Evaluation and Accountability in Training for Professional Psychology

An Overview
  • Lee Sechrest
  • Daniel M. Chatel


Psychology has reached a point in its development at which it is desirable, possible, and even necessary to evaluate its education and training activities and requirements. Especially in the health service areas of psychology, professional psychologists are demanding considerable trust from their clientele and the public when they offer and advertise their services, make claims on public and private insurance monies, and profess to do good and no harm. All professions, including psychology, should realize that it is irresponsible to forgo careful evaluation of the hypothesis that the education and training prescribed result in competent and ethical practitioners. Part of the definition of a strong profession is that it requires tangible, technical skills that produce demonstrable results and can be taught and that it can demonstrate specific ways that its education and training are related to the competent delivery of its “product.” This is the present, and formidable, task of professional psychology. In a sense, the term psychologist is like a trademark of a specific brand of products and services (assessment, psychotherapy, etc.) whose association with the quality of services must be demonstrated if the trademark is to have any value.


Training Program American Psychological Association Clinical Psychologist Critical Incident Clinical Competence 
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Copyright information

© Plenum Press, New York 1987

Authors and Affiliations

  • Lee Sechrest
    • 1
  • Daniel M. Chatel
    • 1
  1. 1.Department of PsychologyUniversity of ArizonaTucsonUSA

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