Competency-Based Education for Professional Psychology by Mary Beth Kenkel, Roger L Peterson

By Mary Beth Kenkel, Roger L Peterson

Competency-Based schooling for pro Psychology provides the main updated, research-based version for schooling in specialist psychology. the amount is split into 4 elements. half I offers an outline of the educational version and discusses the theories and learn that shape the foundation of the version. half II describes the seven center skills wanted through expert psychologists: courting, review, intervention, examine and overview, session and schooling, administration and supervision, and variety. Chapters during this part talk about the data, talents, and attitudes that represent each one competency and supply examples of confirmed curricula and educating tools. half III addresses the features and key roles of college and directors, and half IV describes destiny demanding situations in specialist psychology schooling. by means of supplying tools for imposing the version in numerous academic and coaching settings, this e-book will function a key source for everybody thinking about the schooling, education, and law psychologists.

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Complex and Abstract Constructs Another set of challenges results from the specificity of the constructs we attempt to assess. As the domain of interest becomes more abstract and 48 BORDEN AND McILVRIED difficult to operationalize, assessment becomes more difficult. Thus, we are pretty good at assessing knowledge and moderately successful at assessing skill. However, the measurement of attitudes is still in its infancy. If we are serious about attitudes being an essential component of the competence of professional psychologists, we will need to be less incidental and more intentional about assessing them.

1998). Model training program in counseling psychology. The Counselmg Psychobgist, 26, 658672. National Council of Schools and Programs of Professional Psychology (2007). Competency devebpmental achievement levels (DALs) ofthe National Council of Schools and Programs of Professional Psychobgy (NCSPP). htm Nelson, P. D. (2007). Striving for competence in the assessment of competence: Psychology's professional education and credentialing journey of public accountability. Training and Education in Professional Psychobgy, 1,3-12.

Peterson, 1997). We are at a point in history in which the discipline of psychology has a number of viable epistemologies, a sampling of which should be included in the curriculum regardless of model. There are also theoretical differences. Though the correlation is far from perfect, there is certainly some tendency for professionally oriented programs to be more psychodynamic and interpersonal while scientist-practitioner programs tilt toward the cognitive—behavioral. With some selective history, it can be argued that the professional psychology movement both developed in response to a situation in which it seemed close to impossible to educate psychologists primarily for practice in graduate schools of arts and sciences in mainline research universities.

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