On the system of continuing education in psychological assessment in Poland

Maja Filipiak; Monika Tarnowska; Bartosz Zalewski; Władysław Jacek Paluchowski

doi:10.18290/rpsych.2015.18.2-1en

Maja Filipiak University of Social Sciences and Humanities in Warsaw
Monika Tarnowska University of Social Sciences and Humanities in Warsaw
Bartosz Zalewski University of Social Sciences and Humanities in Warsaw
Władysław Jacek Paluchowski Adam Mickiewicz University in Poznań

DOI: https://doi.org/10.18290/rpsych.2015.18.2-1en

Keywords: psychological assessment; clinical assessment; assessment competencies; continuing education

Abstract

The article is an invitation to a discussion on creating a continuing education system in the field of psychological assessment in Poland. This kind of learning is recommended in numerous documents relating to assessment practice, including the rules of obtaining EuroPsy – the European Certificate in Psychology. There is no coherent and commonly accessible system of learning and verifying assessment competencies in Poland. A degree in psychology alone is enough to be allowed to use all the assessment tools available. Research on the education of psychologists suggests that continuing education combined with clinical practice is the best way of developing assessment competencies. In this context, the article addresses a number of problems – and questions derived from them – that focus on the task of organizing such a system in Poland.

References

APA Presidential Task Force on Evidence-Based Practice (2006). Evidence-Based Practice in Psychology. American Psychologist, 4, 271-285.
Baran, A. i Biegańska, J. (2013). Rozwój kompetencji diagnostycznych młodych psychologów. Wystąpienie na III edycji Ogólnopolskiej Konferencji Diagnostycznej, Szkoła Wyższa Psychologii Społecznej w Warszawie, 22-23 listopada 2013 r.
Bartram, D. i Roe, R. A. (2005). Definition and assessment of competences in the context of the European Diploma in Psychology. European Psychologist, 10(2), 93-102.
Basińska, M. A. (2009). Specjalizacja z psychologii klinicznej – refleksje praktyka. Polskie Forum Psychologiczne, 14(2), 176-183.
Bradley, S., Drapeau, M. i Destefano, J. (2012). The relationship between continuing education and perceived competence, professional support, and professional value among clinical psychologists. Journal of Continuing Education in the Health Professions, 32(1), 31-38.
Brzeziński, J. (2011). Jakiej psychologii (i psychologów) potrzebuje społeczeństwo? Roczniki Psychologiczne, 14(2), 7-32.
Eells, T. D., Lombart, K. G., Kendjelic, E. M., Turner, C. i Lucas, C. P. (2005). The quality of psychotherapy case formulations: A comparison of expert, experiences and novice cognitive--behavioral and psychodynamic therapists. Journal of Consulting and Clinical Psychology, 73(4), 579-589.
Fernández-Ballesteros, R., De Bruyn, E. E. J., Godoy, A., Hornke, L. F., Ter Laak, J., Vizcarro, C., Westhoff, K. [i in.] (2001). Guidelines for the Assessment Process (GAP): A proposal for discussion. European Journal of Psychological Assessment, 17(3), 187-200.
Filipiak, M., Tarnowska, M. i Zalewski, B. (2013). Opinia psychologów praktyków oraz dydaktyków na temat ustawicznego kształcenia w obszarze diagnozy psychologicznej – raport z badań ankietowych przeprowadzonych drogą internetową w okresie od czerwca do października 2013 r. Strona internetowa: http://www.acpir.swps.pl/index.php/aktualnosci/188-raport-opinia-na-temat-ustawicznego-ksztalcenia-w-obszarze-diagnozy-psychologicznej
Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., Collins, F. L. i Crossman, R. E. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology, 3(4), 5-26.
Freeman, R. P. J. i Steyaert, S. (2011). The history and organization of the European Federation of Psychologists’ Associations (EFPA). European Psychologist, 16(2), 90-99.
Groth-Marnat, G. (2009). Handbook of psychological assessment. Hoboken, NJ: John Wiley & Sons.
Johnson, W. B., Barnett, J. E., Elman, N. S., Forrest, L. i Kaslow, N. J. (2013). The competence constellation model: A communitarian approach to support professional competence. Professional Psychology: Research and Practice, 44(5), 343-354.
Kaslow, N. J., Rubin, N. J., Forrest, L., Elman, N. S., Van Horne, B. A., Jacobs, S. C., Huprich, S. K., Benton, S. A., Pantesco, V. F., Dollinger, S. J., Grus, C. L., Behnke, S. H., Shen Miller, D. S., Shealy, C. N., Mintz, L. B., Schwartz-Mette, R., Van Sickle, K. i Thorn, B. E. (2007). Recognizing, assessing, and intervening with problems of professional competence. Professional Psychology: Research and Practice, 38, 479-492.
Kasprzak, E. (2009). Kształcenie podyplomowe w psychologii pracy i zarządzania. Polskie Forum Psychologiczne, 14(2), 189-194.
Levenson R. W. (2014). The future of clinical science training: New challenges and opportunities. Clinical Psychological Science, 2(2), 35-45.
Lunt, I. (1999). European framework for psychologists training: Project funded by the European Union under the Leonardo Program. European Psychologist, 4(4), 274-276.
Lunt, I. (2005). The implications of the “Bologna process” for the development of a European qualification in psychology. European Psychologist, 10(2), 86-92.
Lunt, I. (2011). EuroPsy: The development of standards for high-quality professional education in psychology. European Psychologist, 16(2), 104-110.
Mróz, B. (2009). Edukacja po studiach. Kierunki – formy – oczekiwania. Polskie Forum Psychologiczne, 14(2), 168-175.
Nowak, A., Borkowski, W. i Winkowska-Nowak, K. (2009). Układy złożone w naukach społecznych. Warszawa: Scholar.
O’Donovan, A., Bain, J. D. i Dyck, M. J. (2005). Does clinical psychology education enhace the clinical competence of practitioners? Professional Psychology: Research and Practice, 36(1), 104-111.
O’Donovan, A. i Dyck, M. J. (2005). Does a clinical psychology education moderate relationships between personality or emotional adjustment and performance as a clinical psychologist? Psychotherapy: Theory, Research, Practice, Training, 42(3), 285-296.
Paluchowski, W. J. (2012). Kompetencje diagnostyczne psychologa i ich obraz. Czasopismo Psychologiczne, 18(1), 1-10.
Rodolfa, E., Bent, R., Eisman, E., Nelson, P., Rehm, L. i Ritchie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36(4), 347-354.
Rodolfa, E., Greenberg, S., Hunsley, J., Smith-Zoeller, M., Cox, D., Sammons, M., Caro, C. i Spivak, H. (2013). A competency model for the practice of psychology. Training and Education in Professional Psychology, 7(2), 71-83.
Roe, R. A. (2002). What makes a competent psychologist? European Psychologist, 3, 192-202.
Stemplewska-Żakowicz, K. (2009). Diagnoza psychologiczna. Diagnozowanie jako kompetencja profesjonalna. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Stemplewska-Żakowicz, K. i Paluchowski J. W. (2008). Podstawy diagnozy psychologicznej. W: J. Strelau i D. Doliński (red.), Psychologia. Podręcznik akademicki (t. 2, s. 23-94). Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Toeplitz-Winiewska, M. (2013). The ethical and practical aspects of psychological diagnosis in forensic evaluation. Problems of Forensic Sciences, 94, 550-563.
Witkowski, T. i Fortuna, B. (2008). O psychobiznesie, tolerancji i odpowiedzialności, czyli strategie czystych uczonych. Psychologia Społeczna, 34(9), 295-308.