Balancing individual interests and quality of the profession in the formulation of professional standards. Commentary
Identifieur interne : 000149 ( OpenAccess/Analysis ); précédent : 000148; suivant : 000150Balancing individual interests and quality of the profession in the formulation of professional standards. Commentary
Auteurs : Ype H. Poortinga [Belgique] ; Rudolf Fisch [Allemagne] ; Norah Frederickson [Royaume-Uni] ; Ingrid Lunt [Royaume-Uni]Source :
- European psychologist [ 1016-9040 ] ; 2005.
Descripteurs français
- Pascal (Inist)
- Wicri :
English descriptors
- KwdEn :
Abstract
In the EU-funded working group that has been developing a European Diploma of Psychology several issues arose where a balance had to be found between individual interests of practicing psychologists and standards of professional quality. These issues included: an accredited curriculum or individual on-the-job performance as requirement for entry to the profession; open access of diploma holders to all areas of practice or access limited to a specific area defined by previous training and experience; time-limited or life-long validity of the diploma and low vs. high continued education requirements for revalidation; and the use of the register of diploma holders for the profession as a marketing tool for the individual psychologist.
Affiliations:
- Allemagne, Belgique, Royaume-Uni
- Angleterre, Grand Londres
- Londres
- University College de Londres, Université de Londres
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Pascal:05-0295374Le document en format XML
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<front><div type="abstract" xml:lang="en">In the EU-funded working group that has been developing a European Diploma of Psychology several issues arose where a balance had to be found between individual interests of practicing psychologists and standards of professional quality. These issues included: an accredited curriculum or individual on-the-job performance as requirement for entry to the profession; open access of diploma holders to all areas of practice or access limited to a specific area defined by previous training and experience; time-limited or life-long validity of the diploma and low vs. high continued education requirements for revalidation; and the use of the register of diploma holders for the profession as a marketing tool for the individual psychologist.</div>
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