An application of the competency model to group-specialty practice.

Abstract

Professional psychology has entered a new era of assessing education and training, practice standards and guidelines based on measuring professional competencies using benchmark documents and graphic three-dimensional cubes, which aspire to cover education at all developmental levels-undergraduate through advanced credentialing. Specialties in psychology, such as clinical health, forensic, or clinical child, are developing within this endeavor. Over one hundred years of history, research and practice inform one of those specialties: group. This paper identifies the group-specialty practice within both the competency and specialty movements by delineating competencies unique to group practice, as well as competencies common across all professional psychology foundational and functional domains appropriate for entry-level psychologists.

Competencies for psychology practice in primary care.

“…Competency models have also been developed by various specialties in professional psychology to reflect distinctive competencies required for working with specific (a) populations (e.g., clinical child psychology, Jackson, Wu, Aylward, & Roberts, 2012; professional geropsychology, Knight, Karel, Hinrichsen, Qualls, & Duffy, 2009; Molinari, 2012); (b) applications of psychology (e.g., clinical health psychology, France et al, 2008; clinical neuropsychology, Hannay et al, 1998, and Rey-Casserly, Roper, & Bauer, 2012; counseling psychology, Murdock, Alcorn, Heesacker, & Stoltenberg, 1998; forensic psychology, Varela & Conroy, 2012; rehabilitation psychology, Stiers et al, in press); (c) settings (e.g., school psychology, Daly, Doll, Schulte, & Fenning, 2011); and (d) approaches (e.g., group psychology, Barlow, 2012).…”

Measuring clinical competencies in facilitating group-based rehabilitation interventions: development of a new competency checklist

“…6,7 This may be due to increased cost efficiency compared with individual sessions, as well as the social and personal benefits of sharing experiences with others. 8 Competencies in delivering group-based interventions are specialized, 9 necessitating specific methods of training. 10 For instance, Mahon and Leszcz 11 demonstrated the importance of group leaders showing skill in facilitating and guiding interaction and communication among group members.…”

Competencies required for individuals conducting parenting coordination.

“…These efforts to identify the competencies for professional psychology have recently been applied to various specialty areas of psychology practice. Specifically, authors have used this general framework to highlight the unique knowledge, skills, and attitudes in clinical health psychology (France et al, 2008), geropsychology (Molinari, 2012), clinical neuropsychology (Rey-Casserly, Roper, & Bauer, 2012), clinical child psychology (Jackson, wu, Aylward, & Roberts, 2012), group-specialty practice (Barlow, 2012), and forensic psychology (varela & Conroy, 2012). These efforts provide a model for our effort in this chapter to identify the underlying competencies for parenting coordination practice.…”