This article summarizes the results from the Intervention Work Group of the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. The generic charge presented to the Intervention Work Group was "to address issues related to interventions." The Intervention Work Group identified four competency components of knowledge, skills, and abilities: (a). foundational competencies; (b). intervention planning; (c). intervention implementation; and (d). intervention evaluation competencies. A fifth component that included "practice management" was labeled as "others." Each component is discussed, including competencies that were deemed an essential knowledge, skill, and/or value. A discussion of training for intervention competence and assessing that intervention competence is included. Future directions for the science and practice of psychology in the intervention arena are summarized. This is one of a series of articles published in this issue of the Journal of Clinical Psychology. Several other articles that resulted from the Competencies Conference will appear in Professional Psychology: Research and Practice and The Counseling Psychologist.

How do the requirements for entering the profession of psychology compare with those for other professions? Differences in licensure and board certification requirements were examined across 13 professions. Median earnings and the amount of time to complete requirements were compared. Findings indicate that practicing psychologists have a protracted period of preparation coupled with incomes that are not commensurate with training. In order to thrive, the field of psychology must reexamine and redefine credentialing requirements, reengineer curricula for doctoral programs, standardize licensure requirements across states, and broaden career options beyond academia and mental health.

State psychological associations can respond to supply and demand problems for postdoctoral residencies and internships by creating statewide training programs. A state psychological association training model is presented. The Arizona Psychological Association (AzPA) created a nonprofit subsidiary corporation-the Arizona Psychology Training Consortium-to increase the number of high-quality training opportunities in Arizona. The structure and operation of the program are described. The training model emphasizes cultural diversity, psychotherapy, and independent practice. Members of the practice community in Arizona serve as supervisors, trainers, and mentors. From 2001 through 2006, 19 postdoctoral residents and 51 interns completed the program. AzPA has benefited from increased student involvement. Many residents and interns later became association members. Arizona can serve as a model for other states that wish to help their professionals in training.

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