APA Goals and Objectives Approved by Council August 2009

GOAL OBJECTIVES

1. Maximize organizational effectiveness

The APA’s structures and systems support the organization’s strategic

direction, growth and success.

a. Enhance APA programs, services and communications to increase

member engagement and value;

b. Ensure the ongoing financial health of the organization;

c. Optimize APA’s governance structures and function.

2. Expand psychology’s role in advancing health

Key stakeholders realize the unique benefits psychology provides to health

and wellness and the discipline becomes more fully incorporated into health

research and delivery systems.

a. Advocate for the inclusion of access to psychological services in health

care reform policies

b. Create innovative tools to allow psychologists to enhance their

knowledge of health promotion, disease prevention, and management of

chronic disease;

c. Educate other health professionals and the public about psychology's

role in health

d. Advocate for funding and policies that support psychology's role in

health

e. Promote the application of psychological knowledge in diverse health

care settings;

f. Promote psychology's role in decreasing health disparities;

g. Promote the application of psychological knowledge for improving

overall health and wellness at the individual, organizational, and

community levels.

3. Increase recognition of psychology as a science

The APA’s central role in positioning psychology as the science of behavior

leads to increased public awareness of the benefits psychology brings to

daily living.

a. Enhance psychology’s prominence as a core STEM (Science,

Technology, Engineering and Mathematics) discipline;

b. Improve public understanding of the scientific basis for psychology;

c. Expand the translation of psychological science to evidence-based

practice;

d. Promote the applications of psychological science to daily living;

e. Expand educational resources and opportunities in psychological

science.

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EDUCATION DIRECTORATE CYNTHIA D. BELAR, PH.D. EXECUTIVE DIRECTOR AUGUST 2011 – JANUARY 2012

Education Directorate Mission

The APA Education Directorate advances education in psychology and psychology in

education for the benefit of the public. It seeks to enhance (1) the education and training

of psychologists across all levels, (2) the teaching of psychology, and (3) the application

of psychology to education. Staff of the Education Directorate work in direct support of

the Board of Educational Affairs (BEA), its reporting committees, and such other groups

as assigned in addressing goals related to this mission. The executive review that follows

highlights a sample of the achievements in different program areas of the Directorate

with detailed reports of program activities appended.

Executive Review

EDUCATION OUTREACH INITIATIVES The annual APA Education Leadership Conference (ELC) was held on

September 10-13, in Washington, DC, with the theme Interdisciplinary and

Interprofessional Teaching, Research and Practice. Issues addressed included

creating collaborative partnerships and projects, implications for our future as a

discipline, training students for interdisciplinary careers and psychology’s role in

interdisciplinary teaching and learning. Attendees also explored technologies for

increasing collaboration and identified core competencies for interprofessional

practice. As in years past, the ELC also provided an opportunity for advocacy training

and visits to Capitol Hill. (page 5)

The newest edition of the Educator was published in December 2011. This issue

highlighted the recent ELC; a review of 2012 developments from Executive Director,

Cynthia D. Belar, PhD; advancing psychology in the midst of difficult appropriations

battles; and news and announcements from the education and training community in

psychology. (page 5)

The Directorate sponsored APA’s joining the Patient-Centered Primary Care

Collaborative (www.pcpcc.net), a coalition of providers, payors, purchasers and

consumers of health care to promote health care reform. Cynthia Belar, PhD joined

the Executive Committee and will focus on areas related to workforce development.

(Other APA executives will be involved in the reimbursement and service delivery

design initiatives.). (page 5)

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GOVERNANCE COMMITTEES AND TASKFORCES In conjunction with the Science Directorate, APA staffed a BEA/BSA the Task Force

on Multi-Disciplinary Science Training designed to generate a list of initiatives for

APA to consider in light of the Strategic Plan. (page 6)

The APA worked with the BEA Panel on Precollege and Undergraduate Education

during the fall to continue development of a survey on Undergraduate Study in

Psychology (USP) with the goal to create a comprehensive database similar to the

APA’s Graduate Study in Psychology. (page 7)

EDUCATION ADVOCACY INITIATIVES Congress finalized action on the FY’12 appropriations by rolling together all

remaining spending bills into a larger “megabus” vehicle. This appropriations bill

included level funding of nearly $3 million for the Graduate Psychology Education

Program (GPE). In an extremely difficult budget climate, the inclusion of this vital

program represents an extraordinary feat for the psychology community. The success

for the GPE is due to psychologists and psychology students who made a record-

breaking 358 hill visits on behalf of GPE this year. It is the efforts of APA’s

psychologist-advocates that make this tremendous victory possible. (page 9)

Congress affirmed the importance of addressing mental and behavioral health on

college campuses by providing level funding for the program that supports the

prevention work of college counseling centers in the amount of $4.975 million. In

addition, for the second year, the program will receive another $10 million from the

Prevention and Public Health Fund, thanks to the leadership of Senator Jack Reed (D-

RI) who fought for those additional funds. (page 9)

DIRECTORATE PROGRAMS IN EDUCATION ENHANCEMENT OF PSYCHOLOGY IN EDUCATION Cynthia D. Belar, PhD; who served as a presenter, and Rena Subotnik, PhD, were

invited by the organizers of the National Research Council meeting on teaching social

and behavioral science in k-12 schools to participate in a small debriefing after the

meeting to discuss next steps on some of the topics addressed during the

meeting. Some of those steps may include a new collaboration among social and

behavioral science organizations to focus on k-12 frameworks and standards. (page

10)

Initiated and conceptualized by Division 27 (Society for Community Research and

Action: Division of Community Psychology) representative Isaac Prilleltensky, PhD,

and his team at the University of Miami, APA released the Teacher Stress Module.

This module is based on the psychological literature relating to both general and

teacher-specific stress. The module is composed of seven sections covering

definitions of stress and providing sources and survival strategies for different types

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of stress. The module can be accessed on the CPSE website. (page 10)

The Center for Psychology in Schools and Education’s Coalition met in December in

Washington DC to discuss current and future projects aimed at translating

psychological science into resources for K-12 personnel. The Coalition also hosted a

visit from Dr. Joan Ferrini-Mundy, Assistant Director of the Education and Human

Resources Directorate at the National Science Foundation (NSF) to discuss ways in

which the Coalition and NSF can collaborate around psychology in education. (page

10)

Principal Investigator Rena Subotnik, PhD., provided an update on the NSF Study of

Specialized Science High Schools at the NSF Principal Investigator’s Meeting APA

has enrolled the graduates of 25 selective science high schools to complete a survey

on the variables associated with completion of a STEM discipline, including

behavioral science. Initial findings suggest that the opportunity to conduct an original

research project during high school (a signature component of selective STEM school

curriculum) is a powerful predictor of completing a STEM major in college. (page

11)

ENHANCEMENT OF EDUCATION IN PSYCHOLOGY Following approval of the National Standards for High School Psychology Curricula

(APA, 2011) by the Council of Representatives in August, Education Directorate staff

began the dissemination process for the National Standards. In December 2011 and

January 2012, staff worked to broadly disseminate the National Standards to a

number of organizations that included College Board, International Baccalaureate

Organization, Council of Chief State School Officers, and the US Department of

Education. A special mass mailing was sent in December to all of the APA TOPSS

members, including announcements from APA and a copy of the newly revised

National Standards. In January, copies of the National Standards were sent to all

state departments of education. (page 12)

The Education Directorate and the APA Teachers of Psychology in Secondary

Schools (TOPSS) Committee published a new unit lesson plan on Sensation and

Perception for high school psychology teachers. The unit plan contains lessons in

Introduction to Sensation and Perception, Vision and Audition, Other Senses, and

Perception, and well as resources and activities. The unit plan is available online and

in limited hard. (page 13)

APA produced and distributed two issues of the Psychology Teacher Network (PTN)

newsletter available online at: http://www.apa.org/ed/precollege/ptn. (page 13)

Cathi Grus, PhD., presented a paper and facilitated a discussion session titled,

“Interprofessional Professionalism Collaborative: Milestones in the Journey” at the

third meeting of Collaborating Across Boarders. Co-presenters at this session were

representatives from five other health profession associations. This meeting brings

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together individuals who are providing and have interest in interprofessional

education and practice. (page 16)

Office of Continuing Education in Psychology (CEP) offered 70 workshops at the

Annual APA Convention and an additional 200 CE sessions. New this year the CEP

Office offered “Unlimited CE” for CE Sessions as well as a new RFID monitoring

system. Additionally, the CEP Office video recorded over 100 hours of CE sessions

at convention and re-purposed them as online CE programs after the convention.

Beyond convention programming, the CEP Office has added a number of new

programs to its online and Book-based programs in 2011. These include the

Clinician’s Corner webcasts; Interactive Classroom; The CE Corner; and the

Counseling Psychologist. In all, over 150 hours of new online CE programs have

been developed and implemented since the August. (pages 16-18)

QUALITY ASSURANCE IN EDUCATION AND TRAINING The Continuing Education Committee (CEC) approved 25 new organizations as

sponsors of continuing education at its October 2011 meeting. There are currently

780 APA-approved sponsors. The CEC has been reviewing and making

modifications to their policies, procedures, and technical assistance to enhance the

clarity of information available to existing and potential sponsors. The revised

Policies and Procedures Manual went out for public comment in March 2011. (page

19)

At the end of this reporting period, the Commission on Accreditation (CoA) reviewed

73 programs for initial and continued accreditation. Initial accreditation was granted

to four internship programs and three postdoctoral residency programs. (page 20)

The CoA published a summary report illustrating the trends and changes in accredited

programs during the past five years. The report also included a retrospective of all

major policy initiatives during this important five-year period as the Committee on

Accreditation transitioned into the Commission on Accreditation. All accredited

programs and active site visitors were mailed copies of the 5 Year Summary Report

early in 2012. (page 20)

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EDUCATION OUTREACH INITIATIVES

The 2011 Education Leadership Conference The annual APA Education Leadership Conference (ELC) was held on

September 10-13, in Washington, DC, with the theme “Interdisciplinary and

Interprofessional Teaching, Research and Practice.” In addition to APA governance

members and division representatives, participants included representatives from over

25 organizations external to APA that are concerned with education and training in

psychology.

The conference identified and discussed the opportunities and challenges ahead.

Issues addressed included creating collaborative partnerships and projects,

implications for our future as a discipline, training students for interdisciplinary

careers and psychology’s role in interdisciplinary teaching and learning. Attendees

also explored technologies for increasing collaboration and identified core

competencies for interprofessional practice. As in years past, the ELC also provided

an opportunity for advocacy training and visits to Capitol Hill.

The long-term goals of the ELC are to:

Provide a forum for groups and organizations across all levels of education and

training to address issues of mutual concern

Promote a shared disciplinary identity among education and training leaders in

psychology

Impact public policy regarding education in psychology and psychology in

education

The ELC is the major advocacy event for the psychology education community. (1a,

2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Educator December 2011

The newest edition of the Educator was published in December 2011. This issue

highlighted the recent ELC; a review of 2012 developments from Executive Director,

Cynthia D. Belar, PhD; advancing psychology in the midst of difficult appropriations

battles; and news and announcements from the education and training community in

psychology. The Educator can be viewed online at

http://www.apa.org/ed/educator_home.html (1a, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c,

3d, 3e)

Meetings and Outreach Initiatives

Cynthia D. Belar, PhD., chaired a panel on education and training at the Patient

Centered Primary Care Summit (PCPCC) on October 21, 2011. Dr. Belar co-

chairs the PCPCC Task Force on Education and Training along with Libby

Baxley, MD, a family practitioner. She also hosted a webinar on interdisciplinary

training for integrated care for the Collaborative in December. See: http://www.pcpcc.net/webinar/interdisciplinary-training-your-workforce-promote-

integrated-care. Subsequent developments have been a meeting hosted by the VA

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that convened the major health professions organizations and several federal

agencies to examine next steps in promoting interprofessional education, as well

as an invitation from the Institute of Medicine to co-sponsor a global forum on the

topic.

Cynthia D. Belar, PhD., was an invited presenter at the annual meetings of the

Collaborative Family Healthcare Association; the Council of University Directors

of Clinical Psychology; and the Council of Clinical Health Psychology Training

Programs

GOVERNANCE COMMITTEES AND TASKFORCES

Presidential Task Force on Educational Disparities

This task force, appointed by Melba Vasquez, PhD, was organized to examine

educational disparities and offer evidence-based recommendations across a variety of

focus areas - immigration, English language learning, school climate and talent

development. Task Force members met for the second time on Nov 2-3, 2011 to

further synthesize members’ contributions to the report, which they plan to submit to

Boards and Committees for review in February. (1a, 1b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c,

3d, 3e)

Task Force on Multi-Disciplinary Science Training

In conjunction with the Science Directorate, CPSE staffed a BEA/BSA task force

designed to generate a list of initiatives for APA to consider in light of the Strategic

Plan. (1a, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

BEA Task Force on Establishing an APA Award for Effective School

Environments

This task force is charged with establishing criteria and mechanisms based on

psychological science on which to base an annual award to a school in the vicinity of

APA’s Convention. The task force has developed a survey to help schools

demonstrate their effectiveness in the form of Academic Learning outcomes and

Social-Emotional Learning outcomes. BEA will review the award criteria at the

Spring Consolidated Board meeting. (1a, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d,

3e)

At the August meeting of the APA Council of Representatives, Council adopted the

revised National Standards for High School Psychology Curricula as APA Policy.

The National Standards, which outlines what students in an introductory high school

psychology course should learn, is available online at

http://www.apa.org/education/k12/national-standards.aspx and in hard copy. (1a, 1c,

2c, 2g, 3a, 3b, 3c, 3d, 3e)

The BEA Working Group on the Certification and Training of High School

Psychology Teachers developed a draft policy document titled Guidelines for

Preparing High School Psychology Teachers: Course-Based and Standards-Based

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Approaches. The draft policy statement outlines the recommended training for

secondary school psychology teachers. During the fall consolidated meetings, APA

Boards and Committees received an agenda item requesting that APA Governance

groups support a motion to recommend that the Board of Directors recommend that

the Council of Representatives approve the Guidelines as APA policy. An agenda

item will be forwarded to both the Board of Directors and the Council of

Representatives for action at the February 2012 meeting. (1c, 3a, 3b, 3c, 3d, 3e)

The APA Committee of Teachers of Psychology in Secondary Schools (TOPSS)

and the APA Committee of Psychology Teachers at Community Colleges

(PT@CC) met during Round I of the fall consolidated meetings. Staff also prepared

two cross-cutting agenda items:

1. Guidelines for Preparing High School Psychology Teachers: Course-Based and

Standards-Based Approaches

2. Performance Indicators for the National Standards for High School Psychology

Curricula (APA, 2011)

APA Boards and Committees were invited to contribute suggestions for

Performance Indicators, to accompany the revised National Standards for High

School Psychology Curricula (APA, 2011). Performance Indicators are used for

the assessment of student learning, and should include examples of potential ways

that a student can demonstrate mastery of the material. (1a, 1b, 1c, 2c, 2g, 3a, 3b,

3c, 3d, 3e)

BEA Panel on Precollege and Undergraduate Education

The Office of Precollege and Undergraduate Education (PCUE) staff worked with the

BEA Panel on Precollege and Undergraduate Education during the fall to continue

development of a survey on Undergraduate Study in Psychology (USP) with the goal

to create a comprehensive database similar to the APA’s Graduate Study in

Psychology. The Panel will continue these discussions in 2012. (1a, 1b, 1c, 2c, 2g,

3a, 3b, 3c, 3d, 3e)

BEA Task Force on Psychology Major Competencies

The Task Force held conference calls during the fall to begin the revision of the APA

Guidelines for the Undergraduate Psychology Major (APA, 2007). (1a, 1b, 1c, 2c,

2g, 3a, 3b, 3c, 3d, 3e)

APA Designation Committee for Postdoctoral Education and Training Programs

in Psychopharmacology for Prescriptive Authority (“RxP Designation

Committee”), held their meeting on September 30-October 1, 2011. The group

reviewed and made changes to the application for designation. In addition, the

committee developed an interim report form for programs that have been designated.

(1a, 1c, 2b, 2c, 2e, 2g, 3a, 3c, 3d,)

Commission for the Recognition of Specialties and Proficiencies in Professional

Psychology (CRSPPP), held its meeting on November 10-11, 2011. CRSPPP

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reviewed the comments received on the Education and Training Guidelines: A

Taxonomy for Education and Training in Professional Psychology and Revisions to

the CRSPPP Specialty Petition. As directed by Council in February, 2011, CRSPPP

approved final edits to the Policies and Procedures manual for the recognition of

credentialing organizations such that members with a credential from an approved

organization could list that credential in the APA membership directory. An

application, based on the criteria passed by council was also finalized. (1a, 1c, 3a, 3b,

3c, 3d, 3e)

The BEA Primary Care Training Task Force presented BEA a preliminary draft of

their report in November. The report was developed through a series of conference

calls and one face-to-face meeting in September. As part of their charge the group

conducted a survey of education and training programs to assess the nature and extent

of primary care training that is currently occurring, results of which are included in

the report. The report also includes a series of recommendations for APA to promote

education and training in primary care. An updated report will inform discussion and

planning at the March 2012 BEA meeting. (1a, 1c, 2a, 2b, 2c, 2e, 2f. 2g, 3a, 3c, 3e)

The BEA working group on Education and Training for Health Service

Psychology is seeking comment on a document outlining competencies for health

service psychologists. This group represents an interorganizational collaborative with

representation from APA/BEA, the Council of Chairs of Training Councils (CCTC)

and the Council of Graduate Departments of Psychology (COGDP). The document

can be viewed and comments submitted via this website:

http://apaoutside.apa.org/EducCSS/Public/. (1a, 1c, 2a, 2b, 2c, 2e, 2f. 2g, 3a, 3c, 3e)

EDUCATION ADVOCACY INITIATIVES

Education Advocacy Trust www.apaedat.org

The Education Advocacy Trust (EdAT) is working to promote psychology’s full

engagement in the advocacy process. EdAT has been soliciting contributions through

the APA dues statement and direct communication with individuals with a stake in

psychology’s education advocacy agenda.

The EdAT, which is a legal structure within the American Psychological

Association’s companion organization, the American Psychological Association

Practice Organization (APAPO) -- a 501(c)(6) tax status organization, received

voluntary contributions from approximately 200 individuals so far this year.

The mission of the EdAT is to promote the mutual professional interests of

psychologists in advancing education in psychology and psychology’s role in other

areas of education through advocacy activities that cannot be conducted legally

within the APA, an organization that is tax exempt pursuant to Section 501(c)(3) of

the Internal Revenue Code.

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Education Government Relations Office (Ed GRO) www.apa.org/about/gr/education

The Education Government Relations Office seeks to increase federal support for

psychology education and training and to promote the application of psychology to

education.

Congress finalized action on the FY’12 appropriations by rolling together all remaining

spending bills into a larger “megabus” vehicle. The U.S. House of Representatives

passed H.R. 2055, the Consolidated Appropriations Act, 2012 on December 16th and the

U.S. Senate passed the legislation the following day. Overall, federal spending in the

“megabus” legislation came in at $915 billion. Within this package, there are a number

of programs of great importance to psychology.

Graduate Psychology Education Program

This appropriations bill included level funding of nearly $3 million for the Graduate

Psychology Education Program (GPE). In an extremely difficult budget climate, the

inclusion of this vital program represents an extraordinary feat for the psychology

community. The overall budget for Health and Human Resources (HHS) was cut by

nearly $700 million from fiscal year 2011. Moreover, the Health Resources and

Services Administration (HRSA), which administers the GPE grant program,

received a $41 million reduction in funding. For context, funding for other HRSA

programs under the Interdisciplinary Community Linkages (ICL) category were cut

by over $7 million. These include cuts to Area Health Education Centers, Allied

Health and Other Disciplines (which no longer includes GPE) as well as Geriatric

Programs. Overall, Nursing Programs were cut by $10 million and Health

Professions suffered a cut of $28.9 million.

This great success for the GPE is due in large part to the psychologists and

psychology students who made a record-breaking 358 hill visits on behalf of GPE this

year. It is the efforts of APA’s psychologist-advocates that make this tremendous

victory possible. (1a, 1c, 2a, 2b, 2c, 2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Suicide Prevention on College Campuses

Congress affirmed the importance of addressing mental and behavioral health on

college campuses by providing level funding for the program that supports the

prevention work of college counseling centers. The Campus Suicide Prevention

program, authorized by the Garrett Lee Smith Memorial Act, and administered by the

Substance Abuse and Mental Health Services Administration (SAMHSA) received

$4.975 million. In addition, for the second year, the program will receive another $10

million from the Prevention and Public Health Fund, thanks to the leadership of

Senator Jack Reed (D-RI) who fought for those additional funds. The Suicide

Prevention Resource Center received $4.957 million. Finally, the Youth Suicide

Prevention Program for States and Tribes received $29.74 million. (1a, 1c, 2a, 2b, 2c,

2d, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

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ENHANCEMENT OF PSYCHOLOGY IN EDUCATION Center for Psychology in Schools & Education (CPSE) www.apa.org/ed/schools

The Center for Psychology in Schools and Education promotes the high quality

application of psychology to programs and policies for schools and education.

Participation in National Research Council meeting November 17-18 on teaching

social and behavioral science in k-12 schools.

Cynthia D. Belar, PhD; who served as a presenter, and Rena Subotnik, PhD, were

invited by the organizers to participate in a small debriefing after the meeting to talk

about next steps on some of the topics addressed during the meeting. Some of those

steps may include a new collaboration among social and behavioral science

organizations to focus on k-12 frameworks and standards. (1a, 2b, 2c, 2g, 3a, 3b, 3c,

3d, 3e)

Coalition Activities

Teacher Stress Module

Initiated and conceptualized by Division 27 (Society for Community Research and

Action: Division of Community Psychology) representative Isaac Prilleltensky, PhD,

and his team at the University of Miami, this module is based on the psychological

literature relating to both general and teacher-specific stress. The module recognizes

that there are two types of stress, both positive and negative, and that it’s the balance

between the two that determines a person’s overall feelings of satisfaction and

security in his or her work. The module is composed of seven sections covering

definitions of stress and providing sources and survival strategies for different types

of stress. The module can be accessed on the CPSE website -

http://www.apa.org/ed/schools/cpse/activities/teacher-stress.aspx (1a, 2b, 2c, 2g, 3a,

3b, 3c, 3d, 3e)

CPSE Coalition Meeting

The Center for Psychology in Schools and Education’s Coalition met from December

2-4, 2011 in Washington DC to discuss current and future projects aimed at

translating psychological science into resources for K-12 personnel. Projects currently

in development include:

1) A module to support the creation and use of school teams to function more

effectively by applying psychological knowledge and research to their practice;

2) An article that identifies a series of drop-dead psychological topics that should be

included in the teacher education curriculum;

3) A strategic marketing plan for disseminating projects and initiatives;

4) A module on the use of creativity in the classroom;

5) A module or white paper on social-emotional learning in the classroom, and

6) A proposal to National Science Foundation (NSF) on the creation of a series of

modules outlining the psychology of teaching elementary school science.

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The Coalition also hosted a visit from Dr. Joan Ferrini-Mundy, Assistant Director of

the Education and Human Resources Directorate at the NSF to discuss ways in which

the Coalition and NSF can collaborate around psychology in education. (1a, 1c, 2b,

2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Grant Activities

National Science Foundation (NSF) Study on Specialized Science High Schools

CPSE, in collaboration with the University of Virginia, has been investigating

research that focuses on the effectiveness of specialized science high school graduates

from the last four-six years and comparing outcomes to similarly talented people who

participated in out-of-school science enrichment programs who graduated from

traditional high schools over the same period. Currently, graduates of 25 selective

science high schools have completed a survey on the variables associated with

completion of a Science, Technology, Engineering, and Mathematics (STEM)

discipline, including behavioral science. There is also a comparison group of equally

able and interested students who did not attend such high schools (but took summer

courses at universities). The survey closed at the end of 2011 and the winter and

spring of 2012 will be spent analyzing data and writing up the results.

So far, some STEM school models (residential schools and schools-within-schools)

appear to be better at maintaining initial interest in STEM subjects over time than

others. The opportunity to conduct an original research project during high school (a

signature component of selective STEM school curriculum) was a powerful predictor

of completing a STEM major in college. The goal of the study is to identify

instructional and motivational variables from the secondary school years that

contribute most to maintaining student commitment to a career in science, math and

technology. (1a, 2b, 2c, 2g, 3a, 3b, 3c, 3d, 3e)

Enhancement of Education in Psychology Office of Precollege and Undergraduate Education (PCUE) www.apa.org/ed/precollege The Office of Precollege and Undergraduate Education advances psychology in

secondary schools, community colleges, and undergraduate programs by providing

information, linkages, resources, funding, and professional development to faculty,

students, and the general public.

Enhancement of Education in Psychology

The APA Teachers of Psychology in Secondary Schools (TOPSS) Committee

sponsored five hours of programming at the APA Convention in Washington, DC.

The TOPSS Invited Speakers and presentation titles were:

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Barney Beins, PhD, Ithaca College, Ithaca, NY, Psychology: Gateway to Critical

Thinking and Scientific Literacy;

Gil Einstein, PhD, Furman University, Greenville, SC, Remembering to Perform

Actions in the Future: Can Intentions Pop into Mind?;

April Bleske-Rechek, PhD, University of Wisconsin-Eau Claire, Eau Claire, WI,

The Lee Gurel Lecture: A Primer on Evolutionary Psychology: Foundational

Ideas, Exemplary Research, and Criticisms;

and Jessica Henderson Daniel, PhD, Boston Children’s Hospital, Cambridge, MA,

Teaching Adolescents about Adolescents: Using Mirrors that Focus on Race,

Ethnicity and Gender.

Additionally, a panel discussion on Ethical Issues in the Introductory Psychology

Course was held; participants were: Maureen McCarthy, PhD, Kennesaw State

University, Kennesaw, GA, Lillian McMaster, PhD, Mohawk Valley Community

College, Utica, NY, Katherine Minter, Westwood High School, Austin, TX. Steve

Behnke, PhD, JD, of the APA Ethics Office served as the discussant. (1a, 1c, 2c, 2g,

3a, 3b, 3c, 3d, 3e)

The APA of Psychology Teachers at Community Colleges (PT@CC) Committee also

sponsored several hours of convention programming. Sessions included the

following:

PT@CC/Psi Beta Symposium: Innovations in Teaching Psychology at the

Community College in which presenters discussed Teaching Study Skills through

the Introduction to Psychology Course;

PT@CC Symposium on Assessing the APA Learning Goals: Student- and

Course Level Challenges with presentations by Maureen McCarthy, PhD,

Kennesaw State University, and Eric Landrum, PhD, Boise State University; and

PT@CC Panel Discussion on Promoting Psychological Literacy through the

Introductory Psychology Course. PT@CC and Psi Beta co-sponsored an Awards

Ceremony and Reception in celebration of Psi Beta’s 30th anniversary. (1a, 1c,

2c, 2g, 3a, 3b, 3c, 3d, 3e)

The BEA sponsored a one hour symposium on Designing and Implementing the

Principles for Quality Undergraduate Education in Psychology. Participants

included Charles L. Brewer, PhD, Furman University, Barry S. Anton, PhD,

University of Puget Sound, Dana S. Dunn, PhD, Moravian College, Mary E. Kite,

PhD, Ball State University, and Randolph A. Smith, PhD, Lamar University. (1a, 1c,

2c, 2g, 3a, 3b, 3c, 3d, 3e)

Precollege Initiatives

National Standards for High School Psychology Curricula

Following approval of the National Standards for High School Psychology Curricula

(APA, 2011) by the Council of Representatives in August, Education Directorate staff

began the dissemination process for the National Standards. In December 2011 and

January 2012, staff worked to broadly disseminate the National Standards to a

13

number of organizations that included College Board, International Baccalaureate

Organization, Council of Chief State School Officers, and the US Department of

Education. A special mass mailing was sent in December to all of the APA TOPSS

members, including announcements from APA and a copy of the newly revised

National Standards. In January, copies of the National Standards were sent to all

state departments of education. (1a, 1c, 2c, 2g, 3a, 3b, 3c, 3d, 3e)

TOPSS Unit Lesson Plans

The Education Directorate and the APA TOPSS Committee published a new TOPSS

unit lesson plan on Sensation and Perception for high school psychology teachers.

The unit plan contains lessons in Introduction to Sensation and Perception, Vision

and Audition, Other Senses, and Perception, and well as resources and activities. The

unit plan is available at http://www.apa.org/ed/precollege/topss/lessons/index.aspx

and limited hard copies are also available. Starting in 2011, funding is available

through the American Psychological Foundation to continue revisions to the unit

lesson plans. (1a, 1c, 2c, 2g, 3a, 3b, 3c, 3d, 3e)

TOPSS Diversity Action Plan

During Round I of the fall consolidated meetings, the TOPSS Committee reviewed

and approved a revised TOPSS Diversity Statement and Action Plan, intended to

underscore the TOPSS commitment to inclusion and respect for all and outline a

series of action steps to take place in future years. (1a, 1c, 2c, 2g, 3a, 3b, 3c, 3d, 3e)

In October 2011, APA member Stephen Chew, PhD, of Samford University, recorded

an hour-long presentation on Research Methods, Measurement, and Statistics, which

is being developed as an online module for high school psychology teachers. The

new online module, which was supported by a grant from the American

Psychological Foundation, will be posted on the TOPSS Web site in the first quarter

of 2012. (1a, 1c, 2c, 2g, 3a, 3b, 3c, 3d, 3e)

Staff produced and distributed two issues of the Psychology Teacher Network (PTN)

newsletter. (1a, 1c, 2c, 2g, 3a, 3b, 3c, 3d, 3e)

Four high school students were selected as winners of the 2011 APA TOPSS Poster

Competition for High School Students: Corie Schwabenland of Central West High

School (Fresno, CA), Zackery Perkins of Oscar F. Smith High School (Chesapeake,

VA), Andrew Branstetter of Solon High School (Solon, OH), and Laura Wetzel of

Stevens Point Area High School (Stevens Point, WI) each received $250 scholarships

for their submissions. The 2011 competition asked students to focus on the theme

“Psychology is a Science.” Students developed both a visual poster and a written

summary of their poster. (1a, 1c, 2c, 2g, 3a, 3b, 3c, 3d, 3e)

14

Two and Four-Year College Initiatives

Principles for Quality Undergraduate Education in Psychology

APA staff continued the dissemination process for the APA Principles for Quality

Undergraduate Education in Psychology (APA, 2011) (1a, 1c, 2g, 3a, 3b, 3c, 3d, 3e)

APA Psychology Department Program (PDP)

APA’s Psychology Department Program provides access to the APA’s many teaching

and advising publications as well as subscriptions to APA magazines and newsletters

for departments at a price of $300.00 per year. The 2011-2012 program includes three

new APA books, including What Psychology Majors Could (and Should) Be Doing:

An Informal Guide to Research Experience and Professional Skills; Undergraduate

Writing in Psychology: Learning to Tell the Scientific Story, and the new edition of

Graduate Study in Psychology: 2012. Other resources include the APA Principles

for Quality Undergraduate Education in Psychology, APA Guidelines for the

Undergraduate Psychology Major, the Careers in Psychology video, and three

complimentary student affiliate memberships, as well as subscriptions to the

American Psychologist, Monitor, gradPSYCH, the Psychology Teacher Network, and

The Educator. APA also provides a link to participating psychology departments on

the APA Web site. (1a, 1b, 2g, 3a, 3b, 3c, 3d, 3e)

Meetings and Outreach Initiatives

The Director attended the second annual Community College Day program sponsored

by the National Institutes of Health (NIH). Community college faculty and students

attended conference plenaries, panel discussions, and learned about NIH’s

Undergraduate Scholarship Program (UGSP) and NIH’s 2012 Community College

Summer Enrichment Program (CCSEP). (1a, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

PCUE staff joined other staff from the Education and Science Directorates in a two

day National Research Council (NRC) forum on the role of the social and behavioral

sciences in K-12 education. The meeting was held in response to the NRC

publication A Framework for K-12 Science Education: Practices, Crosscutting

Concepts, and Core Ideas (NRC, 2011), which neglected to include the social and

behavioral sciences in the new standards framework. (1a, 2c, 2e, 2g, 3a, 3b, 3c, 3d,

3e)

Robin Hailstorks, PhD., attended the Council on Undergraduate Research (CUR)

briefing entitled Undergraduate Research at Community Colleges: A Path to

Workforce Development and Innovation. This briefing featured stories from

community college faculty who are facilitating undergraduate research experiences

for their students. The National Science Foundation has recently awarded a number of

grants to support this endeavor. (1a, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Robin Hailstorks, PhD., attended a teleconference meeting of the Committee on

Measures of Student Success. The Committee was established to advise the Secretary

15

of Education in assisting two-year degree-granting institutions of higher education in

meeting the completion or graduation rate disclosure requirements outlined in section

485 of the Higher Education Act of 1965, as amended. The agenda for the meeting

included a discussion among Committee members regarding the Committee’s final

report to the Secretary of Education. (1a, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Robin Hailstorks, PhD., attended the 34th

annual National Institute on the Teaching of

Psychology (NITOP) in St. Petersburg Beach, Florida. APA sponsored an exhibit of

publications and teaching resources. (1a, 2c, 2e, 2g, 3a, 3b, 3c, 3d, 3e)

Robin Hailstorks, PhD., attended the Association of American Colleges and

Universities (AAC&U) conference in Washington, DC. ). (1a, 2c, 2e, 2g, 3a, 3b, 3c,

3d, 3e)

Office of Graduate & Postgraduate Education & Training (GPET) www.apa.org/ed/graduate

The mission of the Office of Graduate and Postgraduate Education and Training is to

advance the quality and public understanding of graduate and postdoctoral education and

training in preparation for careers in teaching, research, and applications of psychology as

a scientific discipline and profession.

Council of Chairs Training Councils (CCTC), held their meeting on November 3,

2011. The mission of CCTC is to provide a forum for communication among the

doctoral, internship and postdoctoral training associations in psychology. Principle

topics of the November meeting included the internship imbalance, the work of the

Education and Training for Health Service Psychology work group, and a report from

the CCTC work group on the topic of APA (or CPA) accreditation becoming the

standard for all education and training programs in health service psychology. (1a, 2a,

2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Council of Specialties (CoS), held their meeting on November 3, 2011, at the APA

building. The Council of Specialties is comprised of synarchy (specialty)

representatives from CRSPPP or ABPP recognized professional psychology

specialties. Meetings of the CoS provide an opportunity for the discussion of issues

common to the development, education, training, credentialing, and practice of the

specialties in professional psychology. Topics of discussion at the November meeting

centered on a review of the history of CoS and its current role in professional

psychology, an update on the committee structure for CoS, and a review of forms,

procedures, and new member orientation. The proposed taxonomy for professional

psychology developed by CRSPPP was also discussed. (1a, 2a, 2b, 2c, 2e, 2f, 2g, 3a,

3b, 3c, 3d, 3e)

Cathi Grus, PhD., presented and attended the board of directors and annual

membership meeting of the Association of State and Provincial Psychology Boards

that was held in Chicago in October. She was invited to present on the future of

16

competency assessment and implications for licensure and on the internship

imbalance. (1a, 2a, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Cathi Grus, PhD., presented a paper and facilitated a discussion session titled,

“Interprofessional Professionalism Collaborative: Milestones in the Journey” at the

third meeting of Collaborating Across Boarders. Co-presenters at this session were

representatives from five other health profession associations. This meeting brings

together individuals who are providing and have interest in interprofessional

education and practice. (1a, 2a, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Office of Continuing Education in Psychology (CEP) www.apa.org/ed/ce

The Office of CEP continues to offer, expand, and initiate new programs and products to

support the professional development of psychologists. APA offers live workshops at its

annual convention, national webcasts, and independent study through online, DVD, CD,

book-based, and journal-based programs. In addition, the CEP Office sponsors

workshops offered by APA offices and divisions and external groups (e.g., regional

psychological associations).

2011 APA Annual Convention

CEP offered 70 workshops at convention in August, and an additional 200 CE sessions.

The office works with the Continuing Education Committee (CEC) which is responsible

for reviewing programs to assure their compliance with the APA guidelines for CE in

psychology.

Unlimited CE at Convention This year the CEP Office offered “Unlimited CE” for

CE Sessions at convention. Convention registrants paid a single flat fee ($50 for

members who registered in advance) to receive CE credits for as many of the

convention CE sessions as they attended. Response to this offer was very robust,

tripling the customary number of CE credits awarded to convention attendees. (1a,

1b, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

CE Session Recordings This year the CEP Office video recorded over 100 hours of

CE sessions at convention and re-purposed them as online CE programs after the

convention. These session recordings effectively double the number of online CE

programs available through APA. (1a, 1b, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

New Session Monitoring System This year the Office of CEP is introduced a new

monitoring system for the CE Sessions at convention. Based on Radio Frequency

Identification (RFID) technology, the system “automatically scans” participants’

badges as then enter and exit the CE Session rooms. This automatic scanning replaced

the “swipe-in” and “swipe-out” scanning system that was used in the previous three

conventions and provides a more streamlined and cost-effective monitoring procedure

17

that was viewed very favorably by participants at the convention. (1a, 1b, 2b, 2c, 2e,

2f, 2g, 3a, 3b, 3c, 3d, 3e)

Clinician’s Corner Workshop Series and Webcast CEP offers a workshop series in

the APA headquarters titled, The Clinician’s Corner. Each month a recognized expert

in a targeted area of training provides a 3-hour CE workshop for members of the

psychological community, within, and outside, of APA. Beginning in October, these

workshops have also been webcast live across the nation. From August, 2011 through

January, 2012, these programs have included:

Contemporary Issues in Forensic Neuropsychology

Ethics and Self-Care: Balancing our Lives and Reducing Risk

Ethics of Trauma Treatment

Understanding Eating Disorders and DSM-V

(1a, 1b, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

Independent Study Programs

The Office has added a number of new programs to its online and Book-based programs

in 2011. These include the 100+ hours of convention CE session recordings, in addition

to the archived Clinician’s Corner webcasts and a range of convention CE workshops, as

well. In all, over 150 hours of new online CE programs have been developed and

implemented since the convention in August.

New Initiatives The Office expanded its new online campus called Interactive

Classroom, which was recognized this year with a first-place APPEX award for

excellence in publication in the category of “Video and Online Education and

Training Media.” In addition, a new feature in the APA Monitor on Psychology

titled, the CE Corner, was launched and The Counseling Psychologist continued to

provide CE credits as part of the journal-based CE program. (1a, 1b, 2b, 2c, 2e, 2f,

2g, 3a, 3b, 3c, 3d, 3e)

CE Classroom CE Classroom provides an interactive and immersive online learning environment

that actively involves the user in a participatory approach to learning. The programs

in this series now include the following:

A Developmental Understanding for Assessment and Treatment of Violent

Individuals–Lisa Firestone, PhD

Aspects of an Effective Clinical Practice: Research Evidence–Bruce Wampold

The Biology and Pharmacology of Depression–James Kalat, PhD

Cultural Competence in Trauma Treatment–Laura Brown, PhD

Drug Use and HIV Disease–Perry Halkitis, PhD

Grief Therapy and Reconstruction of Meaning–Robert Neimeyer, PhD

Internet Addition–Greg Neimeyer, PhD

Making Professional Ethics Practical–Jeffrey Ashby, PhD

Overcoming the Fear of Intimacy–Lisa Firestone, PhD

18

Psychology in the Corporate World: Embracing the Challenge–Paul Banikiotes

and Florence Gorsky

Relational Self–Kenneth Gergen

Suicide: Understanding and Treating Self-Destructive Processes–Legal/Ethical

Considerations-–Lisa Firestone, PhD

Traumatic Stress Among Individuals Living with HIV/AIDS–Cheryl Gore-Felton

Twenty Principles of Success in Mental Health Practice–Steven Walfish, PhD

(1a, 1b, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

APA Monitor CE In Collaboration with the APA Monitor on Psychology, the Office of CEP has

launched a new CE initiative entitled, The CE Corner. Beginning in the July/August

issue of the Monitor, a 3,000-word CE articles appears on a selected topic, written by

recognized scholars in the field. Each article will have an associated CE Quiz posted

online, and a line to the Quiz will be provided for interested readers who can then

complete the Quiz online to receive their CE credit. The inaugural article was

dedicated to the Science of Learning (by Arthur Graesser, PhD), and followed by

articles on Aging Gracefully (Ken Laidlaw, PhD) and Record Keeping Guidelines

(Cindy Sturm, PhD). (1a, 1b, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

The Counseling Psychologist (TCP) The Society of Counseling Psychology (Division 17) and the Office of CEP have

partnered to offer an exciting benefit for readers of The Counseling Psychologist

(TCP), enabling them to earn CE credits for reading selected articles in each issue of

TCP. To date these include:

A Bioecological Model of Mass Trauma—Individuals, Community, and Societal

Effects

Beyond Microskills: Toward a Model of Counseling Competence

Contending with Stereotype Threat at Work: A Model of Long Term Responses

Motivation and Autonomy in Counseling, Psychotherapy, and Behavior Change:

A Look at Theory and Practice

Sexual Objectification of Women: Advances to Theory and Research

Supporting Special Needs Adoptive Couples: Assessing an Intervention to

Enhance Forgiveness, Increase Marital Satisfaction, and Prevent Depression

Supporting Special Needs Adoptive Couples: Assessing an Intervention to

Enhance Forgiveness, Increase Marital Satisfaction, and Prevent Depression

White Dialectics: A New Framework for Theory, Research, and Practice with

White Students

(1a, 1b, 2b, 2c, 2e, 2f, 2g, 3a, 3b, 3c, 3d, 3e)

19

QUALITY ASSURANCE IN EDUCATION AND TRAINING

Continuing Education Sponsor Approval (CESA) www.apa.org/ed/sponsor The Office of CE Sponsor Approval was created by APA to facilitate psychologists’

access to CE programs. It is the function of this office to oversee the process of

organizations seeking to become APA-approved sponsors and offer CE to psychologists.

The CE Sponsor Approval System (CESAS), the online system for CE sponsors was

launched in January 2011. CESAS allows applicants and sponsors to complete both

their applications and annual reports online and includes the ability to attach

supporting materials electronically. The office of CESA and APA ITS have been

working closely on a number of improvements to the system (1a,1b, 2b, 2e, 2g, 3a,

3c, 3d, 3e)

The Continuing Education Committee (CEC) approved 25 new organizations as

sponsors of continuing education at its October 2010 meeting. There are currently

780 APA-approved sponsors.

The Committee has been reviewing and making modifications to their policies,

procedures, and technical assistance to enhance the clarity of information available to

existing and potential sponsors. The revised Policies and Procedures Manual went

out for public comment in March 2011. The revised document will be reviewed by

the BEA at the Spring 2012 Consolidated meeting. The Committee regularly devotes

time to discuss policy issues, including best practices in continuing education and the

implications of policies being considered by the association. (1a, 1b, 1c, 2b, 2e, 2g,

3a, 3c, 3d, 3e)

The CEC is working with staff to collect and disseminate data about continuing

education for psychologists. (1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

Office of Program Consultation & Accreditation (OPCA) www.apa.org/ed/accreditation

The Office of Program Consultation and Accreditation assists the Commission on

Accreditation (CoA) in its activities related to the accreditation of doctoral programs,

internships, and postdoctoral residencies in professional psychology. This office

publishes lists of accredited programs; consults with programs considering application, as

well as those already accredited; conducts research to support accreditation; assists with

development of guidance documents to support the accreditation process; and represents

the CoA at national meetings on accreditation.

The 2011 CoA held one program review meeting during this reporting period

(October 20-23, 2011). The meeting also provided time for discussing current policy

issues and continuing projects in work groups. (1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

20

At the program review meeting, the CoA reviewed 73 programs for initial and

continued accreditation. Initial accreditation was granted to four internship programs

and three postdoctoral residency programs. (1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

The CoA also reviewed all accredited program’s annual report submissions that were

due in September. For doctoral programs, the review also included analysis of student

achievement outcomes described in Section D of the Implementing Regulations.

Outlier programs were asked to explain their data and articulate a plan to remedy the

difficulty. (1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

Additionally, as part of the review of annual report submissions, the CoA contacted

all programs that did not fully complete the 2011 Accreditation Annual Report Online

(ARO) during the original 5-month period from April through September 2011.

Programs were provided an additional opportunity to complete the ARO and the

database was re-opened for accredited programs from November 28, 2011 through

January 8, 2012. This is an important annual compliance requirement for programs.

The office is entering the fifth year using the software and database system for reports

by programs. Currently, the accreditation staff, in collaboration with APA ITS

personnel, are conducting a careful assessment of the effectiveness of this database

system. (1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

As a result of the compliance issues raised by the U.S. Department of Education

(USDE) during the CoA’s hearing in June of 2011, the CoA reviewed public

comments submitted pertaining to proposed changes to the program review and

decisions options outlined in sections 4.2 through 4.4 of the Accreditation Operating

Procedures (AOP). The comments expressed concern for the shortened timeframe to

a program’s revocation of accreditation. However, in order to maintain CoA’s

recognition by USDE, the proposed recommendations were approved by the CoA and

forwarded on to the APA Board of Directors. The Board approved these changes and

the new procedures became effective on January 1, 2012 for all programs except

those currently on “accredited, on probation” status or those deferred for cause prior

to January 2012. These programs will continue to be reviewed under the prior

procedures. (1a, 1b, 1c, 2b, 2e, 2g, 3a, 3c, 3d, 3e)

Staff attended the annual meeting of the Council on Higher Education Accreditation,

where the APA endorsed guidelines Committing to Quality were released to the

public, and Cynthia D. Belar, PhD., was invited to comment.

http://www.newleadershipalliance.org/what_we_do/committing_to_quality/

The CoA published a summary report illustrating the trends and changes in accredited

programs during the past five years. The report also included a retrospective of all

major policy initiatives during this important five-year period as the Committee on

Accreditation transitioned into the Commission on Accreditation. All accredited

programs and active site visitors were mailed copies of the 5 Year Summary Report

early in 2012. It is also available at

21

http://www.apa.org/ed/accreditation/about/research/2006-2010-report.pdf (1a, 1b, 1c,

2b, 2e, 2g, 3a, 3c, 3d, 3e)