As part of its primary mission to promote quality in educating and training professional psychologists, the National Council of Schools of Professional Psychology (NCSPP) hosted a National Conference in December 1986. Three general and 33 specific resolutions were unanimously adopted. Particular focus was on core curriculum and evaluation related to the knowledge, skills, and attitudes required for careers in professional psychology. The resolutions have significant areas of convergence and divergence with the resolutions adopted at the June 1987 National Conference on Graduate Education in Psychology in Salt Lake City, Utah. The resolutions of the Mission Bay and Utah conferences are in agreement on the primary importance of recruiting and retaining minority faculty and students and developing curricula more sensitive to cultural diversity. Regarding the role of freestanding schools, the Mission Bay conference resolutions maintain that criterion-based evaluations should be applied equitably to all programs in whatever setting and eschew the venue-based orientation endorsed at the Utah conference.
NMDA-type glutamate receptors mediate both trophic and excitotoxic signalling in CNS neurons. We have previously shown that blocking NMDAR-post-synaptic density-95 (PSD95) interactions provides significant protection from excitotoxicity and in vivo ischaemia; however, the mechanism of neuroprotection is unclear. Here, we report that blocking PSD-95 interactions with the Tat-NR2B9c peptide enhances a Ca 2 + -dependent protective pathway converging on cAMPResponse Element binding protein (CREB) activation. We provide evidence that Tat-NR2B9c neuroprotection from oxygen glucose deprivation and NMDA toxicity occurs in parallel with the activation of calmodulin kinase signalling and is dependent on a sustained phosphorylation of the CREB transcription factor and its activator CaMKIV. Tat-NR2B9c-dependent neuroprotection and CREB phosphorylation are blocked by coapplication of CaM kinase (KN93 and STO-609) or CREB (KG-501) inhibitors, and by siRNA knockdown of CaMKIV. These results are mirrored in vivo in a rat model of permanent focal ischaemia. Tat-NR2B9c application significantly reduces infarct size and causes a selective and sustained elevation in CaMKIV phosphorylation; effects which are blocked by coadministration of KN93. Thus, calcium-dependent nuclear signalling via CaMKIV and CREB is critical for neuroprotection via NMDAR-PSD95 blockade, both in vitro and in vivo. This study highlights the importance of maintaining neuronal function following ischaemic injury. Future stroke research should target neurotrophic and pro-survival signal pathways in the development of novel neuroprotective strategies.
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Management and supervision are included within a single competency area because they share many characteristics in common. In psychological applications, "management consists of those activities that direct, organize, or control the services of psychologists and others offered or rendered to the public. . . . Supervision is a form of management blended with teaching in the context of relationship directed to the enhancement of competence in the supervisee" (McHolland, chap. 21, p. 165). In supervision, the focus is on individuals or on small units.Often management and supervision are used interchangeably. Although the two terms are closely related, we use them with differing emphases. Management, a broader concept than supervision, involves more activities, particularly resource development. The control in supervision is often more detailed, direct, explicit, and individualized than the control in management. One manages an organization, whereas one supervises a person.
The participants at the Mission Bay conference, the 1986 -1987 midwinter meeting of the National Council of Schools of Professional Psychology (NCSPP; Bourg et al., 1987) supported an emphasis on key functional competencies of psychologists that would define a single, unified core or foundation for professional psychology programs. The chapters in Part I1 of this volume were, in earlier versions, the preconference papers at the San Antonio conference on the core curriculum, NCSPP's 1989 -1990 midwinter meeting. They build on and refine the work begun at Mission Bay.It is critically important that the idea of the competency areas should serve as a flexible guide for curriculum development. The curriculum should be sufficiently stable and explicit to define psychology as a profession. At the same time, it should be flexible enough to allow for diversity, growth, creativity, and organized development of new competencies and truly advanced applications. We also need to assure ourselves and the public that all practitioners have fundamental competencies, thereby ensuring a connectedness and a source of integration among all professional psychologists.The competencies discussed in the next six chapters were based on a review of expert opinion, a review of empirical work, an analysis of current and future practice skills (Bent & Cannon, 1987), and a model for a developing knowledge base (Jones, 1987). The Mission Bay conferees moved to integrate skills and knowledge with attitudes or values. The result was the six key functional competencies elaborated in this section: relationship, assessment, intervention, research and evaluation, consultation and education, and management and supervision. The complexity of contemporary practice requires that professional psychology curricula include more than individual assessment, psychotherapy, research, and aspects of the psychology discipline knowledge base.The competencies are fundamental clusters of integrated knowledge, skills, and attitudes that are used in practice applications by the professional psychologist. The competencies, at a basic or foundation level, constitute a single, unified core curriculum for all professional applications. The competencies are unified further in the mature role functioning of the professional psychologist, gaining more breadth and depth with added training and experience.
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