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

Rodolfa, Emil; Bent, Russ; Eisman, Elena J.; Nelson, Paul David; Rehm, Lynn P.; Ritchie, Peter A.

doi:10.1037/0735-7028.36.4.347

Cited by 527 publications

(704 citation statements)

References 13 publications

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“…Basic therapeutic skills include the ability to conceptualize the case, establishing and maintaining the therapeutic relationship, defining the borders, listening, supporting the expression of emotions and their cultivation, empowering the client, resistance and endurance, managing complications and conflicts, realizing strategies needed for change 3,13 . Four core competencies in psychotherapy as described by Rodolfa et al 15 -relationship, case conceptualization, intervention and self-reflection are apparently key for most therapeutic approaches including cognitive behavioural therapy:…”

Section: Competencies Of Cbt Therapistsmentioning

confidence: 99%

Principles of supervision in cognitive behavioural therapy

Praško¹,

Vyskocilova²,

Šlepecký³

et al. 2012

BIOMED PAP

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Background. Psychotherapy requires clinical supervision. This is systematic guidance of a therapist by a supervisor. Inevitably, there is a question of training new high-quality therapists. This is related to supervision of their basic training. Later, it is important to provide an opportunity for lifelong supervision throughout the entire psychotherapeutic practice. Method. PUBMED data base was searched for articles using the key words "supervision in CBT", "therapeutic relations", "transference", "countertransference", "schema therapy", "dialectical behavioral therapy". The search was repeated by changing the key word. No language or time constraints were applied. The lists of references of articles detected by this computer data base search were examined manually to find additional articles. We also used the original texts of A. T. Beck, J. Beck, M. Linehan, R. Leahy, J. Young and others. Basically this is a review with conclusions about supervision in cognitive behavioral therapy. Results. The task of supervision is obvious -to increase the value of the therapeutic process in the client's best interest. At the same time, supervision is an educational process in the truest sense of the word, including an opportunity to select one's own supervisor. This is a very important procedural aspect since the therapist identifies with his/her supervisor, either consciously or unconsciously. Establishing the supervisor-supervisee relationship is based on principles similar to those in the therapeutic relationship. There is an important parallel reflecting the therapist-client relationship. This is because any changes in the supervisory process are analogically transferred onto the therapist-client relationship. Additionally, supervision is oriented towards increasing the therapist's competencies. The CBT therapist's basic skills involve good theoretical knowledge, professional behaviour towards clients, ability to use specific therapeutic strategies for maintaining the therapeutic relationship, sensitivity to parallel processes and accomplishment of changes, and adherence to ethical norms. Given the fact that during supervision, the supervisee may be in any stage of his/ her training, supervision must take into consideration where the therapist is in his/her training and development and what he/she has or has not learnt. Conclusions. Both the literature and our experience underscore the importance of careful supervision of cognitive behavioral therapy. The supervisory relationship is similar to a therapeutic relationship and the supervisee also needs security, acceptance and appreciation for his/her professional growth. However, there is more freedom in the relationship. Supervision may only lead to the supervisee's professional growth if it supports his/her individuality and helps him/her to discover things. Therefore, numerous approaches are used in supervision which are associated with the abilities to self-reflect and to realize transference and countertransference mechanisms.

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Section: Competencies Of Cbt Therapistsmentioning

confidence: 99%

Principles of supervision in cognitive behavioural therapy

Praško¹,

Vyskocilova²,

Šlepecký³

et al. 2012

BIOMED PAP

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“…Rodolfa et al (2005) outlined six foundational (first dimension) and six functional (second dimension) competencies in their "competency model. " A third dimension (i.e., stage of professional development) depicts foundational and functional competency development over the career of professional psychologists.…”

Section: Competency Modelsmentioning

confidence: 99%

“…Prahlad and Hamel (1990) first introduced the concept of establishing core competencies. A multitude of authors have subsequently proposed various combinations of core competencies for psychology (e.g., Rodolfa et al, 2005;Fouad et al, 2009); however, until recently, no unified set of core competencies existed.…”

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confidence: 99%

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

Treuer

Reynolds²

2017

Front. Educ.

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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.

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“…The representatives of the Australian educational psychology institutions, together with members of the Australian Psychological Society (APS), grouped the competences under the following headings: professional, legal and ethical approach; measuring and solving problems; discipline knowledge; influence and change research; framing, professional and community relationship; and service implementation and communication (Garton, 2006). In Canada, qualified psychologists are required to be equipped in the following psychology competency areas: (a) research, (b) intervention and consultation, (c) assessment and evaluation, (d) ethics and standards and (e) interpersonal relations (Rodolfa et al, 2005).…”

Section: Definitions Of Psychology Skillsmentioning

confidence: 99%

Becoming a Graduate Professional Psychologist: In What Ways are Professional Competences Perceived

Kuittinen¹,

Räty²

2015

IJPS

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Based on the evaluations of graduate professional psychologists, this study set out to explore perceptions of university training in the development of key competencies and skills required by psychologists. The participants (n=353) were a representative sample of young Finnish psychologists with professional experience of between one and six years. They were asked to rate seventeen different skills according to importance and the extent to which undergraduate training helped develop those skills. They were also asked to evaluate how their undergraduate training had fostered their skills and the work-related contexts that best nurtured their professional skills. The results show that psychology was seen as a profession requiring social interaction skills, whereas university training was seen to stress knowledge, theory and research. Respondents saw practical courses, a practicum, post-graduate education, actual work and reflecting with colleagues and with oneself as the most influential means of professional development; they saw statistical methods as being unnecessary at work. Only half of the participants could name a theory upon which their work was based. Still, graduate psychologists gave a rather positive evaluation of the correlation of their psychology training programme with the requirements of their profession.

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

Cited by 527 publications

References 13 publications

Principles of supervision in cognitive behavioural therapy

Principles of supervision in cognitive behavioural therapy

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

Becoming a Graduate Professional Psychologist: In What Ways are Professional Competences Perceived

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