Counseling Psychology Model Training Program

2018 ◽  
Vol 46 (1) ◽  
pp. 6-49 ◽  
Author(s):  
Michael J. Scheel ◽  
Sally D. Stabb ◽  
Tracy J. Cohn ◽  
Changming Duan ◽  
Eric M. Sauer

The counseling psychology Model Training Program (MTP) was written to reflect new developments in counseling psychology, the American Psychological Association, and the world. The updated MTP is aspirational, intended to guide the development and maintenance of counseling psychology programs. The MTP conforms to the American Psychological Association’s and the Society of Counseling Psychology’s standards and guidelines. A strategic task group appointed by 2015 Society president James W. Lichtenberg sought feedback from the field to assist in its formulation, and the executive boards of the Society and the Council of Counseling Psychology Training Programs approved the final version. The 2017 MTP consists of four core values (i.e., growth toward full potential, holistic and contextual, diversity and social justice, communitarian perspective) as well as 20 principles grouped into six clusters: counseling psychology identity; multiculturalism, diversity, and social justice; health service psychology; developmental, prevention, and strengths orientation; science–practice integration; and relationships within and between professional communities.

2008 ◽  
Vol 37 (1) ◽  
pp. 93-115 ◽  
Author(s):  
Alex L. Pieterse ◽  
Sarah A. Evans ◽  
Amelia Risner-Butner ◽  
Noah M. Collins ◽  
Laura Beth Mason

This article presents the findings of a descriptive content analysis of 54 multicultural and diversity-related course syllabi drawn from counseling and counseling psychology programs accredited by the American Psychological Association and the Accreditation of Counseling and Related Programs. Results suggest that most courses adhere to the knowledge, awareness, and skills paradigm of multicultural competence. However, actual course content varies considerably. Whereas the findings identify social justice content as a growing presence in multicultural courses, there is a need to more clearly outline the fundamental points of distinction and overlap between multicultural competence and social justice advocacy in counselor and counseling psychology training.


2009 ◽  
Vol 37 (6) ◽  
pp. 877-901 ◽  
Author(s):  
Laura Turner-Essel ◽  
Charles Waehler

Previous scholars have made specific suggestions regarding what counseling psychology training programs can do to help future psychologists become more cross-culturally aware. This article addresses the questions of whether and how U.S. counseling psychology training programs are currently employing these suggestions. Forty-seven American Psychological Association— accredited counseling psychology programs responded (67% response rate) to a survey designed to assess the availability of international training opportunities to graduate students in counseling psychology. In-depth interviews were also conducted with faculty members from 10 programs. Several ideas emerged from the data, including the role of students and the most common obstacles for developing an international perspective. Specific examples of programs' international activities are provided, and recommendations for future research are discussed.


2020 ◽  
pp. 009862832097987
Author(s):  
Tamera Garlington ◽  
Valerie M. Ryan ◽  
Catherine Nolty ◽  
Hannah Ilagan ◽  
Zachary J. Kunicki

Social justice is an American Psychological Association (APA) ethical principal which is often taught in content courses (e.g. social psychology, developmental psychology, introductory psychology) but rarely covered in psychological statistics courses. This is problematic, as psychology students may assume that bias is not an issue when implementing statistical tests and interpreting their results if social justice topics are not incorporated into statistics classrooms. The current study evaluated student’s attitudes toward a social justice lecture in a statistics classroom ( N = 100 students). Results show students had more favorable attitudes toward social justice and agreed it was important to cover in statistics classrooms. Future research should extend this work by seeking to replicate these findings and evaluating additional pedagogical tools to incorporate social justice into the statistics classroom.


2017 ◽  
Vol 45 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Drew C. Appleby

Undergraduate psychology programs have not always provided the same level of support for their job-seeking students than they have for those preparing to become psychologists. This is a particularly unfortunate situation because, according to the American Psychological Association's Center for Workforce Studies (American Psychological Association, 2017), only 13% of the 3.4 million people in the United States who have earned a bachelor's degree in psychology have gone on to earn a higher psychology degree. The first part of this article uses quotations from seven national reports on the psychology curriculum to identify the genesis and gradual amelioration of this unfortunate situation. The remainder of this article focuses on strategies that psychology faculty can use to help their job-seeking students successfully accomplish Goal 5: Professional Development of the APA Guidelines for the Undergraduate Psychology Major. These strategies include referring advisees to professionally trained advisors and becoming aware of careers in which baccalaureate-level psychology majors have entered or can prepare to enter and the sets of knowledge, skills, and characteristics important for success in these careers.


1998 ◽  
Vol 26 (4) ◽  
pp. 658-672 ◽  
Author(s):  
Nancy L. Murdock ◽  
John Alcorn ◽  
Martin Heesacker ◽  
Cal Stoltenberg

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