“Giving back” to the profession of psychology is a personal responsibility.
Bibliographic record
Abstract
AbstractThe right of self-regulation stems to historic notions that members of profession had particular knowledge and skills, independence from government, and commitment to the public interest. Schultze (2007) argued that the model of self-regulation carries with it the responsibility for individual members to engage and participate in the maintenance and development of the profession. This paper discusses various ways in which psychologists, as clinicians, researchers, and teachers, can engage at local, provincial, and national levels, strengthen the profession of psychology, and continue to serve the public interest.Keywords: self-regulation, supervision, teaching, research, volunteerResumeLe droit l'autoregulation renvoie la notion historique que les membres d'une profession possedent des connaissances et des competences particulieres, une autonomie par rapport au gouvernement ainsi qu'un engagement l'egard de l'interet public. Selon Schultze (2007), le modele d'autoregulation comporte la responsabilite pour chacun des membres non seulement de s'engager envers le maintien et le developpement de la profession, mais aussi d'y participer. Cet article discute des diverses facons dont les psychologues - cliniciens, chercheurs et enseignants - peuvent jouer un role aux niveaux local, provincial et national, renforcer la psychologie en tant que profession et continuer de servir l'interet public.Mots-cles : autoregulation, supervision, enseignement, recherche, benevolat.Psychologists across Canada have been given the privilege of being part of self-regulated profession and, in my view, along with that privilege comes responsibility to give to the profession. The responsibility is not onerous as, simply, there are many ways in which to make contribution. From presenting guest lecture at local high school, college, or university to making the substantial commitment of serving as president of the Canadian Psychological Association (CPA), the opportunities range from dedicating couple of hours on one occasion to devoting large chunks of several years. Giving back also brings certain rewards, including staying connected to developments in the profession, learning from students and interns/residents, and enhancing one's sense of being part of broader professional community.Robert Schultze (2007) described how the history of selfregulated professions began with an initial notion, in the mid-19th century, of members in profession having combination of knowledge and skills, having a commitment to duty above selfinterest or personal gain (p. 41), and having independence from government interference. However, Schultze noted, by the end of the 19th century, the prestige of the profession and the market advantage of exclusive use of title overtook those earlier concepts. Courts and governments, Schultze suggested, have continued to hold that self-regulation is desirable only when that privilege serves the public interest. Schultze concluded,A key expectation of members of self-governing professions is that they accept legal and ethical responsibility for their work and hold the interest of the public and society as paramount. Individual members also have the responsibility to participate in the maintenance and development of the profession to keep it strong and healthy for the future. (p. 52)Drawing on the work of Allred (2002),1 Schultze (2007) kindly provided an introductory template to possible points of engagement for professionals looking to maintain and develop the profession, describing that self-regulated professions were, among other roles, responsible for determining requirements for entry into the profession, establishing and maintaining levels of competency, establishing and maintaining codes of ethics, addressing complaints about members, and developing disciplinary adjudication process. In short, in the realm of psychology, opportunities for volunteering include assisting in the development of standards for educational attainment for entry into the profession, teaching and supervising those interested in joining the profession, evaluating and registering those seeking to use the title of psychologist, implementing and updating disciplinary and aspirational codes of conduct, and responding to public complaints about members of the profession. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.018 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.009 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".