Winners of APA Education and Training Awards at the 2013 convention
Award for Distinguished Contributions of Applications of Psychology to Education and Training
Halonen, a professor of psychology and dean of the College of Arts and Sciences at the University of West Florida in Pensacola, was honored for her unwavering commitment to the advancement of undergraduate education, her selfless contributions to the career development of uncountable numbers of new faculty, and her indefatigable efforts to advance the teaching of psychology at every opportunity and at every level. She has provided sustained visionary leadership in psychology education in her roles as department chair, dean, president of the Society for the Teaching of Psychology (STP), and chair of several important and highly influential STP and APA steering committees and task forces.
Award for Distinguished Contributions to Education and Training in Psychology
Rozensky is a professor in the Department of Clinical and Health Psychology at the University of Florida and a dynamic national advocate for quality education and training in psychology. This award recognizes his visionary leadership as chair of a Health Resources and Services Administration Advisory Committee that made federal health care policy recommendations and as chair of APA’s Board of Educational Affairs, Board of Professional Affairs, and Commission for the Recognition of Specialties and Proficiencies in Professional Psychology. In addition to founding the Journal of Clinical Psychology in Medical Settings, he led efforts to bring changes to APA’s Center for Workforce Studies and the APA Commission on Accreditation and developed a common definition of “specialty” and a new “taxonomy” for professional psychology.
APA/Psi Chi Edwin B. Newman Graduate Research Award
Williamson, a graduate student at UCLA, was honored for her outstanding research paper, “Does Premarital Education Decrease or Increase Couples’ Later Help-Seeking?” Her study of 2,126 married individuals determined that receiving premarital education covaried with an increased likelihood of receiving couples therapy. The association between receipt of premarital education and pursuing couples therapy was moderated by risk; the association was stronger for African-Americans and for individuals with lower incomes and less formal education. Encouraging the use of premarital interventions may increase the use of therapeutic interventions after problems arise, especially among high-risk populations. Thomas N. Bradbury, PhD, served as her faculty supervisor.