Education for Quality Assurance

Abstract

The author’s involvement with the quality assurance of psychological services in a number of settings since the mid-1960s has led to his conviction that psychology students must be introduced to the concepts and practice of quality assurance throughout their training. Without such an introduction, only the most watered-down or self-serving service-quality assurance system is likely to emerge because of the political and self-centered interests of many practicing psychologists. The author’s 7 years of experience with the American Psychological Association (APA) CHAMPUS peer-review system have reflected the confusion and the lack of knowledge and experience that practicing psychologists have of peer review and quality assurance concepts. The APA still has no coherent policy on quality assurance, nor on peer review. Similarly, reflecting their APA/CHAMPUS experience, Shueman and Troy (1982), in addressing quality assurance, concluded that

to be successful, psychologists must be introduced to such procedures early in their graduate training programs. Accountability procedures must become an integral part of the professional preparation of psychological service providers so that they will have the experience necessary to practice accountability and they will accept the necessity for such procedures. (p. 64)

The author, with faculty support and contributions, has directed an effort to introduce the concepts related to quality assurance and quality assurance activities as part of a doctoral training program in clinical psychology. This chapter summarizes the major areas of the curriculum that are part of this effort.