Design and Analysis

The Competency Benchmarks document outlines core foundational and functional competencies in professional psychology across three levels of professional development: readiness for practicum, readiness for internship, and readiness for entry to practice. Within each level, the document lists the essential components that comprise the core competencies and behavioral indicators that provide operational descriptions of the essential elements. This document builds on previous initiatives within professional psychology related to defining and assessing competence. It is intended as a resource for those charged with training and assessing for competence.

Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels.

This landmark report outlines broader knowledge, skills and attitudes to be required for future civil engineers. It represents the first-known effort by an engineering discipline to redefine the body of knowledge required for professional practice. It will provide the foundation for sweeping changes in the formal education of future civil engineers.

Civil Engineering Body of Knowledge for the 21st Century : Preparing the Civil Engineer for the Future

A “toolkit” for professional psychology to assess student and practitioner competence is presented. This toolkit builds on a growing and long history of competency initiatives in professional psychology, as well as those in other health care disciplines. Each tool is a specific method to assess competence, appropriate to professional psychology. The methods are defined and described; information is presented about their best use, psychometrics, strengths and challenges; and future directions are outlined. Finally, the implications of professional psychology’s current shift to a “culture of competency,” including the challenges to implementing ongoing competency assessment, are discussed.

Competency Assessment Toolkit for Professional Psychology

Providing competent clinical supervision is challenging for the practitioner both in determining supervisee competencies and in conducting the corresponding supervision. Competence, an ethical principle that informs the practice of psychology, refers to requisite knowledge, skills, and values for effective performance. Similar to other health care professions, psychology is increasingly moving towards competency-based approaches in education, training, and performance appraisal. In this article, the authors review perspectives on competence as a construct and define competency-based clinical supervision, with particular attention to the nature of ethical, legal, contextual, and practice issues that arise from the establishment of a standard of competency-based supervision practice. The authors conclude with a discussion of challenges faced in clinical supervision and recommendations for best practices.

Competence in Competency-Based Supervision Practice: Construct and Application

This article provides a conceptual framework for training in professional psychology focused on the construct of competency. The authors present a 3-dimensional competency model delineating the domains of knowledge, skills, attitudes, and values that serve as the foundation required of all psychologists, the domains of functional competencies that broadly define what psychologists do, and the stages of professional development from doctoral education to lifelong learning through continuing education. The goal in presenting this model is to provide a conceptual frame of reference for those responsible for psychology education, credentialing, and regulation.

Russ Bent

Papers

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators