Training in Family Psychology: A Competencies‐Based Approach

Abstract

Family psychologists are influenced by major trends in psychology, such as the emphasis on competency-based education, clinical training, and credentialing (Kaslow, 2004;Kaslow et al., 2004). Thus, we believe that the time is ripe to extend the core competencies in professional psychology to include family-related elements consistent with systems theory. The extant organizations devoted to promoting family psychology need to take the lead in the identification, education and training, and credentialing of family psychologists in accordance with the core competencies.A competency-based approach emphasizes the ability to apply knowledge and skills in the real world and uses performance outcomes as criteria for evaluating learners and training programs. This approach offers an explicit framework to initiate, develop, implement, and evaluate the processes and outcomes of training. The competency-based movement in psychology took center stage in 2002 at the Competencies Conference: Future Directions in Education and Training in Professional Psychology (Kaslow, 2004;Kaslow et al., 2004). Building upon prior work, eight core competencies were named:• application of scientific knowledge to practice • psychological assessment • psychological intervention • consultation and interprofessional collaboration • supervision • professional development The Wiley-Blackwell Handbook of Family Psychology Edited by James H. Bray and Mark Stanton

Family‐Based Interventions for Child and Adolescent Disorders

“…As practitioners who educate and train future clinicians in family‐based interventions, it behooves us to utilize a competency‐based approach to training (Berman et al., 2006; Celano, Smith, & Kaslow, 2010; Kaslow, Celano, & Stanton, 2005; Nelson et al., 2007). One core competency for all disciplines associated with family practice is interventions.…”

The core competencies and MFT education: Practical aspects of transitioning to a learning-centered, outcome-based pedagogy

“…Similar to the field of medicine, psychology has identified eight broad areas of competencies (Dittmann, 2003; Kaslow, Celano, & Stanton, 2005), including assessment, intervention, and diversity. Specific areas of skill and knowledge within each general domain of competence have not yet been identified for clinical psychologists (Hoge et al., 2005) or family psychologists (Kaslow et al., 2005); however, there are intentions to do so in the future for both clinical psychology and supervision (Falender & Shafranske, 2008).…”

Training competent psychologists in the field of child maltreatment

“…Competencies provide a standard for programs to ensure that trainees are able to apply relevant skills and knowledge in practice settings (Kaslow, Celano, & Stanton, 2005). With regard to training for psychologists, relatively broad competencies have been developed for general psychology training programs (Kaslow et al, 2004) and psychologists working with children and adolescents (Roberts et al, 1998); however, specific competencies have not been developed for training psychologists in the field of child abuse and neglect.…”