Psychology In Countries Research Articles

Teaching of psychology in countries with advanced versus developing economies

We compare structures and contents of psychology programmes from countries with developing and advanced economies. Respondents from 49 countries completed a survey of the International Union of Psychological Science on psychology education and training. In general, there are more similarities than differences between countries with developing and advanced economies. Nonetheless, large differences emerge with regard to the availability of international teaching resources. The transition rate from the lowest academic degree to programmes at the next level is much lower in countries with developing economies than in countries with advanced economies (25 per cent vs. 70 per cent). In addition, programmes from the former countries have higher student–faculty ratios and use lab sessions, seminars and tutorials less often. Differential and biological psychology/neuropsychology is less often taught in the former countries. In addition, there is larger variability of the quality of programmes within countries with developing economies. Conclusions are drawn for improving psychology education and training.

South African counselling psychology at the crossroads: lessons to be learned from around the world

Despite a four-decade history, the professional identity of counselling psychology in South Africa remains nebulous. Recent debates surrounding the revised scope of practice for counselling psychology bring the unresolved issue of professional identity back into focus. Rather than developing an idiosyncratic definition of counselling psychology, it is instructive to look at the ways in which the profession is conceptualised internationally. This article analyses the national definitions of counselling psychology in countries in North America, Europe, Australasia, and Asia, where the profession is both formally recognised and established. A thematic analysis reveals two superordinate themes: the different domains of practice that are considered to fall within the ambit of counselling psychology and the values of counselling psychology that are meant to inform this practice. Common domains of practice are development, prevention, and remediation. Prominent values of counselling psychology emphasise strengths, well-being, and the therapeutic relationship, recognise sociocultural and developmental contexts, value diversity and multiculturalism, and promote social justice. While there is an inevitable overlap with other specialities within psychology, counselling psychology is best distinguished not by the clients that are seen but rather by the values that inform practice. Implications for the practice of counselling psychology and mental health service delivery in South Africa are briefly discussed.

From the EFPA Network of National News Correspondents

The first report from the Network of National News Correspondents (NNC) was published in European Psychologist 3 (2012) to keep readers informed of what is happening in the field of psychology in countries across Europe. We hope this second report proves just as informative. It includes news from Cyprus, Germany, Portugal, Slovenia, and Spain. Cyprus reports on legislation concerning professional psychologists and the provision of continued education. Germany provides news on the launch of EuroPsy and the release of an authorized translation of the International Test Commission (ITC) guidelines. Portugal describes a successful conference and the unemployment situation among psychologists. Slovenia announces the approval of its National Accreditation Committee for the EuroPsy. Spain reports on the cooperation agreements the Spanish Psychological Association (COP) has signed with the American Psychological Association (APA) and the Portuguese Psychologists’ Association (OPP), as well as on COP’s efforts in the field of active aging.

How Many School Psychologists are There in Each Country of the World?

How many school psychologists are there in each country of the world? Findings from this study indicate over 76,100 school psychologists throughout 48 countries from which estimates were available as of 2007. When considering the total number of school psychologists in a given country, it is essential to also consider the number of school-age children. The school psychologist-to-student ratio provides an omnibus indicator of the development of the profession of school psychology in countries around the world. Calculations revealed a wide range of school psychologist-to-school-age children ratios in countries around the globe. It is notable that many of the countries with the largest populations of school-age children in the world have the fewest school psychologists. Ideas for future scholarship that will further enhance our understanding of school psychology internationally are discussed.