Twenty-first century education: toward greater emphasis on context-social, economic, and educational.
In calling for a greater emphasis on the social, economic, and educational contexts, the discussion presented in this article is generally supportive of C.R. Snyder and T.R. Elliott's (this issue, pp. 1033-1054) vision of 21st century graduate education in clinical psychology. Attention is directed toward the asocial nature of professional psychology, a brief analysis of the influence of economics on the development of clinical psychology education, and the American Psychological Association's accreditation process as it shapes professional psychology education.
Peterson
Roger L
RL
Department of Clinical Psychology, Antioch New England Graduate School, NH 0343, USA. rpeterson@antiochine.edu
D000068:Accreditation; D003362:Cost-Benefit Analysis; D003479:Curriculum / Q000639:trends; D004500:Education, Graduate / Q000191:economics / Q000639:trends*; D004517:Education, Professional / Q000191:economics / Q000639:trends*; D005544:Forecasting; D006801:Humans; D017145:Models, Educational; D011586:Psychology, Clinical / Q000191:economics / Q000193:education*; D012958:Societies, Scientific; D012959:Socioeconomic Factors; D014481:United States