Beginning with an overview of global education in the United States and a review of assessment instruments and approaches, this article presents 15 implications from the Forum-BEVI Project, a multi-year, multi-site assessment initiative that examined the processes and outcomes of international, multicultural, and transformative learning.
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.
This article was developed in response to the proceedings of the Consensus Conference on Combined and Integrated Doctoral Training in Psychology held at James Madison University in Harrisonburg, VA, May 2 to 4, 2003. The authors approach the recommendations of the conference from the perspective of their experiences in higher education administration at the national, regional, and state levels. The authors conclude that the Consensus Conference represents an exemplar of best practice in program planning. They suggest that a major reconceptualization of higher education is under way that emphasizes broad collaboration among various professional groups as a means of providing appropriate mental health and health care services. Consequently, professional psychology will need to reconceptualize its role in the broader context of other professions within the university setting. Recommendations for the education of psychologists and the development of future training programs are provided. Suggestions for implementation of various recommendations flowing from the Consensus Conference are delineated.
As global communities become more intertwined both technologically and socially, professionals in every field are expected to work with people from different backgrounds and thrive in multicultural settings.
cross-cultural data set of authentic statements about beliefs; its Full Scale Score has been utilized as a proxy for globalized identity, and it is employed comparatively in a number of countries at individual and institutional levels as well as in international contexts such as globally connected classrooms. The VALUE rubrics were developed iteratively by a diverse team of scholars with a focus on globally contextualized knowledge and social responsibility beyond national borders, and they have been implemented internationally in higher education. The CCS is in the infancy of its development and to this point only in use internationally via administration at a U.S. university with a very high international student population. Nonetheless, it serves goals of internationalized curricula, specifically learning outcomes of greater acceptance and respect across cultural differences. We present each instrument in further detail below as international exemplars of assessment innovations.
THE BELIEFS, EVENTS, AND VALUES INVENTORYHow do we humans become who we are? Where do our beliefs and values come from, and how do they influence actions, policies, and practices around the world? Can we measure these processes in a way that captures our complexity as human beings while cultivating globally sustainable selves and the capacity to care? These are among the questions that the BEVI seeks to explore (e.g.,
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