Psychology, along with other health care professions, is moving toward a competency-based model of education, training, and practice. This article describes the development and refinement of a model of professional competency for the practice of psychology. Sixty-nine psychologists engaged in an iterative process of feedback and refinement of the initial development of the competency model. Then, a survey of 403 randomly chosen psychologists in the United States and Canada, examining the criticality, frequency, and importance of the components of the model, was conducted to obtain broader feedback on the utility of the model. The survey respondents also commented on when specific behavioral exemplars for each competency should be acquired (during practicum, during internship, at the point of independent practice, or postindependent practice). This final competency model contains six clusters (Scientific Knowledge, Evidence-Based Decision-Making/ Critical Reasoning, Interpersonal and Cultural Competence, Professionalism/Ethics, Assessment, and Intervention/Supervision/Consultation), with 37 specific competencies and 277 behavioral exemplars. The implications of this model for academic programs, internships and postdoctoral EMIL RODOLFA received his doctorate degree from Texas A&M University. 71 72 RODOLFA ET AL.trainers, and psychology regulators, as well as for the future of the culture of competency in psychology, are discussed.

Psychological practice has changed dramatically over the past 125 years. The two world wars both served to stimulate and change the scope of practice for psychologists. We surveyed over 3,000 doctoral psychologists about the impact of the COVID-19 health crisis on their clinical practices. Practice changed from primarily in-office to mostly telepsychology practice over the course of 2 weeks in March of 2020. The long-term effect on professional practice in psychology is not known.

In 1991, the Department of Defense (DoD) initiated a program designed to train doctoral-level psychologists to prescribe psychotropic medications. The program is housed in the psychology department at Walter Reed Army Medical Center (WRAMC); trainees receive didactic instruction at the Uniformed Services University of the Health Sciences and clinical training through the departments of psychology and psychiatry at WRAMC and Malcolm Grow Air Force Medical Center. Since references to the early history of the project are drawn from an unpublished document titled the Psychopharmacology Demonstration Project

The authors conclude that the PDP successfully achieved a primary objective for which it was established by demonstrating that licensed psychologists can be trained to provide safe, high-quality pharmacological care. As such, the project serves as a foundation for efforts to include prescription authority in state licensing laws and for the further development of a psychological model for prescribing. The Department of Defense (DoD) Psychopharmacology Demonstration Project (PDP) has been one of the most intensively studied and widely scrutinized experiments in the training of non-physicians for prescriptive authority. The result of Congressional action in 1988, the PDP training program was initiated in 1991 by the DoD as a demonstration project to train already

Two paths have been suggested for the future evolution of professional psychology. Prescribing psychology has already been legally authorized in two states, the military, and the Indian Health Service. Primary care psychology does not require legal recognition and has been slowly growing as a career option for psychologists across the nation. Both paths have their obstacles and limitations, but both are also associated with great potential. This article provides a brief summary of the strengths and weaknesses of each path and suggests an integrated perspective for planning the future of the profession. Each is seen as complementary to the other and providing a basis for pursuing the other.Doctoral-level healthcare psychology faces several serious threats to its status quo and perhaps even its survival. The first comes from the pressures all healthcare professions are experiencing from managed care and other third-party reimbursement systems. Involvement in managed care has been associated in psychologists with longer working hours, larger caseloads, less participation in supervision, greater stress, higher rates of premature termination, reduced flexibility, and greater pressure to com-