Why Not Social Justice? Expanding Training Curriculum for Professional Psychologists

2005 ◽  
Author(s):  
Susan E. Hawes
Keyword(s):  
Social Justice ◽  
Training Curriculum ◽  
Professional Psychologists

scholarly journals A training curriculum for professional psychologists in primary care.

2002 ◽  
Vol 33 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Susan H. McDaniel ◽  
Cynthia D. Belar ◽  
Carolyn Schroeder ◽  
David Scott Hargrove ◽  
Esther Lerman Freeman
Keyword(s):  
Primary Care ◽  
Training Curriculum ◽  
Professional Psychologists

scholarly journals Using Professional Leadership to Promote Multicultural Understanding and Social Justice

2008 ◽  
Vol 2 (1) ◽  
pp. 13-17 ◽  
Author(s):  
Patricia Arredondo
Keyword(s):  
Social Justice ◽  
Educational Research ◽  
Multicultural Competencies ◽  
Great Demand ◽  
The Social ◽  
Societal Changes ◽  
Professional Leadership ◽  
Professional Psychologists ◽  
Multiculturally Diverse ◽  
Martin Luther King

AbstractSocial justice icons, like Rosa Parks, Mahatma Ghandi, Martin Luther King, Jr. and César Chávez, known for their tireless, courageous leadership initiating societal changes that have benefited many, lead the way for contemporary professional psychologists. These leaders opened pathways for inclusive principles and practices in education, employment, and political contexts. At the same time, professional leadership on behalf of multicultural and social justice issues in professional organisations and other contexts is known to be challenging. Biases and assumptions, micro-aggressions, and ignorance of experiences with interpersonal oppression are communicated daily. In multiculturally diverse global societies, social justice leadership is in great demand. Psychologists are encouraged to develop multicultural competencies in educational, research, and organisational practices and emulate the social justice icons.

Therapist training curriculum, University of Alabama in Birmingham

1972 ◽  
Vol 36 (2) ◽  
pp. 6-14 ◽  
Author(s):  
H Bethart ◽  
SP McDaniel ◽  
KS Goller ◽  
WJ Pelton
Keyword(s):  
Therapist Training ◽  
Training Curriculum ◽  
University Of Alabama

Test Use in Spain, Portugal and Latin American Countries

1999 ◽  
Vol 15 (2) ◽  
pp. 151-157 ◽  
Author(s):  
José Muñiz ◽  
Gerardo Prieto ◽  
Leandro Almeida ◽  
Dave Bartram
Keyword(s):  
Latin American ◽  
Ad Hoc ◽  
Task Force ◽  
Test Construction ◽  
European Federation ◽  
Psychometric Characteristics ◽  
Testing Practices ◽  
Professional Psychologists ◽  
Test Use ◽  
Latin American Countries

Summary: The two main sources of errors in educational and psychological evaluation are the lack of adequate technical and psychometric characteristics of the tests, and especially the failure to properly implement the testing process. The main goal of the present research is to study the situation of test construction and test use in the Spanish-speaking (Spain and Latin American countries) and Portuguese-speaking (Portugal and Brazil) countries. The data were collected using a questionnaire constructed by the European Federation of Professional Psychologists Association (EFPPA) Task Force on Tests and Testing, under the direction of D. Bartram . In addition to the questionnaire, other ad hoc data were also gathered. Four main areas of psychological testing were investigated: Educational, Clinical, Forensic and Work. Key persons were identified in each country in order to provide reliable information. The main results are presented, and some measures that could be taken in order to improve the current testing practices in the countries surveyed are discussed. As most of the tests used in these countries were originally developed in other cultures, a problem that appears to be especially relevant is the translation and adaptation of tests.

Psychology as a Profession and a Science

2011 ◽  
Vol 16 (2) ◽  
pp. 111-117 ◽  
Author(s):  
Ype H. Poortinga ◽  
Ingrid Lunt
Keyword(s):  
European Association ◽  
Historical Context ◽  
Professional Psychologists

The European Association of Psychologists’ Associations (EFPA) was created in 1981 as the European Association of Professional Psychologists’ Associations (EFPPA). We show that Shakespeare’s dictum “What’s in a name?” does not apply here and that the loss of the “first P” (the adjectival “professional”) was resisted for almost two decades and experienced by many as a serious loss. We recount some of the deliberations preceding the change and place these in a broader historical context by drawing parallels with similar developments elsewhere. Much of the argument will refer to an underlying controversy between psychology as a science and the practice of psychology, a controversy that is stronger than in most other sciences, but nevertheless needs to be resolved.

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