Developmental trajectories of competency attainment amongst clinical psychology trainees across field placements

Deane, Frank P.; Gonsalvez, Craig J.; Joyce, Caroline; Britt, Eileen

doi:10.1002/jclp.22619

Cited by 19 publications

(23 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Like self‐assessment, there are developmental stages for competent reflective practice, moving from a process of post‐event evaluation, to more advanced reflective skills employed during an event (Schön, ). Recent research on the developmental trajectory of clinical psychology trainees' professional competencies, also suggests that trainees' reflective practice competence improves during clinical placements (Deane, Gonsalvez, Joyce, & Britt, ; Gonsalvez et al, ).…”

Section: Introductionmentioning

confidence: 99%

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Hitzeman

Gonsalvez

Britt

et al. 2020

Clinical Psychologist

Self Cite

View full text Add to dashboard Cite

Background Although accurate self‐assessment is essential for professional development, little is known about psychology trainees' abilities to self‐assess. The present study enhances our understanding of the influence of clinical psychology training on self‐assessment and competence development, by systematically examining self‐assessment capacity among postgraduate trainees vis‐a‐vis supervisors' assessments of trainee competence across multiple domains of competency. Methods Self‐ and supervisor‐assessment ratings were measured by the Clinical Psychology Practicum Competencies Rating Scale, which assessed trainees across global and specific psychology practitioner competencies. Assessments were in relation to trainees' end‐of‐placement evaluation, and included 35 trainee‐supervisor dyads. Results Results indicated that trainees are reasonably accurate in their self‐evaluations, although they tended to underrate their performance. Assessments by both trainees and supervisors suggest that functional competencies develop more slowly than foundational competencies. Clinical experience and reflective practice were unrelated to self‐assessment accuracy, although the use of observational techniques in supervision increased trainee and supervisor agreement concerning assessments. Conclusions Results support the developmental model of competence attainment, offer preliminary support for the reliability of trainee self‐assessments, and demonstrate the importance of observation‐based supervision for fostering accurate self‐assessment.

show abstract

Section: Introductionmentioning

confidence: 99%

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Hitzeman

Gonsalvez

Britt

et al. 2020

Clinical Psychologist

Self Cite

View full text Add to dashboard Cite

show abstract

“…Professional vocational education is concerned with developing competencies that enable graduates to effectively transition into the workplace (e.g. Deane et al, 2018;Passarelli et al, 2018). In many professions, this competency development is supported by work placements (Deane et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Deane et al, 2018;Passarelli et al, 2018). In many professions, this competency development is supported by work placements (Deane et al, 2018). However, compared to conventional class-room teaching, learning on placements is often less structured and subject to organizational and supervisory variation (Jackson, 2018).…”

Section: Introductionmentioning

confidence: 99%

Predicting supervisor and student competency ratings from a developmental assessment center: A longitudinal validation study

Sturre

Anglim

Treuer

et al. 2022

Journal of Vocational Behavior

View full text Add to dashboard Cite

The current study examined the ability of a developmental assessment center to support and predict professional competency development in a vocational education context. A longitudinal study was conducted where graduate organizational psychology students (N = 157 students and 501 placements) completed a developmental assessment center at the beginning of their degree, along with measures of Big Five personality and self-efficacy. Their performance was then assessed throughout the degree in three or four separate work placements using student and placement supervisor ratings. Both assessment center and placement ratings assessed students on seven work-relevant competencies. Competence developed linearly over placements with student-rated competency lower than supervisor-rated competency at the first placement but with these differences disappearing by the final placement. Consistent with the students undergoing a period of rapid professional development and principles of dynamic validity, the predictive validity of assessment center performance declined over time. The research also presents a rich picture of how competency ratings converge across raters and develop at different rates. The research provides novel longitudinal evidence regarding how objective competence and self-confidence are developed in a professional educational setting. It also shows how developmental assessment centers can be implemented within professional educational training to support career development.

show abstract

“…Preliminary data suggest that the trajectories for different competency domains may vary. For example, the competency “Responsiveness to supervision” has been found to start at a higher baseline level for trainees at the beginning of their program and they reach competency more quickly than compared with “Intervention” competencies (Deane, Gonsalvez, Joyce, & Britt, 2018). Traditionally, training programs conduct assessments at the middle and end of training or external placements.…”

Section: Introductionmentioning

confidence: 99%

“…For example, in one study, Ethical Attitudes and Behaviours was rated relatively high at commencement of the first of four placements (7.7 out of 10.0). By the end of the second placement, ratings were already at ceiling levels (9.1 out of 10.0) and thus could not and did not improve significantly over the next two placement experiences (Deane et al., 2018). How soon during training such ceiling effects appear varies to some extent by domain.…”

Section: Introductionmentioning

confidence: 99%

Anatomy of psychology practitioner competence: Clustering approach reveals the hierarchical organization of competencies.

Gonsalvez

Deane²,

Terry

et al. 2020

Clinical Psychology: Science and Practice

Self Cite

View full text Add to dashboard Cite

Current competency frameworks for practitioners have been derived through expert consensus but lack empirical validation. We examined the stepwise anatomy of competence using the Clinical Psychology Practicum Competencies Rating Scale with items presented in fixed (Dataset I, 195 trainees) and random order (Dataset II, 353 trainees). Cluster analyses of supervisor ratings revealed that fixed‐order items yielded clusters that were divided along thematic lines similar to a‐priori domains (e.g., intervention, ethics). Random‐order items yielded a markedly different set of clusters structured around knowledge, skills, relationship competencies, and meta‐competencies. The results offer a novel and insightful conceptualization of the anatomy of competence with critical implications for training and assessment. Further, random presentation of competencies increases item independence and attenuates rater bias.

show abstract

Developmental trajectories of competency attainment amongst clinical psychology trainees across field placements

Abstract: This research has the potential to be used as a benchmark to indicate expected levels of competency attainment for trainees across their training, allowing for early identification of difficulties and more targeted remediation plans.

Cited by 19 publications

References 22 publications

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Predicting supervisor and student competency ratings from a developmental assessment center: A longitudinal validation study

Anatomy of psychology practitioner competence: Clustering approach reveals the hierarchical organization of competencies.

Contact Info

Product

Resources

About