Council Policy Manual: K. Educational Affairs

The APA Policy Manual is a collection of policy actions taken by the APA Council of Representatives. This edition includes actions taken after 1960 and up to but not including August 2001. The texts included in the Manual are the texts of the actual motions passed by Council.

• I. Academic Freedom
  
• II. Accreditation
  
• III. Continuing Education
  
• IV. Clinical Internships
  
• V. Doctoral Training
  
• VI. Education and Training
  
• VII. Ethnic Minority Recruitment & Retention
  
• VIII. Graduate Assistantships
  
• IX. Graduate Programs
  
• X. Halftime Internships
  
• XI. License Reciprocity
  
• XII. Masters Degree
  
• XIII. Post Doctoral Education
  
• XIV. Respecialization
  
• XV. Secondary School Psychology
  
• XVI. Specialties and Proficiencies
  
• XVII. Student Loans
  
• XVIII. Undergraduate Education

I. ACADEMIC FREEDOM

1. August 1992

Council voted to reaffirm its 1960 endorsement of the Statement of Principles on Academic Freedom and Tenure of the American Association of University of Professors. Council also voted to reaffirm its 1986 endorsement of the Guidelines for Conditions of Employment of Psychologists developed by CAFCOE and to encourage periodic review and updating of that document as warranted by changes in the field.

II. ACCREDITATION

1. 1978 (amended 1979)

The procedures and criteria of the Committee on Accreditation of the American Psychological Association require nondiscrimination with respect to religious orientation in faculty hiring and admission of students as a condition of program approval. In the application of this general principle, exceptions with respect to religion may be made in the case of institutions controlled by religious groups, provided that any preferences in student admissions or faculty hiring on religious grounds are explicit and publicly stated.

When an institution meets the requirements for such an exception, the accrediting body should formally record its opinion on whether and in what specific ways training provided by the institution is deficient because of its religious proscriptions and shall refuse accreditation if these deficiencies are judged to be substantial and severe.

2. 1979

It is the sense of APA Council that APA accreditation reflect our concern that all psychology departments and schools should assure that their students receive preparation to function in a multi-cultural, multi-racial society. This implies having systematic exposure to and contact with a diversity of students, teachers, and patients or clients, such as, for example, by special arrangement for interchange or contact with other institutions on a regular and organized basis.

3. 1980

The procedures and criteria of the Committee on Accreditation of the American Psychological Association require nondiscrimination with respect to religious orientation in faculty hiring and admission of students as a condition of program approval. In the application of this general principle, however, exceptions with respect to religion may be made in the case of institutions controlled by religious groups, providing that any preferences in student admissions or faculty hiring on religious grounds are explicit and publicly stated.

When an institution applies for an exception, said institution shall document the procedures by which it ensures that the practice of discrimination in the selection of faculty and students and/or the required allegiance to a creedal oath does not adversely affect currently accepted principles of academic freedom, faculty and student rights, and quality of training, teaching, and research. Such documentation shall incorporate procedures for due process and should demonstrate sensitivity to individual rights.

4. August 1985

In compliance with the Provisions of Recognition and Guidelines on Interagency Cooperation on Accreditation set forth by the Council on Postsecondary Accreditation (COPA), the American Psychological Association hereby authorizes its Committee on Accreditation to cooperate as feasible with other COPA-recognized accrediting agencies in the conduct of on-site evaluations, when invited to do so by the host institution and when participating accrediting agencies have substantive interests in common.

5. February 1989

Council voted to adopt the "Memorandum of Understanding Between APA and the Canadian Psychological Association for Concurrent Accreditation of Doctoral Training Programs and Predoctoral Internship Training Programs in Professional Psychology" as a policy document for APA. [Appendix K - II.5]

6. 1990

Council voted to approve the revised APA "Accreditation Procedures”. This action brings the APA Accreditation Procedures into compliance with the policies and procedures of the Council on Postsecondary Accreditation.

7. August 1991

Council voted to adopt as policy (with the amendments voted by Council) the document entitled "Policies for Accreditation Governance".

III. CONTINUING EDUCATION

1. 1986

Council voted to endorse the "Principles of Good Practice in Continuing Education" published and disseminated by the Council on the Continuing Education Unit.

2. August 1990

Resolved, that the criteria and procedures for APA approval of sponsors of continuing education for psychologists be revised to permit credit for programs of one hour or more in duration. This change shall be effective upon passage.

3. February 1993

Council approved the following criteria which pertain to continuing education offerings through or by an APA-approved sponsor's branches or subsidiaries for incorporation into the 1993 Criteria and Procedures of the APA Sponsor Approval System:

If an APA-approved sponsor has branches or subsidiaries and wishes to offer APA--approved CE credit through the branch or subsidiary, complete oversight and administration of the program must come through the parent, or approved, organization. The approved sponsor must be involved fully in the planning and implementation of CE programs and must assume full responsibility for these programs.

If the above conditions do not apply, the branch or subsidiary must submit a separate application to APA for approval as a continuing education sponsor or must establish a co-sponsor relationship with parent, or approved, organization.

4. February 1994

On the recommendation of the Board of Directors and the Board of Educational Affairs, Council approved a motion proposing that the Board of Directors and Council direct increased efforts and resources toward ongoing APA CE efforts to develop longer-term training modules and to be responsive to the education and training needs of practicing psychologists.

IV. CLINICAL INTERNSHIPS

1. 1961

Although the full year internship in a clinical facility is still considered to be the preferred pattern in most doctoral programs in clinical psychology, a number of universities are experimenting with patterns of part-time practicum experience in a variety of settings, spread over two or more years. The Education and Training Board recommends that fund granting agencies supporting graduate programs adapt their award stipends to facilitate such experimentation in practicum training.

V. DOCTORAL TRAINING

1. 1954

It is the responsibility of any university offering a doctoral program designed to prepare students to assume professional psychological duties to arrange that each doctoral candidate in clinical or counseling will receive adequate supervised practical experience as an integral part of that program. At the present time the E&T Board adopts the following accreditation standards as desirable for the implementation of this principle.

2. 1976

Council voted approval of the recommendation that because the doctoral degree is the entry level, persons with master's degrees may aspire to full professional training; therefore, departments awarding doctoral degrees should be encouraged to include programs for persons whose formal education has been interrupted at the master's level or persons who must pursue part-time education.

3. February 1992

Council approved the following suggested guidelines for the evaluation of the education and training of clinical, counseling, and school psychologists who graduated prior to 1979.

VI. EDUCATION AND TRAINING

1. 1971

Steps should be taken under APA auspices to accomplish the following goals for improving the teaching of psychology at the precollege levels:

Further, APA should support the establishment of a clearinghouse of information on precollege psychology and the development of means to disseminate such information.

Steps should be taken under APA auspices to accomplish the following goals for improving the educational process:

Further, APA should take official steps to reaffirm its belief that the role of the teacher is a crucial and significant one in society, such steps to include systematic efforts to support and improve teacher education in general.

2. February 1992

Council approved the following suggested guidelines for the evaluation of the education and training of clinical, counseling, and school psychologists who graduated prior to 1979.

VII. ETHNIC MINORITY RECRUITMENT & RETENTION

1. February 1994

WHEREAS the general population of the United States is projected to change within the next generation and become a pluralistic society;

WHEREAS there is a current and projected under-representation of ethnic minority students, faculty, practitioners, and researchers in the field of psychology;

WHEREAS the educational pipeline requires recruitment and retention efforts across the spectrum of education from pre-college to entry into the field of psychology;

WHEREAS psychologists in education will need to become increasingly conversant on issues relevant to an increasingly diverse student population and pluralistic society; and

WHEREAS the lack of ethnic minority representation and focus impacts the relevance of psychology to prepare students to function in a diversified society and to provide appropriate services;

THEREFORE BE IT RESOLVED that APA places a high priority on issues related to the education of ethnic minorities. These issues include planning appropriately diverse curricula, promoting psychology as a course of study and career option as well as recruitment, retention, advising, and mentoring of minority students at all levels of education.

VIII. GRADUATE ASSISTANTSHIPS

1. 1954

In every case in which a graduate assistantship, scholarship, or fellowship for the next academic year is offered to an actual or prospective graduate student, the student, if he indicates his acceptance before April 15, will still have complete freedom through April 15 to reconsider his acceptance and to accept another fellowship, scholarship, or graduate assistantship. He has committed himself, however, not to resign an appointment after this date unless he is formally released from it.

IX. GRADUATE PROGRAMS

1. August 1992

On the recommendation of the Ad Hoc Committee on the American Psychological Association of Graduate Students (APAGS) and the Board of Directors, Council voted to approve the following resolution:

WHEREAS the American Psychological Association (APA) has not yet articulated a policy on an appropriate role for psychology graduate students in the governance of programs and departments responsible for educating and training students of psychology;

WHEREAS two surveys (APAGS, 1989; 1991) suggest that the 20,000+ constituents of the American Psychological Association of Graduate Students (APAGS) place increased programmatic and departmental representation (e.g., input into curricula; representation on training committees) at the top of their agenda;

WHEREAS survey data (APAGS, 1991) suggest great variation in the scope and nature of graduate student representation within departmental and program governance, with some psychology programs and departments mandating voting representation by graduate students, while other programs and departments allow little or no input by their graduate students;

WHEREAS the Accreditation Handbook (1986) acknowledges that students within departments and programs of psychology "can play important roles in program planning, development, execution and evaluation...their involvement in leadership and administrative functions, as appropriate to their status as students, can be an excellent source of training and development for their professional careers" (p. 10);

WHEREAS the unique perspectives of graduate students can help departmental and program administrators and faculty evaluate and refine their education and training programs;

WHEREAS graduate students are not separate from, but an integral part of an education and training "team" whose performance is affected by their well-being;

THEREFORE be it resolved that the Council of Representatives of the American Psychological Association endorses the principle of meaningful participation by graduate students in the programmatic and administrative decisions that affect them. Programs and departments responsible for educating and training students in psychology are thus encouraged to develop guidelines that explicate the means through which students have appropriate input.

The Council of Representatives requests an update on the issue of graduate student representation within departments and programs responsible for educating and training students of psychology in three years.

2. February 1994

On the recommendation of the Board of Directors and the Board of Educational Affairs, Council adopted the following resolution as APA policy:

WHEREAS the quality of teaching is a major factor in current higher education reform initiatives;

WHEREAS changing student demographics, increased demand for accountability in higher education, and rapidly changing technological advances in instruction and equipment techniques demand greater teacher competence in these areas;

WHEREAS the increased use of part-time faculty members for the purposes of alleviating the shortages incurred during periods of heavy student enrollments constitutes a faculty with few teaching resources, who teach the largest numbers of students, and who also have a high potential for student impact;

WHEREAS there is an increasing need to be aware of ethical behaviors in teaching;

WHEREAS over the last 25 years there have been a plethora of articles about the inadequacies in the preparation of college teachers and the assessment of instructional needs;

WHEREAS effective programs for preparing psychologists/graduate students for teaching already exist;

WHEREAS over 70% of psychologists engage in teaching activities in the classroom, in workshops, or in supervision activities during their careers;

WHEREAS the vast majority of psychology faculty have had little or no formal training for their role as teachers; and

WHEREAS having access to effective teaching skills early in the psychology career has beneficial effects on the growth of those teaching skills, the teachers' attitudes towards teaching, and the subsequent combined beneficial impact upon students;

THEREFORE BE IT RESOLVED that the American Psychological Association encourages all graduate programs in psychology to offer a teaching enhancement program to graduate students. Such programs could include, but would not be limited to: coursework in the psychology of teaching and learning; mentoring with an exemplary teacher; supervised experience in teaching; and participation in teaching discussion groups.

X. HALFTIME INTERNSHIPS

1. February 1988

Council voted to reaffirm the APA policy concerning halftime internships listed in the APA Criteria for Accreditation. Council also voted to approve the following resolution:

Many graduate school students and professional school students who are new parents or who must work part-time require greater flexibility from internship centers.

APA encourages internship centers to adapt their programs to the changing needs of selected students and not to discriminate against them; APA encourages internship centers to give consideration to these special cases.

2. February 1994

In accordance with existing Committee of Accreditation policy that all interns should receive appropriate stipends and that all internships can be full or half-time, Council reaffirms the existing APA policy on half-time internships by acknowledging, supporting and facilitating compliance with and implementation of this policy.

In addition, in the geographic areas where there is a shortage of half-time internships, Council encourages the development of half-time opportunities to meet such needs.

XI. LICENSE RECIPROCITY

1. February 1998

Council voted to approve the following resolution regarding the Association of State and Provincial Psychology Boards (ASPPB) Reciprocity Agreement:

WHEREAS the evolution of the discipline of psychology is best served if the profession can recognize and adopt clear and reasonable standards for practice, and

WHEREAS it is in the public interest that patterns of education, training, licensure and credentialing be coherent and orderly, and

WHEREAS it is also in the public interest that the practicing psychologists be able to move from jurisdiction to jurisdiction without undue impediments to the pursuit of their careers, and

WHEREAS each state and provincial board must nonetheless continue to be vested with the autonomous authority to act in the best interest of its citizenry,

THEREFORE BE IT RESOLVED that the Council of Representatives endorses the principle of reciprocity for licensed psychologists and supports efforts to accomplish this.

XII. MASTERS DEGREE

1. 1977

The title "Professional Psychologist" has been used so widely and persons with such a wide variety of training and experience, that it does not provide the information the public deserves.

As a consequence, the APA takes the position and makes it a part of its policy that the use of the title "Professional Psychologist," and its variations such as "Clinical Psychologist," "Counseling Psychologist," "School Psychologist," and "Industrial Psychologist" are reserved for those who have completed a Doctoral Training Program in Psychology in a university, college, or professional school of psychology that is APA or regionally accredited. In order to met this standard, a transition period will be acknowledged for the use of the title "School Psychologist," so that ways may be sought to increase opportunities for doctoral training and to improve the level of the educational codes pertaining to the title.

The APA further takes the position and makes part of its policy that only those who have completed a Doctoral Training Program in Professional Psychology in a university, college, or professional school of psychology that is APA or regionally accredited are qualified independently to provide unsupervised direct delivery of professional services including preventive, assessment, and therapeutic services, The exclusions mentioned above pertaining to school psychologists do not apply to the independent, unsupervised, direct delivery of professional services discussed in this paragraph.

The chairpersons of the Education and Training Board, the Board of Professional Affairs, and the Board of Scientific Affairs, and one additional member of each of these boards, are requested to serve as an Ad hoc Task Force on Master's-Level Issues. Specifically, the task force is charged with reviewing the range of issues encompassed in master's-level education with respect to: (1) the quality of such education; (2) the numbers of people being trained; (3) posteducational opportunities and employment patterns of persons with master's degrees; and (4) the desirability and feasibility of APA's formally accrediting such programs.

Current MA members of the APA, and MA licensed psychologists, having met earlier standards of the profession, are to be regarded as comparably qualified through education, experience, examination, and the test of time, as are present and future doctoral psychologists, and shall be entitled under APA guidelines to hold the title of "Psychologist." It is not the intent of this policy statement to take away nay of their accomplishments or status.

2. 1979

It is the intent of the resolution that students in part time programs will be required to meet education and training requirements consistent with APA accreditation criteria and Standards for Providers of Psychological Services.

XIII. POST DOCTORAL EDUCATION

1. August 1996

On recommendation of the Board of Directors and the Board of Educational Affairs, Council voted to approve the proposed revisions to the Taxonomy for Post Doctoral and Continuing Education and Training in Psychology. Council directed that BEA regularly review and revise the document as needed. [Appendix K - XIII.1]

XIV. RESPECIALIZATION

1. January 1976

Inasmuch as it is to the advantage of psychology and society to provide for a change of specialty or the development of dual specialties as to encourage unique contributions that might be made by psychologists with broadly diversified backgrounds, Council adopts the following as official policy of the APA:

We strongly urge psychology departments currently engaged in doctoral training to offer training for individuals, already holding the doctoral degree in psychology, who wish to change their specialty. Such programs should be individualized, since background and career objectives vary greatly. It is desirable that financial assistance be made available to students in such programs.

Programs engaging in such training should declare so publicly and include a statement to that effect as a formal part of their program description and/or their application for accreditation.

Psychologists seeking to change their specialty should take training in a program of the highest and, where appropriate, exemplified by the doctoral training programs and internships accredited by the APA.

With respect to subject matter and professional skills, psychologists taking such training must meet all requirements of doctoral training in the new psychological specialty, being given due credit for relevant course work or requirements they have previously satisfied.

It must be stressed, however, that merely taking an internship or acquiring experience in a practicurn setting is not considered adequate preparation for becoming, for example, a clinical, counseling, or school psychologist when prior training has not been in the relevant area.

Upon fulfillment of all formal requirements of such a training program, the students should be awarded a certificate indicating the successful completion of preparation in the particular specialty, thus according them due recognition for their additional education and experience.

This policy statement shall be incorporated in the guidelines of the Committee on Accreditation so that appropriate sanctions can be brought to bear on university or internships training programs that violate paragraphs 4 and/or 5 of the above.

2. 1982

The American Psychological Association holds that respecialization education and training for psychologists possessing the doctoral degree should be conducted by those academic units in regionally accredited universities and professional schools currently offering doctoral training in the relevant specialty, and in conjunction with regularly organized internship agencies where appropriate. Respecialization for purposes of offering services in clinical, counseling, or school psychology should be linked to relevant APA-approved programs.

XV. SECONDARY SCHOOL PSYCHOLOGY

1. 1977

On the recommendation of the Education and Training Board, the Board of Scientific Affairs, and the Board of Directors, Council approved the 7/15/77 draft of Guidelines for the Use of Human Participants in Research or Demonstrations Conducted by High School Students. [Appendix K - XV.1]

2. 1981

On the recommendation of the Education and Training Board and the Board of Directors, Council voted to approve the "Guidelines for the Specialty and Training and Certification of Secondary School Teachers of Psychology". [Appendix K - XV.2]

3. August 1991

On the recommendation of the Interim Board of Educational Affairs, the Board of Scientific Affairs, and the Board of Directors, Council voted to approve the final draft of the "Ethical Guidelines for the Teaching of Psychology in the Secondary Schools". [Appendix K - XV.3]

4. February 1993

Council approved a motion that provides for all APA high school teacher affiliates to automatically become members of Teachers of Psychology in Secondary Schools (TOPSS).

5. August 1999

Council voted to approve the National Standards: The Teaching of High School Psychology. [Appendix K - XV.5]

XVI. SPECIALTIES AND PROFICIENCIES

1. February 1995

On the recommendation of the Board of Directors, Council voted to approve the following motion:

2. August 1996

Council approved the Procedures for Recognition of Specialties and Proficiencies in Professional Psychology. [Appendix K - XVI.2]

3. August 1996

On recommendation of the Board of Directors and the Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP), Council voted to formally recognize Clinical Neuropsychology as a specialty in professional psychology. [Appendix K - XVI.3]

4. August 1997

Council approved the following motions:

WHEREAS the Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP) RECOMMENDS UNANIMOUSLY THAT THE American Psychological Association declare Health Psychology to be a specialty in professional psychology.

THEREFORE, the Council of Representatives formally confirms the CRSPPP recommendation that Health Psychology become a recognized specialty in professional psychology.

The name of the proposed specialty shall be "Clinical Health Psychology." CRSPPP will bring no new specialty or proficiency petition to council bearing the modifier "clinical" in its title until the confusing and problematic meanings surrounding the generic use of the term "clinical" have been addressed and resolved by the APA to the satisfaction of council. A six-person Task Force shall be appointed by the President of APA to address this issue and report its recommendations to Council by August 1998.

WHEREAS the Commission for the Recognition for Specialties and Proficiencies in Professional Psychology (CRSPPP) recommends unanimously that the American Psychological Association declare Biofeedback: Applied Psychophysiology to be a proficiency in professional psychology.

THEREFORE, the Council of Representatives formally confirms the CRSPPP recommendation that Biofeedback: Applied Psychotherapy become a recognized proficiency in professional psychology. [Appendix K - XVI.4]

5. February 1998

Council voted to approve the following motions based on recommendations of the Commission for the Recognition of Specialties and Proficiencies Professional Psychology (CRSPPP):

The Council of Representatives formally confirms the continued recognition of School Psychology as a specialty in professional psychology. Council also approves the archival description of the specialty of school psychology and, at the request of the petitioners, will not make the archival description of the specialty a formal policy statement of APA until August 1998.

The Council of Representatives formally confirms the recognition of Psychoanalytic Psychology as a specialty in professional psychology.

The Council of Representatives formally confirms the recognition of Geropsychology as a recognized proficiency in professional psychology. [Appendix K - XVI.5]

6. August 1998

Council voted to approve the following recommendations regarding the use of the term "clinical in specialty and proficiency titles:

That the Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP) may consider any new specialty or proficiency that incorporates the modifier clinical in its title if the petition for recognition of that specialty or proficiency was received by CRSPPP on or before January 1, 1998; and Council may act upon the recommendations forwarded by CRSPPP pertaining to such petitions.

That subsequent to January 1, 1998, new specialty or proficiency petitions for recognition using in their titles modifiers that duplicate existing general practice specialty designations (i.e., clinical, counseling, school, industrial/organizational) will not be accepted for review by CRSPPP with the use of such title.

That, consistent with recommendation #1, the proficiency Geropsychology, approved by Council at the February 1998 meeting, be allowed to retain the modifier clinical in its title, such that the name of the proficiency shall be Clinical Geropsychology.

That the term "Health Service Psychologist or "Health Service Provider in Psychology" be the preferred term in language used to describe practicing psychologists or professional psychology students in relation to statutes, rules or regulations, and commercial policies that pertain to eligibility for health services reimbursement and health professions education and training. In using that term, or for instances in which other language is already used (e.g., use of the term "clinical as a modifier for "psychologist or "psychology) and change in that language is unlikely, it is further recommended that language used in the interpretive rules or implementing regulations be consistent with the definition of psychologists as health service providers approved by the Council of Representatives in February 1996, as follows:

Or, as recently accepted by the Health Care Financing Administration, in defining the term "clinical psychologist that was in that agencys regulatory language, to the following effect:

That the APA be consistent in its use of the term "specialty or "specialties in publishing information about APA member interests, educational background, or teaching, research, and practice focus, reserving use of those terms for reference to formally recognized professional practice specialties in psychology.

7. August 1998

Council voted to formally confirm 1) the continued recognition of Clinical Psychology as a specialty in professional psychology and 2) the recognition of Clinical Child Psychology as a specialty in professional psychology. [Appendix K - XVI.7]

8. August 1998

Council voted to approve the archival descriptions of Clinical, Counseling, School and Industrial/Organizational Psychology. [Appendix K - XVI.8]

9. August 2000

Council voted to formally confirm the recognition of Behavioral Psychology as a specialty in professional psychology.

XVII. STUDENT LOANS

1. 1984

Council urges APA members who owe debts on educational loans to recognize their moral obligation to repay these loans in a timely fashion.

XVIII. UNDERGRADUATE EDUCATION

1. August 1984

The bachelor's degree is not sufficient preparation for teaching psychology at the postsecondary level. The doctoral degree is the preferred requirement, and the master's degree in psychology the minimum requirement, with the exception of students enrolled in doctoral programs in psychology.

2. August 1985

The four-year baccalaureate program in psychology is fundamentally a liberal arts curriculum. Neither vocational nor preprofessional training should be a primary goal of undergraduate education in psychology. This position is consistent with the finding of the 1961 Michigan Conference, chaired by W.J. McKeachie and John E. Milholland, which concluded that 'a basically liberal arts curriculum is best for students who plan to go on to professional training, to graduate work in psychology, or directly into a vocation.' The American Psychological Association should not prescribe specific course requirements for the undergraduate major in psychology. Such an action would seriously intrude upon the academic freedom of departments and faculty members.

However, it is agreed that APA should continue to monitor undergraduate education in psychology by means of periodic surveys. By this means APA and its Committee on undergraduate Education in Psychology can continue to weigh the possibility of developing guidelines or models for the curriculum.

3. August 1994

On the recommendation of the Board of Directors and the Board of Educational Affairs, Council voted to endorse the "Principles for Quality Undergraduate Education in Psychology" and to adopt them as APA policy. [Appendix K - XVIII.3]

Council Policy Manual: Table of Contents | Introduction | A. Elections | B. Awards | C. Membership | D. Human Resources | E. Ethics | F. Board of Directors | G. Divisions and State and Provincial Associations | H. Organization of APA | I. Publications and Communcations | J. Convention Affairs | K. Educational Affairs | L. Professional Affairs | M. Scientific Affairs | N. Public Interest - Part 1 | N. Public Interest - Part 2 | N. Public Interest - Part 3 | N. Public Interest - Part 4 | N. Public Interest - Part 5 | O. Ethnic Minority Affairs | P. International Affairs | Q. Central Office | R. Financial Affairs