Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology

Kaslow, Nadine J.; Borden, Kathi A.; Collins, Frank L.; Forrest, Linda; Illfelder-Kaye, Joyce; Nelson, Paul David; Rallo, J; Vásquez, Melba J. T.; Willmuth, Mary E.

doi:10.1002/jclp.20016

Cited by 304 publications

(353 citation statements)

References 31 publications

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“…Competency-based approaches have dominated recent thinking within clinical supervision Falender, Shafranske & Ofek, 2014;Kaslow et al, 2004), and have spawned the development of competency frameworks that usually include a large number of discrete competencies organised across multiple foundational and functional domains (e.g., Fouad et al, 2009). The proliferation of items may not be supported by empirical approaches that often yield fewer dimensions (e.g., Gonsalvez & Freestone, 2007).…”

Section: Supervisor and Peer Ratingsmentioning

confidence: 99%

Consistency of supervisor and peer ratings of assessment interviews conducted by psychology trainees

Gonsalvez

Deane

Caputi

2015

British Journal of Guidance & Counselling

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Observation of counsellor skills through a one-way mirror, video or audio recording followed by supervisors and peers feedback is common in counsellor training. The nature and extent of agreement between supervisor-peer dyads is unclear. Using a standard scale, supervisors and peers rated 32 interviews by psychology trainees observed through a one-way mirror. Results indicated that peers and supervisors used similar dimensions to cluster the various competencies. Peers rated counsellor performance more positively for general counselling skills but not for specialised techniques. Analyses revealed good supervisor-peer agreement for some items and poor agreement on others, with some differences being unacceptably large. The study has important implications for how feedback involving supervisors and peers might be managed and for peer supervision models. Observation of counsellor skills through a one-way mirror, video or audio recording followed by supervisors and peers feedback is common in counsellor training. The nature and extent of agreement between supervisor-peer dyads is unclear. Using a standard scale, supervisors and peers rated 32 interviews by psychology trainees observed through a one-way mirror. Results indicated that peers and supervisors used similar dimensions to cluster the various competencies. Peers rated counsellor performance more positively for general counselling skills but not for specialised techniques. Analyses revealed good supervisor-peer agreement for some items and poor agreement on others, with some differences being unacceptably large. The study has important implications for how feedback involving supervisors and peers might be managed and for peer supervision models. (Gonsalvez & Milne, 2010). First of all, novice trainees lack both competence and confidence, and have to be supported through phases of misgivings and self-doubt as they deal with high levels of affect and difficult psychological problems (Stoltenberg, Bailey, Cruzan, Hart, & Ukuku, 2014). Secondly, the requirement for intensive supervision is mainly determined by the perceived importance of observation that may be immediate (e.g., through a one-way mirror or co-therapy) or delayed (e.g., through review of video or audio recordings). As a supervisory technique, observation is supported by expert consensus (see Reiser, 2014) and by research (e.g., Townend, Iannetta & Freeston, 2002). Conversely, an over reliance on subjective methods is not recommended, because self-report of case work may be unreliable, may miss important information, and may be vulnerable to bias particularly during early stages of counsellor development, when trainees are less capable of accurate self appraisal (Campbell, 1994;Gonsalvez & Calvert, 2014;Townend, Iannetta & Freeston, 2002). Finally, important knowledge-application (e.g., SUPERVISOR AND PEER RATINGS case conceptualization), skills (e.g., generic counseling and other specialized therapy skills) and relationship (e.g., self-awareness and transference reactions) competencies are...

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Section: Supervisor and Peer Ratingsmentioning

confidence: 99%

Consistency of supervisor and peer ratings of assessment interviews conducted by psychology trainees

Gonsalvez

Deane

Caputi

2015

British Journal of Guidance & Counselling

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“…6 In some countries, there are even efforts to compare and consolidate frameworks across multiple health professions. 7 The pursuit of a global framework is intended to drive a possible harmonization of the pharmacy profession worldwide.…”

Section: 2mentioning

confidence: 99%

Towards a Global Competency Framework

Bruno

Bates

Brock

et al. 2010

American Journal of Pharmaceutical Education

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International Pharmaceutical Federation (FIP) is oriented towards identifying locally determined needs and pharmaceutical services and using those to facilitate comprehensive education development and achievement of competencies, which in turn are required to meet the local services. 1,2The world's current population is around 6 billion inhabitants; there are 191 countries and more than 6000 languages, and likely millions of different cultures depending on how the term culture is defined. Over the past decade, cultural competency, the ongoing and interactive process based on the respect for others' beliefs and traditions, 3 has crept into the professional literature with more than 10 articles in this Journal alone. From this, we know that culture plays a role in health and health care, and therefore, in health professions education, but we do not know how culture influences the ability to define practice competency from a global perspective.Competence is very much a contemporary currency in the health care professions. It carries with it traditional meanings that can be hard to escape from, especially when we start to talk about new models of professional development and new ways in which to regulate professional performance. Competences are the functional part or the ''what'' that is attached to competence. Competencies refer to the qualities of capability or the ''how'' of competence. Looking holistically, all these concepts directly contribute to the development of effective and sustained performance within an individual. 4 To achieve a high quality global infrastructure for pharmacy, the educational system should be mapped to the required competencies of pharmacists to provide the relevant pharmaceutical services for meeting the health needs in any given country context. While no one national model may be appropriate for all systems, there are significant global health and labor and market drivers which suggest that a competency-based approach is sensible and sustainable for workforce development. 5But the same reasons that a competency framework is needed are also the ones that can seem to stand in the way of achieving it. So before a competency framework is introduced, it is necessary to ask: What are the cultural implications influencing the understanding of pharmacist competency? What are the challenges and barriers to acceptance of a global competency framework? What are pharmacists' personal attitudes towards competency?To address these questions, pharmacists representing the WHO UNESCO FIP Pharmacy Education Taskforce 3,4 led a workshop at the International Social Pharmacy Workshop (2008, New Zealand). During the session, participants discussed 3 different case scenarios created to explore the possibility of achieving an international understanding about competency in the pharmacy profession.The dominant influencing forces raised by the participants were those concerning the daily work of the pharmacist in different countries: legal, clinical and, in some cases, business-driven factors. The critical e...

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“…The Competencies Conference, 2002: Future Directions in Education and Credentialing in Professional Psychology was convened with sponsorship, support and participation of the APA, the Association of Psychology Postdoctoral and Internship Centers (APPIC), and roughly 30 other groups. It provided a forum for inter-organizational discussion of the needs of the profession with respect to competencies (Kaslow et al, 2004).…”

Section: Competency and Assessment Of Competencymentioning

confidence: 99%

Board Certification in Professional Psychology: Promoting Competency and Consumer Protection

Cox¹

2010

The Clinical Neuropsychologist

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Board certification in psychology provides an opportunity for increased assessment of and demonstration of competence in the profession. In addition to serving as a means of consumer protection, it can serve the professional psychologist by providing the opportunity for increased income, professional satisfaction, facilitated mobility, and professional development. Jurisdictional and organizational recognition of the importance of board certification is increasing. This article uses the model and experience of the American Board of Professional Psychology, with particular attention to the American Board of Clinical Neuropsychology and the American Academy of Clinical Neuropsychology, to illustrate these benefits. Recent developments regarding board certification are described, as well as how to become involved in the process.

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Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology

Cited by 304 publications

References 31 publications

Consistency of supervisor and peer ratings of assessment interviews conducted by psychology trainees

Consistency of supervisor and peer ratings of assessment interviews conducted by psychology trainees

Towards a Global Competency Framework

Board Certification in Professional Psychology: Promoting Competency and Consumer Protection

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