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Training models in professional psychology education: a literature review
Journal article   Peer reviewed

Training models in professional psychology education: a literature review

Anrilia E M Ningdyah, Edward Helmes, Claire Thompson, Garry Kidd and Ken Greenwood
Anima Indonesian Psychological Journal, Vol.31(4), pp.149-159
2016
DOI: https://doi.org/10.24123/aipj.v31i4.574
url
http://www.anima.ubaya.ac.id/index.php?menu=articles&eid=1476744014&actsub=yes&eidsub=1491650602View
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Abstract

Psychology professional psychology training model psychology curriculum psychologist
Intense debate on training models used in professional psychology education, including dis-cussion on the specific training models most appropriate for educating future psychologists is far from finished. The authors reviewed articles discussing training models including re-sults of empirical studies in professional psychology programs, which were published in se-veral psychology journals databases (1949 to 2014). The authors have identified (a) the sci-entist-practitioner; (b) the practitioner model and its derivatives; (c) the clinical-scientist; and (d) the competency-based models. This article also outlines the historical development of each model and a consideration of the main principles espoused by each training model. It seems that discussion on the concept of training models and empirical studies on how these mo-dels are used in professional psychology programs outside the context of Western countries, is rare. Thus, this review could serve as a theoretical foundation for the implementation of a study aimed at filling the gap in the discussion of professional psychology program curri-cula, including the training models used, especially in other contexts than the Western.

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