TY - JOUR
T1 - The Competency Movement Within Psychology
T2 - An Historical Perspective
AU - Rubin, Nancy J.
AU - Bebeau, Muriel
AU - Leigh, Irene W.
AU - Lichtenberg, James W.
AU - Nelson, Paul D.
AU - Portnoy, Sanford
AU - Smith, I. Leon
AU - Kaslow, Nadine J.
PY - 2007/10
Y1 - 2007/10
N2 - The authors provide a recitation of events in recent years that document an increased focus on competency-based models of education, training, and assessment in professional psychology, particularly clinical, counseling, and school psychology, based on the work of the American Psychological Association's (APA's) Task Force on Assessment of Competence in Professional Psychology. The article begins with the inclusion of competencies as part of the "Ethical Principles of Psychologists and Code of Conduct" (APA, 2002). Next, accreditation practices in the United States and Canada are summarized. Competency-based education, training, and credentialing efforts in professional psychology are reviewed, including graduate, practicum, internship, and postdoctoral levels; licensure; postlicensure certifications; and board certification. General and specialty credentialing efforts both in North America and internationally follow. The Competencies Conference: Education and Credentialing in Professional Psychology and work on developing competencies for the profession are discussed. Then initiatives focused specifically on the assessment of competence are delineated. Implications for continued progress toward a culture of the assessment of competence are discussed in light of the historical origins within the profession of the competency-based movement.
AB - The authors provide a recitation of events in recent years that document an increased focus on competency-based models of education, training, and assessment in professional psychology, particularly clinical, counseling, and school psychology, based on the work of the American Psychological Association's (APA's) Task Force on Assessment of Competence in Professional Psychology. The article begins with the inclusion of competencies as part of the "Ethical Principles of Psychologists and Code of Conduct" (APA, 2002). Next, accreditation practices in the United States and Canada are summarized. Competency-based education, training, and credentialing efforts in professional psychology are reviewed, including graduate, practicum, internship, and postdoctoral levels; licensure; postlicensure certifications; and board certification. General and specialty credentialing efforts both in North America and internationally follow. The Competencies Conference: Education and Credentialing in Professional Psychology and work on developing competencies for the profession are discussed. Then initiatives focused specifically on the assessment of competence are delineated. Implications for continued progress toward a culture of the assessment of competence are discussed in light of the historical origins within the profession of the competency-based movement.
KW - competency
KW - credentialing
KW - education and training
KW - history
KW - psychology
UR - http://www.scopus.com/inward/record.url?scp=36148933365&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=36148933365&partnerID=8YFLogxK
U2 - 10.1037/0735-7028.38.5.452
DO - 10.1037/0735-7028.38.5.452
M3 - Article
AN - SCOPUS:36148933365
SN - 0735-7028
VL - 38
SP - 452
EP - 462
JO - Professional Psychology: Research and Practice
JF - Professional Psychology: Research and Practice
IS - 5
ER -