The current status of competency-based training, part 1: Validity, reliability, logistical, and ethical issues

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators.

“…In a profession, competency also connotes that behaviors are carried out in a manner consistent with standards and guidelines of peer review, ethical principles, and values of the profession, especially those that protect and otherwise benefit the public. Proctor (1991) and Reilly, Barclay, and Culbertson (1977) summarized the elements of competency to include what a person brings to a job or role (knowledge), what the person does in the job or role (performance), and what is achieved by the person in a job or role (outcomes). More recently, Epstein and Hundert (2002) described professional competency as the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served.…”

Introduction to proteins—structure, function, and motion

“…Previous competency‐based training movements in psychology and education have led to mandated changes in school psychology training both from within and outside the profession (Mowder, 1979; Reilly, Barclay, & Culbertson, 1977). The current competency movement has the potential to not only affect school psychology training, but also the granting of initial and continuing credentials to individuals by state education agencies and psychology boards.…”

Methods for Evaluating the Performance of School Psychologists

“…Responsibility must be shared with parents, taxpayers, local school boards, and national and state governments. Finally, Reilly, Barclay, and Culbertson (1977) note that there are at present no empirical data to support the validity of an assessment approach based on change.…”