Psychology Education and Training A global perspective

Much of the psychological research in the last century has been conducted in the global North West; hence, many prevailing theories and methodologies reflect the philosophical framework and shared cultural knowledge of this region. Other world views and cultural contexts have, as yet, not had the same opportunity to develop scientific insights that come to the attention of global audiences. Psychology Education and Training is the first truly international effort to generate a framework for common standards in psychological education and training across the globe. Psychologists have long studied human beings in their socio-cultural context. New challenges such as globalisation and the relationship of the brain and behavior require that education and training keep pace with these rapidly evolving developments. The chapters in this book were generated by an international conference which resulted in the Dornburg Accord. While anchored in higher education, the focus is on the generative and translational psychological science needed to fulfill psychology’s responsibility to society. Psychology Education and Training is the first book of its kind to cover both historic strengths and the requirements of emerging fields. The book deals with balancing the universalities and cultural specificities of psychological processes, the adjustments to academic curricula required to support national needs, as well as the credentials and regulations required to assure the quality of psychological services. Psychology Education and Training is unique in providing initial data and concurrent assessment of various components of education and training in psychology across the globe. The book is a must for faculty members, advanced students of psychology and policy-makers who are interested in the issues that shape their societies.

1: Introduction. Rainer K. Silbereisen and Pierre L.-J. Ritchie, Psychology Education and Training: A Global Perspective. 2: Setting the Stage. 1. Martin Pinquart and Allan Bernardo, Results of the IUPsyS Survey on Psychology Education and Training Worldwide. Janak Pandey, Commentary on ‘Setting the Stage’. 3: International Framework for Psychology Education and Training (PET). 2. Ingrid Lunt, International Frameworks for Psychology and Training: A European Perspective. 3. Merry Bullock, International Frameworks for Psychology Education and Training: Overarching issues and principles. Rainer K. Silbereisen, Commentary on ‘International Framework for Psychology Education and Training (PET)’. 4: Implications of emerging areas for Psychology Education and Training. 4. Rocio Fernandez-Ballesteros, Implications of emerging areas for Psychology Education and Training: The case of Geropsychology. 5. Wolfgang Miltner, Implications of emerging areas for Psychology Education and Training: The case of Neuroscience, Psychophysiology, and Biological Psychology. Andreas Beelmann, Commentary on ‘Implications of emerging areas for Psychology Education and Training’. 5: Bridging Scientific Universality and Cultural Specificity in PET. 6. Oscar Barbarin, Psychology Education and Training: A perspective from the United States of America. 7. Kwang-Kuo Hwang, Psychology Education and Training: A Chinese Perspective. 8. Bame Nsamenang, Psychology Education and Training: An African Perspective. Pascal Huguet, Commentary on ‘Bridging Scientific Universality and Cultural Specificity in PET’. 6: Balancing Basic and Applied Research with National Needs in PET. 9. Lawrence Aber, Optimizing the relationship between basic and applied research for Psychology Education and Training. 10. Cheryl De La Rey, Basic and Applied Research in Psychology Education and Training: South Africa as a Case Study. Buxin Han, Commentary on ‘Balancing Basic and Applied Research with National Needs in PET’. 7: Quality Control and PET. 11. Victor Karandashev, Quality Control in Psychology Education and Training (PET): Views from around the World. 12. Judy E. Hall, Models for Quality Control in Psychology Education and Training: A North American Perspective. Ava D. Thompson, Commentary on ‘Quality Control and PET’: A Caribbean Perspective. 8: Roles and Responsibilities of International Psychology Organizations for PET. 13. José Peiro, Roles and Responsibilities of International Psychology Organizations in Improving Psychology Education and Training. 14. Regina-Maria Maluf, Improving Psychology Education and Training in Latin America: An overview. Tea Gogotishvili, Commentary on ‘Roles and Responsibilities of International Psychology Organizations for PET’.

Rainer K. Silbereisen is Research Professor of Developmental Psychology and Director of the Center for Applied Developmental Science at the University of Jena, Germany. He is Past-President of the International Union of Psychological Science (2012-2016). His main research interests are in human lifespan development from a biopsychosocial perspective and in the role of social and cultural change in positive and maladaptive human development.