Due to both the increase in the number and diversity of master’s level programs that are offered, and an increase in students interested in master’s level graduate study, there has been extensive growth in the number of students applying to and graduating from terminal master’s level programs in psychology. The Board of Educational Affairs believes that departments would find a set of guidelines (goals and outcomes) for master’s level education useful to help structure programs and provide high quality education. Recently, APA approved Guidelines for the Undergraduate Psychology Major 2.0. These guidelines provide general consensus regarding the goals and learning expectations of the undergraduate major. As such, BEA is forming a task force to develop guidelines for master’s programs in psychology.
The task force will develop a set of goals and learning outcomes that will:
- Be applicable to any subfield of psychology (e.g., neuroscience, cognitive, I/O, quantitative or clinical/counseling/school).
- Serve as a basis for departments and programs to create learning outcomes.
- Not prescribe any course or curriculum requirements, nor specific professional-based competencies associated with serving clients or applying psychological science.
- Not address or challenge the doctoral requirement for those licensed for independent practice of psychology, as set forth in the APA’s Model Licensure Act.*
- Carry out its work during 2014 and early 2016 via email and teleconferences, with one proposed meeting during 2014.
- Submit a draft document for BEA to review in fall 2015.
*APA recognizes the doctoral degree in psychology as the professional entry-level of education in the United States for those prepared to advance the science of psychology and its applications, including those licensed for independent practice as psychologists, as outlined in APA’s Model Licensure Act. Nothing in this charge will address or challenge the doctoral degree requirement for those licensed for the independent practice of psychology.