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Professional psychology training: Curriculum examinations from several vantage points

Professional psychology training: Curriculum examinations from several vantage points

Abstract

This special issue on clinical training in psychology provides a broad perspective on several issues that relate to current practices in Australia. The curriculum in postgraduate training in professional psychology in Australia has been under increasing scrutiny over the past 5 years. This is due to both internal and external forces acting on the curriculum as part of the pressures on the profession as a whole. There are pressures stemming from international training standards aimed at improving equivalence of standards across countries and allowing free movement of trained psychologists between countries - this has been detailed in prior publications (e.g., Helmes & Pachana, 2006 ) as well as in the paper by Lunt in this issue. These issues are also raised in a recent issue of InPsych (April 2007) as well as in the commentary by Montgomery and Voudouris appearing in this issue. Similarly, the Council of Australian Governments has established a taskforce on the national health workforce to provide advice on issues such as improving health workforce education and training approaches. Such external pressures have resulted in a number of initiatives involving the Australian Psychological Society, which are detailed in the Montgomery and Voudouris commentary. A second
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