The educational enterprise is not notable for a wealth of research or a strong theoretical base. It is especially ironic that this is true for psychology education as well. The observations in this chapter are thus based not on research but on almost 25 years of involvement in graduate school and internship program development in clinical psychology and on almost 15 years of involvement with psychology program evaluation through the American Psychological Association (APA), its Education and Training Board, and its Accreditation Committee.
KeywordsHuman Service Program Evaluation American Psychological Association Applied Psychology Academic Freedom
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