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The Blueprint for Education and Training developed by the Health Service Psychology Education Collaborative (2013) articulates a series of critical recommendations made by an interorganizational group that was convened to address both the changing nature of professional psychology and the current concerns in professional education and training. The Collaborative examined the preparation of health service psychologists in the context of scientific foundations, societal needs, and the 21st century health care system. This article provides a brief overview of that effort as a preface to further commentary in subsequent papers in this series.

In response to the growing emphasis on defining professional competence within applied psychology (e.g.,clinical, neuropsychology, counseling, school), in 2007 American Psychological Association Division 38(Health Psychology) sponsored a summit meeting with a specific focus on revisiting the standards of graduatecurricula and training in clinical health psychology. Using the cube model of core competency domains ofprofessional psychology as a framework, summit participants were charged with identifying the foundationaland functional competencies expected of a well-trained, entry-level clinical health psychologist. As a productof these discussions, the present article is presented as an initial effort to identify the competencies and beginthe discussion in clinical health psychology. As such it is likely to be of interest to a wide audience, includingclinical training programs with an existing or planned emphasis in clinical health psychology, practitionersinterested in acquiring the competencies required to practice as a clinical health psychologist, and studentsevaluating potential graduate and postgraduate training options in clinical health psychology.Keywords: clinical, health psychology, competencyC

The inaugural Education Leadership Conference was convened by the American Psychological Association (APA) in October 2001 to provide a forum for groups and organizations across all levels of education and training to address issues of mutual concern, to promote a shared disciplinary identity among education and training leaders in psychology, and to influence public policy regarding education in psychology and psychology in education. Participants from 23 national education and training organizations, 25 APA divisions, and national credentialing organizations in psychology identified 8 major issues for education and training in psychology and addressed a number of specific questions relevant to ongoing work of the Board of Educational Affairs.

There is a wealth of professional opportunities for practicing psychologists, particularly given the recent recognition of psychology as a health care profession. A number of dimensions are discussed that can be used as a heuristic to outline the participation of psychologists in the general health care arena. Dimensions include the breadth of disease categories in which psychology has been involved, the involvement of psychologists at different stages of the progression of illnesses, and the diverse roles that psychologists may play in health care. Examples are provided to exemplify the contributions psychologists have made to health care. Recommendations are made to strengthen psychology’s role in the health care system. Recent challenges are also reviewed regarding the association of health care and the delivery of services that demand the participation of psychologists.

Primary care psychology is a growing field that requires specific training opportunities for successful practice. The knowledge and skills that practitioners need for work in this setting are outlined here in detail. This curriculum integrates literature and experience in family psychology, health psychology, and pediatric psychology; considers multiple levels of education and training; and provides illustrative examples. It is a first attempt in an evolving process of integrating historical and cutting edge literature from many areas of psychology and other disciplines to contribute to comprehensive primary care psychology training. It can be used by programs and individual practitioners alike in designing education and training experiences.

To meet its potential in the 21st century, clinical health psychology must develop an accumulated body of knowledge relevant to practice, disseminate this knowledge, use this knowledge in practice and policy, and provide appropriate education and training for future psychologists. In this Division of Health Psychology Presidential Address, the author articulates issues in each of these areas, highlighting changes in health care and problems in research as well as issues in the development of practice guidelines and policies relevant to organized psychology.

Comments on the article "Joint principles: Integrating behavioral health care into the patient-centered medical home" (see record 2014-24217-011), presented by the Working Party Group on Integrated Behavioral Healthcare. The American Psychological Association (APA) shares concerns about the lack of reference to behavioral health care in the original 2007 Joint Principles of the Patient-Centered Medical Home for which this new document is intended to supplement but not replace. The decision to support the supplemental Joint Principles was not an easy one for APA, as there is one area of significant concern. That concern is related to the use of the term "physician-directed medical practice"