Psychology Education and Training

Rainer K. Silbereisen is Research Professor of Developmental Psychology and Director of the Center for Applied Developmental Science at the University of Jena, Germany. He is Past-President of the International Union of Psychological Science (2012-2016). His main research interests are in human lifespan development from a biopsychosocial perspective and in the role of social and cultural change in positive and maladaptive human development.

• 1: Introduction. Rainer K. Silbereisen and Pierre L.-J. Ritchie, Psychology Education and Training: A Global Perspective. 2: Setting the Stage. 1. Martin Pinquart and Allan Bernardo, Results of the IUPsyS Survey on Psychology Education and Training Worldwide. Janak Pandey, Commentary on ‘Setting the Stage’. 3: International Framework for Psychology Education and Training (PET). 2. Ingrid Lunt, International Frameworks for Psychology and Training: A European Perspective. 3. Merry Bullock, International Frameworks for Psychology Education and Training: Overarching issues and principles. Rainer K. Silbereisen, Commentary on ‘International Framework for Psychology Education and Training (PET)’. 4: Implications of emerging areas for Psychology Education and Training. 4. Rocio Fernandez-Ballesteros, Implications of emerging areas for Psychology Education and Training: The case of Geropsychology. 5. Wolfgang Miltner, Implications of emerging areas for Psychology Education and Training: The case of Neuroscience, Psychophysiology, and Biological Psychology. Andreas Beelmann, Commentary on ‘Implications of emerging areas for Psychology Education and Training’. 5: Bridging Scientific Universality and Cultural Specificity in PET. 6. Oscar Barbarin, Psychology Education and Training: A perspective from the United States of America. 7. Kwang-Kuo Hwang, Psychology Education and Training: A Chinese Perspective. 8. Bame Nsamenang, Psychology Education and Training: An African Perspective. Pascal Huguet, Commentary on ‘Bridging Scientific Universality and Cultural Specificity in PET’. 6: Balancing Basic and Applied Research with National Needs in PET. 9. Lawrence Aber, Optimizing the relationship between basic and applied research for Psychology Education and Training. 10. Cheryl De La Rey, Basic and Applied Research in Psychology Education and Training: South Africa as a Case Study. Buxin Han, Commentary on ‘Balancing Basic and Applied Research with National Needs in PET’. 7: Quality Control and PET. 11. Victor Karandashev, Quality Control in Psychology Education and Training (PET): Views from around the World. 12. Judy E. Hall, Models for Quality Control in Psychology Education and Training: A North American Perspective. Ava D. Thompson, Commentary on ‘Quality Control and PET’: A Caribbean Perspective. 8: Roles and Responsibilities of International Psychology Organizations for PET. 13. José Peiro, Roles and Responsibilities of International Psychology Organizations in Improving Psychology Education and Training. 14. Regina-Maria Maluf, Improving Psychology Education and Training in Latin America: An overview. Tea Gogotishvili, Commentary on ‘Roles and Responsibilities of International Psychology Organizations for PET’.

"…I strongly recommend this book to anyone involved with psychology organizations: The conversation has started. It is too much to expect the answers to emerge immediately, but the questions are beginning to crystalize. Because the book focuses on the questions rather than the answers, it might be fairest to say that this work’s value is in setting the stage and the context for further discussion...All of the chapters are interesting and cover information about educational curricula, training requirements for practice, and quality control by the professional bodies or by state educational audits. Thus, for anyone involved in psychology’s future as a globally shared enterprise there is much to stimulate our working together."- Ian M.Evans, PsycCRITQUES, October 27, 2014, Vol.59, No.43, Article 4