Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels.

Fouad, Nadya A.; Grus, Catherine L.; Hatcher, Robert L.; Kaslow, Nadine J.; Hutchings, Philinda Smith; Madson, Michael B.; Collins, Frank L.; Crossman, Raymond E.

doi:10.1037/a0015832

Cited by 619 publications

(1,030 citation statements)

References 32 publications

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“…This approach is still evident in current educational practices in the field. For example, the American Psychological Association (APA) Assessment of Competency Benchmarks Work Group (Fouad et al, 2009) identified one of the "essential components" of competent practice as follows: "Formulates and conceptualizes cases and plan interventions utilizing at least one consistent theoretical orientation" (p. S19). To apply to internships listed by the Association of Psychology Postdoctoral and Internship Centers (APPIC), students need to answer the following question on the APPIC Application for Psychology Internship: "Please describe your theoretical orientation and how this influences your approach to case conceptualization and intervention" (APPIC, 2015).…”

Section: The Proliferation Of Theoretical Orientationsmentioning

confidence: 99%

“…In the preparadigmatic era of PP, one's personally adopted theoretical orientation played a major role in informing one's understanding of the whole treatment process from the initial conceptualization of the nature and etiology of clients' problems at assessment, to the treatment plan one recommended, the treatment one provided, and how one evaluated outcomes and effectiveness at the end of treatment. This is still usually considered the standard approach for learning the profession (e.g., as reflected in the APA Competency Benchmarks [Fouad et al, 2009] and the APPIC Application for Psychology Internship [APPIC, 2015]). …”

Section: Reconciling the Unified Scientific Basis Of Psychology With mentioning

confidence: 99%

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Leaving behind our preparadigmatic past: Professional psychology as a unified clinical science.

Melchert¹

2016

American Psychologist

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Acknowledgement:The behavioral and neurosciences have made remarkable progress in the past couple decades. Major advances have been made in understanding a wide range of phenomena, from epigenetics and neural plasticity to the nature of cognition, emotion, consciousness, moral reasoning, social behavior, and culture. Indeed, so much has been learned about human psychology recently that current explanations of many psychological mechanisms and processes are markedly different from those considered current just a generation ago.

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Section: The Proliferation Of Theoretical Orientationsmentioning

confidence: 99%

Section: Reconciling the Unified Scientific Basis Of Psychology With mentioning

confidence: 99%

Leaving behind our preparadigmatic past: Professional psychology as a unified clinical science.

Melchert¹

2016

American Psychologist

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“…A first tool, questionnaire (Table 1), was designed to assess the PPP entrepreneurs project's impact on the behavioral skills of the parties involved. For the design of this questionnaire, we considered psychometric models [44], and tools to assess skills for sustainable project management [45][46][47]. This tool has already been applied to other PPPs in Spain [32], reaching a total of 613 entrepreneurs.…”

Section: Data Collection: Tools and Protocolsmentioning

confidence: 99%

Private–Public Partnership as a Tool to Promote Entrepreneurship for Sustainable Development: WWP Torrearte Experience

2016

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Abstract:There is growing interest in the ability of both private-public partnerships and entrepreneurship to promote sustainable rural development. This research outlines the historical chronology and the importance of the PPP (Private Public Partnership) for rural entrepreneurship; the complexity of PPP management dimensions is also analyzed. In addition, this research is based on an empiric study of a PPP for entrepreneurship in sustainable development in the North Highland of Madrid's community, with more than 20 years of experience. This PPP is managed according to the Working With People (WWP) model, which is for the management of complex projects in the sustainable rural development field, and aims to promote the development of competences amongst the parties involved. The results show the positive effects in terms of entrepreneurship's competences for sustainable rural development and the parties involved who create the PPP management model for entrepreneurship and the Torrearte Project.

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“…To this end, there has been significant effort directed towards developing valid and reliable competency evaluation rating forms (CERFs). Typically, these assessment forms use Likert scales to rate trainee competence across a range of foundational (e.g., professional skills, ethical attitude and behaviour) and functional (e.g., case conceptualisation, intervention) domains (Fouad et al, 2009; Gonsalvez et al, 2015; Rodolfa, Bent, Eisman, Nelson, & Ritchie, 2005). …”

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confidence: 99%

Brief Online Training with Standardised Vignettes Reduces Inflated Supervisor Ratings of Trainee Practitioner Competencies

Terry¹,

Gonsalvez²,

Deane

2017

Australian Psychologist

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ObjectiveSupervisor assessments of trainee competence are integral to ensuring that clinical psychology trainees reach competency benchmarks. The commonly used Clinical Psychology Practicum Competencies Rating Scale (CΨPRS) has been shown to elicit inflated ratings of competency. Hence, the aim of this study is to examine whether brief supervisor training reduces ratings by providing objective criteria with which supervisors can assess trainee competency.MethodThe ratings included were of 124 psychology trainees from nine Australian university clinical programmes. Of 170 supervisors, 32 completed the online training immediately prior to commencing the CΨPRS. Training required supervisors to rate the competency level described in five standardised vignettes (Beginner through to Competent). Vignette ratings, as determined by a panel of expert supervisors, were provided as feedback. A sixth calibration vignette was also rated (no feedback provided). Firstly, CΨPRS ratings from the trained and untrained supervisors were compared. Secondly, the difference between supervisor and expert ratings of the calibration vignettes were compared across trained and untrained groups.ResultsTrained supervisors provided lower CΨPRS ratings than untrained supervisors. In addition, trained supervisors (vs untrained supervisors) provided ratings of the calibration vignette that more accurately matched the ratings provided by the expert panel.ConclusionsBrief online training using standardised vignettes was associated with lower CΨPRS ratings. The standardised vignettes helped calibrate supervisors’ ratings and likely attuned supervisors to the skills and competency levels that are expected at particular developmental stages. As a consequence, training appeared to reduce ratings, arguably resulting in more accurate assessments of trainee performance.

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Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels.

Cited by 619 publications

References 32 publications

Leaving behind our preparadigmatic past: Professional psychology as a unified clinical science.

Leaving behind our preparadigmatic past: Professional psychology as a unified clinical science.

Private–Public Partnership as a Tool to Promote Entrepreneurship for Sustainable Development: WWP Torrearte Experience

Brief Online Training with Standardised Vignettes Reduces Inflated Supervisor Ratings of Trainee Practitioner Competencies

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