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This article is part of a special issue of the American Psychologist celebrating the American Psychological Association's (APA's) 125th anniversary. The article reviews the last quarter century (1991-2016) of accomplishments by psychology's education and training community and APA's Education Directorate. The purpose is to highlight key trends and developments over the past quarter century that illustrate ways the Directorate sought to advance education in psychology and psychology in education, as the Directorate's mission statement says. The focus of the Directorate has been on building a cooperative culture across psychology's broad education and training community. Specifically APA has (a) promoted quality education-from prekindergarten through lifelong learning, (b) encouraged accountability through guidelines and standards for education and training, and (c) supported the discovery and dissemination of new knowledge to enhance health, education, and well-being. After identifying challenges and progress, the article discusses the future of the field of psychology and the preparation of its workforce of tomorrow. (PsycINFO Database Record, ((c) 2017 APA, all rights reserved).)

At the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology, the Scientific Foundations and Research Competencies Work Group focused on identifying how psychologists practice scientifically. This article presents the subcomponents associated with the core competency of scientific practice. The subcomponents include: 1). access and apply current scientific knowledge habitually and appropriately; 2). contribute to knowledge; 3). critically evaluate interventions and their outcomes; 4). practice vigilance about how sociocultural variables influence scientific practice; and 5). routinely subject work to the scrutiny of colleagues, stakeholders, and the public. In addition, the article briefly discusses how the depth of training for and assessment of each subcomponent will vary by training model. Implications and future directions for individual psychologists, training programs, and the profession are discussed. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist., (Copyright 2004 Wiley Periodicals, Inc.)

Scholars representing the field of psychology were asked to identify what they considered to be the most exciting and imaginative work currently being done in their field, as well as how that work might change our understanding. The scholars included Susan Blackmore, Nadya Fouad, Jerome Kagan, Stephen Kosslyn, Michael Posner, and Robert Sternberg. Scholars representing educational technology were asked to reflect upon implications for our field. They included Marcy Driscoll, Xun Ge, and Patrick Parrish.

Ten scholars in vocational psychology identified strengths, weaknesses, opportunities, and threats in a 2001 issue of the Journal of Vocational Behavior. This article reviews the state of the field in 2001 and then identifies to what extent the strengths and concerns have changed in the past two decades. While the field continues to have a strong theoretical and empirical tradition, old concerns about insularity, methods used to examine research questions, gulfs between science and practice, and turf wars remain a serious threat to the field. We outline the nature of these concerns and propose recommendations from the literature to these concerns. [ABSTRACT FROM AUTHOR]

The living editors of The Counseling Psychologist provide reflections on their editorial terms to commemorate the 50th anniversary of the Journal. They recall their vision for the Journal and include noteworthy accomplishments and changes during their terms. Two members of The Counseling Psychologist 's 50th Anniversary Committee provided retrospective accounts for editors Fretz and Stone. [ABSTRACT FROM AUTHOR]

Self-care is a critical component and considered a core foundational competency for doctoral students in the field of psychology. It is an ethical imperative to maintain adequate self-care to prevent burnout and negative outcomes to those receiving health-care services. Self-care is also related to the professional values of psychology, specifically, beneficence and nonmaleficence. However, little research has explored the topic. One reason that may contribute to the scant research is the lack of a valid tool to measure self-care behaviors. In the first study, we developed and validated a self-care instrument with 232 doctoral students in programs accredited by the American Psychological Association across different stages of the developmental trajectory. A pilot study (n = 28) provided feedback on item content and suggestions for improvement. In the second study, the refined self-care instrument, the Self-Care Behavior Inventory, was used, along with the Maslach Burnout Inventory-Human Services Survey (Schaufeli, Leiter, & Maslach, 2009), the Perception of Competence Scale (Williams & Deci, 1996), the Flourishing measure (Diener et al., 2010), and the Contributors to Distress measure (Carter & Barnett, 2014). Exploratory factor analyses revealed a 3-factor model with Cognitive-Emotional-Relational, Physical, and Spiritual components underlying the construct of self-care. Limitations of the present study and implications for training programs and trainees are discussed, as are suggestions for future research. [ABSTRACT FROM AUTHOR]

The author offers a critique on current counseling psychology research from her perspective as a US counseling psychology researcher and editor. She notes that unless something happens to change the trajectory, future US counseling psychology research will be open to the same criticisms. She summarizes counseling psychology values and argues that counseling psychology research reflects those values. She then identifies five ways that counseling psychology could be different in the future by: building theory-based research, embracing diversity of populations, research questions and methodologies, informing (and being informed) by other psychological disciplines, and informing policy and practice. [ABSTRACT FROM PUBLISHER]

Competency-based education (CBE) is a model that guides the educational process toward acquisition of the knowledge, skills, and attitudes needed for effective professional practice in service of the public. Increasingly adopted by medicine and other professions, the CBE model involves establishing competency goals, developing curricula and other experiences designed to help students reach these goals, integrating instruction in the full range of competencies throughout the educational sequence, guiding and evaluating student learning through ongoing assessment of competence, and revising courses and activities in light of student competence outcomes. Included in a full CBE model are attention to unintended learning outcomes (the "hidden curriculum") and to areas not covered (the "null curriculum"), and efforts to promote education based on individual student learning trajectories as opposed to set courses or number of hours. Within professional psychology, we suggest that APA accreditation is aligned with a version of the CBE model; and significant progress has been made in identifying and measuring professional competencies. However, these are merely tools that can help training programs implement a broader CBE educational model that we contend has not been widely realized in professional psychology. This article reviews CBE and its application in medicine, discusses the benefits and criticisms of CBE, and considers what a fuller realization of CBE would look like in professional psychology training programs, including graduate programs, practicum, internships, and postdoctoral settings. [ABSTRACT FROM AUTHOR]

This study investigates burnout and work engagement in layoff survivors. Layoff survivors are defined as individuals who remain working at organizations that have recently had layoffs. Job demands (job insecurity and work overload) and job and personal resources (social support, optimism, career adaptability, and career management self-efficacy) are examined as predictors of burnout and engagement. The sample consists of 203 adults currently working at organizations that downsized within the past year. As hypothesized, job demands had positive relationships with burnout, while social support, optimism, and career management self-efficacy had positive relationships with engagement. Contrary to hypotheses, career adaptability was not positively related to engagement. Engagement also mediated the relationships between several resources and burnout. This study makes a unique contribution to the literature, as little research has examined personal strengths of layoff survivors, in addition to job characteristics. [ABSTRACT FROM PUBLISHER]

This report addresses the strong need for practical applications of the comprehensive Competency Benchmarks document (Fouad et al., 2009) for training in professional psychology. A workgroup extended the efforts of the original Benchmarks Workgroup, creating a condensed, flexible, and practical competencies rating form for use by educators, supervisors, and trainees. The form reorganizes the original Benchmarks to promote clarity, consistency, and functionality in everyday use. Plans for a Web-based version are discussed. These efforts are intended to advance the culture of competence in professional psychology (Belar, 2009). [ABSTRACT FROM AUTHOR]

In this study, the question of whether using slightly illusionary, positive attributions of self, control, and meaning (e.g., cognitive adaptation theory), in the face of disconfirmatory evidence, facilitates quality of life in late-stage cancer patients was examined. Eighty late-stage cancer patients (Mean age = 59.7, SD = 12.5; 48.8% male, 51.2% female; varying cancer diagnoses) who recently failed or refused first line anti-neoplastic treatment completed questionnaires assessing meaning, control, self-esteem, and optimism, as well as physical and psychological quality of life. Findings suggest that greater self-esteem, control, and meaning predicted physical and psychological quality of life, with physical quality of life being influenced by control beliefs and psychological quality of life influenced by self-esteem. Optimism independently predicted physical quality of life and neither mediated nor moderated the relationship between cognitive adaptation and quality of life. Findings suggest that slightly positive, illusionary beliefs of self, control, and meaning predicted quality of life even in the presence of clear, disconfirmatory environmental evidence. [ABSTRACT FROM AUTHOR]

Individuals make choices in, and adjust to, a world of work that is often a moving target. Because work is so central to human functioning, and transitions in and out of work can have major mental health repercussions, the authors argue that applied psychologists in health services need to understand those transitions. This article focuses on the different types of transition throughout a person's working life and the resources needed at different stages to ensure the success of these transitions. The authors start by examining the roles of capability and adaptability in supporting and facilitating adjustment to work transitions and their relation to identity development. They then examine the role of social and institutional contexts in shaping work transitions and their outcomes. The authors focus on voluntary versus involuntary transitions and then broaden the lens in discussing the policy implications of research on work transitions. [ABSTRACT FROM AUTHOR]

Discusses a study which examines the vocational interests among members of the same racial/ethnic group in the U.S. who differ in age, educational level and professional attainment. Student samples of African Americans, Asian Americans, European Americans, Hispanic Americans, and American Indians; Between-groups differences in the Strong Interest Inventory.

Looks at the oral history of counseling psychology. Importance of understanding the history of psychology; Role of oral history in the field of counseling psychology; Individuals who have contributed to counseling psychology featured in the May 2000 issue of `The Counseling Psychologist' journal.

Examines the validity and reliability of the Middle School Self-Efficacy Scale, a measure of self-efficacy, outcome-expectancy and intentions and goals in career decision making or mathematics and science. Failure of previous intervention efforts to encourage racial and ethnic minority and female entrants entry into mathematics and science; Targeted school for the analysis.

Presents an interview with Dr. Lenore White Harmon regarding counseling psychology in the United States. List of selected publications; Reaction of daughter Katie to the way she was raised; Childhood; College education; Work history; Research work; Professional associations and contributions; Important influences; Influencing others.

Researcher Donald Super wrote his first book in 1939. More than 50 years later, he is still writing and making substantial contributions to the field of vocational psychology. The article "Developmental Career Assessment and Counseling: The C-DAC Model," written for "Tests and Assessment" in this issue of the "Journal of Counseling & Development" is a major link between Super's developmental theory and career counseling. This link is much needed and will be greatly appreciated by practitioners and researchers alike. This reaction article makes a brief attempt to describe the contribution of developmental theory to vocational psychology and the contribution made by this model of developmental counseling. Super opened the first issue of "The Counseling Psychologist" with a history of vocational development theory and a forecast of what the theory would resemble in 1988. Although the developmental theorists are commonly acknowledged as responsible for moving attention away from trait-factor models of career choice and career counseling, Super viewed himself as combining both differential psychology and developmental processes into one cohesive whole.

During the past 10 years, professional psychology has embarked on a major effort to reconceptualize its training model, shifting from a focus on the number of hours spent acquiring knowledge or skills to a "culture of competence" that emphasizes demonstrated competence in specific domains of knowledge and skills. The two commentaries in this special section describe recent attempts to define a set of core competencies that are comprehensive enough to be useful, but simple enough to be used. This article provides two commentaries on these two articles, one from the point of view of regulators and the other from educators. The concluding section provides an integrated set of recommendations for moving toward a shared set of core competencies for all levels of professional psychology [ABSTRACT FROM AUTHOR]

A "toolkit" for professional psychology to assess student and practitioner competence is presented. This toolkit builds on a growing and long history of competency initiatives in professional psychology, as well as those in other health care disciplines. Each tool is a specific method to assess competence, appropriate to professional psychology. The methods are defined and described; information is presented about their best use, psychometrics, strengths and challenges; and future directions are outlined. Finally, the implications of professional psychology's current shift to a "culture of competency," including the challenges to implementing ongoing competency assessment, are discussed. [ABSTRACT FROM AUTHOR]