psych. board, training programs, students)

  4. Goals/Outcomes for Future What exactly do we mean by “science” and “practice”? • Scientist-professional model (more inclusive than “practitioner”) • Science: a process that includes production, and perhaps consumption and application (integration) and dissemination, critical thinking

  5. Goals/Outcomes for Future What is “scholarship”, “social justice”, and “practice”? • Scholarship: broader term that encompasses science but also includes readings, literature reviews, etc. (consumption and application may be included here) • Social justice and advocacy: can be through practicum sites, community/public outreach (free clinics, etc.) • Practice: may be defined differently in different programs • The categorical model of science vs. practice may be more effective if seen on a more dimensional/proportional plane (more sophisticated)

  6. Next Steps & Opportunities for Involvement How best do we evaluate the training model’s effectiveness? • New skill sets How central are certain topics in various training programs? What can we learn from effective programs? • NEXT STEP: web-accessible database: how central are certain topics, what’s working well/what needs improvement in certain programs/what’s effective for competency assessments • Gathered from CCPTP • Distributed through Psi Chi/research offices (Office of Undergraduate Advisors)/APPIC • “I want to steal your ideas” • Division 17 disenfranchised • Online CE programs where membership is required (opportunity to bridge science and practice together)

  7. Contact Information for Getting Involved • Greg Neimeyer • Email: neimeyer@ufl.edu

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