Revising the G&P: The Standards of Accreditation in Health Service Psychology
Building on the draft outlines prepared at the summer 2013 CoA meeting, the commission continued its work during the fall and finalized a set of proposed Standards of Accreditation in Health Service Psychology (SoA) at its fall meeting.
The proposed SoA represents a culmination of the two prior phases of public comment occurring during 2012 and 2013, conversations with training councils, and other discussions with stakeholders on the future of the discipline and profession. The proposed SoA represents the next step forward and continued opportunity to further build upon the dialogue between CoA and constituents. Thus, the proposed SoA will be made available for at least six months of public comment beginning on or about Jan. 15, 2014.
Proposed Standards of Accreditation in Health Service Psychology (SoA)
The proposed Standards of Accreditation (SoA) contain five “areas” consistent across the three levels of training: doctoral, internship and postdoctoral. The specifics contained within the areas will be tailored to the unique needs for each education/training level. Diversity will be integrated throughout the standards as relevant to the particular area.
Public comment on the full-text proposed Standards of Accreditation in Health Service Psychology opens on or about Jan. 15, 2014.
I. Institutional and Program Context
- Type of program.
- Institutional & program setting and resources.
- Program context and policies.
- Institutional/program context and diversity.
II. Curriculum, Outcomes and Evaluation
- Goals of the program.
- Competencies: This will include core competencies as defined by the profession as well as program-defined competencies. Postdoctoral programs seeking accreditation in a recognized specialty (e.g., neuropsychology) will also address specialty-defined competencies.
- Evaluation of student/intern/resident competencies and ongoing continuous quality evaluation of the program.
- Selection processes and criteria.
- Educational environment and climate.
- Program efforts to maximize student/trainee success.
- Student/Intern/Resident diversity.
IV. Faculty/Staff Credentials and Sufficiency
- Program leadership.
- Faculty qualifications.
- Faculty sufficiency.
- Faculty diversity.
V. Communication Practices
- Public disclosure.
- Communication with program applicants.
- Communication and relationship with the accrediting body.