From the Education Directorate

TOPSS is starting a Speakers Bureau of psychologists who are interested in visiting local high school psychology classrooms to speak with students about their careers and experiences in psychology.

Profiles of Undergraduate Programs in Psychology

Last spring the APA Education Directorate invited departments of psychology to participate in a survey about undergraduate psychology programs. Designed as the first step to build an APA Undergraduate Psychology Education Database, preliminary results from the 2004 survey are available now on the Education Directorate web site at

To continue building a comprehensive set of data, APA will be gathering information from additional programs during the spring of 2005. If you have any questions, please feel free to contact the Office of Pre-college and Undergraduate Programs at (+1/202) 336-6140.

TOPPS – Looking for a Few Good Psychologists

The APA Teachers of Psychology in Secondary Schools (TOPSS) is looking for a few good psychologists! TOPSS is starting a Speakers Bureau of psychologists who are interested in visiting local high school psychology classrooms to speak with students about their careers and experiences in psychology. Many high schools have psychology clubs, and teachers could tap into the TOPSS Speakers Bureau to find local psychologists to speak at club events. This is a wonderful way for young students to learn about psychology, and psychologists would have the satisfaction of sharing their experiences with eager students.

You can learn more about TOPSS by visiting the TOPSS website. The Speakers Bureau will also be available for community colleges and four-year colleges and universities, so participants should be willing to speak with any level of students.

If you are interested in participating in the TOPSS Speakers Bureau, please contact Emily Leary at (+1/202) 572-3013. Please include your location and area of expertise or experience.

New Accreditation Operating Procedures Go Into Effect July 1, 2005

Following the period of public comment, review by the Committee on Accreditation, and approval from the APA Board of Directors, changes to the Accreditation Operating Procedures will go into effect on July 1, 2005.

These changes focus on the following issues:

  • Eliminating the preliminary review process for applicant and continuing programs;

  • Adding consequences for programs that do not provide information in the form of a self-study, annual report or other documentation in a timely manner;

  • Further defining the role of special site visits;

  • Defining “accredited, inactive” for two year internship and post-doctoral residency programs;

  • Moving the language from the Implementing Regulation on Third-Party Testimony to the Accreditation Operating Procedures; and,

  • Allowing for public notice of programs applying for accreditation.

Please note that any programs applying for initial accreditation on or after July 1, 2005 will be publicly reported as such.

Contact the Office of Program Consultation and Accreditation at the APA Address, by phone at (+1/202) 336-5979 or via email at Email for further information or to obtain a hard copy of these changes.

Clinical Health Psychology Institute (CHPI) Women’s Health: Clinical Strategies 2 Day Workshop Earn 14 CEUs in one Weekend!!

The APA Office of Continuing Education in Psychology and the APA Division of Health Psychology are cosponsoring The Second Annual Clinical Health Psychology Institute, Women’s Health: Clinical Strategies. The two-day workshop will take place April 1 & 2, 2005, at the American Psychological Association Building in Washington, DC.

Learning objectives

  • Understand advances and controversies in women’s health and mental health

  • Describe state-of-the art research on biopsychosocial aspects of health concerns among women

  • Apply gender-specific assessment and treatment strategies in the care of women across the life span

  • Understand the role of gender, ethnicity, age, religion, class, relational status, sexual orientation, and other issues of diversity in assessment and treatment of women’s health concerns

  • Utilize evidence-based interventions for women’s health in clinical practice

  • Implement guidelines for successful interdisciplinary, collaborative care of women

To view the full program & faculty information for the CHPI check the APA CE web page at or call the APA CE Office for information about registering—(+1/800) 374-2721 ext 5989.

Council Approves Task Force to Update Learner-Centered Psychological Principles

During its February 18-20, 2005 session, APA’s Council of Representatives approved the Board of Educational Affairs recommendation to convene a task force to re-examine and update an evolving document entitled, Learner-Centered Psychological Principles: Guidelines for School Redesign and Reform, and develop them into a mechanism for assessing components of schooling that lead to high achievement, good mental health and life skills.

The Learner-Centered Psychological Principles (LCPP) document outlines twelve psychological principles that define cognitive, affective, developmental, social, and other individual difference factors shown by psychological research to impact student learning, motivation, and achievement in school. The fourth draft of the LCPP was printed jointly by the American Psychological Association and the Mid-Continent Regional Educational Laboratory in January 1993.

The focus of the proposed task force will be to review and revise the LCPP document so that it incorporates a broader range of teaching and learning research in light of a model developed by participants at the 2004 Education Leadership Conference. The model strives to improve collaboration among psychologists, K-12 teachers and school districts, and highlights psychologists’ unique expertise in identifying and addressing the mental health and academic needs of children, as well as serving as a bridge for parents and communities to be better connected to schools.

The revised LCPP will then be used as a basis to develop criteria for evaluating the rigor of various assessments used in school improvement designs and the conditions that would allow these assessments to be used rigorously. The assessments would help K-12 educators and administrators identify strengths and weaknesses of their teachers' pedagogical practices, and the degree to which desired student outcomes have been attained in the areas of mental health, academic achievement and learning, life skills, academic values and dispositions.