(1179)INTERNATIONAL COLLABORATION FOR HYBRIDIZEDSTRATEGIES FOR PROFESSIONAL EDUCATION INPSYCHOTHERAPY: INDONESIA, CANADA, AND COMPETENCYBASED CURRICULAR DEVELOPMENT IN HIGHER EDUCATION

摘要

This paper provides a status report of an ongoing international collaboration betweenpsychology faculty from Trinity Western University (TWU) in Langley, Canada, and fromthe Universitas Katolik Soegijapranata (UNIKA) in Semarang, Indonesia. As an outgrowthof post-tsunami relief efforts, a small team of collaborators is emerging through an effortto cultivate indigenous training systems in an Indonesian university setting. Many effortsat internationalizing psychology draw upon research models grounded in indigenousstandpoints and European intellectual traditions. In this project, we support hybridizationefforts for adapting and contextualizing international dissemination through research andintellectual engagement. However, professional education in psychotherapy also drawsprofoundly upon healing traditions shared by communities and cultural traditions. Healthand healing practices are also being addressed with great energy through institutionalactivities of the World Health Organization (WHO) and the United Nations Educational,Scientific and Cultural Organization (UNESCO). Professional education in psychotherapyembodies the full scope of considerations across the domains of science, health,ethnicity, education, spirituality, and identity. In this presentation, we outline a culturalecology of psychotherapy practices with the intent to nurture postcolonial forms ofcollaboration. By framing salient contexts that sustain practices of professionalpsychotherapy, opportunities for adaptation and hybridization become more accessible.To illustrate, in Canada curricular models for psychotherapy training and supervision arebeing transformed through the formulation of systems of competency development andevaluation. Competency-based curricula are employed to coordinate university-basedtraining systems, government-based systems of professional credentialing, andprofession- and discipline-based strategies for accreditation, research and evaluation.Political, economic, and intellectual ecologies converge in emerging systems of qualityassurance. At the level of universities as institutions, the Association of Universities andColleges in Canada (AUCC) provides a national forum for collaborations that emphasizeinternational implications of the emergence of the European Higher Education Area, forinstance. At the level of international professional collaborations, the World Council forPsychotherapy has developed the World Certificate for Psychotherapy to facilitatecredentialing, quality control, and protection of the public. In contrast to internationalinstitutional and intergovernmental activities, the UNIKA-TWU collaboration is groundedat the level of interpersonal activities in counselling, psychotherapy, and supervision. Byshifting the focus of collaboration to interpersonal levels of analysis, alternative sourcesof creative adaptation can emerge. In this paper we outline hybridization strategies forembodying postcolonial values systems in professional practices of supervision,counselling, professional education, and dissemination of healing practices. The impactof institution-level resources can be mobilized in flexible or in hegemonic manners andstrategies for addressing this core ambiguity are summarized.