Whereas it is an ethical obligation for psychologists to undertake ongoing efforts to develop and maintain their competence (American Psychological Association, APA, 2017, p.5);
Whereas the Association of State and Provincial Psychology Boards (ASPPB) describes continuing professional development as a “professional and ethical obligation of every psychologist” (Association of State and Provincial Psychology Boards, 2014; p.3);
Whereas the American Psychological Association defines continuing education as "an ongoing process consisting of formal learning activities that 1) are relevant to psychological practice, education, and science; 2) enable psychologists to keep pace with the most current scientific evidence regarding assessment, intervention, and education as well as important legal, statutory, or regulatory issues; and 3) allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession" (APA, 2015; p.2);
Whereas continuing professional development represents a variety of professional interactions, activities, roles, and responsibilities that allow for opportunities for psychologists to engage in learning, to become aware of changes in the field of psychological science, and enhance interdisciplinary understanding; formal continuing education is an integral part of continuing professional development (Institute of Medicine, 2010; Minniti, Chappell, Regnier & Travlos, 2019; Neimeyer, Taylor, Wear, & Linder-Crow, 2012);
Whereas the durability of knowledge in professional psychology diminishes over a short amount of time (Neimeyer et al., 2012; Neimeyer et al., 2014);
Whereas the goals of both continuing professional development and continuing education programming share a focus on enhanced learning and consumer protection ASPPB, 2014; Washburn et al., 2019);
Whereas competency-based education and training, as well as the assessment and documentation of maintenance of competence, are expected across interdisciplinary, educational, and healthcare contexts (Belar, 2012; Breytenback, Ham-Baloyi & Jordan, 2017; Institute of Medicine, 2010);
Whereas the American Psychological Association has adopted a resolution to advocate for psychology as a STEM discipline (APA, 2010, 2011b), continuing professional development and continuing education need to be consistent with a scientific, evidenced-based approach to facilitating continued learning and integration of new learning into psychologists' performance in their professional workplace;
Whereas the American Psychological Association has defined evidence-based practice in psychology (EBPP) as the "integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences" (APA, 2021a; APA Presidential Task Force on Evidence- Based Practice, 2006);
Whereas commitments to accountability and to improvement are cornerstones of an evidence-based approach (Institutes of Medicine, 2010; New Leadership Alliance for Student Learning and Accountability, 2012; Wise et al., 2010);
Whereas independent evaluation and verification of continuing professional development and continuing education are vital to enhancing consumer confidence and to demonstrating the link between ongoing professional development and professional competence (Langendyk, 2006; Neimeyer et al., 2012; Roediger & Karpicke, 2006; Wise et al., 2010);
Whereas there exists a well-developed literature in psychological science and education that can inform programs of professional learning and the design of learning environments (Bransford, Brown, & Cocking, 2000; Paas & Kester, 2006; Washburn et al., 2019);
Whereas the American Psychological Association recognizes that psychologists “rarely receive adequate education or training in disability issues” and has established guidelines for assessment and intervention with persons with disabilities (APA, 2022; p.2);
Whereas the American Psychological Association has established race and ethnicity guidelines that aim to address the persistent inequalities among different races, ethnicities, and cultural backgrounds in the US (APA, 2019);
Whereas the American Psychological Association’s Race and Ethnicity Guidelines specifically urge educators to: (1) “develop inclusive curricula, which should be comprehensive, supportive and take a strengths-based approach to the issues facing traditionally marginalized populations,” (2) “promote critical thinking and awareness, including cultural humility, or a commitment to continual learning and examination of one’s own beliefs about culture, race and ethnicity,” and (3) “instill in their students and trainees clinical skills to help them serve diverse populations” (APA, 2019);
Whereas the APA Council of Representatives has adopted a resolution on equity, diversity, inclusion, and accessibility in quality continuing education and professional development and instructed the Board of Educational Affairs to “integrate these principles into all policy regarding the continued professional development and continuing education of psychologists” (APA, 2023; p.2);
Therefore
Be it resolved that the APA Council of Representatives adopts as American Psychological Association policy the following principles of quality professional development and continuing education, and instructs the Board of Educational Affairs to integrate these principles into all policy regarding the continued professional development and continuing education of psychologists:
- Quality continuing professional development activities and continuing education programs should be dedicated to an evidence-based approach with content substantiated by the empirical literature (APA, 2015; Taylor, Neimeyer, Bedwell, Leach, Liese, Minniti, Penberthy, Philip, Segura, & Simonian, 2019; Washburn et al., 2019).
- Quality continuing professional development and continuing education activities should be founded on science-based education methods (APA, 2015; Grus & Rozensky, 2019; Institute of Medicine, 2010; Stuart, Tondora, & Hoge, 2004; Washburn et al., 2019; Wise et al., 2010).
- Quality continuing professional development and continuing education should be developed with a systematic focus on diversity and diversity related topics, incorporate viewpoints from scholars from diverse backgrounds, be committed to cultural humility, and address the needs of underrepresented populations (2014, 2015, 2019, 2021b, 2022; Bell, Bern-Klug, Kramer & Saunders, 2010; Kachani, Ross & Irvin, 2020).
- Quality continuing professional development and continuing education includes evaluation of a learning experience in relation to the learner and the instructor, and the assessment of its outcomes, including verification of the completion of the activity (APA 2015; Langendyk, 2006; Neimeyer et al., 2012; Roediger & Karpicke, 2006; Wise et al., 2010).
- Quality formal continuing education is necessary for the entirety of psychologists’ professional career, given the diminishing durability of knowledge in professional psychology (Neimeyer et al., 2012; Neimeyer et al., 2014).
- Quality formal continuing education is a central component of continuing professional development for psychologists and is an important mechanism for documenting the continued professional development expected in the evolving health care system (Belar, 2012; Neimeyer, Taylor, & Wear, 2009, 2010; Wise et al., 2010).
- Quality continuing education programming should build upon a completed doctoral program in psychology, and include introductory to advanced course sequencing to meet the needs of psychologists across the lifespan of their careers (APA 2015; Metcalfe & Kornell, 2005; Van Merrienboer, Jeroen, Pass & Kester, 2006; Wise et al., 2010).
- Quality continuing education programming incorporates presenters with expertise in the program content (Stuart et al., 2004), and should include the direct input of psychologists into all phases of the decision making and program planning process (APA, 2015). Quality continuing education programming includes multiple teaching methods to enhance retention and the translation of new learning into practice or other professional activities (APA, 2015; Bransford et al., 2000; Breytenbach, Ham-Baloyi, & Jordan, 2017; Graesser, Olde, & Klettke, 2002).
- Quality continuing education programming includes multiple teaching methods to enhance retention and the translation of new learning into practice or other professional activities (Bransford, et al., 2000; Graesser, Olde, & Klettke, 2002).
- Quality continuing professional development and continuing education should be accessible to all psychologists, including persons with disabilities (APA, 2015).
- Quality continuing education includes a focus on the active engagement of the learner (Bransford et al. 2000; Graesser et al., 2002; Knapp & Sturm, 2002; Lock, 2015).
- Quality continuing education makes a clear connection between program content and the application of this content within the learner's professional environment (APA 2015; Craig, Sullins, Witherspoon, & Gholsohn, 2006; Hakel & Halpern, 2005; Institute of Medicine, 2010).