A Competency Model of Psychology Practice: Articulating Complex Skills and Practices

Abstract

As in all professions, the practice of psychologists is based on the acquisition and application of knowledge, skills, and behaviors that are often conceptualized as competencies. As students progress through their curricula, they might approach each individual unit as a discrete set of skills embedded in different coursework units. However, these discrete skills and competencies may not reflect the diverse, interrelated, and complex nature of the practice of psychology. This project sought to identify the key competencies required to practice psychology and to present these competencies in a model that demonstrates how melding these competencies together better reflects authentic, real-world practice. The methodology comprised two stages. Pre-existing data, including detailed postgraduate course content, graduate course evaluations, and destinations such as vocational outcomes, from two universities were distributed to eight Subject Matter Experts (SMEs) for consideration. During the first stage of the study, the eight SMEs engaged in a modified Delphi process designed to explore psychology competencies. The SME panel also answered several rounds of questions at first face-to-face, and later online. From these sessions, a draft psychology competency model was developed, including both competencies that are underpinned by the scientific-practitioner process, and meta-competencies. During the second stage of the study, practitioners and academics from various areas of psychology practice participated in a series of workshops and further refined the competency model. Future research is needed to validate the model. Elucidation of competencies in psychology is imperative and has ramifications for psychology regulation, training, and practice.

Experiential learning for trainee therapists through a shame attack exercise

“…While there was no assessment in this study of whether the exercise led to an increase in self-reflective capacity, the SR component did enable observation of the trainees' ability to self-assess for the development of their professional skills. Such selfassessment and reflection has previously been described as a meta-competency that is central to practitioners' ongoing development (Thwaites et al, 2014;Thwaites et al, 2015;von Treuer and Reynolds, 2017). As an assessment task, the exercise also allowed for the provision of private, individually tailored feedback on the participant's progress in developing these skills.…”

“…This is yet to be discussed in the SP/SR literature. It has previously been identified that psychological practice involves competencies relating to the assessment of client needs, the ability to design evidence-based interventions, the ability to implement interventions, and the ability to evaluate outcomes of these (von Treuer and Reynolds, 2017). SP/SR includes the formulation of the trainee's own problems, the application of interventions to these problems, and a reflection on what is learned from the exercises.…”

Evidence‐based practice within supervision during psychology practitioner training: A systematic review

“…Competence involves understanding and performing tasks consistent with one's professional qualifications anchored to EBP (APA, ). SP competence has been defined as a trainee's ability to demonstrate knowledge of theoretical and research evidence related to diagnosis, assessment, and psychological intervention (Gonsalvez et al, ; von Treuer & Reynolds, ). Gonsalvez et al () conceptualise the SP mindset as a meta competency comprising knowledge, skills, and attitudinal elements directed towards evidence and respect for the scientific method in practice (see competency benchmarks; APA, ; von Treuer & Reynolds, ).…”

“…Accurate and reliable measurement of early supervision and trainee competence is crucial to the objective evaluation of specific competencies and trainee performance (Gonsalvez & McLeod, 2008;Gonsalvez, Oades, & Freestone, 2002;Nicholson-Perry, Donovan, Knight, & Shires, 2017;Rodolfa et al, 2014;von Treuer & Reynolds, 2017). Further to this, comparison of supervisor and supervisee perceptions of supervision to determine which factors contribute to concordance and discordance in supervisory dyads regarding competency ratings and learning outcomes would be useful.…”

Wellbeing in and Through Performance: Perspectives From Sports and Music

“…The popularity of sports psychology has grown substantially in the past two decades, and the importance of being mentally prepared prior to an athletic competition is now well-documented (von Treuer and Reynolds, 2017). Historically, sports psychology came about through the specific intention to enhance performance, but over time, the need to focus on athlete wellbeing as an integral part of performance has come sharply into focus (Sebbens et al, 2016).…”