January - June 1998 Education Directorate Initiatives: Report to the APA Council of Representatives

Teaching/Learning

• A national directory, www site, listserv & database information and a directory of models of partnerships in psychology to support educators at all levels were developed by the Psychology Partnerships Project.

• Aimed at supporting divisional programming, 38 APA divisions are co-listing programs with the Education Directorate and the BEA at the August Convention.

• Funds from CEMRRAT were awarded to TOPSS, the Diversity Task Force and the Psychology Partnerships Project work on projects to support their work.

• An innovative series of articles providing practical information on how to make psychology courses more inclusive was launched in the APA Monitor.

• A collaborative relationship was formed with Division 2 to update and improve consulting services available to undergraduate departments of psychology.

• A needs assessment survey for 2-year college faculty was conducted.

• The National Standards for High School Psychology was finalized by a task force of educators for Board of Directors and Council of Representatives review.

Professional Education and Training

• The 50th Anniversary celebration of APA Accreditation is planned for the 1998 APA Convention in San Francisco.

• A 9-month contract project with SAMHSA/HRSA on education resources for education and training of psychologists to function in primary health care settings and roles within a managed care environment was completed.

• Six new independent study programs for Continuing Professional Education were added to our offerings, with one examination available on-line.

• CE independent study exam on line with offerings in Neuropsychology for Clinical Practice was begun.

• CE Alaskan Cruise was held in June for 85 participants.

• Testimony was given at regulatory hearings of the California State Board of Psychology to address APA members' concerns regarding CE requirements for psychologists.

• 39 new organizations were added to the approved sponsors of continuing education.

Applications of Psychology to Education

• Copies of the poster version of the Learner Centered Psychological Principles were distributed to teachers and educators (more than 5,300 copies) and presented to the Office of Educational Research and Improvement (OERI).

• A national workshop for school board members on the topic of building public support was conducted.

• A multi-division APA School to Work Task Force was established to explore the role of psychology in contributing to this national effort.

• An outreach initiative for all psychologists was held at the annual American Educational Research Association meeting.

• A symposium, Learner-Centered Psychological Principles: Technology as a Tool for Learning, will be held at the August Convention and off-site for San Francisco area teachers.

• A meeting of university administrators (Deans, Provosts, Chancellors and Presidents) was convened to discuss Critical Issues in Higher Education, the role of psychology in these issues, and the role of APA.

Education Advocacy Highlights

• Higher Education Act: Eligibility for psychology graduate students in the $830 million federal work study program for internships and research assistantships; eligibility for psychology graduate students in the newly combined $70 million federal graduate education assistance program; eligibility for psychological science students in the minority science improvement program.

• Public Health Service Act: Eligibility for psychology students in all the health professions programs for minority students and faculty at the undergraduate and graduate levels; eligibility for inservice training for psychologists in the Geriatric Education Centers and Rural Interdisciplinary Program; eligibility for designation as a severe shortage discipline in public health.

• National Health Service Corps: Continued increase in number of psychologists participating in the Corps; establishment of NHSC Behavioral and Mental Health staff position; development/distribution of materials on psychologists; initiation of state incentive program to create Community Health Center slots for psychologists.

ONGOING INITIATIVES

1. Planning for the 1998 APA Annual Convention

   The Directorate works throughout the year to prepare informative programs for the annual APA convention. Plans are underway for many exciting programs: APAGS Symposium: Future Employment Opportunities in Academe; G. Stanley Hall Lecture series; Teaching and Learning Roundtable discussion on training issues; symposium honoring the 50th Anniversary of the Committee on Accreditation; the 1997 Distinguished Career Contribution to Education and Training in Psychology Award Addresses; as well as several Education-sponsored programs and socials. The Education convention 1998 brochure is complete and will be mailed to constituents in July.

2. Outreach activities

The Directorate works to carry out the mandate of BEA to work with groups and divisions interested in teaching and education. During the past year this has included outreach to Divisions 2 (teaching), 7 (developmental psychology) and 15 (educational psychology); TOPSS; the Community College Working Group; the Council of Teachers of Undergraduate Psychology; the Council of Undergraduate Psychology Programs; Psi Beta; Psi Chi; Council of Chairs of Training Councils (CCTC) and the Council of Graduate Departments of Psychology (COGDOP). Special TOPSS projects include working with state psychological associations; efforts are underway to coordinate with the Science Directorate to work with each of the regional associations.

In addition, outreach to related groups outside of psychology includes the American Association of Colleges and Universities, the American Association for Higher Education, the American Council on Education, the American Council of Learned Societies, the American Educational Research Association, the Council of Graduate Schools, the Council for Accreditation Higher Education, the National Academy of Science, the National Institutes of Health, the National Science Foundation, the Office for Educational Research and Improvement, and related offices in the United States Department of Education.

3. Professional development and networking for high school teachers

A state coordinator program was established in 1996 and continues to be quite successful in promoting professional growth and leadership skills among individual high school teacher affiliates at the state level. Each state coordinator works to promote membership recruitment and retention along with the promotion of networking among colleagues within his/her state.

4. Directorate Initiatives with APAGS

The Education Directorate and BEA are collaborating with APAGS to promote careers in academia and to develop mentoring initiatives. Education staff works with APAGS throughout the year to prepare articles of interest to graduate students for the APAGS newsletter.

5. Postdoctoral accreditation

At its session during the 1996 APA Convention, the Council of Representatives endorsed the CoA revisions to the Guidelines and Principles for Accreditation of Programs in Professional Psychology. These revisions expand the scope of accreditation to include postdoctoral education and training programs in professional psychology and provide guidelines by which postdoctoral programs will be accredited. At present, two postdoctoral residency programs are accredited.

6. Accreditation Outreach

So that the psychology communities with an interest in the accreditation process can be informed of Accreditation activities, and to encourage participation and feedback from those communities, the Program Consultation and Accreditation Office interacts on a regular basis with various education and training groups. These groups include the Council of Chairs of Training Councils, the Academy of Psychological Clinical Science, the Association of Counseling Center Training Agents, the Association of Directors of Psychology Training Clinics, the Association of Psychology Postdoctoral and Internship Centers, the Association of State and Provincial Psychology Boards, the Council of University Directors of Clinical Psychology, the Council of Community Psychology Program Directors, the Council of Counseling Psychology Training Programs, the Council of Health Psychology Training Programs, the Council of Directors of School Psychology Programs, the Council of Graduate Departments of Psychology, the National Council of Schools and Programs of Professional Psychology, the Association of University Counseling Center Directors, the Association of Veterans Affairs Chief Psychologists, and the Association of Medical School Professors of Psychology.

7. Sponsor Approval System

The Sponsor Approval Systems Office assisted with review, approval, and maintenance of records on approval status of the 585 APA-approved sponsoring organizations. A working group is reviewing the scope, criteria, and procedures of the APA Sponsor Approval System. The purpose of the planned review is to reevaluate the current guidelines that provide the context for decisions about CE sponsor approval. The initial meeting of this group took place in December 1997 and May 1998 and plan to present a final report to BEA in November, 1998.

8. Continuing Education Outreach

During the past year, the CE Office has continued its efforts to promote the exchange of information and resources relevant to continuing professional education with a variety of groups. The CE Office has been represented at the Mid-Winter meetings of the practice divisions, the Practice Division Executive Roundtable, the State Leadership Conference, the Division Leadership Conference, the Committee on Divisions and APA Relations, and the Committee on Ethnic and Minority Affairs. Presentations were made at the Alliance for Continuing Medical Education Annual Conference and at the Winter Meeting of the Association of State and Provincial Psychology Boards. The office continues to maintain communication with state licensing bodies to monitor changes in the continuing education requirements for the licensure of psychologists. Additionally, the CE Office serves as a liaison from the Education Directorate to related continuing professional education organizations such as the International Association of Continuing Education and Training and the University Continuing Education Association.

9. Recognition of Specialties and Proficiencies in Professional Psychology

Education staff, working with CRSPPP, have received a petition for continued recognition of Counseling Psychology as a Specialty. Review of this application is anticipated this fall. The Directorate has continued to promote outreach efforts with organizations of psychologists having a shared concern about issues related to education and training, recognition, accreditation and credentialing in psychology. Staff also have supported the activities and meetings of the Council of Credentialing Organizations in Professional Psychology (CCOPP) and the Council of Specialties (CoS).

10. Governance Support

BEA task forces and working groups continued to reflect the broad scope of issues across all levels of education and training. BEA's Executive Committee and three panels work throughout the year to focus on and to prioritize specific issues to further the overall goals of the Board and Directorate. Additional electronic mailing lists were created to enhance communications with liaisons, monitors and members of Education governance groups.

11. Exhibits and Presentations

    Dr. Jill Reich and staff from the Science Directorate met with regional association executive boards to provide updates on both Directorates activities and to solicit feedback regarding ways in which they can be helpful. The Directorates continue to work together to expand outreach to regional conferences in 1998.

    The Education Directorate exhibit booth will be at the 1998 APA Convention in San Francisco with current information for students and members in addition to on-line demonstrations of the Education Directorate Web pages and an opportunity to support education advocacy.

12. Expanded Use of Electronic Communications

A needs assessment survey for students and faculty went on the Education Directorate's home page on the Internet in early 1997. In January 1998 an analysis of the responses was prepared and currently may be viewed on the Directorate's website. Communications staff are developing a follow-up plan of action to respond to constituent needs.

The Education Directorate Web page contains information for students at all levels, faculty, continuing education offerings, accredited programs, the application of psychology to education and frequently asked questions in psychology education. In addition, it provides links to other sections of the APA Web site and to related professional and educational organizations. Directorate staff are continually updating and revising designs of the presentation of materials for the Web page as well as further conceptual development of the information.

13. Products and Services Available

The Directorate makes available a variety of products and services for the Education community. Students and prospective students can find resources for picking a school and planning an academic career. Career planning information for students is provided online and in print through the booklet Psychology/Careers for the Twenty-/First Century. The Directorate's publication Getting into Graduate School provides step by step tips for undergraduate students who are considering going to graduate school also available in convenient print and online versions. Psychology Teacher Network (PTN) continues to expand its readership, now reaching more than 3,000 teachers of psychology and other interested parties. The Learner Centered Psychological Principles is now on-line and in print to provide teachers further access to psychology in the education arena.

Education Advocacy activities

• Public Health Service Act (PHSA) - The APA Education Advocacy legislative initiative to gain greater access to Title VII, Health Professions Programs, first began in 1994 during the second session of the 103rd Congress when the authorization for these programs expired. During this six-year period, a number of bills have been drafted and, in each one, psychology has made significant gains over current law. These gains are now reflected in the Bureau of Health Professions' efforts to include psychology and other behavioral and mental health professions (as an interdisciplinary approach to health care) in as many health professions programs as possible, including those not authorized but established with discretionary funds. Although not yet certain, after almost six years of attempts to pass legislation, it is expected that new authorization will be enacted before the 105th Congress draws to a close. Developed by Senator Frist (R-TN), Chair of Labor and Human Resources' Subcommittee on Public Health, the Health Professions Education Partnership Act of 1998 (S.1574) has been voted out of Committee and is expected to go to the Senate floor any day. [The House Commerce Committee, which has a broader agenda and no time to consider this issue, intends to accept the Senate bill as passed and bring it to the House floor before the close of this Session.] With the support of Senator Frist's staff, psychology has gained eligibility in the following new or revised programs: Minority & Disadvantaged Health Professions Grant Program (Centers of Excellence, Scholarships for Disadvantaged Students, Loan Repayment for Minority Faculty, and Educational Assistance Regarding Undergraduates); Interdisciplinary Community-based Linkages (Geriatric Education Centers; Rural Interdisciplinary; and Allied Health & Other Disciplines); Health Professions & Public Health Workforce (Public Health Workforce Traineeships in Severe Shortage Disciplines). In addition the following two technical amendments were included: clarification that psychology is eligible for the National Health Service Corps, which is authorized under Title III (to be considered for reauthorization in the 106th Congress); and changing the term "clinical psychology" to "health service psychology", because "clinical psychology" has been narrowly interpreted by some federal agencies to inappropriately exclude counseling, school and other practicing subfields. Unfortunately the very influential medical community was able to block the eligibility of psychology in the programs to "Train Primary Care Physicians and Dentists" and "Area Health Education Centers (for physicians and nurses) and in Senator Kennedy's programs: "Geriatric Training for Physicians and Dentists" and "Geriatric Faculty Fellowships" and in the public health programs: "Public Health Training Centers", "Public Health Traineeships", "Preventive Medicine & Dental Public Health" and "Health Administration Traineeships." It is important to note that the medical community was aided in their efforts to block access to the primary care program and the public health programs by dismal funding prospects. Even the President's budget has these programs slated for flat funding at $291 million for the third year in a row, which is considered in actual terms as a decrease in funding. As a result, Education policy staff will continue to participate in a coalition of health professionals made up primarily of physician, nursing, and dental groups, to advocate for increased funding for these programs.
• Higher Education Act (HEA) - Education policy staff with the assistance of APA consultant Ellin Nolan lead the field in advocating for graduate students. In fact, in the early stages of reauthorization, lawmakers considered whether to eliminate whatever federal aid existed for graduate students and focus their attention on helping students obtain a baccalaureate degree. Education policy staff has had three goals for the reauthorization of HEA: 1) Gain increased support of lawmakers for federal funding of graduate students; 2) Gain access of psychology graduate students (practice and science) to as many federal programs as possible; and 3) Gain the collaboration of One Dupont Circle, the powerful higher education crowd, for the inclusion of psychology in current programs for graduate students, even though they were not likely to enjoy an increase in funding. The first two goals, the most important, were realized: increased federal support for graduate students; and psychology access to federally funded education/training programs. However, the third goal, to gain support of One DuPont Circle, was not achieved. The Higher Education community wanted to maintain the status quo and, thus, opposed adding psychology to the list of eligible disciplines for the proposed program that combines GAANN and Javits. Nevertheless, having gained federal support for graduate study, the primary focus became increasing federal support for psychology graduate students in Title IV, the general financial assistance programs (primarily for undergraduates), Title IX, the graduate aid programs and Title X, financial aid for minority science and engineering students. The majority and minority Education & Labor Committee Staff worked as a team to create the House Higher Education bill, H.R. 6 (Higher Education Amendments of 1998), which was waiting for the resolution of interest rates before going to the floor. The House Education Committee staff successfully championed the APA recommendations that included: Ensuring eligibility for Graduate Internships and Research Assistantships in the Federal Work Study Program which was funded at $830 million for FY 1998 and is expected to enjoy a considerable increase for FY 1999; Ensuring eligibility in the Graduate Aid Program, which is a combination of the GAANN, Javits, and PRHFP and which was funded in FY 1998 for $70 million; Adding the behavioral sciences to the Minority Science and Engineering Improvement Program (MSIP) and expanding it to include graduate study, funded at $5 million for FY 1998; and Listing psychologists in public service as eligible for the Perkins Loan Cancellation Program. Most of the APA recommendations championed by Senator Wellstone (D-MN) were included in the Senate bill, S. 1882 (Reauthorization of the Higher Education Act of 1998). It is expected that the two remaining issues will be accepted in Conference. APA Education Policy staff gained the support of the influential Hispanic coalition and the House Hispanic Caucus for the Conference.

Once Congress passes the final legislation, APA policy staff will begin to work with departments of psychology to assist them in obtaining the new funds available for their graduate students in practice and science subfields.

• National Health Service Corps (NHSC) - Education Policy staff is preparing for reauthorization of the National Health Service Corps in another year. It is the goal of APA to expand the participation of psychologists in the Loan Repayment Program and to gain access for psychologists in the Scholarship Program. In addition, for the first time, it is expected that APA recommended Report Language, which calls for specific funding, will likely be included in the FY 1999 Labor-Health & Human Resources-Education Subcommittee Appropriations bills (of both Houses). The Report Language, which has the support of the Director of the National Health Service Corps, calls for $500,000 to be made available to state partners needing supplemental funds to support behavioral and mental health positions. In addition, there is a request that approximately $3.5 million of the $440 million funding for the Community and Migrant Health Centers be used to hire staff to meet the behavioral/mental health needs of their patients.

  At the agency level, it is now the fourth year that APA Education Policy staff, with the assistance of APA consultant Mike Hall, have worked with the National Health Service Corps to increase the number of psychologists participating in its Loan Repayment Program (i.e., providing services in community and migrant health centers located in designated shortage areas). Although mental health was one of three categories of health professionals needed in underserved areas, only a handful of behavioral/mental health professionals were enrolled -- and none were psychologists. Now with the help of Gil Hill, Practice Directorate, interested psychologists are being matched to sites requesting behavioral/mental health professionals, and the number of psychologists participating has increased from zero to twenty. Unfortunately, the rate of the match is for the most part impeded by limited funding. [In the last few years, Congress has chosen to increase funding for health research and off-set these increases by reducing funds for health service delivery programs.] Despite these and other challenges, Education advocacy efforts have resulted in: 1) Assignment of staff position for behavioral mental health issues in NHSC; 2) Development of promotional materials and technical assistance for placement of psychologists; 3) APA Participation in (invitation only) NHSC 25th Anniversary Conference; 4) Initiation of pilot program with state health and mental health administrators to place psychologists (and other mental health professionals).(from zero to twenty)

• Indians-Into-Psychology Program (INPSYCH) - Funding began in 1995 with the minimal sum of $20,000 from reprogrammed monies in the Indian Health Service. Later in 1996 a small appropriation of $200,000 was approved. Over the last two years the funding has increased to $600,000, but still far below the $2 million target. Nevertheless, INPSYCH funding supports a handful of programs at the University of North Dakota, the University of Montana, and the University of Oklahoma. Unfortunately, in spite of the assistance of Senators Conrad Burns (R-MT) and Pete Domenici (R-NM), it does not appear that additional programs will be funded nor does it appear that funding for this program will be increased in the immediate future. In fact, it is expected that FY 1999 will be another year in which the Indian Health Service receives significant budget costs. Consequently, the goal is to maintain this small, but vital program at current funding.
• Office of Educational Research and Improvement (OERI) - Education Policy staff, along with a small coalition, has continued to advocate for increased funding for educational research. Unfortunately, even though there is an emphasis in Congress on funding research, educational research is not included. The President requested significant amounts of funding for new educational programs (or those on his priority list) but OERI=s core educational research programs was not among them. The Office of Educational Research and Improvement (OERI) research programs received $53.8 million in FY 1998, which was approximately the same amount as in FY 1997 and 1996. The President is requesting this same amount for FY 1999, which would support only between 35 and 50 new and on-going field-initiated studies (FIS) out of 11 research centers. Obviously, this implies no growth in the FIS program for a number of years. At the same time, funding for statistics and assessment have steadily increased over the last few years, indicating broad-based support for information on how our students are doing. The President did request $50 million for FY 1999 to support a new Interagency Education Research Five-Year Initiative. Acting in partnership, the Department of Education and the National Science Foundation would bring together experts from various disciplines for the purpose of developing large-scale research studies on classroom-based strategies for improving teaching and learning. However, it is not likely that Congress will agree to fund this proposal.

  Notwithstanding efforts by the coalition to meet with members of Congress to share information on what OERI has accomplished and how it has effected their constituents, no Congressional "champions" have emerged in the last few years. The coalition is more optimistic this year that educational research will be one of the priorities for a few Senators and Representatives. Unfortunately, the effects of federally funded educational research are indirect. Consequently, these federal programs are not fully appreciated, even though such research would be impossible to accomplish at the state or local level. Nevertheless, with the addition of new APA Education Advocacy staff this Fall, it is anticipated that Education Policy staff will have more time to devote to this issue and take a leadership role in the coalition advocating on behalf of OERI.

• Grassroots and Advocacy Training - Education Policy staff, on behalf of the Public Policy Office, has assumed responsibility for soliciting support for APA's advocacy initiatives from psychology graduate students. Education's Advocacy staff has also spearheaded training for these APA members in grassroots activities. In the past, training has occurred at APA headquarters in Washington, D.C., and at the Annual Convention. For the first time this year, however, training was conducted at the joint Western and Rocky Mountain Psychological Association meeting held in Albuquerque. In addition, efforts to enlist psychology graduate students for the Public Policy Advocacy Network (PPAN) are on going. Psychology students continue to play an instrumental role in Education advocacy initiatives by writing, calling and meeting with their Congressional delegations.

For more information about these and other Education Advocacy initiatives, please contact Nina G. Levitt or visit the APA/PPO Website.