Reviewing/Recognizing Education Programs
This page contains information and updates about the CRPO process for Reviewing and Recognizing psychotherapy education & training programs.
To establish and access your application, click the link below. Then, to begin a new application, click the link that says “Click here to create an account as an Education Program Provider”. You will receive further instructions following set-up of your account.
UPDATE (March 24, 2014)
Evaluation Criteria for Psychotherapy Education & Training Programs and Possible Outcomes
The following are criteria on which education & training programs are evaluated and a description of the three possible outcomes of the Review and Recognition process.
The Review and Recognition process involves substantive review of a program by three Reviewers who have extensive experience in psychotherapy practice and education, and who are independent of the transitional Council/College. Reviewers examine a program’s submission to form an impression of the overall organization of the program. Reviewers also examine how the program enables students to develop the following entry-to-practice competencies:
2.1 Use effective professional communication
2.2 Build and maintain effective relationships
3.1 Comply with legal and professional obligations
3.2 Apply ethical decision making
3.3 Maintain self-care and level of health necessary for responsible therapy
3.4 Obtain clinical supervision & consultation when necessary
3.5 Provide reports to third parties
4.6 Identify when and how to refer clients appropriately
4.7 Conduct an effective closure process to end a course of therapy appropriately
5.1 Access and apply a range of relevant professional literature
5.2 Use research findings to inform clinical practice
Reviewers will evaluate in greater detail how the program enables students to develop each of the following ten competencies:
1.1 Integrate a theory of human psychological functioning and development
1.2 Work within a framework based upon an established psychotherapeutic theory
1.3 Integrate knowledge of comparative psychotherapy relevant to practice
1.4 Integrate awareness of self in relation to professional role
1.5 Integrate knowledge of human and cultural diversity in relation to psychotherapy practice
4.1 Engage in psychotherapy with clients and maintain a professional frame for therapy
4.2 Establish and maintain an effective therapeutic relationship
4.3 Apply safe and effective use of self in the therapeutic relationship
4.4 Conduct an appropriate risk assessment
4.5 Structure and facilitate the therapeutic process
For each of these ten competencies, Reviewers look for the following:
- Program content is sufficiently detailed and current to support students in developing this competency.
- The identified instructional/learning materials used in development of this competency are relevant and appropriate.
- The approach/tools used to support students in developing this competency are balanced and appropriate.
Connections & Integration
- Development of this competency is integrated within the program and complements the overall delivery of the program.
- Learners’ achievement of the competency is evaluated using a variety of appropriate methods, e.g., participation, oral presentation, written work, experiential learning, clinical experience, supervision, safe and effective use of self, etc.
Finally, the Review team (three Reviewers), produce a summary of conclusions and make an overall recommendation to the College. The Reviewer team may make one of the following three recommendations:
1. That the program be Recognized
- The program sufficiently enables students to develop the required competencies for entry-to-practice.
Recognition is granted for a period of five years.
2. That the program be provisionally Recognized
- The program enables students to develop the required competencies for entry-to-practice, with the exception of one or two specific, minor and reasonably remediable gaps.
Provisionally Recognized programs will be asked to demonstrate that they have adequately addressed identified gaps within a prescribed time period, so that full Recognition may be granted.
3. That Recognition be deferred
- The program contains numerous or significant gaps or does not enable students to develop the required competencies for entry-to-practice.
The program will need to apply for Recognition again, when deficiencies have been remedied.
UPDATE (February 10, 2014)
The transitional Council is pleased to announce the launch of the Review and Recognition process for psychotherapy education & training programs. Education program providers may now complete and submit an online application to have their program Reviewed by the CRPO.
3rd Party Program Review Coordinator
In January 2014, CRPO contracted with Curriculum Services Canada to coordinate the process of Reviewing and Recognizing psychotherapy education & training programs. A program applying for Recognition will first complete the online application package. Following submission of the application, Curriculum Services Canada will send the program an e-mail invoice for $3500 + HST, the fee for reviewing an application for Recognition.
Once the invoice has been paid, CRPO staff will conduct an initial review of the application to ensure that it is complete and complies with the instructions for submitting an application. Following this initial review, Curriculum Services Canada will coordinate a substantive review of the Application by three individuals who have extensive experience in psychotherapy practice and education, and who are independent of the transitional Council/College. CRPO will not have direct involvement in the substantive Review of programs.
UPDATE (January 21, 2014)
At the January 15th meeting of the transitional Council, the Registrar noted in her remarks that an addition had been made to the list of possible outcomes resulting from the Review and Recognition of education & training programs. Previously, the possible outcomes were: “Recognized” or “Recognition Deferred”. However, at its last meeting, the Education Framework Task Group recommended that a third possible outcome be added, namely: “Provisional Recognition”.
The reason for this change was a growing awareness that many programs may be somewhat weak in one or two areas, but overall appear to be doing a good job of preparing students for entry-to-practice. “Provisionally Recognized” programs will be asked to demonstrate that they have adequately addressed identified gaps within a prescribed time period, so that full Recognition may be granted.
When numerous, significant gaps are found in a program, Recognition will be deferred, which means the program will need to apply for Recognition again, when deficiencies have been remedied.
The Education Framework Task Group, established in 2011 and chaired by Carol Cowan-Levine, has completed its work developing a ‘Framework’ (criteria and process) for reviewing and recognizing education and training programs. These are programs that prepare students with entry-to-practice competencies identified in the draft Registration Regulation. The Task Group last met in September 2013 to review the results of a pilot project, which tested Review and Recognition tools.
The Task Group has now disbanded, having fulfilled its terms of reference. The transtional Council expects to begin accepting applications for Review and Recognition of education & training programs in early 2014. An email will be sent to our mailing list when we are ready to accept applications.
UPDATE (October 28, 2013)
The Education Framework Task Group, established in 2011 and chaired by Carol Cowan-Levine, has developed a ‘Framework’ (criteria and process) for reviewing and recognizing education and training programs that prepare students with the entry-to-practice competencies identified in the draft Registration Regulation. (See sidebar for related resources.)
A list of Recognized programs will help streamline the registration process, as applicants who have completed a Recognized program will be understood to have met the education & training requirements set out in the Registration Regulation. Applicants who have completed a program that has not been reviewed or recognized will also be considered for registration; however, a more detailed review of their program, including transcripts, course descriptions, etc., will be required.
Programs granted Recognition can be confident that their curriculum, objectives and outcomes are aligned with the College’s registration requirements. In addition, a list of Recognized programs will help students make informed choices when selecting education & training programs.
Programs seeking recognition will be asked to submit detailed information about their curricula, faculty members, staffing structure, facilities, admission policies and process for handling student complaints, among other items. In addition, they will be asked to map their education and training objectives and learning outcomes to selected competencies from the Entry-to-Practice Competency Profile developed by the transitional Council for Registered Psychotherapists (RPs). (See links in sidebar.) Programs applying for Recognition will be evaluated based on a set of published criteria.
Over the summer of 2013, 10 psychotherapy education & training programs, representing a variety of university and private institutions, completed the College’s pilot project of its review and recognition process. The purpose of the pilot project was to test the proposed process and tools. No actual decisions were made whether or not to Recognize particular programs.
The transitional Council has completed its review of the pilot project, gaining valuable experience and feedback. It is currently finalizing the tools used in the process in order to begin accepting applications for Recognition. The transitional Council expects to engage the services of an arms-length third party to coordinate and administer the process on behalf of the College.
This web page will be updated when the College begins accepting applications for the Recognition of programs. An e-mail will also be sent to the College’s mailing list.
Updated March 24, 2014