The competency movement within psychology: An historical perspective.

Abstract

The authors provide a recitation of events in recent years that document an increased focus on competency-based models of education, training, and assessment in professional psychology, particularly clinical, counseling, and school psychology, based on the work of the American Psychological Association's (APA's) Task Force on Assessment of Competence in Professional Psychology. The article begins with the inclusion of competencies as part of the "Ethical Principles of Psychologists and Code of Conduct" (APA, 2002). Next, accreditation practices in the United States and Canada are summarized. Competency-based education, training, and credentialing efforts in professional psychology are reviewed, including graduate, practicum, internship, and postdoctoral levels; licensure; postlicensure NANCY J. RUBIN received her PsyD in clinical psychology from the University of Denver. She is an associate professor and the director of psychology clinical services, teaching, and research in the

Early psychotherapy processes: An examination of client and trainee clinician perspective convergence

“…In view of the growing interest in a competencybased approach for the training of future clinicians (Kaslow, 2004;Kaslow et al, 2007;Rubin et al, 2007) and the results of this study, some further training implications can be made. It has been suggested that a competency-based approach to training should focus less on a set curriculum and more on the teaching of the skills and abilities that are deemed necessary for clinical practice .…”

Supervising Humanistic-Existential Psychotherapy: Needs, Possibilities

“…Recent years have witnessed increasing efforts to articulate foundational and functional professional competencies in psychology (Rodolfa et al 2005;Rubin et al 2007). Foundational competencies refer to basic knowledge and skill sets that are fundamental to professional conduct, including professionalism, reflective practice, scientific knowledge and methods, relationships, individual and cultural diversity, ethical/legal standards and policy, and interdisciplinary systems Rodolfa et al 2005;Rubin et al 2007).…”

“…Foundational competencies refer to basic knowledge and skill sets that are fundamental to professional conduct, including professionalism, reflective practice, scientific knowledge and methods, relationships, individual and cultural diversity, ethical/legal standards and policy, and interdisciplinary systems Rodolfa et al 2005;Rubin et al 2007). These foundational competencies are assumed to underlie and inform specific functional competencies required for effective practice, including assessment, intervention, consultation, research/evaluation, supervision, teaching, administration, and advocacy Rodolfa et al 2005;Rubin et al 2007). The competencies movement has spawned competency-based models for psychology education and training that incorporate an outcomes-oriented approach to evaluating the acquisition of skills and abilities across a range of professional competency domains.…”

Attachment theory within clinical supervision: application of the conceptual to the empirical

“…Finally, for trainees, this study reinforces the need for growth in the competency of selfawareness (Kaslow, 2004;Rubin et al, 2007). As supervision is a relationship, there is the possibility that lifelong, maladaptive attachment patterns may arise in times of stress.…”