Waldens Clinical Psychology Program: Competencies, Strengths and Weaknesses - Term Paper Example

Walden’s Clinical Psychology Program: Competencies, Strengths and Weaknesses Affiliation Walden’s Clinical Psychology Program: Competencies, Strengths and Weaknesses Introduction Walden University offers online degree programs in the field of Psychology. The programs are categorized into clinical psychology, counseling psychology, educational psychology, forensic psychology, general psychology, health psychology, organizational psychology and social psychology. The online degree program is the largest at the university yet there exists factors that question the competence of the program. Like any University of choice, the Walden University does have its strengths and weaknesses. However, with regard to the medical fraternity, the Clinical psychology program is what raises most eyebrows. Such questions are as a result of its lack of accreditation by the American Psychology Association. Stake holders in the medical fraternity are thus critic of the clinical psychology program owing to the nature of uncertainties about whether it meets standards and competences expected of a medical institution. The American Psychology Association is responsible for ensuring that the study and practice of psychology is not only with regard to certain standards but also follows ethical principles. Of all the institutes accredited to disseminate knowledge in clinical psychology and counseling psychology however, Walden University is not among them. Walden University enrollment officers however guide students to understand standards of accreditation and how they affect them in the employment market. The course is also not recognized by the Association of State and Provincial Psychology Boards/National Register (ASPPB/NR). This means that one cannot be a licensed psychologist especially in the fields of Clinical Psychology and counseling psychology by studying at this institution and this deals it a major blow. Although some students prefer undertaking these psychological disciplines with the knowledge that they may not be licensed practitioners in the end, most prefer not to take this risk. Without accreditation, most students prefer to opt elsewhere in pursuit of degrees in the medical profession. Despite the shortcoming in the lack of accreditation, Walden University does have its pack of aces. The University’s scholar practitioner model is indeed the best of the many incentives it offers aspiring students to give it an edge over many institutions. The University has a mission that effects positive social change in society especially through this program. The initiative undertakes to produce a positive change in the world by way of research and implementation of innovative policies for social change. Its alumni are committed to this effort for a greater good. This not only earns the university a reputation, it rewards effort put in the right direction by its alumni, both old and present. The Walden Social Change conference that was established in 2005 continues to encourage the efforts made by the social practitioner model. To better the performance of the University as a brand among institutions of higher learning, it is necessary that a few changes be made with regard to administrational matters and the reputation. It is not okay that an institution founded in 1970 as a center for innovative learning and one that embraces information technology through its online degree programs be challenged by lesser colleges that have been founded recently. A great reputation is often difficult to establish but rather tricky to maintain. For Walden, the image is blurred due to problems affecting its image especially in the medical field. The fact that some of its courses are unaccredited is a factor that must be addressed. The University must make prudent efforts to ensure that the American Psychology Association and the Association of State and Provincial Psychology Boards/National Register (ASPPB/NR) accredit the disciplines in Clinical and Counseling psychology. According to the American Psychological Association, only 31 states recognize the Nationally Certified School Psychologist (NCSP) designation, which recognizes professional competency in school psychology at a national, rather than State, level. Those without this accreditation are required to undertake exams once they transfer to the states that require such accreditation of them. Walden University can acquire this accreditation by having its students completing 60 graduate semester hours in school psychology, undertaking a 1,200-hour internship, 600 hours of which must be completed in a school setting; and a passing score on the National School Psychology Examination (Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., Crossman, R. E. (2009). Such is however often not possible with an online degree program in clinical psychology. The online course must be monitored by the American Psychological Association with request from the University. The institution must make efforts to ensure that its students meet standards in internship and the graduation semesters specified, whether online or not. (Donovan, R. A., & Ponce, A. N. (2009). Monitoring online students is however often challenging. To ensure this however, the University can make efforts to discourage any short cuts in meeting these requirements. One great way to do this is by ensuring that the e-learning students are able to get online reviews from creditors such as the American Psychological Association and the Association of State and Provincial Psychology Boards/National Register (ASPPB/NR). Correspondences with these bodies that ensure quality control will enable the University receive accreditation in the long run. Walden University could also come up with a business plan that incorporates it students and alumni only. A business plan that gets members a limited supply of products or one that disseminates services at affordable prices to the alumni may be prudent in ensuring that it attracts business minded students. Commodities that attract the student such as cell phones, laptops, educational reference materials and recreational activities may be a great way to lure prospects. By dishing out handouts, most people looking at it as an opportunity to get more than just the content disseminated by the academic field of study they undertake in the institution. Such would then compel them to empty their pockets in Walden’s direction. Business may also be encouraged in the name of the school. Enabling students to be enterprising with minimal operation costs may improve the student population in the school. This however has to be controlled within specified limits. Conclusion Walden University has a great mission to ‘provide a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.’(Walden University. (2009)). such a noble intent must however not be tarnished by the fact that some of its courses are unaccredited. The fact that people will always deem unaccredited University disciplines as ones that hand out worthless papers to the students may never change. To counter this however, the University must make efforts to educate people on the essence of accreditation as opposed to whether a course is worth pursuing or not. Even as the University seeks accreditation, only by proving the worth of its unaccredited disciplines can the institution manage to convince aspiring students to make Walden University their preferred choice. References Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B.,Crossman, R. E. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training Education in Professional Psychology, 3(4, Suppl) Donovan, R. A., & Ponce, A. N. (2009). Identification and measurement of core competencies in professional psychology: Areas for consideration. Training and Education in Professional Psychology, 3(4 Suppl) Kaslow, N. J. (2004). Competencies in professional psychology. American Psychologist, 59(8), 774-781 Kaslow, N. J., Grus, C. L., Campbell, L. F., Fouad, N. A., Hatcher, R. L., & Rodolfa, E. R. (2009). Competency assessment toolkit for professional psychology. Training and Education in Professional Psychology, 3(4, Suppl) Article: NCSPP. (2007). Competency Developmental Achievement Levels (DALs) of the National Council of Schools and Programs in Professional Psychology (NCSPP). Retrieved from http://www.ncspp.info/DALof%20NCSPP%209-21-07.pdf Article: Walden University. (2009). Ph.D. in psychology resources. Retrieved from http://inside.waldenu.edu/c/Student_Faculty/StudentFaculty_630.htm Read More