Psychology teaching and training in Europe

XXXII Congreso Interamericano de Psicología June 28- July 2, 2009, Guatemala City, Guatemala

Symposium: Advances in Psychology Education around the World

Anna Sagana, University of Athens

Kristina Potočnik, University of Valencia

Outline 1. The context of higher education in Europe

2. Historical background2.1 Treaty of Rome 19572.2 The General Directive 89/48/EC2.3 European Framework (EroPsyT)2.4 The Third Directive

3. Euro Psy – EDP3.1 Aim3.2 Principles3.3 Framework and minimal requirements3.4 Summary3.5 Scepticism/ disagreements

4. Erasmus Mundus Programs 4.1 Aim4.2 WOP-P

5. The role of Student Organizations

Historical BackgroundTreaty of Rome 1957

Article 48: freedom to work anywhere in the European Community

Article 45: allowed for mutual recognition and co-ordination of professional qualifications

Seven Professions:1. Doctors2. Dentists3. Nurses 4. Midwives 5. Veterinarian 6. Pharmacists 7. Architects

Sectoral Directives

Historical BackgroundThe General Directive 89/48/EC

Mutual Recognition of Higher Education Diplomas

Aim: was to cover other professions restricted by State or Law

Psychologists are covered by the directives 89/48 and 92/51, which cover all regulated professions whose qualifications require at least a Diploma (Lunt 1997)

Provides a complicated approach to the evaluation of equivalence which depends on individual cases being evaluated and compared against a national “template”

Historical BackgroundEuropean Framework for Psychologists

Training (EuroPsyT)1st Project: aimed to develop a “reference model” and minimal standards (ENOP 1998) and to develop standards which specified competencies of psychologists at the stage of independent practice (Bartram 1996)

2nd Project: aimed and did design the European Diploma of Psychology (EuroPsy) which provides a set of standards or benchmark for quality of psychology education and training across Europe.

Historical BackgroundThe Third Directive

“More flexible and automatic procedure based on common platforms established by professional associations at European level”,

(European Commission 2004)

“Common platforms” are defined as ‘”a collection of criteria on professional qualifications able to bridge the substantial differences between the training conditions in the different Member States”

(Directive COM(2002)119, Article 15)

Historical BackgroundThe Third Directive

Article 15 provides a means for the profession of psychologist to propose a European standard which has been agreed by all EU member states (the EuroPsy) and for this standard to contribute to a fast track mechanism for recognition, by enabling comparison with the training of each of the Member States (see Lunt 2005).

Importance for Psychologists

European Diploma in Psychology (EDP)Aim

EDP represents a system of standards for the education and training of professional psychologists in Europe aiming to enhance:

High quality education and training in

psychology

Ethical commitment of all psychologists

Mobility of psychologists and

psychological thinking

European Diploma in Psychology (EDP)Principles

1) To promote the availability of adequate psychological services

2) To protect consumers and citizens in Europe through the assurance of quality and to protect them against unqualified providers of services

3) To promote the mobility of psychologists by enabling them to practise anywhere in Europe

4) To ensure that the EDP is awarded on the basis of demonstrated completion of an academic curriculum in psychology and competence in the performance of professional roles

European Diploma in Psychology (EDP) Principles

5) To ensure that the EDP system is fair and avoids discrimination of psychologists on the basis of national or other differences

6) To guarantee the qualification for psychological practice at an entry level to the profession as well as beyond

7) To endorse a commitment to the active maintenance of competence

8) To respect rather than to replace national regulations for psychologists which are already in place

European Diploma in Psychology (EDP) Framework

Bachelor degree

Master degree

Supervised practice

Part of the academic

curriculum

Not necessarilyincluded in the

university curriculum

European Diploma in Psychology (EDP)Framework and minimal standards

Bachelor degree

Orientation of students in the different sub-specialities in psychology; it can also be opened to related disciplines

Offers a basic education in all the psychology specialities, and in the major theories and techniques in psychology

Basic introduction to psychologists’ skills, and a grounding for research in psychology

NOT providing an occupational qualification nor the necessary competence for independent practice in psychology

Duration of 3 years

European Diploma in Psychology (EDP) Framework

Masters degree

Prepares the student for independent professional practice as a psychologist

Either undifferentiated and prepares for further PhD training or employment as a “general practitioner” in psychology or

Differentiated, preparing student for practice within a particular professional area of psychology

The student has to demonstrate the capacity to acquire skills in research.

Internship, providing an introductory professional field training

Duration of 2 years

European Diploma in Psychology (EDP) Framework

Supervised practice To prepare for independent practice as a

licensed (or equivalent) psychologist,

To develop working roles as a professional psychologist based on one’s unique training and personality

To consolidate the integration of theoretical and practical knowledge

Duration of 12 months

European Diploma in Psychology (EDP) Minimal requirements

European Diploma in Psychology (EDP) Scepticism

One year supervised practice

The duration of university curriculum in some countries too short

The dissertation or thesis is not required in some countries

The issue of validity /renovation of the Diploma

ERASMUS MUNDUS PROGRAM Aim

A cooperation and mobility program of excellence in Higher education

Promoted by the European Union with a worldwide scope

Supports high quality European Masters

Promotes the visibility and attractiveness of the European Higher Education in the rest of the world countries

http://ec.europa.eu/education/external-relationprogrammes/doc72_en.htm

ERASMUS MUNDUS PROGRAM WOP-P

Master in Work, Organization and Personnel Psychology (WOP-P) is the first Master in Psychology in Europe that has been selected in this European program

Jointly offered by the Universities of Barcelona, Bologna, Coimbra, Paris V, and Valencia (in charge of coordination)

It started in the academic year 2006-07

It qualifies students for the professional practice of Work, Organizational, and Personnel Psychology

It facilitates access to doctoral studies in this and related disciplines

ERASMUS MUNDUS PROGRAM WOP-P-guidelines

Duration: 2 years (120 ECTS)

The programme is based on the "scientist-practitioner" model, which assumes that a good preparation as practitioner implies the acquisition of professional and research competences.

The Master implements the main guidelines developed by the Euro-Psych model for the European Diploma of Psychology (EDP)

www.erasmuswop.org

ERASMUS MUNDUS PROGRAM WOP-P - Workload

Courses on work, organizational, and personnel Psychology, including theory and methodology aspects (48 ECTS)

Free-choice courses related to the field (16 ECTS)

Joint Intensive Learning Unit (Winter-School) (10 ECTS)

Professional stage/internship (15 ECTS)

development of research competences (24 ECTS)

Professional report integrating research and practice (7 ECTS)

The Role of Students’ OrgansationsGoals-Means

Academic life Political issues Social issues

Cultural activities Scientific activities, congresses, lectures

etc Demonstrations (in certain cases)

To resolve students’ problems referring to:

Support Activities

The Role of Students’ OrgansationsBenefits

For Students

For the modernisation of psychology

Amelioration of educational programmes

at universities

Protection of psychology

Proficiency and responsible preparation

for the profession

The role of Students Organisations One of there main sources of information regarding the EDP were students’

associations*

Friends 21%

Other 11%Career advisor 0%

Other media 6%

Internet 17 %

University 26%

Stud. Org. 48%

*Students’ attitudes towards EDP. An European Survey, carried out by EFPSA’s EDP project team. Results presentedAt the 9th European congress of psychology, Granada, Spain