The unity of the discipline: A challenge for the profession.

Wand, Barbara

doi:10.1037/h0078760

Cited by 7 publications

(9 citation statements)

References 21 publications

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“…Furthermore, we have decades of research demonstrating that research is a small part of the work of most psychologists in Canada (Hunsley & Lefebvre, 1990). Yet, although faculty may not see themselves as professional psychologists, “their university appointments heavily involved them in the training of psychologists, most of whom will become practitioners” (Wand, 1993, p. 130). This disconnect between the decisions of our academic training community and professional practitioners they are producing has been leading to increased frustration in recent years (CPA, 2013).…”

Section: The Future Of Trainingmentioning

confidence: 99%

Canadian models of professional training: Past and future.

Nicholson¹

2022

Canadian Psychology / Psychologie canadienne

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Models of training for professional psychologists in Canada have developed in uneven stages over the last 75 years. Our first national conference on models of training occurred more than a decade after the seminal U.S. meeting in Boulder, Colorado. In the 20th century, our only national conference with a primary focus on training was at Lake Couchiching, Ontario, in 1965. There have been national conferences where some of the proceedings focused on training, but most of the developments in our training models have resulted from developments in our accreditation standards and recommendations from the Canadian Psychological Association (CPA) Task Forces. It was not until the 2019 National Summit on the Future of Professional Psychology Training that the profession held another national conference with a specific focus on the future of professional psychology training in Canada. However, as with other national conferences, the challenge for our profession will be in the implementation of these recommendations. There are substantive barriers to their implementation, particularly for our training programs. Strategies suggested by Paul Meehl in 1964 for challenging the academic status quo to move forward with significant changes in training are reviewed with reference to the implementation of the National Summit recommendations. If psychology in Canada is to develop its models for professional training for the 21st century, then these types of challenges are necessary to force needed changes to occur.

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Section: The Future Of Trainingmentioning

confidence: 99%

Canadian models of professional training: Past and future.

Nicholson¹

2022

Canadian Psychology / Psychologie canadienne

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“…There are those who fear that psychology as discipline and a profession is tearing itself apart. Barbara Wand, in a 1993 paper entitled “The Unity of the Discipline: A Challenge for the Profession,” provided some astute observations about the internal tension within the discipline, within the profession, and between the discipline and the profession (Wand, 1993). In comparison with medicine, psychology is a relatively young profession.…”

Section: Introductionmentioning

confidence: 99%

Three decades of professional psychology: Reflections and future challenges.

Goodman¹

2000

Canadian Psychology / Psychologie canadienne

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This paper addresses observations, from both a public and personal viewpoint, on those factors and events that have affected professional psychology in Canada. The personal viewpoint has been gained from over 30 years of professional practice as a scientist practitioner. During this same time, I was a psychology department head in an adult general then a pediatric hospital. Concomitant with this experience I held academic and clinical appointments first in a department of Psychiatry at McMaster University then in the School of Psychology at the University of Ottawa with a cross appointment in the Department of Pediatrics. The public viewpoint has been gained from experience with provincial and federal granting agencies, from governance issues with service on the Board of Directors of CPA and with issues of accreditation, licensure and credentialing. There are lessons to be drawn from the experience. Within the same personal and public perspective, a number of issues as diverse as the unification of psychology as a discipline and a profession, academic entry level requirements, psychology's place in the health care system and mobility are identified and discussed. As we approach the 21 s ' century, opportunities for major advancement of the profession and the public interest are explored.

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“…University psychology training aims to equip students with a solid basis for working both as practitioners in different specialisation fields and as researchers. Traditionally, there have been dilemmas between theoretically and methodologically oriented academic aspirations and the importance of developing practical skills as a requirement for the profession (Wand, 1993). While it is assumed that science-based psychology training-the so-called scientist-practitioner model-also delivers practical skills, only a couple of studies have explored whether this is actually the case.…”

Section: Introductionmentioning

confidence: 99%

“…Still, uniqueness, volatility, complication and ambiguity are always present in actual work practice. Although the immediate connection between work practice and scientific knowledge is open to criticism, science-based academic education provides power and prestige to a profession, and every profession has a desire to sustain its independence, reputation and jurisdiction (Wand, 1993). For this reason, both professionals and academic faculty members want to sustain academic values, and they need research institutions for their professional education (Karseth & Solbrekke, 2006, p. 163).…”

Section: Specific Skills Needed In An Expert Professionmentioning

confidence: 99%

“…He observed that they had clear difficulties in providing explicit illustrations. It is also worth noting that psychology, like all behavioural sciences, has been sub-divided into many sub-fields, because there are several theoretical and methodological schools of thought specialising in their particular research agendas (Wand, 1993). A psychologist working in the field therefore must choose from the different theories and approaches to guide his or her work (Karseth & Solbrekke, 2006, p. 156).…”

Section: Specific Skills Needed In An Expert Professionmentioning

confidence: 99%

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Becoming a Graduate Professional Psychologist: In What Ways are Professional Competences Perceived

Kuittinen¹,

Räty²

2015

IJPS

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Based on the evaluations of graduate professional psychologists, this study set out to explore perceptions of university training in the development of key competencies and skills required by psychologists. The participants (n=353) were a representative sample of young Finnish psychologists with professional experience of between one and six years. They were asked to rate seventeen different skills according to importance and the extent to which undergraduate training helped develop those skills. They were also asked to evaluate how their undergraduate training had fostered their skills and the work-related contexts that best nurtured their professional skills. The results show that psychology was seen as a profession requiring social interaction skills, whereas university training was seen to stress knowledge, theory and research. Respondents saw practical courses, a practicum, post-graduate education, actual work and reflecting with colleagues and with oneself as the most influential means of professional development; they saw statistical methods as being unnecessary at work. Only half of the participants could name a theory upon which their work was based. Still, graduate psychologists gave a rather positive evaluation of the correlation of their psychology training programme with the requirements of their profession.

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The unity of the discipline: A challenge for the profession.

Abstract: The paper examines the issue of disunity within the discipline of psychology, within the profession of psychology, and between the two. References are made to tensions that

Cited by 7 publications

References 21 publications

Canadian models of professional training: Past and future.

Canadian models of professional training: Past and future.

Three decades of professional psychology: Reflections and future challenges.

Becoming a Graduate Professional Psychologist: In What Ways are Professional Competences Perceived

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