Core Competencies of Clinical Psychology

Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better

Foundational Competencies

Reflective Practice/Self-Assessment: Practices within the boundaries of competencies; demonstrates commitment to lifelong learning; engages with

scholarship; capable of critical thinking; demonstrates a commitment to the development of the profession

• Reflective Practice

• Self-Assessment and Self-Care

• Professionalism

Scientific method: Demonstrates a respect for scientifically derived knowledge; understands research and research methodology; understands biological

bases of behavior, cognitive-affective bases of behavior, and lifespan human development

• Scientific Mindedness

• Knowledge

Relationships: Demonstrates capacity to relate effectively and meaningfully with individuals, groups, and/or communities

• Interpersonal Relationships

• Intra-disciplinary Relationships

Individual/Cultural diversity: Awareness and sensitivity in working professionally with diverse individuals, groups and communities who represent various

cultural and personal background and characteristics.

• Self-Awareness

• Applied Knowledge

Ethical/Legal Standards: Application of ethical concepts and awareness of legal issues regarding professional activities individuals, groups, and

organizations. Advocating for the profession.

• Knowledge

• Ethical Conduct (including application of ethical decision making)

Interdisciplinary Systems: Professional and competent cooperation with colleagues and peers in related disciplines.

• Understanding the shared and distinctive contributions of other professions

• Knowledge of key issues and concepts related to the work of other professionals.

• Respectful and productive relationships with individuals from other professions.

Functional Competencies

Psychological Evaluation: assessment, diagnosis and conceptualization of problems and issues of individuals, groups, and/or organizations

• Diagnostic and conceptualization skills

• Formal assessment skills

▪ Interview

▪ Tests/Measurements

▪ Integration

▪ Report writing/Communication skills

Psychological Interventions: interventions designed to alleviate suffering and to promote health and well-being

• Knowledge of Interventions

• Intervention planning

• Intervention Implementation

• Progress evaluation

Consultation: The ability to provide expert guidance or professional assistance in response to a client’s needs or goals.

• Role Knowledge

• Addressing Referral Question

Research/evaluation: The generation of research that contributes to the scientific knowledge base and/or evaluates the effectiveness of various

professional activities

• Scientific Approach to Knowledge Generation

• Application of Scientific Method to Practice

Supervision: Supervision and training of professionals

• Knowledge of models and approaches

• Knowledge of ethical and legal issues

• Awareness of factors affecting quality of supervision

(Optional) Teaching: Demonstrates rudimentary understanding of teaching theories, and has gained some relevant experience in teaching.

• Knowledge of models and approaches

• Proficiency

Possible Sources of Evaluation

• course performance

• curriculum-related scholarly products (e.g., coursework papers, proposals, contributions to discussions, test performance)

• scholarly work products (e.g., presentations, critiques of manuscripts, peer review of presentations)

• observation of ethical and culturally-sensitive behaviors and decision making in professional activities

• successful completion of coursework

• demonstrates ethical understanding and behavior in research

• successful completion of coursework

• extra-curricular scholarly experiences (e.g., publications, presentations, papers)

• performance on master's, DQE and dissertation

• assessment of student’s ability to think scientifically about cases

• discussion of clinical case vignettes

• case presentations

• performance in interviews

• in vivo observation

• performance and behaviors in coursework

• quality assurance review of clinical documentation

• review of case conceptualization report

• simulations and/or role plays in courses and evaluation milestones

• supervisory evaluation

FOUNDATIONAL COMPETENCIES

COMPETENCY: Reflective Practice/Self-Assessment -- Practices within the boundaries of competencies; demonstrates commitment to lifelong learning; engages with scholarship; capable of critical thinking; demonstrates a commitment to the development of the profession)

____ Does not meet expectations ____ Meets expectations ____ Exceeds expectations

Minimally competent, but does not meet expectations Meets or exceeds expectations

Reflective Practice Willing to consider one’s own material Basic mindfulness and self-awareness Engages in critical thinking Demonstrates intellectual curiosity and flexibility Able and willing to self-disclose personal material in appropriate fashion

General self-awareness, self-assessment and self-monitoring skills Reflective regarding professional practice Aware of own attitudes, values, and beliefs toward diverse others Self-assessment congruent with assessment by peers/supervisors Describes how others experience him/her Regularly reviews own professional performance

Self-Assessment and Self-Care Emerging self-assessment capacity regarding competencies Understanding of importance of and attention to self-care Demonstrates willingness and ability to consider one’s own motives, attitudes, behaviors Understands one’s effect on others Awareness of clinical competencies necessary for professional training

Accurate self-assessment Willingness to acknowledge and correct errors Accepts and uses feedback effectively Understands importance of self-care to effective practice Identifies areas requiring further professional growth Reviews professional performance via videotape or other technology

Professionalism Beginning understanding of professionalism Demonstrates personal organization skills, timeliness Demonstrates appropriate personal hygiene, and appropriate dress Demonstrates knowledge about practicing within one’s competence

Emerging professional identity as psychologist Uses resources for professional development Summarizes literature relevant to client care Accurately documents in progress notes Actively participates in supervision process.

COMPETENCY: Scientific method -- Demonstrates a respect for scientifically derived knowledge; understands research and research methodology; understands biological bases of behavior, cognitive-affective bases of behavior, and lifespan human development.

____ Does not meet expectations ____ Meets expectations ____ Exceeds expectations

Minimally competent, but does not meet expectations Meets or exceeds expectations

Scientific Mindedness Critical scientific thinking Able to perform scientific critique of literature Able to evaluate study methodology and scientific basis of findings Willing to present work for the scrutiny of others

Values and applies scientific methods to professional practice Articulates issues derived from the literature in supervision and case conference Formulates appropriate questions regarding case conceptualization Generates hypotheses regarding own contribution to therapeutic process and outcome Able to perform scientific critique of literature Able to evaluate study methodology and scientific basis of findings

Knowledge Understanding of psychology as a science Demonstrate understanding psychology as a science including basic knowledge of the breadth of scientific psychology Able to evaluate scholarly literature on a topic

Knowledge of core science Demonstrate knowledge of and respect for scientific bases of behavior

COMPETENCY: Relationships -- Demonstrates capacity to relate effectively and meaningfully with individuals, groups, and/or communities

____ Does not meet expectations ____ Meets expectations ____ Exceeds expectations

Minimally competent, but does not meet expectations Meets or exceeds expectations

Interpersonal Relationships Listens and is emphatic with others Respects and shows interest in others’ cultures, experiences, values, points of view, goals and desires, fears, etc. Demonstrates skills verbally and non-verbally. Open to feedback

Involved in departmental, institutional, or professional activities or governance Forms effective working alliance with clients Forms effective working alliance with supervisors Engages with peers

Intradisciplinary Relationships Intradisciplinary respect Demonstrates respectful and collegial interactions with those who have different professional models or perspectives than own

Knowledge regarding professional relationships, norms and culture, including establishing and maintaining appropriate professional demeanor and boundaries Adheres to ethical standards and institutional policies and procedures

COMPETENCY: Individual/Cultural Diversity -- Awareness and sensitivity in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics

____ Does not meet expectations ____ Meets expectations ____ Exceeds expectations

Minimally competent, but does not meet expectations Meets or exceeds expectations

Self-Awareness Knowledge, awareness, and understanding of one’s own situation relative to dimensions of individual and cultural diversity (ICD)

Monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation Understands and monitors own cultural identities in relation to work with others Able to use knowledge of self to monitor effectiveness as a professional Critically evaluates feedback and initiates supervision regularly about diversity issues

Applied Knowledge Understands the need to consider ICD issues in all aspects of professional psychology work (e.g., assessment, treatment, research, relationships with colleagues) Demonstrates basic knowledge of literatures on individual and cultural differences Engages in respectful interactions

Applies knowledge, sensitivity, and understanding regarding ICD issues to work effectively with diverse others in assessment, treatment, and consultation Demonstrates knowledge of ICD literature and APA policies (e.g., Multicultural, LGB) Demonstrates ability to address ICD issues across professional settings and activities Works effectively with diverse others in professional activities Demonstrates awareness of effects of oppression and privilege on self and others

COMPETENCY: Ethical-legal standards-policy -- Application of ethical concepts and awareness of legal issues regarding professional activities individuals, groups, and organizations. Advocating for the profession.

____ Does not meet expectations ____ Meets expectations ____ Exceeds expectations

Minimally competent, but does not meet expectations Meets or exceeds expectations

Knowledge Basic knowledge of the principles of the APA Ethical Principles and Code of Conduct demonstrated through related applied coursework (e.g. multicultural, pre-practicum, seminars) and class discussion of professional constructs of ethical implications Rudimentary knowledge of legal and regulatory issues in the practice of psychology that apply to practice while placed at practicum setting. Demonstrates knowledge of major legal issues (e.g., child abuse reporting, HIPAA, Confidentiality, Informed Consent) through test performance and discussion

Working knowledge and understanding of the APA Ethical Principles and Code of Conduct and other relevant ethical/ professional codes, standards and guidelines; laws, statutes, rules, regulations Behaves ethically Identifies ethical dilemmas effectively Actively consults with supervisor to act upon ethical and legal aspects of practice Addresses ethical and legal aspects within the case conceptualization Discusses ethical implications of professional work Recognizes and discusses limits of own ethical and legal knowledge

Ethical Conduct (including application of ethical decision making) Displays ethical attitudes and values; recognizes the importance of basic ethical concepts applicable in initial practice (e.g. child abuse reporting, Informed consent, confidentiality, multiple relationships, and competence) Desire to help others Openness to new ideas Honesty/integrity/values ethical behavior Personal courage Demonstrates a capacity for appropriate boundary management Implements ethical concepts into professional behavior

Displays knowledge of own moral principles/ethical values Knows and applies an ethical decision- making model and is able to apply relevant elements of ethical decision making to a dilemma Able to articulate knowledge of own moral principles and ethical values in discussions with supervisors and peers about ethical issues Spontaneously discusses intersection of personal and professional ethical and moral issues.

COMPETENCY: Interdisciplinary systems -- Professional and competent cooperation with colleagues and peers in related disciplines.

____ Does not meet expectations ____ Meets expectations ____ Exceeds expectations

Minimally competent, but does not meet expectations Meets or exceeds expectations

Understanding the shared and distinctive contributions of other professions Beginning, basic knowledge of the viewpoints and contributions of other professions/ professionals Demonstrates knowledge and valuing of roles, functions and service delivery systems of other professions

Awareness of multiple and differing worldviews, roles, professional standards, and contributions across contexts and systems, intermediate level knowledge of common and distinctive roles of other professionals Reports observations of commonality and differences among professional roles, values, and standards

Knowledge of key issues and concepts related to the work of other professionals. Beginning, basic knowledge of the principles of interdisciplinary vs. multidisciplinary functioning Demonstrates knowledge of the nature of interdisciplinary vs. multidisciplinary function and the conceptual differences between them.

Beginning, knowledge of strategies that promote interdisciplinary collaboration vs. multidisciplinary functioning Demonstrates knowledge of the nature of interdisciplinary vs. multidisciplinary function and the skills that support interdisciplinary process.

Respectful and productive relationships with individuals from other professions. Demonstrates knowledge of how participating in interdisciplinary collaboration/ consultation can be directed toward shared goals; a Demonstrates awareness of the benefits of forming collaborative relationships with other professionals Demonstrates understanding of concept in coursework

Able to participate in and initiate interdisciplinary collaboration/ consultation directed toward shared goals Able to develop and maintain, where appropriate, collaborative relationships and respect for other professionals Consults with and cooperates with other disciplines in service of clients

FUNCTIONAL COMPETENCIES

COMPETENCY: Psychological Evaluation -- Assessment, diagnosis and conceptualization of problems and issues of individuals, groups, and/or organizations

____ Does not meet expectations ____ Meets expectations ____ Exceeds expectations

Minimally competent, but does not meet expectations Meets or exceeds expectations

Diagnostic and Conceptualization Skills Basic knowledge of formulating diagnosis and case conceptualization Demonstrates the ability to discuss diagnostic formulation and case conceptualization Prepare basic reports which articulate theoretical material

Able to utilize systematic approaches of gathering data to inform clinical decision-making Prepares reports that incorporate material from client Presents cases and reports demonstrating how diagnosis is based on case material

Formal Assessment Skills

(1) Interview Knowledge of the models and techniques of clinical interviewing and mental status exam Demonstrates knowledge of initial interviewing (both structured and semi-structured interviews, mini- mental status exam), treatment planning, goal setting, relationship building

Knowledge of the principles and practice of systematic interviewing, data gathering and the interpretation data pursuant to the presenting problem Collects accurate and relevant data from structured and semi- structured interviews and mini-mental status exams (2) Tests/Measurements Basic knowledge of administration and scoring of traditional assessment measures Accurately and consistently administer and score various assessment tools in non-clinical (e.g. course) contexts

Awareness of the strengths and limitations of administration, scoring and interpretation of traditional assessment measures as well as related technological advances Accurately and consistently selects, administers, and scores and interprets assessment tools with clinical populations (3) Integration Knowledge of where assessment methods are similar and different across practice sites Demonstrates awareness of need for selection of assessment measures appropriate to population/problem

Displays knowledge of assessment tools appropriate to training site Selects assessment tools that reflect awareness of patient population served at a given practice site

(4) Report Writing/Communication of Results Awareness of models of report writing and progress notes Demonstrates this knowledge including content and organizations of test reports, mental status examinations, interviews

Able to write assessment reports and progress notes Able to write a basic psychological report

COMPETENCY: Psychological Interventions -- Interventions designed to alleviate suffering and to promote health and well-being

____ Does not meet expectations ____ Meets expectations ____ Exceeds expectations

Minimally competent, but does not meet expectations Meets or exceeds expectations

Knowledge of Interventions Basic knowledge of scientific, theoretical, and contextual bases of intervention and basic knowledge of the value of evidence-based practice and it’s role in scientific psychology Able to articulate the relationship of EBPP to the science of psychology Identify basic strengths and weaknesses of intervention approaches for different problems and populations related to the practice setting

Knowledge of scientific, theoretical, empirical and contextual bases of intervention, including psychotherapy theory, research, and practice Presents comprehensive presentation of case, including video or audio of work with client Ongoing research on and integration of client issues Write a statement of one’s theoretical perspective consistent with that required for AAPI Successful performance of intervention component of doctoral comprehensive examinations

Intervention planning Basic understanding of the relationship between assessment and intervention Articulate a basic understanding of how intervention choices are informed by assessment

Able to formulate and conceptualize cases and plan interventions utilizing at least one consistent theoretical orientation Articulates a theory of change and identifies interventions to implement change; as consistent with the AAPI Writes understandable case conceptualization reports and collaborative treatment plans incorporating evidence-based practices Successful completion of intervention component doctoral comprehensive examinations

Intervention Implementation Basic understanding of evidence- based interventions Able to implement evidence- based interventions that take into

account empirical support, clinical judgment, and client diversity (e.g., client characteristics, values, and context) Apply specific evidence-based interventions

Progress evaluation Basic knowledge of the assessment of intervention progress and outcome Demonstration of basic knowledge of methods to examine intervention outcomes

Evaluate treatment progress and modify treatment planning as indicated, utilizing established outcome measures Assesses and documents treatment progress and outcomes Alterations in treatment plan are made accordingly Describes instances of lack progress and actions taken in response.