The current status of competency-based training, part 1: Validity, reliability, logistical, and ethical issues

Reilly, David H.; Barclay, James R.; Culbertson, Frances M.

doi:10.1016/0022-4405(77)90063-2

Cited by 14 publications

(8 citation statements)

References 2 publications

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“…In a profession, competency also connotes that behaviors are carried out in a manner consistent with standards and guidelines of peer review, ethical principles, and values of the profession, especially those that protect and otherwise benefit the public. Proctor (1991) and Reilly, Barclay, and Culbertson (1977) summarized the elements of competency to include what a person brings to a job or role (knowledge), what the person does in the job or role (performance), and what is achieved by the person in a job or role (outcomes). More recently, Epstein and Hundert (2002) described professional competency as the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community being served.…”

Section: Competency and Domains Of Competency Definedmentioning

confidence: 99%

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators.

Rodolfa¹,

Bent²,

Eisman³

et al. 2005

Professional Psychology: Research and Practice

533

671

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This article provides a conceptual framework for training in professional psychology focused on the construct of competency. The authors present a 3-dimensional competency model delineating the domains of knowledge, skills, attitudes, and values that serve as the foundation required of all psychologists, the domains of functional competencies that broadly define what psychologists do, and the stages of professional development from doctoral education to lifelong learning through continuing education. The goal in presenting this model is to provide a conceptual frame of reference for those responsible for psychology education, credentialing, and regulation.

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Section: Competency and Domains Of Competency Definedmentioning

confidence: 99%

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators.

Rodolfa¹,

Bent²,

Eisman³

et al. 2005

Professional Psychology: Research and Practice

533

671

View full text Add to dashboard Cite

show abstract

“…Previous competency‐based training movements in psychology and education have led to mandated changes in school psychology training both from within and outside the profession (Mowder, 1979; Reilly, Barclay, & Culbertson, 1977). The current competency movement has the potential to not only affect school psychology training, but also the granting of initial and continuing credentials to individuals by state education agencies and psychology boards.…”

mentioning

confidence: 99%

Introduction to proteins—structure, function, and motion

Martz

2012

Biochem Molecular Bio Educ

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“…Responsibility must be shared with parents, taxpayers, local school boards, and national and state governments. Finally, Reilly, Barclay, and Culbertson (1977) note that there are at present no empirical data to support the validity of an assessment approach based on change.…”

Section: Methods Of Evaluation Based On Change In Othersmentioning

confidence: 99%

Methods for Evaluating the Performance of School Psychologists

Bennett

1979

ETS Research Report Series

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This paper reviews recently proposed instruments and systems for evaluating the performance of school psychologists. Direct approaches to evaluation, approaches utilizing the perceptions of others not generally involved in supervision, and those relying upon the psychologist's ability to effect change in others are discussed. The absence of any well‐researched, validated approach for assessing performance of these professionals is noted, with the lack of empirical data accompanying published proposals being particularly striking. Promising possibilities are identified in the area of direct evaluation, and questions are raised regarding the utility of indirect techniques. Directions for future research and development are suggested, and recommendations for those currently engaged in performance evaluation are provided.

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The current status of competency-based training, part 1: Validity, reliability, logistical, and ethical issues

Cited by 14 publications

References 2 publications

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators.

A Cube Model for Competency Development: Implications for Psychology Educators and Regulators.

Introduction to proteins—structure, function, and motion

Methods for Evaluating the Performance of School Psychologists

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