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A Competency Framework for the Practice of Psychology: Procedures and Implications
Author(s) -
Hunsley John,
Spivak Howard,
Schaffer Jack,
Cox Darcy,
Caro Carla,
Rodolfa Emil,
Greenberg Sandra
Publication year - 2016
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/jclp.22296
Subject(s) - licensure , practicum , internship , psychology , medical education , applied psychology , credentialing , survey data collection , competence (human resources) , social psychology , pedagogy , medicine , statistics , mathematics
Objective Several competency models for training and practice in professional psychology have been proposed in the United States and Canada. Typically, the procedures used in developing and finalizing these models have involved both expert working groups and opportunities for input from interested parties. What has been missing, however, are empirical data to determine the degree to which the model reflects the views of members of the profession as a whole. Method Using survey data from 466 licensed or registered psychologists (approximately half of whom completed one of two versions of the survey), we examined the degree to which psychologists, both those engaged primarily in practice and those involved in doctoral training, agreed with the competency framework developed by the Association of State and Provincial Psychology Boards’ Practice Analysis Task Force (Rodolfa et al., 2013). Results When distinct time points in training and licensure or registration were considered (i.e., entry‐level supervised practice in practicum settings, advanced‐level supervised practice during internship, entry level independent practice, and advanced practice), there was limited agreement by survey respondents with the competency framework's proposal about when specific competencies should be attained. In contrast, greater agreement was evident by respondents with the competency framework when the reference point was focused on entry to independent practice (i.e., the competencies necessary for licensure or registration). Conclusion We discuss the implications of these findings for the development of competency models, as well as for the implementation of competency requirements in both licensure or registration and training contexts.