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Published online by Cambridge University Press: 30 March 2010
With the new diploma examination psychology became an independent teaching subject in the universities. For the first time psychologists appeared on the labor market as a professional group with state recognition. The DPO thus had consequences for the development of the discipline and the profession.
The effects of examination regulations on an academic discipline can be of two kinds. Above all they are apparent at the social level in the form of institutionalization at the universities. Psychology no longer had to justify its existence; it had legal backing for its complete autonomy. Much less direct and less tangible are the effects of curricula or new regulations at the cognitive level (Weingart 1976, p. 82). A system of knowledge may be a prerequisite for professionalization, but does this process then also regroup the existing knowledge systematically - in terms of the categories used in training? As far as the effects of the DPO on the development of the profession are concerned, our interest is in the revival of rivalry with other professional groups when psychologists were able to show formal qualifications (see Chapter 1). The resistance of physicians is instructive; they were able to force the exclusion of medical subjects from the intermediate examination.
A circular of the chairman of the DGfPs seldom displayed such high spirits as that of Christmas 1941. “With satisfaction” the society could look back on the war year of 1941, which brought with it the “obligatory basic course in psychology” and the “preconditions for the development of a united and recognized psychological profession.” In addition the DGfPs could report “increased numbers of new members” (UAT 148).
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