- Education Governance and Communications
Board of Educational Affairs (BEA)
BEA met in March and October of this year, and was engaged in a number of
activities addressing the broad scope of issues across all levels of education
and training in psychology. Most notable among these efforts was the development
of the Education Leadership Conference (ELC), the primary purpose of which was
to provide a forum for the various constituencies with a stake in psychology
education and training to come together to discuss issues of common interest. 
The inaugural ELC was held on October 28-30 2001, and was a success in facilitating a rethinking process concerning education in psychology and psychology in education. As many other disciplines have already undertaken the process of identifying their vital roles in education from K-12 and beyond, psychology has often been segmented among its many subareas and levels and the diverse initiatives that those areas support. For the first time, participant-leaders from over 20 education and training organizations in psychology and representatives from APA divisions and governance groups, including APAGS, were brought together to think broadly about the discipline of psychology, to reflect upon its infrastructure, and to examine its future.
Participant-leaders and APA Education Directorate staff worked together in small, focused groups to brainstorm the issues, which will be prioritized by participants. These priorities have the potential to become an agenda for future conferences and intergroup collaborations that will set the tone for cohesive action within the discipline to influence the teaching of psychology and the preparation of future psychologists. The agenda can also serve as a vehicle for addressing the critical role that psychology can play in education, and where appropriate, public policy regarding psychology in education and education in psychology.
The ELC was honored to have Seymour Sarason, PhD, Professor Emeritus of Psychology, Yale University, as the distinguished keynote speaker. The ELC was also honored to have school principal Michael Silverman, from Lea Elementary School in West Philadelphia, PA to provide his insight on current issues for educators and school communities, and how psychology can make a difference. A keynote panel on the future of education in psychology was comprised of psychologists with significant experience in education and higher education administration. Those panelists included: Edward P. Sheridan, PhD (Moderator), Senior Vice President for Academic Affairs and Provost, University of Houston; Judith E. N. Albino, PhD, President, Alliant International University; and Wilbert J. McKeachie, PhD, Professor Emeritus of Psychology, University of Michigan.
The APA Education Directorate is excited to have had the opportunity to work with its Board of Educational Affairs in developing this initial conference and in meeting its objectives. For ELC updates, please visit our website at www.apa.org/ed/elc/home.html.
Education and Training Awards
The 2001 Education and Training Awards Committee selected Virginia Andreoli
Mathie, Ph.D. as the recipient of the Distinguished Contribution of Applications
of Psychology to Education and Training Award and selected two recipients for
the Distinguished Contribution in Education and Training Award: Jessica
Henderson Daniel, Ph.D. and Barbara M. Byrne, Ph.D.
Regional Psychological Association and National Conferences
The Education Directorate collaborated with regional psychological
associations through sponsorship of initiatives for faculty and students at
regional conferences. In 2001, the Directorate participated in the Western
Psychological Association (WPA), Southwestern Psychological Association
(SWPA), Eastern Psychological Association (EPA), New England Psychological
Association (NEPA), Midwestern Psychological Psychological Association (MPA),
and Rocky Mountain Psychological Association (RMPA) annual conferences.
Information about APA and the Education Directorate was provided
throughout the year in regional association newsletters.
Education staff continued participation in national and regional teaching
conferences and undergraduate research conferences. Information and resources
from the Directorate are disseminated widely throughout the year at relevant
educational conferences.
Information for Members and Affiliates
Education staff developed articles on a regular basis for the APA
Division Dialogue, International Psychologist, APAGS, and Welcome
newsletters, and work with Monitor on Psychology staff to ensure
timely and broad coverage of issues in education and training.
Convention Activities 2001
The second annual Developing Teachers of Psychology Workshop (DTP)
and the first Career Paths Workshop were held in San Francisco, CA, as
part of pre-convention programming. DTP is a resource for graduate students,
new faculty, and postdoctoral individuals -- those who are interested in
careers in academia, as well as new faculty members who would like to improve
their teaching skills. The workshop was co-sponsored by the American
Psychological Association Education Directorate, the American Psychological
Association of Graduate Students (APAGS), the Society for the Teaching of
Psychology (Division 2), and the Preparing Future Faculty Program (PFF). The
Career Paths Workshop, for graduate students, highlighted four
psychologists who spoke about their careers, including research and practice
careers in academic health science centers; teaching careers in 4-year
colleges; careers in independent practice; and careers in Veterans
Administration Health/Medical Centers.
In addition to Convention programs sponsored by specific Education
Directorate Programs and BEA, many division programs related to education and
training issues were co-listed. To continue strong support of divisional
programming, Education Communications staff developed the annual Education
convention brochure both in hardcopy and online. The brochure includes
education and training programs sponsored by BEA, APA Divisions, TOPSS, CPE,
Education and Training (E&T) Awards Committee and affiliated education groups. Also highlighted in the brochure were BEA and Education Committee-sponsored sessions and social hours.
The Education Leadership Roundtable met to discuss issues related to
education and training in psychology. Staff unveiled the new online
Forum,at www.apa.org/ed/highered. The Forum, an online resource by which educators/psychologists may talk among themselves and
share information, was an idea that came out of the 2000 Education Leaders
Roundtable meeting.
Education and Science Directorate staff hosted the annual meeting of
regional psychological association officers to share information about APA
Central Office resources, current initiatives, and to learn the needs of the
regional groups.
With Alliant International University, the University of California, and
the University of Florida, the Directorate co-sponsored a dinner for psychologists who are higher education administrators. University of California
President, Richard C. Atkinson, spoke to the group about current trends and challenges in higher education.
Education and Technology
The Education Directorate unveiled the new Education Leadership in Psychology Forum, which is an online resource where educators can talk among themselves and share information about education and training in psychology. The Forum was an idea that came out of the 2000 Education Leadership Roundtable annual meeting, and was unveiled at the 2001 Roundtable during the APA Convention.
Dr. Cynthia Belar, Executive Director of the Education Directorate, welcomes use of the Forum, as the participation of constituents will help make it a dynamic communication tool for the sharing of information about education and training in psychology. Discussion topics that are currently showcased on the Forum are: Education and Technology, Assessment of Learning Outcomes, Innovations in Education and Training, Psychological Aspects of Terror in the Classroom, and one that discusses important issues in education and training that take place in various organizations. There is also an area where suggestions can be submitted for new topics.
The Education Directorate webstaff will continue to administer the site, noting your comments and ideas for future changes. APA members and affiliates are highly encouraged to participate in the forum.
The Education Directorate used its redesigned 2001 website to provide users
with the value-added benefits of web technology. In addition to providing news
and information on a more frequent basis, the Directorate's webstaff created
online submittal forms for new initiatives; worked closely with Internet
Services to post CPE online exams; posted picture galleries from various events;
and helped develop an online registration process for CPE workshops at the 2001
APA Convention. Staff members conceptualized and updated all information available from the Directorate’s program/content areas and presented it in a user-friendly manner to constituent groups.
- Office of Precollege and Undergraduate Education
Precollege
National Standards for the Teaching of High School Psychology
The "National Standards for the Teaching of High School Psychology" document
is undergoing its first revision under the guidance of the Office of Precollege
and Undergraduate Programs. The document is available as a resource to
psychology teachers at www.apa.org/ed/natlstandards.html.
Unit Lesson Plans
In addition to the existing nine unit lesson plans for teachers of
introductory psychology, the office staff has overseen development of a five-day
unit lesson plan on States of Consciousness that will be available on the
Internet for TOPSS members at www.apa.org/ed/topss.html.
High School Teacher Workshops
Workshops for high school psychology teachers were held in conjunction with
the Midwestern Psychological Association (MPA) Annual Meeting (Chicago, IL), and
the University of San Diego. The office also offered three day-and-a-half
teaching workshops in San Francisco, Danbury, CT, and Atlanta. The workshops
serve as an important means of outreach to high school teachers to provide
resources and activities supporting the teaching and learning of psychology.
Additionally, the Nationwide Psychology Program (funded annually by APF)
supports local initiatives directed on behalf of high school psychology
teachers.
Textbook Development
The Education Directorate, in collaboration with the Publications and
Communications Office and APA President Philip Zimbardo, continued to develop
the proposed high school psychology textbook and ancillaries to accompany
it.
APA Convention
On behalf of TOPSS, the Precollege and Undergraduate Programs Office
organized talks by eight invited speakers at the 2001 APA Convention in San
Francisco, CA. Topics were relevant to students, teachers of psychology in
secondary schools as well as college faculty.
Psychology Teacher Network
Psychology Teacher Network (PTN), the bimonthly newsletter
published for teachers of introductory psychology, is available online for High
School Teacher Affiliates. The newsletter focuses on enhancing teaching skills
and addressing the critical needs of psychology educators at all levels.
Teacher and Student Awards
Psychology students participated in the Intel Science and Engineering Fair,
where four participants were awarded monetary prizes in the Behavioral Sciences
category. Three students received $1,000 scholarships for their outstanding
essays submitted to the 2001 TOPSScholars Competition. TOPSS recognized three
outstanding psychology teachers with the TOPSS 2001 Teacher
Awards.
Two and Four Year Colleges
Grants
Work began to write a FIPSE (Fund for Improvement of Post-Secondary
Education) grant that would request funding for a three-year grant of
approximately $1 million to house web-based teaching materials.
Block Grants
Block grants approved by the Board of Educational Affairs (BEA) provided
financial support for undergraduate teaching conferences. BEA awarded six grants
in 2001.
BEA-sponsored Initiatives
The BEA Task Force on Undergraduate Major Competencies met in June to
write a draft report that outlines 10 undergraduate guidelines and suggests
learning outcomes that represent reasonable departmental expectations for the
undergraduate psychology major across educational contexts. A draft of the
report is currently online at the Office's website, and has been disseminated
for comment. A second phase dealing with assessment issues is underway.
At its October 2001 meeting, BEA approved the formation of an
Undergraduate Advisory Group to work with the Office of Precollege and
Undergraduate Programs. The goal of developing a working Advisory Group is to
guide efforts for undergraduate faculty, including workshops, development of
curricular materials, and plans for undergraduate research conferences.
Psychology teachers at community colleges received support from the
Council of Representatives and the Board of Directors to become an APA
Committee and affiliate category of membership. The Psychology Teachers at
Community Colleges Committee (PT@CC)will assess the needs of community college teachers and develop a long-range plan for maximizing
outreach to teachers at community colleges.
APA Convention
Four program hours at the 2001 Convention were provided for the G. Stanley
Hall lecture series. The lecture series included: Thomas Blass, Ph.D.,
University of Maryland Baltimore County (Shocks and aftershocks: The continuing
significance of Stanley Milgram’s obedience studies); Nancy Eisenberg, Ph.D.,
Arizona State University (Children’s emotion regulation); Drew Westen, Ph.D.,
Boston University (Rethinking personality disorders: Bridging the gap between
science and practice); and Jane Halonen, Ph.D., James Madison University (Beyond
sages and guides: A postmodern teacher’s typology).
Regional Events
The Education Directorate, in partnership with Psi Beta, hosts up to five
regional events annually for two-year college faculty and students. Directorate
staff continued work with BEA's Community College Working Group (CCWG) to develop a web site that features information and resources for psychology
faculty and students at two-year colleges.
Resources for Teachers
Resources for teachers of psychology were provided in mass mailings to TOPSS
members and psychology teachers at community colleges. Regular mass mailings to
psychology teachers served as additional means of outreach from the Education
Directorate and facilitated the sharing of information and resources to support
teaching and learning in psychology.
Psychology Partnerships Project
The Steering Committee for the Psychology Partnerships Project (P3) took a
leadership role in its efforts to guide the completion or transition of various
P3 projects. Steering Committee members completed a final report on the
Psychology Partnerships Project. The P3 Service Learning Working Group continues
its work on activities funded jointly by APA and Campus Compact to provide a
unique opportunity to establish service learning as a credible pedagogy within
the discipline of psychology. The P3 Assessment Working Group completed a
project funded by the Carnegie Academy for the Scholarship of Teaching and
Learning to develop a rubric for assessing scientific reasoning.
- Office of Graduate Education and Training
Task Forces, Working Groups, Meetings
Staff supported the coordination of conference calls and the planning of a
December meeting of the Board of Directors Task Force on Distance
Education. The goal of the Task Force is to establish a set of guidelines
for distance education in professional psychology programs. The focus of the
December meeting was to discuss and address issues related to accreditation,
best practice principles, student socialization, capacity and technology.
Staff participated in a working group engaged in planning the November
7-9, 2002 Association for Psychology Postdoctoral Internship Centers
(APPIC) Working Conference on Competencies. Location and meeting arrangements
are in the final stages of negotiation by APPIC. The Education Directorate,
through the Board of Educational Affairs, is assisting in the financial
support of the conference.
The Commission on the Recognition of Specialties and Proficiencies in
Professional Psychology (CRSPPP) forwarded to the APA Council of Directors
for approval the following recommendations: a) recognition of Forensic
Psychology as a specialty in professional psychology, b) recognition of
Psychopharmacology as a proficiency in professional psychology, c) recognition
of Family Psychology as a specialty in professional psychology; d) and the
renewed recognition of the Psychological Treatment of Alcohol and Other
Psychoactive Substance Disorders as a proficiency in professional psychology.
Currently, proposed changes in CRSPPP policies, procedures and recognition
criteria are under review by CRSPPP.
The Graduate Education and Training Office supported two meetings of the
Council of Credentialing Organizations in Professional
Psychology (CCOPP) in January and September 2001. CCOPP is in the
process of developing a conceptual framework for the understanding of
specialties and specialization in professional psychology.
Staff attended two meetings of the Council of Specialties (CoS) in
June and November 2001. Representatives of recognized specialties in
professional psychology exchanged information and discussed policy issues
related to specialty education and training, credentialing, and practice.
Staff participated in two meetings of the Council of Chairs of Training
Councils (CCTC) in August and October 2001. They provided a forum for
communication among the doctoral, internship, and postdoctoral training
associations in psychology. Among other projects, the CCTC continued to
develop a set of voluntary guidelines for communication between graduate
programs and internship programs, and engaged in an assessment of education
and training program models and materials related to disaster and trauma
response.
Staff attended and participated in conferences and meetings of the
American Association of Higher Education (AAHE), the Association of American
Colleges and Universities (AACU), and the Council for Higher Education
Accreditation (CHEA). Presentations at conferences included the planning and
implementation of programs involving future faculty.
The Trilateral Forum on Professional Psychology was held in the first half
of 2001. It included representatives from the United States, Canada, and
Mexico, and was hosted this year by the U.S. in Washington, DC, with APPIC and
APA acting as co-sponsors. Representatives provided presentations and
perspectives on the following issues: globalization of the profession,
development of competency constructs in education, cultural competency,
technology and its implications for virtual and physical mobility, and an
ethics meta-code.
Doctoral Education Initiatives and Collaboration with Higher Education
Associations
Through the Office of Graduate Education, the Education Directorate was
involved as a discipline in partnerships with several national higher education
organizations that represent multi-year initiatives that focus on
"re-envisioning" and re-thinking doctoral education. The national organizations
taking the lead in these initiatives are the Carnegie Foundation for the
Advancement of Teaching and the American Association of Higher Education (AAHE).
In addition, staff attended and participated in conferences and meetings of the
AAHE, the Association of American Colleges and Universities (AACU), and the
Council of Graduate Schools (CGS). Presentations at conferences included the
planning and implementation of programs involving future faculty and discussion
of issues related to education and training in higher education.
Preparing Future Faculty (PFF)
PFF is an ongoing initiative sponsored by the Association of American Colleges and Universities (AAC&U) and the Council of Graduate Schools (CGS) that involves four model PFF programs in psychology: Miami University, University of Colorado at Boulder, University of
Georgia, and the University of New Hampshire. Staff reviewed the model programs through on-site visits and through the submission of semi-annual reports by the four lead institutions. Also, activities have included the collection of bibliographic information, and participation by staff and members of the lead and partner institutions in a Summer Working Conference in Boston, MA. PFF
sponsored two sessions during the APA Convention in San Francisco: a) Preparing Future 
Faculty for Scholarship in Teaching, Research, and Service -- a symposium that integrated the themes of service learning, teaching and research and b)Preparing for Faculty Positions: What you need to know -- a session presented by
five of the PFF psychology scholars. In addition, staff met with representatives from the sponsoring organizations throughout the fall, to discuss the progress of each of the programs in meeting the goals and objectives of establishing and maintaining a PFF program at each of the campuses.
Outreach Activities
Since the establishment of the Office of Graduate Education and Training
in January 2001, staff have responded to online and phone inquiries related to
issues in graduate education. Issues such as preparation for careers in
psychology, availability of distance education programs, applicability of
international degrees, value of specialization, and requirements for licensure
in professional psychology are some of the inquiries that have been addressed.
Education staff developed a new website for graduate education and
training to expand and enhance communication with the public and various
constituencies.
Graduate Study in Psychology Publication and Graduate Openings Online
Information was collected from graduate departments of psychology for the publication Graduate Study in Psychology (working in cooperation with the Departments of Publication, MIS and Research). The publication provides over 500 program listings and information related to employment outcomes of graduates, enrollment information, degree and admission requirements, tuition costs, availability of internships,
and other relevant information. In the latter half of 2001, the publication was expanded into an online product, available at www.apa.org/gradstudy. The online product is a fully searchable database of the popular print volume.
- Office of Program Consultation and Accreditation
Outreach Activities and Online Resources
The Office of Program Consultation and Accreditation continued its outreach efforts to numerous education and training groups for the purpose of informing interested parties of accreditation activities, and encouraging feedback from such communities.
Enhancements and a revised site design to the Office of Program
Consultation and Accreditation website were completed. Additions to the website included updated accredited program information, and 2002 Self-Study instructions.
Site Visitor Workshops
Site visitor workshops were conducted throughout the year to prepare visitors
to evaluate programs undergoing review for initial or continued recognition.
Other Activities
Two accreditation-related open forums were held at the 2001 APA
Convention: (1)The joint BEA/CoA Task Force held a forum to review and discuss
the composition of seats allocated for professional schools and training
programs (Domain II) with interested parties and constituency groups and (2)
In an effort to consult and dialogue with relevant groups, the Commission for
Recognition of Specialties and Proficiencies in Professional Psychology
(CRSPPP) and the CoA, through the auspices of BEA, hosted a forum which
provided an opportunity to discuss the issues of recognition and accreditation
of specialties and substantive areas of professional psychology. Both the
CRSPPP and the CoA have been engaged in developing consensus on this issue.
At the close of 2001, there were 826 accredited programs in professional psychology:
351 doctoral programs, 466 internship programs, and 9 postdoctoral programs.
Accreditation Research Initiatives – Completed & Current Research
Staff worked with the Committee on Accreditation (CoA) to complete the
Consumer Satisfaction Survey in early 2001. Findings indicated that doctoral
and internship programs were generally satisfied with various aspects of the
accreditation process.
The office began research to determine whether programs’ policies, plans, and operations are consistent with the Committee on Accreditation’s Guidelines and Principles (G&P). To accomplish this, content from 1999-2001 accreditation decision letters are being examined. Findings will provide summary information about the domain strengths and weaknesses of doctoral programs.
An ongoing study that involves the analysis of site visitor evaluation
forms that are filled out by the director of training, the site visit chair,
and the site visit team upon completion of a site visit is being conducted.
Analyses will determine the extent to which the respondents are satisfied with
the site visit process.
The research unit of the Office of Program Consultation and Accreditation
currently is reviewing Annual Report Forms that are required from all
accredited doctoral, internship, and postdoctoral programs on a yearly basis
to maintain accreditation status. Specifically, accredited programs report on
student/faculty demographics and activities, as well as other pieces of
information relevant to the functioning of the program. Preliminary analyses
of the data have been conducted and final analyses will be completed in
preparation for the Annual Report publication that is distributed to all
accredited programs each year. Furthermore, the research staff, with a
representative from the APA MIS Office, is collaborating to develop an online
version of the Annual Report to be available to programs in 2002.
Further analyses of the doctoral 2001 Annual Report form are being
conducted to examine the specific reasons as to why some doctoral students
leave their program before they receive their degree. Open-ended responses
will be classified into categories developed for this study (i.e., personal,
medical, change of interest).
Council for Higher Education Accreditation (CHEA) Update
Established in 1996 for the advancement of self-regulation through
accreditation, CHEA has assumed the responsibility for non-governmental
recognition of accrediting agencies. The review process for recognition by CHEA
is a two step process; the agency is first determined eligible for recognition.
If deemed eligible, a due date for the recognition application will then be
determined. The CoA provided CHEA with its eligibility application for
recognition, which was accepted in February 2001. By the end of 2001, CoA
confirmed plans to submit a recognition application in January 2002.
U.S. Secretary of Education Update
On the basis of the last review by the U.S. Secretary of Education, the CoA
was directed to submit an interim report in December 2000. Most recently, in May
2001, the CoA interim report was reviewed by the Secretary's National Advisory
Committee on Institutional Quality and Integrity. The Advisory Committee
determined that the CoA was in full compliance with the recognition criteria,
and recommended a favorable response from the Secretary. CoA received a
favorable response from the U.S. Secretary of Education.
- Office of Continuing Professional Education
Sponsors of CPE
The Sponsor Approval System (SAS) currently maintains records on 660
APA-approved sponsors. The Continuing Professional Education Committee (CPEC)
reviewed 230 applications from organizations seeking APA approval, and approved
a total of 46 new organizations in 2001.
CPEC requested public comment on a proposed addition to the Sponsor Approval
System Criteria related to the eligibility of non-traditional program content
for CE credit. The statement, entitled "Offering of CE Credit for
Non-Traditional Curriculum Content," was published in the APA Monitor, and was
distributed to APA governance groups, APA-approved sponsors, state psychological
associations, APA divisions, and state boards of psychology. CPEC will consider
the comments during its fall meeting, and a crosscutting agenda item will allow
final comment by APA governance groups.
2001 Convention Activities
CPE implemented online registration for CPE workshops. The office also offered its inaugural program that allowed convention participants to earn CE credits for attending convention sessions. Approximately 1,000 convention participants attended 2,750 sessions offering CE credit. In addition, there were 66 CPE workshops that offered another opportunity for members to earn CE credits. The workshops generated approximately 2,100
enrollments.
Awards in the Office
Jo Linder-Crow, PhD, Associate Executive Director in APA's Education Directorate, and Director of the CPE office, was awarded a Distinguished Service Award by the Board of Directors of the Association of State and Provincial Boards of Psychology (ASPPB) in recognition of her contributions to ASPPB in activities related to Continuing Professional Education. The award was presented at ASPPB's 41st Meeting of Delegates in Quebec City, Quebec in October 2001. The award citation recognized Dr. Linder-Crow for her efforts to maintain an active relationship with licensing boards through her contributions to ASPPB, including several presentations at ASPPB meetings and her role as consultant to the ASPPB committee that recently concluded the development of guidelines for continuing professional education in psychology.
Independent Study – Online Resources
This year, CPE partnered with the American Psychological Association
Insurance Trust (APAIT) to offer the CD-ROM Independent Study program
Introduction to Professional Liability and Risk Management and Risk
Management With Life-Threatening Patients. The instructional series
focuses on preparing psychologists for the world of practice from an ethical
and risk-management perspective, as well as offers the chance to earn 6 CE
credits and a 10% premium reduction for one year on Trust-sponsored
professional liability insurance. CPE, in conjunction with Education
Directorate webstaff and Internet Services, have worked to place these exams
online for submission and immediate results.
CPE added 15 new Independent Study exams to its current line-up, and online ordering for APA Independent Study Programs was implemented. Users are now able to receive their test scores immediately after completing a CE exam.
CPE Winter Weekends
The 3rd Annual CPE Winter Weekend, entitled "Practice Update:
Families Across the Life Span," was held in New Orleans, Louisiana on February 8-11, 2001. The program was planned in collaboration with APA's Division of Psychotherapy (Division 29). Program evaluations from program participants
indicated a high level of satisfaction with the program content and format, and
a high level of interest in continuing this annual event.
Five-Year Plan
The Office of Continuing Professional Education submitted a five-year
business plan for the office to the APA Board of Directors. The plan includes the
expansion of distance education learning resources and greater integration of
educational tools and products offered by the CPE office.
- Center for Gifted Education Policy (CGEP)
Mission and Goals
This Center was established in the Education Directorate in February 2001 as
a result of funding by the American Psychological Foundation (APF). Its mission
is to generate public awareness, advocacy, clinical applications, and
cutting-edge research ideas that will enhance the achievement and performance of
children and adolescents with special gifts and talents in all domains
(including the academic disciplines, the performing arts, sports, and the
professions).
The four central goals of the center include:
- Generating visibility for the psychological and educational needs of
gifted children and adolescents.
- Forging alliances with professionals in various national organizations who
have interests in developing the next generation of talent in their fields.
- Publishing materials for use by parents, APA members, and education
researchers.
- Providing linkages to centers, schools, and programs that currently serve
gifted children and adolescents.
Consultation
Several organizations contacted the Center for advice about test development,
gifted education programming, and the development of gifted programs for the
poor and disadvantaged. Some of these organizations include: the National
Evaluation Systems in New York State, the Ministry of Education of Singapore,
the Barr Foundation (Nicaragua), and the Qatari Center for the Gifted and
Talented.
Pinnacle Project
CGEP cooperatively planned the Pinnacle Summit, which was a unique gathering that brought together established, emerging, and potential talent in an intra- and interdisciplinary context. Seven disciplines were represented: fiction writing, biology, music, mathematics, history, psychology, and journalism. Each disciplinary team consisted of one or two eminent scholars or practitioners in the field, an emerging star, and a high school aged scholar who has already demonstrated outstanding ability, motivation, and creativity in the field. APA Past-President Martin G. Seligman, Ph.D., was the eminent scholar representing psychology.
Each day of the summit included opportunities for the teams to meet, talk
about their interests, and develop a plan for the coming year. In addition, each
day included lunchtime roundtable discussions that facilitated the exchange of
ideas and questions among the various disciplines. During the course of the
summit, each of the masters gave a lecture to the entire group. At the
culmination of the week, scholars presented what they had learned from their
individual team meetings and talked about projects that they were planning for
the coming year. Highlights and images from the Pinnacle Project can be seen
online by visiting the CGEP website.
Metro Pinnacle
CGEP staff began a new initiative addressing the needs of local area high
school students who are deeply interested in social science disciplines and have
already demonstrated outstanding levels of ability in these areas. CGEP hosted a
December 2001 meeting with representatives from five social science disciplines
in order to plan for this initiative.
The goals of this initiative include:
- Select adolescent participants based on recommendations and demonstrated
high quality involvement in research or other creative projects.
- Identify a topic of mutual interest to social scientists and to
adolescents.
- Invite eminent scholars from each of the participating organizations to
address this topic in a panel format in order to demonstrate to high school
students the various ways in which the social sciences contribute to creative
problem solving.
- Have each scholar bring a "rising star" to provide small group academic
and career advising to adolescents with interests in particular disciplines in
the social sciences.
Morehouse Project
CGEP finalized arrangements to work with Dr. James Williams, a professor of
psychology at Howard University, who will conduct a study that will follow up on
a Morehouse College early entrance program conducted for 15-year-olds in the
1950s and 60s. Two graduates of the program include Walter Massey, the current
president of Morehouse, and Maynard Jackson, former mayor of Atlanta. Dr.
Williams, with the permission of Morehouse College, will research the outcomes
of other graduates of this program, will study how they were initially
identified, educated and supported, and will try to distinguish factors that
attribute to any varied outcomes of success.
Legislation
In collaboration with the Education Advocacy staff and the National
Association for Gifted Children, work began to ensure that funding for gifted
education is embedded in the Elementary and Secondary Education Act
reauthorization. Two pieces of legislation are under consideration: one to
support the National Research Center for Gifted and Talented Education and the
other is a new initiative that would give grants to states to generate
innovations in gifted education.
Website and listserv
CGEP established a website that includes tables of contents from journals in
the field and over 30 resources that psychologists, teachers, parents, and
gifted adolescents can use to get help, services, or information. The site is
located at www.apa.org/ed/cgeprelated.html.
The Center also has an active listserv with 123 members, which includes APA members, researchers, and graduate students in gifted education.
- Center for Psychology in Schools and Education (CPSE)
Report of the Task Force on Psychology in Early Education and
Care
Spearheaded by the CPSE staff and BEA, the Task Force met in May and
continues to draft a summary report on the role of psychology in early
childhood. The Task Force report will serve as a document that identifies the
broader role of psychology in early childhood education and care and will
identify the issues and needs the Association should address. Portions of the
report will be disseminated externally through an American Psychologist
summary article, reports to the public and other organizations, briefing papers,
and other potential journal articles and position papers.
Healthy Lesbian, Gay, and Bisexual Students Project (HLGBSP)
CPSE staff continued work in collaboration with APA’s Office of Lesbian
and Gay Concerns on a project to develop materials on the topic of HIV
prevention for gay/lesbian/bisexual youth in schools. This project is funded
by a five-year cooperative agreement with the Centers for Disease Control’s
Division of Adolescent and School Health. A series of meetings with school
stakeholder groups has been conducted, and an extensive literature review of
the existing professional literature pertaining to lesbian, gay and bisexual
students in the journals of health, mental health, and counseling
professionals has been written. Additionally, a major needs assessment of
3,800 school professionals was conducted.
Project staff, in collaboration with APA's Internet Services staff,
created a searchable database of research articles that are relevant to
lesbian, gay, and bisexual adolescents. The database is searchable from the
HLGBSP website at www.apa.org/ed/hlgb.html.
The HLGBSP developed a curriculum to train school counselors, nurses,
psychologists and social workers to more effectively prevent health risks and
promote healthy outcomes of gay, lesbian, bisexual and questioning youth. The
curriculum will be used in planned training events beginning in February 2002
at selected national, regional, and local events and pilot sites.
BEA Technology Working Group
Staff members continued to work with the Technology Working Group of BEA to
develop recommendations for education and training in technology for psychology
courses. Technology plays an increasingly important role in psychology, for
example, as a vehicle for communication, information gathering and
dissemination, teaching and education, research, and health service delivery.
The goal is to identify those technological competencies that psychologists
consider appropriate and beneficial for students to have acquired by the end of
each stage of their psychology education. The ideas gathered should stimulate
helpful discussions among educators about training in technology and enhance the
technological skills psychology students develop.
New Director to lead CPSE
In 2001, the APA Education Directorate was pleased to announce that Rena Subotnik, Ph.D., accepted the position of Director of the Center for Psychology in Schools and Education (CPSE) (beginning January 1, 2002). Dr. Subotnik has been a professor of teacher education, an APA Congressional Fellow in child policy, and currently serves on the executive board of the National Council for Accreditation of Teacher Education. Under her leadership, CPSE hopes to further Education Directorate efforts in the application of psychology to education. Dr. Subotnik is also the Director for the Center for Gifted Education Policy, which is funded by the American Psychological Foundation (APF). Dr. Subotnik will administer both centers, under the management of CPSE. The directorate is very fortunate to have Dr. Subotnik, and looks forward to her leadership in future Education endeavors.
APA 2001 Annual Convention
"Closing the Gap - Using Technology to Promote Healthy Behavior" was
presented at the 2001 convention. Invited speakers addressed the following
topics: General Trends in Web-based Education, Internet and Multimedia
Projects to Prevent School Violence, Technology Initiatives in the San
Francisco Schools, and Using the Internet to Promote Health and Prevent
Disease.
Co-sponsored by the Task Force on Psychology in Early Education and Care
and the Working Group on Children's Mental Health, the Children's Mental
Health Reception/Roundtable served as a forum to address recommendations
stemming from the Surgeon General's Conference on Children's Mental Health.
The roundtable also served as an opportunity for APA committee and division
representatives to assess APA's priorities regarding children's mental health
over the next 3-5 years and to develop a coordinated set of recommendations
for the association.
Learner-Centered Psychological Principles (LCP’s): A framework for school
reform and redesign
CPSE conducted a survey of universities, schools and educational
organizations that have requested the LCP’s document to determine how
they are being used as a tool for school reform. Responses reveal that they are
being incorporated into teacher preparation courses and are also being used in
the professional development for the K-12 teachers. CPSE also continued to
receive several requests for permission to include the principles in Education
Psychology textbooks.
Outreach Activities
CPSE worked with a number of national education groups on a regular basis,
including teachers, school administrators, and school mental health
professionals. Presentations on CPSE initiatives with the American Counseling
Association, National Assembly on School-Based Healthcare, Society for Research
in Child Development, American School Counselors Association, and the CDC-DASH
annual conference took place in 2001.
- Education Advocacy
Bureau of Health Professions Graduate Psychology Education (GPE)
Program
Education Advocacy staff successfully secured $2 million in the House version
of the Fiscal Year 2002 Labor, Health and Human Services, Education
Appropriations bill (H.R. 3061) for a separate psychology education and training
program within the Bureau of Health Professions. Education Advocacy staff also
secured a commitment from the Senate appropriators to accept the House request
for funds for this initiative. The bill is currently in conference where members
of the House and Senate will resolve the differences between the two bills. This
is the first major step in a multi-year initiative to establish a $15-20 million
dollar program. The Graduate Psychology Education program (GPE) will provide
funds to train health service psychologists to work with other professions in
the provision of services to underserved populations through competitive grants
to APA accredited doctoral, internship or post-doctoral residencies for basic or
advanced training. The success of this initiative is possible due in large part
to the grassroots efforts of APA members.
Administration on Aging
Working in partnership with the Public Interest staff, Education Advocacy
staff have been laying the ground work to seek $2 million in the Fiscal Year
2003 Appropriations bill for a newly authorized program (successfully advocated
for by Education Advocacy staff) to establish a provision for training mental
and behavior health professionals in the 2000 Older Americans Act
reauthorization. Internal APA meetings have focused on planning a breakfast
briefing for Congressional staff hosted by Senate Special Committee on Aging
(member) hosted by Senator Ron Wyden (D-WA); and involving APA member
constituents in grassroots activities.
National Health Service Corps
Education Advocacy staff successfully worked for the inclusion of a number of
changes to the Senate version of the reauthorization of the National Health
Service Corps (NHSC), Community Health Centers Program and the Community Access
program (S. 1533, "Health Care Safety Net Amendments of 2001") that strengthen
mental and behavioral health services in three programs. 1). Psychologists and
other mental and behavioral health professional were added to the list of
primary health care providers and explicitly made eligible for Scholarship and
Loan repayment programs in the NHSC program. 2). For the first time, mental and
behavior health services were added to the Community Health Centers program
under the "optional additional services" category. 3). An authorization for the
Community Access Program (now referred to as the Healthy Communities Access
Program) was included in the bill (previously, the program had been funded but
not authorized) and states that mental and behavioral health is part of primary
care and will be provided through these access programs. Finally, a technical
amendment was included in the bill to change the term "clinical psychologist" to
"health service psychologist" consistent with APA policy. The report language
accompanying the legislation also contains victories for psychology including a
directive to include mental and behavioral health services in all start up
Community Health Centers. These significant victories were possible in part due
to strong grassroots efforts from APA members working hand-in-hand with
Education Advocacy staff. Action on this initiative will continue next year
(2002) as further consideration was sidetracked due to the events of September
11th.
Elementary and Secondary Education Act
Education Advocacy staff continued to monitor the slow-moving pace (in large
part due to the displacement of Senate and House staff due to bioterrorism)
towards final resolution on the Elementary and Secondary Education Act
reauthorization (ESEA). APA sought legislative changes to promote APA’s interest
in areas such as teacher professional development, gifted and talented
education, safe and drug free schools, and testing and assessment. Throughout
this process, Education Advocacy staff continued to inform staff about the
important role psychology plays in education and its application to teaching and
learning. Difference between the House and Senate versions of the bill are still
being resolved in the conference committee. It is uncertain whether final action
on this bill will be completed this year or in the next session of the
107th Congress (2003).
Agency Relations
Education Advocacy staff have sought to increase APA’s visibility with new
appointees in leadership roles in federal agencies by arranging and
participating in meetings with APA’s Education Directorate’s Executive Director,
Cynthia Belar, Ph.D. This year, Dr. Belar was able to meet with Acting
Administrator of HRSA, Betty Duke, Ph.D.; Senior Advisor to the Secretary of
Education, Beth Ann Bryan; Assistant Secretary for the Office of Educational
Research and Improvement at the Department of Education, Grover "Russ"
Whitehurst, Ph.D.; and Melissa Welch-Ross, Ph.D. of the National Institute for
Child Health and Development (NICHD). Education Advocacy staff has reached out
to other directorates to ensure their inclusion (if relevant) in all of these
meetings with the overreaching goal of advancing psychology’s participation in
all federal programs.
Education Advocacy Grassroots Activities
At the close of the year, Education Advocacy launched the Federal
Education Advocacy Coordinators Network (FEDAC) with the first training workshop. This workshop culminated with
hill visits for all FEDAC regional coordinators. Regional FEDAC coordinators received advocacy training as part of the
December 2001 workshop while Education Advocacy staff continued to offer Advocacy Training Workshops for APA members and sudents. "Taking Advantage of the Powers that Be" was presented at the spring meeting of the Association of
Psychology Postdoctoral and Internship Centers (APPIC) in New
Orleans. An "Advocacy Discussion Hour" was held for students in the APAGS suite during the APA annual convention in San Francisco.
