Twenty-first century education: Toward greater emphasis on context - Social economic, and educational

Journal of Clinical Psychology

Volumn 61, Issue 9, 2005, Pages 1121-1125

  Peterson, Roger L ^a  

^a ANTIOCH UNIVERSITY NEW ENGLAND   (United States)

Author keywords

Asocial professional psychology; Clinical psychology education; Interpersonal theory; Social constructionism

Indexed keywords

ACCREDITATION; CLINICAL PSYCHOLOGY; ECONOMIC ASPECT; EDUCATION PROGRAM; HUMAN; MEDICAL EDUCATION; MEDICAL SOCIETY; REVIEW; SOCIAL ASPECT; VOCATIONAL EDUCATION;

ACCREDITATION; COST-BENEFIT ANALYSIS; CURRICULUM; EDUCATION, GRADUATE; EDUCATION, PROFESSIONAL; FORECASTING; HUMANS; MODELS, EDUCATIONAL; PSYCHOLOGY, CLINICAL; SOCIETIES, SCIENTIFIC; SOCIOECONOMIC FACTORS; UNITED STATES;

EID: 26944439390     PISSN: 00219762     EISSN: None     Source Type: Journal    
DOI: 10.1002/jclp.20149     Document Type: Review

References (13)

1. American Psychological Association. (2003). Guidelines and principles for accreditation of programs in professional psychology. Washington, DC: Author.
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3. Gergen, K.J. (1999). An invitation to social construction. London: Sage.
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5. National Council of Schools and Program of Professional Psychology. (2005). Retrieved May 14, 2005, from http://www.ncspp.info/
6. Peterson, D.R. (1997). Educating professional psychologists: History and guiding conception. Washington, DC: APA Books.
7. Peterson, D.R., & Peterson, R.L. (1997). Ways of knowing in a profession: Toward an epistemology for the education of professional psychologists. In D.R. Peterson, Educating professional psychologists: History and guiding conception (pp. 191-228). Washington, DC: APA Books.
8. Peterson, R.L. (1992). Social construction of the core curriculum in professional psychology. In R.L. Peterson et al. (Eds.), The core curriculum in professional psychology (pp. 23-36). Washington, DC: American Psychological Association & National Council of Schools of Professional Psychology.
9. Peterson, R.L., & Rodolfa, E.R. (2000). Too many psychologists? Worrying about Robiner and Crew and worrying with them. Professional Psychology: Research and Practice, 31, 272-275.
10. Peterson, R.L., & Trierweiler, S.J. (1999). Scholarship in psychology: The advantages of an expanded vision. American Psychologist, 54, 350-355.
11. Peterson, R.L., McHolland, J., Bent, R.J., Davis-Russell, E., Edwall, G.E., Magidson, E., et al. (Eds.) (1992). The core curriculum in professional psychology. Washington, DC: American Psychological Association & National Council of Schools of Professional Psychology.
12. Peterson, R.L., Peterson, D.R., Abrams, J.C., & Stricker, G. (1997). The National Council of Schools and Programs of Professional Psychology educational model. Professional Psychology: Research and Practice, 28, 373-386.
13. Snyder, C.R., & Elliott, T.R. (2005). Twenty-first century graduate education in clinical psychology: A four level matrix model. Journal of Clinical Psychology, 61, 1033-1054.