Competency-based training in professional psychology in the VA setting

Sumerall, Scott W.; Oehlert, Mary E.; Lopez, Shane J.; Timmons, Paula L.

doi:10.1037/e552832012-005

Cited by 14 publications

(21 citation statements)

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“…There has already been considerable debate on the importance of defining and implementing core competencies for clinical supervision (Benjamin, 2001; Sumerall et al, 2000). However, at no time before this study have as many clinical supervisors had the opportunity to collectively weigh in on this matter.…”

Section: Discussionmentioning

confidence: 99%

Is there consensus among predoctoral internship training directors regarding clinical supervision competencies? A descriptive analysis.

Rings¹,

Genuchi²,

Hall³

et al. 2009

Training and Education in Professional Psychology

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Although psychologists increasingly provide clinical supervision, the profession has only recently begun to establish standards for competently doing so. This study was aimed at conducting a broader exploration of predoctoral psychology internship training directors' views (n ϭ 184) on the importance of the supervision competencies initially suggested by C. . Respondents generally agreed with the importance of the competencies but showed less agreement with the importance of different types of clinical supervision training. Results reflect the need for further discussion in defining what makes for competent clinical supervision before these competencies are adopted within the profession. Practical implications of these findings are addressed.

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Section: Discussionmentioning

confidence: 99%

Is there consensus among predoctoral internship training directors regarding clinical supervision competencies? A descriptive analysis.

Rings¹,

Genuchi²,

Hall³

et al. 2009

Training and Education in Professional Psychology

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“…Rodolfa, Bent, et al (2004) provided a general framework to conceptualize competence and competencies—the observable, measurable, practical elements of competence (Kaslow, 2004). Summerall, Lopez, and Oehlert (2000) described the importance of using appropriate techniques to measure competence. They and other authors (Roberts, Borden, & Christiansen, 2004) described how difficult it is to assess and measure competence, particularly at different developmental junctures and transitions.…”

Section: Discussionmentioning

confidence: 99%

Psychology Training Directors' Views of Number of Practicum Hours Necessary Prior to Internship Application.

Ko¹,

Rodolfa²

2005

Professional Psychology: Research and Practice

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A national survey of training directors of academic programs, predoctoral internships, and postdoctoral fellowships was conducted to explore what constitutes an adequate number of practicum hours necessary to apply for internship. Training directors agreed that minimum standard hours should be set but differed on what those hours should be, with academic training directors endorsing fewer hours than directors of predoctoral internships and postdoctoral fellowships. The results raise questions about what is a practicum hour and suggest a need to obtain consensus about minimum standards and the possibility of a competency-based approach rather than emphasizing hours of practicum experience.Attention has recently focused on educational, training, and supervisory experiences necessary for trainees to become competent, licensed psychologists. For example, in 1999, the American Psychological Association (APA Commission, 2000) formed a commission to examine the sequence of doctoral training leading to licensure. The commission gathered together representatives from 30 constituent groups of practitioners, scientists, and educators to explore alternative models of training. They developed a series of recommendations, including the need to examine and strengthen practicum training.During the past few years, students and faculty alike have voiced concern about the increasing number of practicum hours needed, or perceived to be needed, to attain an internship. The APA Office of Program Consultation and Accreditation (2000) indicated that the average number of practicum hours reported by training sites for the 1998 -1999 year was 1,941 hr. This average has held fairly steady since then, as the average number of practicum hours for the 2002 training year was 2,199, and for 2003, it was 1,896 (S. Zlotlow, personal communication, May 11, 2004).

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“…Various publications show an emerging consensus that the most relevant focus should be on general competencies, rather than hours (Belar & Perry, 1992; Kirschenman & Neckerman, 1991; Murdock, Alcorn, Heesacker, & Stoltenberg, 1998; Peterson, Peterson, Abrams, & Stricker, 1997; Sumerall, Lopez, & Oehlert, 2000). Specialty councils have presented information regarding requisite competencies for their given specialties (see APA, 2000a).…”

Section: Cctc/apa Survey Of Academic and Internship Programsmentioning

confidence: 99%

Academic and Internship Directors' Perspectives on Practicum Experiences: Implications for Training.

Kaslow

Pate²,

Thorn

2005

Professional Psychology: Research and Practice

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Academic and internship training directors (TDs) were surveyed regarding practicum training. The most frequently endorsed definition was that a variety of specific activities at a practicum site constituted a legitimate part of a practicum hour, including supervised clinical assessment, clinical intervention, and community consultation, advocacy, or training. Academic and internship TDs differed in their views regarding the minimum number of practicum hours necessary and whether the number of hours should be capped. Implications for points of agreement and disagreement are discussed, and applications of these data to future education and training initiatives are proposed. Suggestions for turning the focus toward competencies rather than hours obtained are provided.

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Competency-based training in professional psychology in the VA setting

Cited by 14 publications

References 0 publications

Is there consensus among predoctoral internship training directors regarding clinical supervision competencies? A descriptive analysis.

Is there consensus among predoctoral internship training directors regarding clinical supervision competencies? A descriptive analysis.

Psychology Training Directors' Views of Number of Practicum Hours Necessary Prior to Internship Application.

Academic and Internship Directors' Perspectives on Practicum Experiences: Implications for Training.

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