Abstract: The problem of psychologist training remains a key
priority in Armenia. During the Soviet period, the notion of a
psychologist was obscure not only in Armenia but also in other
Soviet republics. The breakup of the Soviet Union triggered a gradual
change in this area activating the cooperation with specialists from
other countries. The need for recovery from the psychological trauma
caused by the 1988 earthquake pushed forward the development of
practical psychology in Armenia. This phenomenon led to positive
changes in perception of and interest to a psychologist
profession.Armenian universities started designing special programs
for psychologists’ preparation. Armenian psychologists combined
their efforts in the field of training relevant specialists.
During the recent years, the Bologna educational system was
introduced in Armenia which led to implementation of education
quality improvement programs. Nevertheless, even today the issue of
psychologists’ training is not yet settled in Armenian universities. So
far graduate psychologists haven’t got a clear idea of personal and
professional qualities of a psychologist. Recently, as a result of
educational reforms, the psychology curricula underwent changes,
but so far they have not led to a desired outcome. Almost all curricula
in certain specialties are aimed to form professional competencies
and strengthen practical skills.
A survey conducted in Armenia aimed to identify what are the
ideas of young psychology specialists on the image of a psychologist.
The survey respondents were 45 specialists holding bachelor’s degree
as well as 30 master degree graduates, who have not been working
yet. The research reveals that we need to change the approach of
preparing psychology practitioners in the universities of Armenia.
Such an approach to psychologist training will make it possible to
train qualified specialists for enhancement of modern psychology
theory and practice.
Abstract: Effective practicing psychologists require ongoing skill development that is constructivist and recursive in nature, with mentor, colleague, co-worker, and patient feedback critical to successful acquisition and maintenance of professional competencies. This paper will provide an overview of the nature and scope of psychologist skill development through multisource feedback (MSF) or 360 degree evaluation, present a rationale for its use for assessing practicing psychologist performance, and advocate its use in psychology given the demonstrated model utility in other health professions. The paper will conclude that an international research design is needed to assess the feasibility, reliability, and validity of MSF system ratings intended to solicit feedback from mentors, colleagues, coworkers, and patients about psychologist competencies. If adopted, the MSF model could lead to enhanced skill development that fosters patient satisfaction within and across countries.
Abstract: In this paper, Tobephobia (TBP) alludes to the fear of
failure experienced by teachers to manage curriculum change. TBP is
an emerging concept and it extends the boundaries of research in
terms of how we view achievement and failure in education.
Outcomes-based education (OBE) was introduced fifteen years ago
in South African schools without simultaneously upgrading teachers-
professional competencies. This exploratory research, therefore
examines a simple question: What is the impact of TBP and OBE on
teachers? Teacher ineptitude to cope with the OBE curriculum in the
classroom is a serious problem affecting large numbers of South
African teachers. This exploratory study sought to determine the
perceived negative impact of OBE and TBP on teachers. A survey
was conducted amongst 311 teachers in Port Elizabeth and Durban,
South Africa. The results confirm the very negative impact of TBP
and OBE on teachers. This exploratory study authenticates the
existence of TBP.