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Education Directorate CYNTHIA D. BELAR, PHD EXECUTIVE DIRECTOR FEBRUARY - JULY 2014

Education Directorate Mission

The APA Education Directorate advances education in psychology and psychology in

education for the benefit of the public. It seeks to enhance (1) the education and training

of psychologists across all levels, (2) the teaching of psychology, and (3) the application

of psychology to education. Staff of the Education Directorate work in direct support of

the Board of Educational Affairs (BEA), its reporting committees, and such other groups

as assigned in addressing goals related to this mission. The executive review that follows

highlights a sample of the achievements in different program areas of the Directorate

with detailed reports of program activities appended.

Executive Review

EDUCATION OUTREACH INITIATIVES APA awarded a total of $395,000 in seed funding to 20 internship programs seeking

APA accreditation. This grant program was made possible by the APA Council of

Representatives allocating up to $3 million during a period of three years to expand

the number of accredited internship positions and to promote quality training for

professional practice. (page 6)

GOVERNANCE COMMITTEES, TASKFORCES AND WORKING GROUPS The Task Force on Guidelines for Master’s Programs in Psychology held their first

meeting on June 27-28. The task force consists of 7 members representing the broad

fields of psychology. The task force’s charge is to develop broad learning goals and

outcomes that extend from the recently approved APA Guidelines for the

Undergraduate Major: Version 2.0,” that are applicable to any subfield of the

discipline of psychology (e.g., neuroscience, I/O, quantitative,

clinical/counseling/school). The purpose of the summer meeting was to develop a set

of goals and learning outcomes at the master’s level. (page 8)

EDUCATION ADVOCACY INITIATIVES In June 2014, the Health Resources and Services Administration (HRSA) announced

the full list of 40 FY 2014 Graduate Psychology Education Program (GPE) grantees,

including 24 new GPE grants and 16 non-competing renewals. (page 9)

In April 2014, the Education Government Relations Office (EDGRO) wrapped up its

annual Congressional Hill Visit campaign to build bipartisan support for the GPE. In

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more than 60 meetings, our 22 advocates requested congressional support for $6.9

million for GPE in FY 2015. After Congress allocated a significant increase for GPE

in FY 2014 and the President included a request for $6.9 million for GPE in his FY

2015 budget proposal, our advocates were delighted to receive bipartisan support for

their request for level funding for GPE and for the overall goals of program. (page 9)

Working with key APA advisors, Dr. Louise Douce, Dr. Jan Collins-Eaglin, and Dr.

Dan Jones, along with colleagues from Student Affairs Administrators in Higher

Education (NASPA) and American Council on Education (ACE), EDGRO is

supporting the development of an issue brief reviewing current trends in college

student mental health and highlighting efforts that contribute to student well-being.

(page 10)

DIRECTORATE PROGRAMS IN EDUCATION

ENHANCEMENT OF PSYCHOLOGY IN EDUCATION The new Coalition for Psychology of High Performance held its first meeting in

April. Themes and potential project ideas were discussed, ranging from why high

performance is something to value as well as developing a teaching module and

an interactive webinar conference. (page 12)

Sponsored by the BEA and the Council for Accreditation of Educator Preparation

(CAEP), a seven-member BEA appointed task force developed a practical, user-

friendly resource for teacher education practitioners and policy makers on how to

best use data to make decisions focused on program improvement and

accountability. The resource concentrates on the three most commonly employed

and widely used data sources for evaluating the effectiveness of teacher

preparation programs. Chaired by Frank Worrell, PhD, this project is designed to

lend a constructive and informed voice based on psychological science to

discussion of teacher education preparation quality. (page 14)

ENHANCEMENT OF EDUCATION IN PSYCHOLOGY

The Education Directorate and American Psychological Association Teachers of

Psychology in Secondary Schools (TOPSS) published a new type of unit lesson

plan, a problem-focused unit on Childhood Obesity. A “problem-focused” unit is

one that takes a common problem facing society and uses the problem as a way to

teach psychological content. (page 14)

The Intel International Science and Engineering Fair was held May 11-16, 2014

in Los Angeles. Over 1,400 students from about 70 countries, regions, and

territories competed at the 65th ISEF. As a Special Awards Organization, APA

granted seven awards to the best projects representing psychological science.

During two days of intense judging, a panel of psychologists selected the top

projects. The effort is funded and organized through the Education Directorate.

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Education Directorate staff worked with members of the BEA Panel on

Precollege and Undergraduate Education and the Center for Workforce Studies to

launch the 2014 APA Survey on Undergraduate Study in Psychology: Curricula

and Outcomes in January 2014. The survey was completed in February and a

summary of the data will be presented during a poster session at the APA

Convention. (page 15)

In recognition of the importance of psychology as both a basic and clinical

science in the preparation of the health care workforce, Dr. Barney Beins

(Associate Editor, MedEdPORTAL) with assistance by the Education Directorate

staff, is now soliciting submissions related to psychological science as part of a

collaboration between APA and the Association of American Medical Colleges

(AAMC) to create an online-only collection of free, peer-reviewed educational

resources in MedEdPORTAL Publications. (page 18)

Staff produced and distributed one issue of the Psychology Student Network

(PSN). This newsletter was sent to more than 10,000 undergraduate psychology

students who are APA Student Affiliates. The purpose of this online newsletter is

to share information about undergraduate issues and concerns, careers in

psychology, and special opportunities for students. (page 18)

Dr. Cathi Grus attended the membership meeting of the Association of

Psychology Postdoctoral and Internship Programs (APPIC) and gave an invited

presentation on “Innovations in Competency Assessment.” (page 21)

The second annual Professional Development Training Institute (PDTI) was held

in Washington, DC in the APA Building in March 2014. The PDTI brought

nearly 100 practicing psychologists together for a two-day intensive training

experience in the areas of ethics and psychodiagnosis, with an emphasis on the

ICD-10-CM. (page 22)

QUALITY ASSURANCE IN EDUCATION AND TRAINING

The APA Continuing Education Committee (CEC) reviewed 179 applications, 46

new and 104 renewing, for approval as sponsors of continuing education for

psychologists. As of the April, there are just under 800 APA approved sponsors

of continuing education for psychologists. (page 24)

As of May, 2014, there were 962 accredited programs in professional psychology:

380 doctoral programs (238 clinical, 70 counseling, 62 school, and 10 combined),

482 internship training programs, and 100 postdoctoral residency training

programs (55 traditional and 45 specialty practice area). (page 25)

The Commission on Accreditation (CoA) sought public comment on the draft

Standards of Accreditation (SoA). The public comment period ended on July 7,

2014. The comments are still available for review through the Accreditation

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Public Comment System at http://apps.apa.org/accredcomment/default.aspx. The

CoA reviewed the comments at its meeting of July 2014. (page 25)

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EDUCATION OUTREACH INITIATIVES Recognition for Dr. Cynthia D. Belar

In recognition of her service to psychology and her retirement, Dr. Belar was given

awards by the Council of University Directors of Clinical Psychology, the Council of

Health Psychology Training Programs, the National Council of Schools and Programs

in Professional Psychology, the Council of Counseling Psychology Training

Programs, the Council of Graduate Departments of Psychology and the Association

of Psychology Postdoctoral and Internship Centers, which named a student

scholarship program in her honor. Within APA Dr. Belar was recognized by the APA Council of Representatives, its

Education and Training Caucus, the APA Board of Directors and the APA Board of

Educational Affairs, which renamed the Education Advocacy Award in her

honor. She was also presented with a flag flown over the U.S. Capitol on March 5,

2014 in her honor.

Dr. Jim Diaz-Granados to Join APA as Executive Director for Education Dr. Jaime “Jim” L. Diaz-Granados, of Baylor University has been selected as the

American Psychological Association’s executive director for education. Diaz-

Granados will replace Cynthia D. Belar, PhD, who is retiring.

Dr. Diaz-Granados will assume his new APA role on a part-time basis this fall and

full time in January 2015. Diaz-Granados is currently a professor of psychology,

neuroscience and biomedical studies and chair of the Department of Psychology and

Neuroscience at Baylor University. A longtime leader in psychology higher

education, Diaz-Granados is currently the board president of the Council of Graduate

Departments of Psychology. As a member of the APA Commission on Accreditation,

he serves as co-chair for program review and chair of the Research Working Group.

Dr. Diaz-Granados is an experienced researcher in the developmental, behavioral, and

neurochemical aspects of alcohol abuse and addiction and previously served as the

director of the Baylor Addictions Research Consortium and as a member of review

panels and committees with the National Institute on Alcohol Abuse and Alcoholism.

Diaz-Granados has received over $1.5 million in research grants and awards during

his career.

The 2014 Education Leadership Conference The annual APA Education Leadership Conference (ELC) will be held on

September 13 - 16. The theme for the 2014 ELC is Learning in a Digital World.

Attendees will participate in sessions addressing the application of psychological

science to learning in a digital environment and examine the use and impact of

technology in education in psychology. As in years past, the ELC will also provide an

opportunity for advocacy training and visits to Capitol Hill.

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The long-term goals of the ELC are to:

Provide a forum for groups and organizations across all levels of education and

training to address issues of mutual concern

Promote a shared disciplinary identity among education and training leaders in

psychology

Impact public policy regarding education in psychology and psychology in

education

The ELC is the major advocacy event for the psychology education community.

(1a, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

On June 19, 2014, APA awarded a total of $395,000 in seed funding to 20 internship

programs seeking APA accreditation. This grant program was made possible by the

APA Council of Representatives allocating up to $3 million during a period of three

years to expand the number of accredited internship positions and to promote quality

training for professional practice. The grant program is one component of

multifaceted efforts across the profession and APA to address the significant

imbalance in supply and demand for accredited internships. A second cycle of

funding in 2014 will conclude on November 7, 2014.

Including the December 2012 cycle, 93 internship programs have received funding.

Of those programs, 18 have applied for APA-accreditation and 4 programs, Marin

County Health and Human Services, Waianae Coast Comprehensive Health Center,

The University of Vermont, and University of San Francisco Counseling and

Psychological Services have received accreditation. If all of the 93 awarded

programs attain APA accreditation, then more than 415 internship positions would be

added to the pool of accredited internships. (1a, 2b, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Institute of Medicine’s Global Forum on Innovation in Health Professional Education Drs. Cynthia D. Belar and Cathi Grus attended the May meeting of the Institute of

Medicine’s Global Forum (IOM) on Innovation in Health Professional Education.

This meeting was titled, “Establishing Transdisciplinary Professionalism for Health:

A Workshop” of which Dr. Belar was a co-chair. The purpose of this meeting was to discuss how a shared understanding can be integrated into education and practice to

promote a transdisciplinary model of professionalism. Participants in the workshop

also explored the barriers to transdisciplinary professionalism as well as the impact of

an evolving professional context on health system users, learners, and others within

the health system.

Patient-Centered Primary Care Collaborative (PCPCC) Database The PCPCC launched a searchable online database of nearly 100 training programs

from academic and training institutions throughout the United States. This project

was led with support from the Education and Training Task Force, the PCPCC's

collection of Patient Centered Primary Care Training Programs of which Dr. Belar is

a co-chair. The database includes programs that are supporting students, residents,

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clinicians and health professionals in their efforts to deliver primary care that is

patient-centered, interprofessional and collaborative.

The database is designed to provide visitors with detailed information about existing

training programs, including their host organizations, formal curricula, educational

components, and core competencies. The database can be used by professionals

across all disciplines to learn more about innovative models that support team-based

training within emerging delivery models such as patient-centered medical homes

(PCMH) and Accountable Care Organizations (ACOs).

U.S. Department of Health and Human Services Health (HHS) Technical Expert Workgroup (TEW) on Multiple Chronic Conditions Dr. Belar represented APA as a member of the U.S. Department of Health and

Human Services Health (HHS) Technical Expert Workgroup (TEW) on Multiple

Chronic Conditions. This group is tasked with evaluating education and training

related to multiple chronic conditions for the health care workforce. The Office of the

Assistant Secretary for Health of HHS has tasked the TEW to develop core

competencies, curricula, and training modules for people with multiple chronic

conditions. This involves identifying and creating a national repository of existing

materials and curricula, creating a framework for understanding the important

domains of knowledge and competencies, and developing a model curriculum for

both interprofessional and profession-specific audiences.

GOVERNANCE COMMITTEES, TASK FORCES AND WORKING GROUPS

Education Directorate staff supported the BEA Working Group to Strengthen the

Common Core of the Introductory Psychology Course. In March 2014, BEA received

the final report and recommendations of the working group. Additionally, to address

one of the recommendations within that report, BEA appointed a new working group

that has been charged with developing a national assessment plan to measure

introductory psychology students’ mastery of content knowledge and skills. (1a, 1c,

3a, 3b, 3c, 3d, 3e)

Education Directorate staff supported a new BEA working group that has been

charged with exploring the advantages, disadvantages, and logistics of establishing a

process by which departments could apply for an endorsement of their undergraduate

psychology curriculum. This project is an extension of the work conducted earlier by

the BEA Task Force on Psychology Major Competencies, and is one of the items

suggested for consideration in the revised Guidelines for the Undergraduate

Psychology major: Version 2.0. (1a, 1c, 3a, 3b, 3c, 3d, 3e)

The Continuing Education Committee held its spring meeting in April. The agenda

included discussion about proposed changes to the Standards and Criteria, and

continued discussion and development of materials for applicants and sponsors

related to the principles for evidence-based continuing education outlined in the

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recently approved APA policy, Quality Continuing Education and Professional

Development Resolution. (1a, 1b, 2e, 2g, 3a, 3c, 3e)

The Commission for the Recognition of Specialties and Proficiencies in Professional

Psychology (CRSPPP) held their meeting on April 24-25, 2014. CRSPPP reviewed

four applications for renewal or recognition for a specialty or proficiency in

professional psychology. In addition, CRSPPP also updated the Proficiency Petition

in Professional Psychology document. Also discussed was the self-guided activity for

APA boards and committees. (1a, 2c 2e)

The Task Force on Guidelines for Master’s Programs in Psychology held their first

meeting on June 27-28. The task force consists of 7 members representing the broad

fields of psychology. The task force’s charge is to develop broad learning goals and

outcomes that extend from the recently approved APA Guidelines for the

Undergraduate Major Version 2.0,” that are applicable to any subfield of the

discipline of psychology (e.g., neuroscience, I/O, quantitative,

clinical/counseling/school). The purpose of the summer meeting was to develop a set

of goals and learning outcomes at the master’s level. (1a, 1c, 3d)

EDUCATION ADVOCACY INITIATIVES

Education Advocacy Trust www.apaedat.org

The Education Advocacy Trust (EdAT) is working to promote psychology’s full

engagement of the advocacy process. EdAT has been soliciting contributions through

the APA dues statement and direct communication with individuals with a stake in

psychology’s education advocacy agenda.

The EdAT, which is a legal structure within the American Psychological

Association’s companion organization, the American Psychological Association

Practice Organization (APAPO) -- a 501(c)(6) tax status organization, received

voluntary contributions from approximately 300 individuals so far this year.

The mission of the EdAT is to promote the mutual professional interests of

psychologists in advancing education in psychology and psychology’s role in other

areas of education through advocacy activities that cannot be conducted legally

within the APA, an organization that is tax exempt pursuant to Section 501(c)(3) of

the Internal Revenue Code.

Education Government Relations Office (EdGRO) www.apa.org/ppo/education

The Education Government Relations Office seeks to increase federal support for

psychology education and training and to promote the application of psychology to

education.

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Budget & Appropriations Issues

FY 2014 Graduate Psychology Education Program (GPE) Update In June 2014, the Health Resources and Services Administration (HRSA) announced

the full list of 40 FY 2014 GPE grantees, including 24 new GPE grants and 16 non-

competing renewals. After receiving a significant increase for the GPE program in

January, HRSA decided to award the new 2014 GPE funds to applicants who were

approved for funding in FY 2013 but did not receive a grant due to insufficient funds.

Final FY 2014 funding for GPE was $6.9 million, providing the largest increase in the

program’s history.

(1a, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

FY 2015 GPE Update

In April 2014, Ed GRO wrapped up its annual Congressional Hill Visit campaign to

build bipartisan support for the GPE. In more than 60 meetings, our 22 advocates

requested congressional support for $6.9 million for GPE in FY 2015. After Congress

allocated a significant increase for GPE in FY 2014 and the President included a

request for $6.9 million for GPE in his FY 2015 budget proposal, our advocates were

delighted to receive bipartisan support for their request for level funding for GPE and

for the overall goals of program. The Senate Appropriations Subcommittee on Labor,

Health and Human Services, Education and Related Agencies has indicated that it

supports increases for GPE, but, it is doubtful that any final appropriations bills will

be passed until after the November elections. (1a, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b,

3c, 3d, 3e)

2014 Behavioral Health Workforce Education and Training (BHWET) Update

In April 2014, HRSA issued a $26.7 million funding opportunity announcement for

the BHWET grant program, a joint initiative with the Substance Abuse and Mental

Health Services Administration (SAMHSA). In support of the White House’s Now is

the Time initiative, this grant program seeks to expand the mental health and

substance abuse workforce serving children, adolescents, and transitional-age youth

at risk for developing or who have developed a recognized behavioral health disorder.

The program supports clinical training of behavioral health professionals, including

health service psychology internship programs, health service psychology schools and

programs as well as master’s level psychologists, social workers, and marriage and

family therapists. A second grant opportunity was issued for the training of

paraprofessionals and the Administration has requested $35 million for the initiative

for FY 2015. Grantees are expected to be announced by September and Ed GRO will

continue to advocate for eligibility for all health service psychology education and

training programs. (1a, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Authorizing Legislation

Garrett Lee Smith Memorial Act (GLSMA) Reauthorization

Ed GRO continues to promote and educate Congressional staff about the GLSMA

reauthorization. The GLSMA of 2013 (S.116/HR 2734) supports youth suicide

prevention grants in States, Tribes or Tribal organizations, and institutions of higher

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education. Authorized in 2004, this legislation helps to support counseling centers on

college and university campuses. A bipartisan bill was introduced earlier this

Congress in the Senate by Senators Jack Reed (D-RI) and Lisa Murkowski (R-AK)

and bipartisan legislation was also introduced in the House of Representatives in July

2013 by Rep. Bill Cassidy, MD (R-LA) and Rep. Danny K. Davis (D-IL). Ed GRO

has an active action alert to its grassroots network to call on additional Members of

Congress to cosponsor this important legislation. Versions of the GLSMA

reauthorization have also been included in various mental and behavioral health bills

introduced in the House and Senate. Ed GRO continues to work to inform offices

about the important changes included in S.116 and H.R. 2734 and advocate for their

adoption in these other legislative vehicles.(1a, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b,

3c, 3d, 3e)

Higher Education Act Reauthorization

Ed GRO is actively advancing APA’s recommendations for the reauthorization of the

Higher Education Act (HEA). Staff has met with key Congressional offices and the

Administration to promote issues of importance to psychology. These

recommendations were developed with input from all APA Directorates and APAGS

(APA of Graduate Students). They include suggestions for:

strengthening support for graduate students; maintaining investments in

student support services;

improving accreditation through the adoption of recommendations developed

by the Association for Specialized and Professional Accreditation (ASPA);

and improving teacher preparation by advancing BEA’s upcoming Task Force

Report entitled, “Assessing and Evaluating Teacher Preparation Programs.”

The House has recently passed a series of bills that reauthorize parts of the HEA. The

Senate has circulated a draft bill that reauthorizes the entire Act. Further action on

this legislation is uncertain but Ed GRO staff will continue to monitor Congressional

action and advocate on behalf of psychology. (1a, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a,

3b, 3c, 3d, 3e)

Education Advocacy Grassroots Activities

American Council on Education (ACE), the Student Affairs Administrators in

Higher Education (NASPA) and APA Partnership Working with key APA advisors, Dr. Louise Douce, Dr. Jan Collins-Eaglin, and Dr.

Dan Jones, along with colleagues from NASPA and ACE, Ed GRO is supporting the

development of an issue brief reviewing current trends in college student mental

health and highlighting efforts that contribute to student well-being. Working with

ACE partners, it is the goal of this team to advance the issue of college student mental

health with college and university presidents and campus leaders. Working on a tight

timeline, the final printed issue is tentatively scheduled to be released in August 2014.

This partnership came about at the urging of the Vice President in advance of the

National Dialogue on Mental Health held at the White House in June 2013. (1a, 1c,

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2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

ENHANCEMENT OF PSYCHOLOGY IN EDUCATION

Center for Psychology in Schools & Education (CPSE) www.apa.org/ed/cpse

The Center for Psychology in Schools and Education promotes the high quality

application of psychology to programs and policies for schools and education.

Dr. Rena Subotnik as Keynote Speaker at Two Conferences in India

CPSE Director, Dr. Rena Subotnik, presented two keynote speeches in India on the

topic of science talent development– one in New Delhi and one in Kolkata. The

Jagadis Bose National Science Talent Search, an organization that awards promising

students with research opportunities and advanced coursework, sponsored the talks.

Parents, teachers, counselors, psychology researchers, and natural scientists

participated in the conference, whose goal was to advance STEM talent development

in new generations of Indian youth. (1a, 3a, 3b, 3c, 3d, 3e)

Bridges Academy Conference in Los Angeles, California

Dr. Subotnik gave an invited talk at a conference held at the Bridges Academy in Los

Angeles, California. The topic of the conference was on twice exceptional students,

those with disabilities and giftedness. The invitation requested a review of APA

policies for working with youth who are both gifted and have a learning disability,

autism, or a behavior disorder. Bridges Academy, a secondary school for twice

exceptional students, has created a new research center on the topic, and this

gathering was the first meeting organized by the center. (1a, 3a, 3b, 3c, 3d, 3e)

At the Spring 2014 Board of Educational Affairs (BEA) Meeting

CPSE attended and facilitated a panel breakout session on the application of

psychology to schools and education. The group discussed next steps for the BEA

Golden Psi Award as well as developing criteria for a new grant from Jacqueline

Anne Morris to the American Psychological Foundation (APF). The grant focuses on

mental health services in elementary and middle schools serving low-income

students. Staff will take suggestions for grant criteria from the BEA meeting back to

the grant committee for review. (1a, 3a, 3b, 3c, 3d, 3e)

Wallace Symposium on APA’s National Science Foundation Grant

The Wallace Research and Policy Symposium is a premiere scholarly conference at

which the latest research findings and policy implications for gifted education and

talent development are addressed. Dr. Rena Subotnik attended and presented at the

2014 meeting from March 22-25 in Arlington, VA. Dr. Subotnik and her colleagues

discussed the results from study of the Impact of Specialized Public High Schools of

Science, Mathematics, and Technology. Specifically, Dr. Subotnik talked about why

the study was conducted and provided a description of the participating schools and

programs. Her colleagues followed with analysis of key data outcomes, responses to

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outcomes from the out of school programs for gifted students, and responses to

outcomes from the perspective of specialized science high schools. The audience

engaged with the panel on next steps for the research. (1a, 3a, 3b, 3c, 3d, 3e)

Coalition for Psychology of High Performance

This new Coalition, recently funded by the American Psychological Foundation

(APF), has three main goals. The first is to look at how high performance in youth is

manifested, studied, measured, and discussed in academic and professional

psychology. The second is to study how psychology contributes to high performance.

And lastly, to identify psychological principles of high performance that can be

applied across domains. APA Divisions 7 (Developmental Psychology), 10 (Society

for the Psychology of Aesthetics, Creativity, and the Arts), 14 (Society for Industrial

and Organizational Psychology), 16 (School Psychology), and 47 (Exercise and

Sports Psychology) have all agreed to participate in a cooperative endeavor that can

lead to scholarship, products, or practices that can be applied to adolescent

development.

The group held its first meeting on April 12, 2014. Themes and potential project ideas

were discussed, ranging from why high performance is something to value as well as

developing a teaching module and an interactive webinar conference. The group

particularly focused on the role of competitions in high performance. As a result, the

group will submit a draft section for a manuscript on the role of competitions in high

performance by July 2014. Coalition members also aim to hold a webinar about

competitions in fall 2014. (1a, 1c, 2b, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

CPSE Breakfast at the American Educational Research Association (AERA)

Conference

CPSE held its annual breakfast at the AERA conference in Philadelphia,

Pennsylvania on Sunday, April 6, 2014. Deans of schools of education from various

universities across the U. S., scholars, and educators met and discussed a list of a few

key current events. In particular, the Top 20 psychological principles for K-12

education and the Task Force Report on Assessing and Evaluating Teacher

Preparation Programs were discussed in great detail. These items were distributed to

the group and a few attendees volunteered to provide comments and feedback. (1a,

1c, 3b, 3c, 3d)

Presentation at the National Science Teachers Association (NSTA) Conference

The Center for Psychology in Schools and Education Research Team attended the

2014 NSTA Conference in Boston, Massachusetts and presented results from the pilot

study looking at Presidential Early Career Award for Scientists and Engineers

(PECASE) awardees. The group talked about the origin of PECASE and how data

was collected. The group also discussed high school contributions to the development

of PECASE Awardees, such as that 30.8% of respondents participated in some form

of selective science program and two-thirds reported having a mentor during their

high school years. Finally, implications for secondary and collegiate education were

discussed. (1a, 1c, 2c, 2g, 3a, 3b, 3c, 3d, 3e)

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Psychology of Performance, Health, and the Arts (PPHA) Listserv

The Center for Psychology in Schools and Education is hosting a new listserv called

PPHA. It was designed to serve as a discussion venue for members of APA who are

interested in the intersection of the arts with performance and health. The initial group

of listserv participants came from a committee of APA members supporting Dr.

Nadine Kaslow’s initiatives on the arts and psychology. One project taking place

through the listserv is the gathering of all presentations at the August convention that

fall under the topics of arts and health and arts and performance. As of now there are

44 members of the listserv. To subscribe to the listserv, please send a request to Maie

Lee at mlee@apa.org. (1a, 1c, 2b, 2c, 2e, 2f, 2g)

CPSE Coalition Meeting

CPSE Coalition met from June 6-8, 2014 in Washington, DC to discuss current and

future projects aimed at translating psychological science into resources for PK-12

personnel. Projects currently in development include:

An article that identifies top 20 “drop dead” psychological principles that

should be included in K-12 teacher education curriculum;

Five modules promoting optimal performance of teams made up of school

professionals designed to enhance student success;

An analysis and report of outcomes based on the updated Survey of

Kindergarten Teacher Perceptions of Children’s Problems, based on the

National Center for Early Development and Learning’s Transition

Practices Survey (1996); and

a white paper about educational disparities regarding students who score

in the advanced range on National Assessment of Educational Progress

(NAEP) and looking at them in comparison to their international

counterparts.

The Coalition also hosted a visit from Dr. Martha Zaslow from the Society for

Research in Child Development (SRCD) where she is the Director of the Office for

Policy and Communications. During her visit, Dr. Zaslow shared her work and

research focusing on the development of young children and programs and policies to

support their development. She discussed the gathered evidence base for preschool

education, emphasizing the importance of considering evidence from the period from

birth to school entry, not just 4 year olds. Dr. Zaslow also talked to the group about

key issues in preschool education such as family support services, the impact of

preschool on children from different socioeconomic groups and race/ethnicity, and

quality programming. The group then discussed the alignment issue that exists in Pre-

K teacher preparation and how varying state requirements for training and curriculum

can be counterproductive to improving educator and student preparation. Also, the

group was involved in animated discussion about the idea of universal preschool, its

costs, and consequences. (1a, 1c, 2b, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

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Assessing and Evaluating Teacher Preparation Programs Sponsored by the BEA and the Council for the Accreditation of Educator Preparation

(CAEP), a seven-member BEA appointed task force developed a practical, user-

friendly resource for teacher education practitioners and policy makers on how to best

use data to make decisions focused on program improvement and accountability. The

resource concentrates on the three most commonly employed and widely used data

sources for evaluating the effectiveness of teacher preparation programs: (1) teaching

observations; (2) satisfaction surveys from graduates, employers, and k-12 pupils in

the graduates’ classrooms; and (3) pupil growth on standardized tests. Chaired by

Frank Worrell, PhD, this project is designed to lend a constructive and informed

voice based on psychological science to discussion of teacher education preparation

quality.

As of July, CPSE began implementing a wide-ranging dissemination plan for the

document. Jenny Smulson, Senior Legislative Officer for APA’s Education

Directorate, has already distributed the report to several Congressional offices and

committees. It will also be distributed to institutions that prepare teachers as well as

the press. An electronic version of the report is a available at:

http://www.apa.org/ed/schools/cpse/teacher-preparation-programs.pdf (1a, 1c, 2b, 2c,

2e, 2g, 3a, 3b, 3c, 3d, 3e)

ENHANCEMENT OF EDUCATION IN PSYCHOLOGY Office of Precollege and Undergraduate Education (PCUE) www.apa.org/ed/pcue

The Office of Precollege and Undergraduate Education advances psychology in

secondary schools, community colleges, and undergraduate programs by providing

information, linkages, resources, funding, and professional development to faculty,

students, and the general public.

Precollege Initiatives

New Teaching Resources

The Education Directorate and American Psychological Association Teachers of

Psychology in Secondary Schools (TOPSS) published a new type of unit lesson plan,

a problem-focused unit on Childhood Obesity. A “problem-focused” unit is one that

takes a common problem facing society and uses the problem as a way to teach

psychological content. The unit plan uses the following template: establishing that

there is a problem, exploring the problem, looking for possible causes, deciding what

content in psychological science is related to the problem, and proposing solutions to

the problem. The lesson plan available is online at

http://www.apa.org/ed/precollege/topss/lessons/index.aspx. (1a, 1b, 2c, 2g, 3a, 3b, 3c,

3d, 3e)

15

The Intel International Science and Engineering Fair (ISEF) The Intel International Science and Engineering Fair was held May 11-16, 2014 at the

Los Angeles Convention Center in Los Angeles, CA. Over 1,400 students from about

70 countries, regions, and territories competed at the 65th ISEF. As a Special Awards

Organization, APA granted seven awards to the best projects representing

psychological science. During two days of intense judging, a panel of psychologists

selected the top projects. The effort is funded and organized through the Education

Directorate. (1a, 1c, 2c, 2g, 3a, 3b, 3c, 3d, 3e)

Support at the Advanced Placement (AP) Psychology Reading

The Education Directorate supported a professional development night at the AP

Psychology Reading, held in Kansas City, MO. Additionally, the Directorate sent

materials about APA, Psychology Teachers at Community Colleges (PT@CC), and

TOPSS to the Reading. Preliminary results show that over 260,000 Psychology

exams were taken by high school students across the country. (1a, 1b, 3b, 3d, 3e)

TOPSS Member Honored with an APA Presidential Citation

Charles T. Blair-Broeker, MAT, of Cedar Falls High School (Cedar Falls, IA)

received an APA Presidential Citation from 2014 APA President Dr. Nadine Kaslow,

recognizing his “exemplary efforts to promote high-quality instruction of and

professionalism in teaching high school psychology.” Dr. Amy Fineburg presented

Mr. Blair-Broeker with the citation at the 2014 Advanced Placement (AP) Reading in

Kansas City, MO. (1a, 1c, 3a, 3b, 3c, 3d, 3e)

APA/Clark University Workshop for High School Teachers

The tenth annual APA/Clark University Workshop for High School Teachers was

held June 30-July 2, 2014, at Clark University in Worcester, MA. Twenty-four high

school teachers from around the country participated in the workshop. Presenters

included two TOPSS members and Clark University professors. Dr. Mary Kite of

Ball State University delivered a keynote address entitled “Developing Students'

Multicultural Competence: Practical Advice for Difficult Dialogues.” This workshop

has been made possible through generous gifts from Dr. Lee Gurel, a Clark

University alumnus, APA member, and longtime APF donor, to both Clark and APF.

(1a, 1c, 2g, 3a, 3b, 3c, 3d, 3e)

APA TOPSS Excellence in Teaching Awards

The APA Education Directorate and the APA TOPSS Committee were pleased to

recognize three teachers with the APA TOPSS Excellence in Teaching Award. The

2014 recipients are: Lara Bruner, MA, of Desert Vista High School in Phoenix, AZ;

William Elmhorst, MS, of Marshfield High School in Marshfield, WI; and Dr. Joseph

Swope, of Northwest High School in Germantown, MD. The awards recognize

outstanding teaching and commitment to academic and professional excellence. (1a,

1c, 3a, 3b, 3c, 3d, 3e)

16

American Psychological Foundation (APF) Professional Development Awards

for High School Psychology Teachers

The APA Education Directorate was pleased to announce six high school psychology

teachers who received APF Professional Development Awards. The six teachers will

each receive an award of up to $500 to support their travel to and participation in the

APA Convention in Washington, DC, this summer. The awards are funded by APF,

thanks to the generosity of Dr. Lee Gurel. (1a, 1c, 3a, 3b, 3c, 3d, 3e)

APF High School Psychology Teacher Network Grants

The Education Directorate was pleased to announce five high school psychology

teachers who received APF High School Psychology Teacher Network Grants. This

grant program awarded a total of $2,500 to support the development of local and

regional networks of psychology teachers. These grants are funded by APF, thanks to

the generosity of Dr. Lee Gurel. (1a, 1c, 3a, 3b, 3c, 3d, 3e)

Support of a Washington, DC, Public Schools Psychology Bowl

PCUE staff received and funded a request from a Washington, DC, public school

psychology teacher to support a local psychology bowl that would benefit high school

students enrolled in psychology courses in Washington, DC. The psychology bowl

will be held in 2015. (1a, 1c, 3a, 3b, 3c, 3d, 3e)

APA Convention Award Program for High School Psychology Teachers and

Students

The Education Directorate announced award recipients of the APA Convention

Award Program for High School Psychology Teachers and Students. Supported with

funding from the Board of Directors, the program was designed to encourage

attendance and increase representation of high school psychology teachers and

students at this year's APA convention. Ten teachers received awards of $200 to

attend Convention, and five teachers received awards of up to $500 to attend

Convention with between two and four of their psychology students. (1a, 1c, 3a, 3b,

3c, 3d, 3e)

APA TOPSS Scholars Essay Competition for High School Psychology Students

The APA Education Directorate and the TOPSS Committee recognized Miriam

Hauptman of Ladue Horton Watkins High School (St. Louis, MO), Rebecca Jordan of

Rye High School (Rye, NY), Emory Nager of North Salem High School (North

Salem, NY), and Milena Pirman of Kimberly High School (Appleton, WI) as the

winners of the 2014 APA TOPSS Competition for High School Psychology Students.

Each student received a $250 scholarship. Funding is provided by the APA Education

Directorate. The 2014 competition question asked students to submit an essay

describing the biopsychosocial factors that contribute to obesity; students were also

asked to offer a solution to the obesity epidemic using psychological science. (1a, 1c,

2c, 2g, 3a, 3b, 3c, 3d, 3e)

17

Support for APA High School Teacher Affiliates

A mass mailing was sent to TOPSS members this spring that provided an

update on resources and other opportunities developed for them. The mass

mailing also included award certificates for teachers to recognize their

students who exceled in psychology.

A mailing also was sent to all high school psychology teachers in Maryland,

Virginia, and Pennsylvania to encourage them to attend the APA Convention

in Washington, DC.

A new webpage was added to the TOPSS website to list local groups and/or

workshops for high school psychology teachers.

(1a, 1c, 3a, 3b, 3c, 3d, 3e) Two and Four-Year College Initiatives

Board of Educational Affairs (BEA) Grants

PCUE facilitated the review process for the BEA grants for precollege and

undergraduate teaching conferences. This spring, BEA awarded a total of $9,000 to

support the following conferences to enhance the teaching of psychology:

Mid-Atlantic Teachers of Psychology (MATOP) Conference

Pedagogy Day Conference on Collaboration in Teaching and Learning

Eastern Conference on the Teaching of Psychology (EToP)

SPSP Teaching Pre-Conference

Northeast Conference on the Teaching of Psychology (NECTOP)

Council on Undergraduate Psychology Curriculum and Assessment

RMPA Portenier-Wertheimer Teaching Conference

Stanford Psychology One Teaching Conference

15th annual Iowa Teachers of Psychology (ITOP) Conference

(1a, 1c, 3a, 3b, 3c, 3d, 3e)

Undergraduate Study in Psychology: Curricula and Outcomes

PCUE staff worked with members of the BEA Panel on Precollege and

Undergraduate Education and the Center for Workforce Studies to launch the 2014

APA Survey on Undergraduate Study in Psychology: Curricula and Outcomes in

January 2014. The survey was completed in February and a summary of the data will

be presented during a poster session at the APA Convention. (1a, 1c, 3a, 3b, 3c, 3d,

3e)

Guidelines for the Undergraduate Psychology Major: Version 2.0

Members of the BEA Task Force on Psychology Major Competencies gave

presentations at meetings and conferences to facilitate dissemination of the

guidelines. Dr. Jane Halonen of the University of West Florida, conducted a webinar

on these guidelines that is featured on the APA website. (1a, 1c, 3a, 3b, 3c, 3d, 3e)

18

Online Psychology Laboratory (OPL)

Dr. Barney Beins of Ithaca College is working with PCUE staff as the OPL Editor. In

addition to making important updates to the OPL website (http://opl.apa.org), PCUE

staff will be working with the OPL Advisory Committee and staff from APA

Information Technology Services to implement the OPL Strategic Plan. The

Strategic Plan has several goals, including expanding the offerings on the OPL

website and creating a research manual for teachers who want to use OPL in their

classes. (1a, 3a, 3b, 3c, 3d, 3e)

A new publishing opportunity: MedEdPORTAL

In recognition of the importance of psychology as both a basic and clinical science in

the preparation of the health care workforce, Dr. Barney Beins (Associate Editor,

MedEdPORTAL), with assistance by the Education Directorate staff, is now

soliciting submissions related to psychological science as part of a collaboration

between APA and the Association of American Medical Colleges (AAMC) to create

an online-only collection of free, peer-reviewed educational resources in

MedEdPORTAL Publications. This repository is used across the health professions in

the preparation of future practitioners. Calls for submissions were circulated during

the spring. Staff from APA and AAMC will conduct demonstrations at the APA

Convention. For more information visit: https://www.mededportal.org. (1a, 2a, 2b,

2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Support for Community College Teacher Affiliates

An electronic mass mailing was sent to PT@CC members that provided an

update on benefits, resources, and other opportunities developed on their

behalf. A mailing also was sent to all community college psychology teachers

in Maryland, Virginia, and Pennsylvania to encourage them to attend the APA

Convention in Washington, DC.

The APA Committee of Psychology Teachers at Community Colleges

(PT@CC) selected Dr. Kimberley Duff of Cerritos College in Norwalk,

CA as the recipient of the APA PT@CC Award for Excellence in the

Scholarship of Teaching and Learning at a Two-Year College or Campus.

This national award recognizes the important contributions of psychology

teachers at two-year institutions. The PT@CC Committee also selected

winners of the 2014 PT@CC Student Presentation Contest and the PT@CC

Teaching Resources Awards. All of these awardees will be honored at the

PT@CC and Psi Beta Awards Ceremony and Reception at the convention.

BEA provided APA Convention Travel Awards of $200 to support the

participation of four community college teachers at the APA Convention.

(1a, 3a, 3b, 3c, 3d, 3e)

Psychology Student Network (PSN) newsletter

Staff produced and distributed one issue of the Psychology Student Network (PSN)

newsletter. This newsletter was sent to more than 10,000 undergraduate psychology

students who are APA Student Affiliates. The purpose of this online newsletter is to

share information about undergraduate issues and concerns, careers in psychology,

19

and special opportunities for students. The PSN can be accessed at

http://www.apa.org/ed/precollege/psn. (1a, 2g, 3a, 3b, 3c, 3d, 3e)

Partnerships with the Society for the Teaching of Psychology (APA Division 2)

PCUE staff worked with members of the Society for the Teaching of Psychology to

coordinate plans for the annual G. Stanley Hall/Harry Kirke Wolfe Lecture Series at

the 2014 APA Convention. (1a, 2g, 3a, 3b, 3c, 3d, 3e)

Meetings and Outreach Initiatives

Staff produced and distributed two issues of the Psychology Teacher Network (PTN)

newsletter. The PTN is sent quarterly to all APA high school and community college

teacher affiliates and other subscribers. The PTN can be accessed at

http://www.apa.org/ed/precollege/ptn. (1a, 2g, 3a, 3b, 3c, 3d, 3e)

PCUE Director Dr. Robin Hailstorks participated in the Gateways to Completion

(G2C) Community of Practice Meeting sponsored by the John N. Gardner Institute

for Excellence in Undergraduate Education. This meeting was an opportunity to share

information about APA’s initiatives in support of student success in the introductory

psychology course. (1a, 3a, 3e)

Dr. Hailstorks gave a presentation on advancing psychology’s role as a science at the

University of the District of Columbia Community College. (1a, 3a, 3b, 3c, 3d, 3e)

Dr. Hailstorks served as a judge for the Christopher Columbus Awards program, a

national, community-based science, technology, engineering, and math program for

middle school students. Eight finalist teams were selected and competed in June

2014 for a $25,000 grant to be used to further refine their science project. (1a, 3a, 3b,

3c, 3d, 3e)

PCUE staff convened a briefing for undergraduate students participating in the

University of Maryland College Park Summer Science Initiative. This meeting was an

opportunity for APA staff to share information about education and training for

careers in psychology. (1a, 3e)

Office of Graduate & Postgraduate Education & Training (GPE&T) www.apa.org/ed/graduate

The mission of the Office of Graduate and Postgraduate Education and Training is to

advance the quality and public understanding of graduate and postdoctoral education and

training in preparation for careers in teaching, research, and applications of psychology as

a scientific discipline and profession.

Conferences and Meetings

The Council of Chairs Training Councils (CCTC), held their meeting on March 20,

2014. The mission of CCTC is to provide a forum for communication among the

doctoral, internship and postdoctoral training associations in psychology. Principle

20

topics of the March meeting included: updates on actions taken since the Courageous

Conversations II meeting, APAGS request of CCTC regarding the internship

imbalance, and approval of a universal rating form for internship applicants. (1a, 2a,

2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Opening Doors Summit: Facilitating Transitions from Doctoral Education to First Job

held their Steering Committee meeting on June 20-21, 2014. From doctoral education

to first employment is a segment of the pipeline that poses multiple challenges and

barriers for individuals interested in pursuing careers in psychology related to

practice, science, education, and the public interest. The purpose of the group is to

develop tools and resources for trainees to use that will help them as they make key

transitions. At the meeting the Steering Committee discussed the agenda and structure

of the fall summit as well as possible attendees that will contribute to the

development of the anticipated outcomes of the summit. (1a,1c, 2d, 3e)

Centralized Application Service in Psychology (PSYCAS), held the first meeting of

its advisory panel on June 29-30, 2014. The panel consists of eight APA members

representing education and training from across the broad discipline of psychology.

At this meeting, the panel, APA’s vendor Liaison International, and staff began the

process of identifying required elements for the centralized application as well as

devised a framework for marketing to departments of psychology and the onboarding

of the first cohort of programs for the proposed soft launch in January, 2015. (1a, 1b,

1c, 2a,3e)

Dr. Garth Fowler attended the annual Council of Graduate Departments of

Psychology (COGDOP) meeting in March. A presentation was made on the

Centralized Application System, and staff will work with the COGDOP leadership to

get recommendations for members of an advisory panel for development and launch

of the system. (1a, 2b, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Dr. Grus attended the meetings of the Association of Psychology Training Clinics and

provided an update on activities of the Education Eirectorate and engaged in a

discussion group with attendees related to Dr. Nadine Kaslow’s presidential initiative,

the Opening Doors Summit. (1a, 2b, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Dr. Grus and Dr. Belar attended and presented at the mid-winter meeting of the

Council of University Directors of Clinical Psychology, the Council of Health

Psychology Training Programs, and the Council of Counseling Psychology Training

Programs. (1a, 2b, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Dr. Grus and Dr. Belar attended a conference convened by three counseling

psychology groups, including APA’s Division 17. The conference was named

Counseling Psychology in Action. Staff and several members of the BEA task force

on Supervision Guidelines presented a two hour workshop on the guidelines.

Participants engaged in discussion about the guidelines and their potential for

implementation. Staff presented on health service provider competencies recently

21

adopted by APA Council, and served as a discussant on a presentation about

problems of professional competence. Staff also met with a group of psychologists

from China who had a particular interest in learning about competency models related

to preparing individuals for practice as a psychologist. (1a, 2b, 2c, 2e, 2g, 3a, 3b, 3c,

3d, 3e)

Dr. Fowler attended the National Postdoctoral Association’s Annual Meeting in St.

Louis, MO, April 4th – 6th, and did two workshops.

The first was co-organized with the NIH’s Office of Intramural Training

and Education’s Postdoctoral Affairs Office entitled “Preventing PDO

Burnout,” and was geared towards staff and faculty at institutions that run

postdoctoral offices. It provided information on how to keep programs

fresh and new, and how to develop partnerships both on- and off-campus

to keep career development programming for postdoctoral scholars

relevant.

The second workshop was entitled “Innovation in Action: Strategies for

Engaging Prospective Employers of Postdoctoral Scholars.” This

workshop allowed groups and organizations to share best practices for

getting employers (private, academic, and government) to visit campuses

and institutions, and how to prepare postdoctoral scholars to meet

recruiters and prepare for job interviews.

(1a, 2b, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Dr. Garth Fowler attended a meeting as an invited speaker at the Neuroscience and

Education Symposium, a day-long event co-sponsored by the American Association

for the Advancement of Science (AAAS) and the Potomac Institute for Policy

Studies. Dr. Fowler gave a short presentation on trends in higher education and how

neuroscience can provide insight for policy and practice, and then participated in a

panel entitled Reshaping the Future of Education through Neuroscience. (1a, 2b, 2c,

2e, 2g, 3a, 3b, 3c, 3d, 3e)

Dr. Grus attended the membership meeting of the Association of Psychology

Postdoctoral and Internship Programs (APPIC) and gave an invited presentation on

“Innovations in Competency Assessment.” (1a, 2b, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Dr. Grus participated in and hosted a meeting of the Partnership for Health and Aging

(PHA) at the APA in Washington, DC. A representative from the APA Office on

Aging also participated. The PHA is comprised of organizations with a commitment

to accessible and high quality services for older adults. The PHA developed a multi-

disciplinary competency model for working with older adults that was endorsed by

APA in February of 2014. The focus on the meeting was next steps for

implementation of the competency model and discussion of other projects the PHA

might take on. (1a, 2b, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

22

Office of Continuing Education in Psychology (CEP) www.apa.org/ce

The Office of CEP continues to offer, expand, and initiate new programs and products to

support the professional development of psychologists. APA offers live workshops at its

annual convention and independent study through online, DVD, CD, book-based, and

journal-based programs. In addition, the CEP Office sponsors workshops offered by

APA offices and divisions and external groups (e.g., regional psychological associations).

2014 APA Annual Convention The CEP Office has selected five pre-convention workshops, 78 workshops, and 268

CE sessions to offer for CE credit at Convention in August. The office works with the

Continuing Education Committee (CEC) which is responsible for reviewing programs

to assure their compliance with the APA guidelines for CE in psychology. (1a, 1b, 2b,

2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Unlimited CE at Convention The CEP Office is supporting “Unlimited CE” for CE Sessions at convention.

Convention registrants can earn unlimited CE credits by attending as many CE

Sessions as they can for a single fee ($90 for members). In addition, APA will

continue to use the Radio Frequency Identification (RFID) system to monitor CE

Session attendance. The system “automatically scans” participants’ badges as they

enter and exit the CE Session room. (1a, 1b, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

APA Professional Development Training Institute (PDTI)

The second annual Professional Development Training Institute (PDTI) was held in

Washington, DC in the APA Building in March 2014. The PDTI brought nearly 100

practicing psychologists together for a two-day intensive training experience in the

areas of ethics, and psychodiagnosis, with an emphasis on the ICD-10-CM. (1a, 1b,

2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Independent Study Each year APA continues to develop new CE products to enhance APA’s offerings

(i.e., book-based programs, journal articles, and online programs). These programs

provide continuing education (CE) for psychologists. All programs are accessible

online.

New Book-Based Releases

1. A Primer for ICD-10-CM Users: Psychological and Behavioral Conditions

2. Assessing the Implicit Personality Through Conditional Reasoning

3. Assessment for Older Aduts with Diminished Capacity: A Handbook for

Psychologists

4. Blueprint for Change: Achieving Integrated Health Care for an Aging

Populaton Project

5. Caring for Veterans With Deployment-Related Stress Disorders: Iraq,

Afghanistan, and Beyond

23

6. Deployment Psychology: Evidence-Based Strategies to Promote Mental

Health in the Military

7. Emotion-Focused Therapy for Complex Trauma: An Integrative Approach

8. The Ethics of Supervision and Consultation: Practical Guidance for Mental

Health Professionals

9. Making Evidence-Based Psychological Treatments Work With Older Adults

10. Malleable Minds: Translating Insights From Psychology and Neuroscience to

Gifted Education

11. Personality Disorders and the Five-Factor Model of Personality, Third

Edition

12. Practical Ethics for Psychologists: A Positive Approach, Second Edition

13. Transformation in Psychotherapy: Corrective Experiences Across Cognitive

Behavioral, Humanistic, and Psychodynamic Approaches

14. Trauma Therapy in Context: The Science and Craft of Evidence-Based

Practice

APA Monitor CE Corner Series

In Collaboration with the APA Monitor on Psychology, the CE Corner is designed to

bring recent advances in the science and practice of psychology to the Association’s

membership, as well as to provide them with continuing education (CE) credit by

completing an associated quiz. APA invites well-known psychologists who provide

outstanding work in their area of practice to be contributors to this feature.

New Releases:

April Monitor on Psychology Issue: “Healing Thyself”

February Monitor on Psychology Issue: “Best Practices for an Online World”

(1a, 1b, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

APA Clinician’s Corner Workshop Series

The APA Office of Continuing Education in Psychology offers monthly live webcasts.

These three-hour workshops feature leading practitioners and scholars working in key

areas of professional practice. Participants have the opportunity to interact with the

presenter. APA offers three (3) options to participate in the Clinician’s Corner series:

live/webcast; on-demand; or replay. On-demand programs are available anytime

from any Internet connection and are Tablet/iPad ready. All programs include 3 CE

credits. This reporting period’s Clinician’s Corner workshop topics have included:

The Reconceptualization of Eating Disorders in the DSM-5

Managing Risk in Everyday Practice: The Ethics of Being a Psychologist in the

Real World

The Heat of the Moment in Treatment: Mindful Management of Difficult Clients

Making Professional Ethics Practical

Moving Your Psychology Practice to Primary Care and Specialty Medical

Settings: Competencies, Collaborations and Contracts

Promoting Successful and Healthy Adult Development and Aging

Infidelity: After An Affair, Who Owns The Relationship

24

(1a, 1b, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

QUALITY ASSURANCE IN EDUCATION AND TRAINING

Continuing Education Sponsor Approval (CESA) www.apa.org/ce/sponsorapproval

The Office of CE Sponsor Approval was created by APA to facilitate psychologists’

access to CE programs. It is the function of this office to oversee the process of

organizations seeking to become APA-approved sponsors and offer CE to psychologists.

The Continuing Education Committee (CEC) reviewed 179 applications, 46 new and

104 renewing, for approval as sponsors of continuing education for psychologists. As

of the April, there are just under 800 APA approved sponsors of continuing education

for psychologists. (1a, 1b, 2e, 2g, 3a, 3c, 3e)

In conjunction with CESA, the CEC has undertaken an outreach campaign to promote

the Quality Continuing Education and Professional Development Resolution to

several groups including sponsors, APA divisions, and APA listservs. In conjunction

with proposed changes to the Standards and Criteria, this promotional campaign calls

attention to the current direction and objectives of the CEC to further align the

standards to the resolution. (1a, 2e, 3a, 3b, 3c)

As part of CESA’s ongoing communications strategic plan, sponsors were mailed

letters which included an introduction to the CESA office team, and an invitation to

participate in a customer survey. This is part of a series of activities that will be

conducted moving forward. (1a, 1b)

In March 2014, Dr. Cathi Grus provided a briefing of current APA activities

primarily related to the Education Directorate, to the Executive Directors of The

Council of Executives of State, Provincial (and Territorial) Psychological

Associations (CESPPA) at their meeting held in Washington, DC. Dr. Grus also

introduced Dr. Toni Minniti to CESPPA as APA’s newly appointed Associate

Executive Director for the CESA Office, as part of ongoing efforts to work with

sponsors and state psychological associations. (1a, 1c, 2c, 2e, 3a, 3e)

The CEC submitted comments on the cross cutting agenda item (CC-01) regarding

slates for early career psychologists, indicating its overall support for the item whilst

there is at least one Early Career Psychologist (ECP) on the committee at all times;

although the CEC selects its own members rather than this occurring via Council.

(1a, 3e)

The CEC submitted comments to the Implementation Working Group (IWG) for the

self-guided activity which was a request for feedback from boards and committees, as

a means to help inform the work of the Good Governance Project IWG. Overall, there

25

was no particularly favored approach by the CEC and pros and cons were submitted

for each of the three proposed scenarios. (1a, 1b, 1c,)

Office of Program Consultation & Accreditation (OPCA) www.apa.org/ed/accreditation

The Office of Program Consultation and Accreditation assists the Commission on

Accreditation (CoA) in its activities related to the accreditation of doctoral programs,

internships, and postdoctoral residencies in professional psychology. This office

publishes lists of accredited programs; consults with programs considering application, as

well as those already accredited; conducts research to support accreditation; assists with

development of guidance documents to support the accreditation process; and represents

the CoA at national meetings on accreditation.

As of May 7, 2014, there were 962 accredited programs in professional psychology:

380 doctoral programs (238 clinical, 70 counseling, 62 school, and 10 combined), 482

internship training programs, and 100 postdoctoral residency training programs (55

traditional and 45 specialty practice area). (1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

The CoA sought public comment on the draft Standards of Accreditation (SoA). The

public comment period ended on July 7, 2014. The comments are still available for

review through the Accreditation Public Comment System at

http://apps.apa.org/accredcomment/default.aspx. The CoA reviewed the comments at

its meeting of July 17 - 20, 2014. (1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

The CoA is reviewing changes to the Accreditation Operating Procedures, consistent

with the draft changes in the SoA and hopes to complete an initial draft for public

comment during its July meeting. (1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

Members of the CoA, with the assistance of APA staff, conducted site visitor training

and/or self-study training workshops at the following meetings:

National Association of School Psychologists (NASP);

Council of Counseling Psychology Training Programs (CCPTP);

Association of Psychology Postdoctoral and Internship Centers (APPIC);

American Board of Professional Psychology (ABPP); and

Association of Veterans Affairs Psychology Leaders (AVAPL).

(1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

26

Dr. Jacqueline Wall will be joining the staff of the office on July 15, 2014 as the

Director -Designee of the Office of Program Consultation and Accreditation. (1a, 1b,

1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)