Fostering a Culture Shift: Assessment of Competence in the Education and Careers of Professional Psychologists.

Abstract

What is professional competence and how should it be assessed? Professionalism in psychology requires the habitual and judicious use of knowledge and skills as well as ongoing assessment. The authors synthesize discussions of the Assessment of Competence Workgroup that met during the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. The workgroup discussed how to establish a culture of competence and elaborated principles and considerations necessary for the development of methods to assess competence. Principles identified include maintaining a developmental perspective, practicing multicultural sensitivity, and conducting formative and summative, career-long assessment. Recommendations are offered that support a "culture shift" from the current levels of competence assessment to an embracing of continual assessment of professional knowledge and skills over the life span.

A Model of Therapist Competencies for the Empirically Supported Cognitive Behavioral Treatment of Child and Adolescent Anxiety and Depressive Disorders

“…Interestingly, the conceptualization of competence in professional psychology has only recently received attention, as a part of what is now termed the competencies-based movement in psychology Roberts et al 2005). The competencies-based movement is a paradigmatic shift occurring in professional psychology that promotes the understanding, education, and assessment of professional competence in psychological practitioners (Roberts et al 2005).…”

Clinical Health Psychology

“…The fi eld at large has become increasingly aware of the need for more comprehensive models for assessment of professional competencies Roberts, Borden, Christiansen, & Lopez, 2005 ). The fi eld has historically endorsed the assessment of entry -level professional competencies , and Roberts and colleagues (1998) have articulated specifi c " exit criteria " (p. 299) for trainees at various levels (e.g., after completion of graduate training, internship, and post -doctoral training).…”

Current state of standardization adherence: A reflection of competency in psychological assessment.

“…In this regard, professional competency is not viewed as something that is achieved during training and before licensure, but rather as a career-long endeavor that necessitates ongoing assessment of competencies. This viewpoint is shared by the Assessment of Competence Workgroup that met during the 2002 Competencies Conference, which concluded that assessment of competencies should occur throughout the career life span (Roberts et al, 2005).…”

“…Although varying definitions of professional competence exist, most include reference to competency being essential for the protection of the public (e.g., National Council of State Boards of Nursing, 1996), which requires the accurate mastery of specific skills (e.g., Durley, 2005;Epstein & Hundert, 2002;Roberts, Borden, Christiansen, & Lopez, 2005;Rodolfa et al, 2005).…”