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Beginning with its historical context, the National Council of Schools and Programs of Professional Psychology’s model for education and training in professional psychology is summarized in 5 areas: (a) broadened view of psychology with a flexible epistemology, multiple ways of knowing, and how practitioners doing practice remain local clinical scientists doing disciplined inquiry; (b) integrative pedagogy; (c) competency-based core curriculum integrating practical and scientific knowledge, skills, and attitudes; (d) elements of practice—including multiple roles, the self of the psychologist and reflective practice—practicum and internship training, and systematic evaluation; and (e) the social nature of professional psychology and its social responsibility, including ethnic and racial diversity and gender.

Education for the practice of psychology has evolved through a preprofessional phase, a scientist-professional phase, and a professional phase, in which each successive pattern of education complements but does not replace the prior pattern. Each phase of development is grounded in its own assumptions about relations between research and practice. The concepts of practice as applied science, reciprocity of science and profession, and practice as disciplined inquiry are considered. The concept of practice as disciplined inquiry is appropriate to the education of professional psychologists. Complementarity of basic research, applied research, and professional service requires appreciation of fundamental differences as well as similarities in the structure of research and practice. Editor's note. Articles based on APA award addresses that appear in the American Psychologist are scholarly articles by distinguished contributors to the field. As such, they are given special consideration in the American Psychologist's editorial selection process, This article was originally presented as a Distinguished Education

Mechanical loading of bone may be transmitted to osteocytes and osteoblasts via shear stresses at cell surfaces generated by the flow of interstitial fluid. The stimulated production of prostaglandins, which mediates some effects of mechanical loading on bone, is dependent on inducible cyclo-oxygenase 2 (COX-2) in bone cells. We examined the fluid shear stress (FSS) induction of COX-2 gene expression in immortalized MC3T3-E1 osteoblastic cells stably transfected with ؊371/؉70 base pairs (bp) of the COX-2 5-flanking DNA (Pluc371) and in primary osteoblasts (POBs) from calvaria of mice transgenic for Pluc371. Cells were plated on collagen-coated glass slides and subjected to steady laminar FSS in a parallel plate flow chamber.

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Increasing professionalization of psychology, accelerated by expansion of professional schools, has evoked concern among critics, who claim that many practitioners ignore scientific research and engage in practices that are demonstrably useless or harmful. Recent data on admissions to professional schools and performance of professional school graduates show cause for concerns of the critics. If psychology is to maintain its stature as a profession, exclusionary controls as well as hortatory requirements for the practice of psychology and the education of practitioners must be established and enforced. Before more stringent standards can be imposed, convincing means for evaluating competence in professional work and quality in professional education must be developed. Local and institutional actions to advance those aims are proposed.

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