Abstract
Very little information has been available on training models in professional psychology programs in Indonesia, despite the IndonesianNational Accreditation Body recommending that scientist-practitioner models be applied in the education of psychologists. By contrast, research abounds on such training models in Western countries. This discrepancy raises the importance of developing a measurement tool appropriate for assessing training models in Indonesian professional psychology programs. This article describes the process of testing the validity and reliability of such a training model measuring tool in the Indonesian context. The authors used the expert evaluation method and the Aiken formula to calculate a coefficient of content validity and item’s internal consistency reliability. This process formed a training model scale comprising 77 items with satisfactory validity and reliability indexes for measuringIndonesian professional psychology program training models.
Highlights
In a professional psychology program the training model is an important educational component for aspiring psychologists playing a significant role in determining educational direction (Horn et al, 2007) by guiding formation of program objectives and determining learning experiences to achieve them
A measuring tool for training models in professional psychology programs is needed in Indonesia where little, if any, research on these programs has been undertaken
The expert evaluation study discussed in this article was part of a project to develop a valid, reliable training-model scale for the Indonesian context
Summary
In a professional psychology program the training model is an important educational component for aspiring psychologists playing a significant role in determining educational direction (Horn et al, 2007) by guiding formation of program objectives and determining learning experiences to achieve them. Academic discussion on training models in professional psychology education dates from 1948, at which time American scientists and practitioners in psychology formulated a training model to provide standards for implementation of education for professional psychologists (Baker & Benjamin, 2000; Cautin & Baker, 2014) The first such training model—the scientist-practitioner model— was developed in that era, and many professional psychology schools worldwide have adopted it (Baker & Benjamin, 2000; Belar & Perry, 1992; Bell & Hausman, 2014; Horn et al, 2007). The researcher would like to express her gratitude for your participation in this study
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