| dc.contributor.author | Jerry, Paul | |
| dc.date.accessioned | 2011-08-25T16:00:24Z | |
| dc.date.available | 2011-08-25T16:00:24Z | |
| dc.date.issued | 2011-08-25T16:00:24Z | |
| dc.identifier.uri | http://hdl.handle.net/2149/3092 | |
| dc.description | This paper was included in a unique “ethics track”, which was a first for this conference. Historically, they have not grouped series of papers this specifically and my talk followed some “heavyweights” in the field of psychology and ethics from Canada, the U.S., Africa, and Europe.
The source of the material for the paper was a 7 year project of the College of Alberta Psychologists and I was a key leader in its inception, development and implementation over this time, including serving as President of the College in the year that this project came to fruition. Several key issues help place the reaction to this work in context. First, the continuing competence program referred to in the title is now in place. It took 7 years of development in this phase of development, but the movement and impetus for this type of program has been brewing since 1972. It has continually been derailed by the professional membership of the College for many, mainly political, reasons. Due to changes in Alberta’s Health Professions Act, it is now mandatory to have such a program.
What sets the program apart from others is a philosophical position that moves the responsibility for self-development as a professional from the regulator to the psychologist. Other systems have the regulator track continuing education credits whereas this system has the professional self-determine the activities for the year and track them as they are completed. | en |
| dc.description.abstract | Discusses the development of a continuing competence program for professional psychologists. Many North American jurisdictions have mandatory continuing education that involves collecting continuing education hours in a determined period of time. The College of Alberta Psychologists chose to develop and implement a continuing competence program that operates independent of credit hours. Psychologists engage in a self-determined and self-directed learning plan. The philosophical and theoretical assumptions behind such a program are presented, in contrast to other models of continuing education. Issues of professionalism and competence and the effect this program’s philosophy have had on the profession are discussed. Member feedback and participation data is presented as well as a discussion of the internal politics and external pressures the emerged during this development process. | en |
| dc.language.iso | en | en |
| dc.relation.ispartofseries | 92.927.G1298; | |
| dc.subject | Professional Psychologists | en |
| dc.subject | College of Alberta Psychologists | en |
| dc.subject | Program’s philosophy | en |
| dc.subject | Internal politics | en |
| dc.title | Developing and implementing a continuing competence program for professional psychologists: A Canadian perspective | en |
| dc.type | Presentation | en |
