Clinical Psychology Education and Training: Commentary on Kenkel et Al. and Linden et Al

By Arnett, John L. | Canadian Psychology, November 2005 | Go to article overview

Clinical Psychology Education and Training: Commentary on Kenkel et Al. and Linden et Al


Arnett, John L., Canadian Psychology


Abstract

Despite general acceptance of clinical psychology as a broadly based health-care discipline, many graduate programs in clinical psychology have been slow to change from their continued primary focus on mental health education and training. The two papers in this Special Section clearly articulate the compelling rationale for clinical psychology's full participation in all aspects of health, and provide a variety of creative ideas and initiatives regarding current and future educational reform. Interestingly, neither paper focused on the considerable research literature that already exists on graduate education reform and hence I have briefly outlined some of this work here. After reading the papers in this Special Section, I found myself agreeing with much of what was said and disagreeing strongly with some ideas. I also found myself sensitized to the notion that as educational reform proceeds, psychologists need to be vigilant to ensure that they maintain their own unique identity without drifting toward adopting key aspects of the identities of other professions.

The papers by Kenkel, DeLeon, Mandell, and Steep (this issue) and by Linden, Moseley, and Erskine (this issue) serve as excellent examples of the creative thinking that is required to modernize and update the education and training of clinical psychologists and the graduate education curriculum. Pretending that all is well and continuing to largely ignore the need to reform graduate education and training is no longer an option if psychology is to maintain public support over the long term.

Kenkel et al. and Linden et al. both acknowledge that clinical psychology is transitioning from being a largely mental health profession to a broader health discipline that encompasses both mental and physical health. These authors also understand that this is not an easy transition for many psychologists. However, the silver lining in this scenario is that in order to fully accomplish the shift, psychologists will need to collaborate much more with other health professionals and this will greatly enhance their involvement in multidisciplinary education, training, and research. This will serve psychology well in the future.

Kenkel et al. and Linden et al. are in good company with respect to arguing for the need for change in psychology graduate education. Indeed, considerable thought and work on educational reform has already been done by distinguished psychologists. Irwin Altman (1996) noted that historically the academic community has generally met the needs of society while at the same time appropriately protecting its academic freedom and independence. However, Altman also pointed out that curriculum revision has been more difficult over the last few decades, and cited the work of Boyer and Hechinger (1981) who observed that the academic community devotes too little attention to the needs of the community and to making curricula adjustments in order to address the needs of society. The clear implication is that, at its own peril, the academic community neglects educational reform aimed at meeting society's needs.

Today, chronic illnesses such as heart disease, cancer, diabetes (which are in substantial measure related to lifestyle factors and are, thus, in many instances preventable) lead to premature death and disability as well as poor quality of life for many Canadians. Yet clinical psychology graduate students in most accredited Canadian training programs are not typically required to learn about psychology's potential contributions to both the prevention and management of these and other general health problems. Indeed, the level of expertise required to properly educate and train psychology students in these areas likely does not currently exist in most psychology graduate schools in Canada. Thus significant collaboration with other university departments and community agencies is required if psychology graduate students are to be systematically and comprehensively educated and trained in these areas. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Clinical Psychology Education and Training: Commentary on Kenkel et Al. and Linden et Al
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.