Development of a global curriculum for professional psychology: Implications of the Combined-Integrated model of doctoral training

✍ Scribed by Gerald H. Burgess; Lee G. Sternberger; Juan Jose Sanchez-Sosa; Ingrid Lunt; Craig N. Shealy; Pierre Ritchie

• Publisher: John Wiley and Sons
• Year: 2004
• Tongue: English
• Weight: 135 KB
• Volume: 60
• Category: Article
• ISSN: 0021-9762
• DOI: 10.1002/jclp.20033

✦ Synopsis

Abstract

This article considers the development of a global training curriculum and qualification in professional psychology, with particular emphasis on the Combined‐Integrated (C‐I) model. The C‐I model exposes professional psychology trainees to two or more of the practice areas (i.e., clinical, counseling, school/educational). The authors argue that the C‐I approach is one that is well suited to the development of a global training curriculum due to its emphasis on broadly training psychologists as well as its respect for diversity and integration of various theoretical and professional orientations. A survey of training programs in 16 countries/regions on six continents found significant variation in training, minimal qualifications, and roles of the professional psychologist. The authors recommend that an international group of psychologists develop a regionally flexible, but common, training curriculum and qualification that would include a five‐ to six‐year competency‐based qualification. Ways in which the C‐I training model may serve to integrate and globalize professional psychology are discussed. © 2004 Wiley Periodicals, Inc. J Clin Psychol.