This report addresses the strong need for practical applications of the comprehensive Competency Benchmarks document for training in professional psychology. A workgroup extended the efforts of the original Benchmarks Workgroup, creating a condensed, flexible, and practical competencies rating form for use by educators, supervisors, and trainees. The form reorganizes the original Benchmarks to promote clarity, consistency, and functionality in everyday use. Plans for a Web-based version are discussed. These efforts are intended to advance the culture of competence in professional psychology (Belar, 2009).

This article reports on the outcome of a presidential initiative of 2012 American Psychological Association President Suzanne Bennett Johnson to delineate competencies for primary care (PC) psychology in six broad domains: science, systems, professionalism, relationships, application, and education. Essential knowledge, skills, and attitudes are described for each PC psychology competency. Two behavioral examples are provided to illustrate each competency. Clinical vignettes demonstrate the competencies in action. Delineation of these competencies is intended to inform education, practice, and research in PC psychology and efforts to further develop team-based competencies in PC.

Competency-based education (CBE) is a model that guides the educational process toward acquisition of the knowledge, skills, and attitudes needed for effective professional practice in service of the public. Increasingly adopted by medicine and other professions, the CBE model involves establishing competency goals, developing curricula and other experiences designed to help students reach these goals, integrating instruction in the full range of competencies throughout the educational sequence, guiding and evaluating student learning through ongoing assessment of competence, and revising courses and activities in hght of student competence outcomes. Included in a full CBE model are attention to unintended learning outcomes (the "hidden curriculum") and to areas not covered (the "null curriculum"), and efforts to promote education based on individual student learning trajectories as opposed to set courses or number of hours. Within professional psychology, we suggest that APA accreditation is aligned with a version of the CBE model; and significant progress has been made in identifying and measuring professional competencies. However, these are merely tools that can help training programs implement a broader CBE educational model that we contend has not been widely realized in professional psychology. This article reviews CBE and its application in medicine, discusses the benefits and criticisms of CBE, and considers what a fuller realization of CBE would look like in professional psychology training programs, including graduate programs, practicum, internships, and postdoctoral settings.In recent years, the time-honored processes of doctoral education and training in the health professions have been challenged by a new model known as competency-based education, or CBE. This model has greatly affected education in a number of professions, including medicine and dentistry (Chambers, 1993;Frank et al.,

The internship match imbalance is a significant challenge for professional psychology. While the imbalance is a long-standing and multifaceted issue, there are considerable efforts underway within the education and training community to work collaboratively to mitigate the imbalance and to further the collective goal of providing high quality education and training to doctoral students in professional psychology. This article describes the context, framework, focus, and structure of the meeting that was convened in September 2008 with stakeholder groups most directly impacted by the match imbalance. The 11 pathways and action steps identified at that meeting and progress through 2011 is presented.

The internship has long been considered the capstone experience in the sequence of doctoral education in professional psychology. Since at least 1999, the number of available internship positions in the United States and Canada has been outstripped by the number of students seeking these positions. The resulting imbalance between supply and demand for internship positions has grown substantially since 2002 and now should be considered to have reached crisis proportions. Although no complete solution to this imbalance is imminently feasible, a comprehensive approach to addressing the crisis requires that both the supply of internships and the growth in demand be addressed.