Psychology Teaching And Training In Europe

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Information about Psychology Teaching And Training In Europe
Education

Published on July 24, 2009

Author: marcopj

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Psychology Education and Training in Europe by Anna Sagana & Kristina Potocnik. Presentation in the Symposium by invitation: "Advances in Psychology Education around the world" in XXXII Interamerican Congress of Psychology in Guatemala, 2009

Psychology teaching and training in Europe XXXII Congreso Inter americano de Psicología June 28 - July 2, 200 9 , Guatemala City, Guatemala Symposium: Advances in Psychology Education around the World Anna Sagana, University of Athens Kristina Potočnik, University of Valencia

Outline 1. The context of higher education in Europe 2. Historical background 2.1 Treaty of Rome 1957 2.2 The General Directive 89/48/EC 2.3 European Framework (EroPsyT) 2.4 The Third Directive 3. Euro Psy – EDP 3.1 Aim 3.2 Principles 3.3 Framework and minimal requirements 3.4 Summary 3.5 Scepticism/ disagreements 4. Erasmus Mundus Programs 4.1 Aim 4.2 WOP-P 5. The role of Student Organizations

1. The context of higher education in Europe

2. Historical background

2.1 Treaty of Rome 1957

2.2 The General Directive 89/48/EC

2.3 European Framework (EroPsyT)

2.4 The Third Directive

3. Euro Psy – EDP

3.1 Aim

3.2 Principles

3.3 Framework and minimal requirements

3.4 Summary

3.5 Scepticism/ disagreements

4. Erasmus Mundus Programs

4.1 Aim

4.2 WOP-P

5. The role of Student Organizations

Historical Background Treaty of Rome 1957 Article 48 : freedom to work anywhere in the European Community Article 45: allowed for mutual recognition and co-ordination of professional qualifications Seven Professions: Doctors Dentists Nurses Midwives Veterinarian Pharmacists Architects Sectoral Directives

Article 48 : freedom to work anywhere in the European Community

Article 45: allowed for mutual recognition and co-ordination of professional qualifications

Seven Professions:

Doctors

Dentists

Nurses

Midwives

Veterinarian

Pharmacists

Architects

Historical Background The General Directive 89/48/EC Mutual Recognition of Higher Education Diplomas Aim: was to cover other professions restricted by State or Law Psychologists are covered by the directives 89/48 and 92/51, which cover all regulated professions whose qualifications require at least a Diploma (Lunt 1997) Provides a complicated approach to the evaluation of equivalence which depends on individual cases being evaluated and compared against a national “template”

Mutual Recognition of Higher Education Diplomas

Aim: was to cover other professions restricted by State or Law

Psychologists are covered by the directives 89/48 and 92/51, which cover all regulated professions whose qualifications require at least a Diploma (Lunt 1997)

Provides a complicated approach to the evaluation of equivalence which depends on individual cases being evaluated and compared against a national “template”

Historical Background European Framework for Psychologists Training (EuroPsyT) 1 st Project: aimed to develop a “reference model” and minimal standards (ENOP 1998) and to develop standards which specified competencies of psychologists at the stage of independent practice (Bartram 1996) 2 nd Project: aimed and did design the European Diploma of Psychology (EuroPsy) which provides a set of standards or benchmark for quality of psychology education and training across Europe.

Historical Background The Third Directive “ More flexible and automatic procedure based on common platforms established by professional associations at European level”, (European Commission 2004) “ Common platforms” are defined as ‘”a collection of criteria on professional qualifications able to bridge the substantial differences between the training conditions in the different Member States” (Directive COM(2002)119, Article 15)

“ More flexible and automatic procedure based on common platforms established by professional associations at European level”,

(European Commission 2004)

“ Common platforms” are defined as ‘”a collection of criteria on professional qualifications able to bridge the substantial differences between the training conditions in the different Member States”

(Directive COM(2002)119, Article 15)

Historical Background The Third Directive Article 15 provides a means for the profession of psychologist to propose a European standard which has been agreed by all EU member states (the EuroPsy) and for this standard to contribute to a fast track mechanism for recognition, by enabling comparison with the training of each of the Member States (see Lunt 2005). Importance for Psychologists

E uropean Diploma in Psychology (E DP ) Aim EDP represents a system of standards for the education and training of professional psychologists in Europe aiming to enhance: High quality education and training in psychology Ethical commitment of all psychologists Mobility of psychologists and psychological thinking

EDP represents a system of standards for the education and training of professional psychologists in Europe aiming to enhance:

High quality education

and training in

psychology

Ethical commitment

of all psychologists

Mobility of psychologists

and

psychological thinking

E uropean Diploma in Psychology (E DP ) Principles To promote the availability of adequate psychological services To protect consumers and citizens in Europe through the assurance of quality and to protect them against unqualified providers of services To promote the mobility of psychologists by enabling them to practise anywhere in Europe To ensure that the EDP is awarded on the basis of demonstrated completion of an academic curriculum in psychology and competence in the performance of professional roles

To promote the availability of adequate psychological services

To protect consumers and citizens in Europe through the assurance of quality and to protect them against unqualified providers of services

To promote the mobility of psychologists by enabling them to practise anywhere in Europe

To ensure that the EDP is awarded on the basis of demonstrated completion of an academic curriculum in psychology and competence in the performance of professional roles

E uropean Diploma in Psychology (E DP ) Principles To ensure that the EDP system is fair and avoids discrimination of psychologists on the basis of national or other differences To guarantee the qualification for psychological practice at an entry level to the profession as well as beyond To endorse a commitment to the active maintenance of competence To respect rather than to replace national regulations for psychologists which are already in place

To ensure that the EDP system is fair and avoids discrimination of psychologists on the basis of national or other differences

To guarantee the qualification for psychological practice at an entry level to the profession as well as beyond

To endorse a commitment to the active maintenance of competence

To respect rather than to replace national regulations for psychologists which are already in place

E uropean Diploma in Psychology (E DP ) Framework Bachelor degree Master degree Supervised practice Part of the academic curriculum Not necessarily included in the university curriculum

E uropean Diploma in Psychology (E DP ) Framework and minimal standards Orientation of students in the different sub-specialities in psychology; it can also be opened to related disciplines Offers a basic education in all the psychology specialities, and in the major theories and techniques in psychology Basic introduction to psychologists’ skills, and a grounding for research in psychology NOT providing an occupational qualification nor the necessary competence for independent practice in psychology Duration of 3 years Bachelor degree

Orientation of students in the different sub-specialities in psychology; it can also be opened to related disciplines

Offers a basic education in all the psychology specialities, and in the major theories and techniques in psychology

Basic introduction to psychologists’ skills, and a grounding for research in psychology

NOT providing an occupational qualification nor the necessary competence for independent practice in psychology

Duration of 3 years

E uropean Diploma in Psychology (E DP ) Framework Prepares the student for independent professional practice as a psychologist Either undifferentiated and prepare s for further PhD training or employment as a “general practitioner” in psychology or Differentiated , preparing student for practice within a particular professional area of psychology The student has to demonstrate the capacity to acquire skills in research. Internship, providing an introductory professional field training Duration of 2 years Masters degree

Prepares the student for independent professional practice as a psychologist

Either undifferentiated and prepare s for further PhD training or employment as a “general practitioner” in psychology or

Differentiated , preparing student for practice within a particular professional area of psychology

The student has to demonstrate the capacity to acquire skills in research.

Internship, providing an introductory professional field training

Duration of 2 years

E uropean Diploma in Psychology (E DP ) Framework To prepare for independent practice as a licensed (or equivalent) psychologist, To develop working roles as a professional psychologist based on one’s unique training and personality To consolidate the integration of theoretical and practical knowledge Duration of 12 months Supervised practice

To prepare for independent practice as a licensed (or equivalent) psychologist,

To develop working roles as a professional psychologist based on one’s unique training and personality

To consolidate the integration of theoretical and practical knowledge

Duration of 12 months

E uropean Diploma in Psychology (E DP ) Minimal requirements

E uropean Diploma in Psychology (E DP ) Scepticism One year supervised practice The duration of university curriculum in some countries too short The dissertation or thesis is not required in some countries The issue of validity /renovation of the Diploma

One year supervised practice

The duration of university curriculum in some countries too short

The dissertation or thesis is not required in some countries

The issue of validity /renovation of the Diploma

E RASMUS MUNDUS PROGRAM Aim A cooperation and mobility program of excellence in Higher education Promoted by the European Union with a worldwide scope Supports high quality European Masters Promotes the visibility and attractiveness of the European Higher Education in the rest of the world countries http://ec.europa.eu/education/external-relationprogrammes/doc72_en.htm

A cooperation and mobility program of excellence in Higher education

Promoted by the European Union with a worldwide scope

Supports high quality European Masters

Promotes the visibility and attractiveness of the European Higher Education in the rest of the world countries

http://ec.europa.eu/education/external-relationprogrammes/doc72_en.htm

E RASMUS MUNDUS PROGRAM WOP-P Master in Work, Organization and Personnel Psychology (WOP-P) is the first Master in Psychology in Europe that has been selected in this European program Jointly offered by the Universities of Barcelona, Bologna, Coimbra, Paris V, and Valencia (in charge of coordination) It started in the academic year 2006-07 It qualifies students for the professional practice of Work, Organizational, and Personnel Psychology It facilitates access to doctoral studies in this and related disciplines

Master in Work, Organization and Personnel Psychology (WOP-P) is the first Master in Psychology in Europe that has been selected in this European program

Jointly offered by the Universities of Barcelona, Bologna, Coimbra, Paris V, and Valencia (in charge of coordination)

It started in the academic year 2006-07

It qualifies students for the professional practice of Work, Organizational, and Personnel Psychology

It facilitates access to doctoral studies in this and related disciplines

E RASMUS MUNDUS PROGRAM WOP-P-guidelines Duration: 2 years (120 ECTS) The programme is based on the "scientist-practitioner" model, which assumes that a good preparation as practitioner implies the acquisition of professional and research competences. The Master implements the main guidelines developed by the Euro-Psych model for the European Diploma of Psychology (EDP) www.erasmuswop.org

Duration: 2 years (120 ECTS)

The programme is based on the "scientist-practitioner" model, which assumes that a good preparation as practitioner implies the acquisition of professional and research competences.

The Master implements the main guidelines developed by the Euro-Psych model for the European Diploma of Psychology (EDP)

www.erasmuswop.org

E RASMUS MUNDUS PROGRAM WOP-P - Workload Courses on work, organizational, and personnel Psychology, including theory and methodology aspects (48 ECTS) Free-choice courses related to the field (16 ECTS) Joint Intensive Learning Unit (Winter-School) (10 ECTS) Professional stage/internship (15 ECTS) development of research competences (24 ECTS) Professional report integrating research and practice (7 ECTS)

Courses on work, organizational, and personnel Psychology, including theory and methodology aspects (48 ECTS)

Free-choice courses related to the field (16 ECTS)

Joint Intensive Learning Unit (Winter-School) (10 ECTS)

Professional stage/internship (15 ECTS)

development of research competences (24 ECTS)

Professional report integrating research and practice (7 ECTS)

The Role of Students’ Organsations Goals-Means Academic life Political issues Social issues Cultural activities Scientific activities, congresses, lectures etc Demonstrations (in certain cases) To resolve students’ problems referring to: Support Activities

Academic life

Political issues

Social issues

Cultural activities

Scientific activities, congresses, lectures etc

Demonstrations (in certain cases)

The Role of Students’ Organsations Benefits For Students For the modernisation of psychology Amelioration of educational programmes at universities Protection of psychology Proficiency and responsible preparation for the profession

The role of Students Organisations One of there main sources of information regarding the EDP were students’ associations* * Students’ attitudes towards EDP . An European Survey, carried out by EFPSA’s EDP project team. Results presented At the 9th European congress of psychology, Granada, Spain

One of there main sources of information regarding the EDP were students’ associations*

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