Earlier this year, the APA Council of Representatives approved the Guidelines on Core Learning Goals for Master’s Degree Graduates in Psychology.  These guidelines are ground-breaking in many ways:

• They are the first official guidelines that address core learning competencies in psychology at the master’s level
• They come at a time when the number of master’s programs and graduates within the United States continues to grow
• They apply to any subfield of psychology, be it neuroscience, cognitive, Industrial/Organizational, or health service psychology

The Guidelines are the culmination of a Task Force put together by the APA Board of Educational Affairs (BEA), with the intent of providing a resource that helps faculty and departments structure programs and helps ensure high-quality education and training.  “The APA has been a leader in providing resources at the undergraduate and doctoral level that helps ensure high-quality teaching and learning,” says Sharon Berry, PhD, ABPP, and Chair of BEA. “This document fills the gap and provides a much-needed model of goals and outcomes for master’s level training.”

To capture the breadth of psychology, the Task Force represented members from different sub-disciplines of psychology (such as general experimental, Industrial/Organizational, counseling), faculty from different types of institutions that offer master’s programs, and individuals with experience in assessment as well as a range of administrative and faculty experiences within university settings.

Emphasizing Student Success

“Professors are interested in how well their students learn,” says Jodie Ullman, PhD, chair of the Task Force and a professor of Psychology at CSU-San Bernardino.  “Our interests go beyond just grades, but in assessing how deeply students learn, their acquisition of higher order skills, and their development of deep thinking that supports life-long learning.”  With this as a theme in developing the Guidelines, the Task Force generated five Core Learning Goals:

1. Knowledge Base in Psychology
2. Scientific Mindedness
3. Ethical and Social Responsibility in a Diverse World
4. Communication
5. Professional Development

The master’s graduate in psychology demonstrates a broad knowledge of psychology’s core domains, knowledge of psychology as a science, and advanced knowledge in an area of concentration. Broad knowledge is apparent in the graduate’s ability to articulate historical and contemporary issues and apply scientific principles in psychology. The knowledge base is further distinguished from the baccalaureate level by the ability to analyze and integrate information across the major domains of psychology. An area of concentration is marked by comprehensive knowledge of relevant theories, concepts, and methods in a focused area. The graduate is able to place an area of concentration in appropriate context and explain how dimensions of diversity relate to the knowledge base. The student should demonstrate evaluation and synthesis of specialized knowledge, typically in a culminating experience such as an internship or thesis.

By being scientifically minded, students apply appropriate techniques to identify and answer research questions and to make informed decisions as knowledgeable consumers of the research literature. The skills involved in achieving this goal enable the student to evaluate literature sources with informed critical thinking; integrate various concepts, principles, and theories to formulate plausible explanations for behavior; solve problems in a variety of settings; and carry out their roles in science and practice with appropriate attention to cultural diversity and intersecting identities. These skills are essential for master’s-level graduates whether they become practitioners or scientists. Scientifically minded graduates can make an impact on society by ensuring that they solve problems and employ interventions
with the knowledge that their strategies have been tested with scientific rigor.

Graduates earning a master’s-level degree recognize that serving in the profession, regardless of the specific area of concentration, involves recognizing and embracing the ethical standards of the discipline. They understand that they are likely to manage complex ethical circumstances in research and/or practice contexts. They strive to respond appropriately to ethical challenges that may arise when working with diverse individuals, groups, and communities who represent various cultural and personal backgrounds (see APA’s [2002] definition of diversity and multiculturalism). Their competence includes exhibiting cultural humility about the potential limitations that may transpire from their own background and worldview. Finally, they are prepared to be effective change-agents who can successfully strategize and seek consultation when necessary regarding how to work with people who have diverse backgrounds.

Master’s graduates in psychology demonstrate competence in written, oral, and interpersonal communication skills in multiple formats and contexts. They express psychological concepts clearly and with culturally appropriate adaptations for different audiences. Graduates interact effectively and collaborate collegially with professional peers. The skills in this domain include using technology ethically and effectively in professional and personal communication.

Individuals with a master’s degree in psychology are able to apply their knowledge and skills to achieve professional success. Graduates may pursue professional opportunities in a variety of areas, but they will display a higher level of independence in their professional performance than would be evident at the baccalaureate level. Master’s graduates effectively evaluate and monitor their own performance. They should be knowledgeable about professional opportunities for which they are qualified and develop plans to pursue a professional career. Having identified a professional concentration, the individual should establish and communicate a clear professional identity. The master’s graduate demonstrates a level of sophistication in adhering to professional standards. In summary, graduates are not only knowledgeable but also skilled in the application of their knowledge to a chosen profession.

The Guidelines emphasize student performance and acquisition at the master’s level, not the curriculum, as that is the sole domain of a program’s faculty and administrators.

Assisting Educators

Not coincidentally, the Guidelines come at a time when colleges and universities face increasing pressure to document student learning and program relevance.  High-quality assessment of student success starts with clearly articulated, well-crafted learning goals and outcomes.  APA hopes faculty will use these Guidelines as a starting point to discuss program improvement and refinement and subsequently be able to collect evidence that students learn what faculty intends them to learn.  Within each Goal is a list of specific learning outcomes that departments and faculty can use or adapt to match the requirements of their existing programs.  The outcomes have ideal indicators that demonstrate the different ways students could achieve the outcomes and goals.  Since the Guidelines are advisory in nature, departments and programs can construct specific indicators and assessments organically, that match the unique characteristics of the program and any required assessment approaches or accreditation standards.

Informing Students

Finally, the Guidelines can also help students, both prospective and current.  Departments and programs can use these learning goals to better articulate to prospective students the value of psychology education and training and make explicit the type of skills, knowledge, and abilities students are expected to develop during their training.  When shared with current students, the guidelines can act as a framework for them to reflect upon their education, and think critically of how their performance in coursework, lab work and/or required practicum demonstrates competency and what it means to be a successful student.

One of Many Resources

The Master’s Guidelines complement existing resources APA and BEA have created over the years to assist faculty, professors, and other members of the psychology training community.  You can find more examples of official guidelines and standards that the APA has in areas such as clinical practice, conducting science, and of course education.  Other APA resources specific to the psychology graduate training community can be found on the Graduate and Postgraduate Education and Training website,  and the annual summary reports from the Graduate Study in Psychology Survey.

Are there other resources you find helpful as a faculty, advisor, or other member of the psychology training community? Let us know!