History and Emerging Trends in Education and Training for Clinical Psychology in the European Union ☆

2017 ◽  
Author(s):  
I. Lunt
Keyword(s):  
European Union ◽  
Clinical Psychology ◽  
Education And Training ◽  
The European Union ◽  
Emerging Trends ◽  
And Training

scholarly journals Assessable learning outcomes for the EU Education and Training Framework core and Function A specific modules: Report of an ETPLAS WORKING Group

2020 ◽  
pp. 002367722096858
Author(s):  
Ismene A Dontas ◽  
Kenneth Applebee ◽  
Martje Fentener van Vlissingen ◽  
Viola Galligioni ◽  
Katerina Marinou ◽  
...  
Keyword(s):  
European Union ◽  
Learning Outcomes ◽  
Working Group ◽  
Mutual Recognition ◽  
Education And Training ◽  
The European Union ◽  
Member States ◽  
Starting Point ◽  
And Function ◽  
And Training

Article 23(2) of the European Union Directive 2010/63/EU, which regulates welfare provisions for animals used for scientific purposes, requires that staff involved in the care and use of animals for scientific purposes be adequately educated and trained before they undertake any such work. However, the nature and extent of such training is not stipulated in the Directive. To facilitate Member States in fulfilling their education and training obligations, the European Commission developed a common Education and Training Framework, which was endorsed by the Member States Competent Authorities. An Education & Training Platform for Laboratory Animal Science (ETPLAS) Working Group was recently established to develop further guidance to the Learning Outcomes in the Framework, with the objective to clarify the levels of knowledge and understanding required by trainees, and to provide the criteria by which these Learning Outcomes should be assessed. Using the Framework document as a starting point, assessment criteria for the Learning Outcomes of the modules required for Function A persons (carrying out procedures on animals) for rats, mice and zebrafish were created with sufficient detail to enable trainees, providers and assessors to appreciate the level of knowledge, understanding and skills required to pass each module. Adoption and utilization of this document by training providers and accrediting or approving bodies will harmonize introductory education and training for those involved in the care and use of animals for scientific purposes within the European Union, promote mutual recognition of training within and between Member States and therefore free movement of personnel.

The Context for a European Framework for Psychologists' Training

2002 ◽  
Vol 7 (3) ◽  
pp. 169-179 ◽  
Author(s):  
José Maria Peiro ◽  
Ingrid Lunt
Keyword(s):  
European Union ◽  
Education And Training ◽  
The European Union ◽  
European Level ◽  
Global Context ◽  
European Context ◽  
European Universities ◽  
Common Framework ◽  
World Class ◽  
And Training

In this paper we analyze the context in which the European Framework for Psychologists Training was developed over a 2-year period 1999-2001. The increasingly global context in which European psychologists have to function suggests that the costs of not having a common framework are too great. Pressures by the European Union to promote mobility and convergence across the European member states create further impetus for a common framework. The wider European context provides an interesting tension between diversity and overarching common commitments and principles. It is suggested that the benefits of a common framework outweigh the disadvantages. These benefits include greater student and staff mobility, a clearer identity of European psychology, increased opportunities to attract world-class scholars to European universities, enhanced transparency of qualifications, and common solutions to problems at a European level. We argue that European psychology cannot afford not to have a common European framework for education and training and conclude with a projection and suggestion of what might be achieved in next 10 years.

Education and Training Initiatives for Crisis Management in the European Union: A Web-based Analysis of Available Programs

2014 ◽  
Vol 29 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Pier Luigi Ingrassia ◽  
Marco Foletti ◽  
Ahmadreza Djalali ◽  
Piercarlo Scarone ◽  
Luca Ragazzoni ◽  
...  
Keyword(s):  
European Union ◽  
Crisis Management ◽  
Disaster Management ◽  
Education And Training ◽  
The European Union ◽  
Web Based ◽  
Eu Countries ◽  
Competency Based ◽  
And Training ◽  
The Eu

AbstractIntroductionEducation and training are key elements of disaster management. Despite national and international educational programs in disaster management, there is no standardized curriculum available to guide the European Union (EU) member states. European- based Disaster Training Curriculum (DITAC), a multiple university-based project financially supported by the EU, is charged with developing a holistic and highly-structured curriculum and courses for responders and crisis managers at a strategic and tactical level. The purpose of this study is to qualitatively assess the prevailing preferences and characteristics of disaster management educational and training initiatives (ETIs) at a postgraduate level that currently exist in the EU countries.MethodsAn Internet-based qualitative search was conducted in 2012 to identify and analyze the current training programs in disaster management. The course characteristics were evaluated for curriculum, teaching methods, modality of delivery, target groups, and funding.ResultsThe literature search identified 140 ETIs, the majority (78%) located in United Kingdom, France, and Germany. Master level degrees were the primary certificates granted to graduates. Face-to-face education was the most common teaching method (84%). Approximately 80% of the training initiatives offered multi- and cross-disciplinary disaster management content. A competency-based approach to curriculum content was present in 61% of the programs. Emergency responders at the tactical level were the main target group. Almost all programs were self-funded.ConclusionAlthough ETIs currently exist, they are not broadly available in all 27 EU countries. Also, the curricula do not cover all key elements of disaster management in a standardized and competency-based structure. This study has identified the need to develop a standardized competency-based educational and training program for all European countries that will ensure the practice and policies that meet both the standards of care and the broader expectations for professionalization of the disaster and crisis workforce.IngrassiaPL, FolettiM, DjalaliA, ScaroneP, RagazzoniL, DellaCorte F, KaptanK, LupescuO, ArculeoC, von ArnimG, FriedlT, AshkenaziM, HeselmannD, HreckovskiB, Khorrram-ManeshA, KomadinaR, LechnerK, PatruC, BurkleFMJr., FisherP. Education and training initiatives for crisis management in the European Union: a web-based analysis of available programs. Prehosp Disaster Med. 2014;29(2):1-12.

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