Competency-based Education for Professional PsychologyMary Beth Kenkel, Roger L. Peterson Competency-Based Education for Professional Psychology presents the most up-to-date, research-based model for education in professional psychology. The volume is divided into four parts. Part I presents an overview of the training model and discusses the theories and research that form the basis of the model. Part II describes the seven core competencies needed by professional psychologists: relationship, assessment, intervention, research and evaluation, consultation and education, management and supervision, and diversity. Chapters in this section discuss the knowledge, skills, and attitudes that characterize each competency and provide examples of proven curricula and teaching methods. Part III addresses the characteristics and key roles of faculty and administrators, and Part IV describes future challenges in professional psychology education. By providing methods for implementing the model in different educational and training settings, this book will serve as a key resource for everyone involved in the education, training, and regulation of professional psychologists. |
Contents
Introduction | 5 |
The National Council of Schools | 13 |
Applying the Competency Model to Professional | 43 |
Copyright | |
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Ability accreditation activities advocacy American Psychological Association American Psychologist Antioch University apply areas attitudes basic Begin internship Begin practicum chology clients clinical psychology clinical scientist model clinical training conceptualization Conference consultation and education context core curriculum corporatization Council of Schools counseling psychology cultural curriculum in professional Davis-Russell diversity competence doctoral domain education and training environmental scan ethical evaluation evidence-based experience feedback graduate impact individual integrated intervention competency issues Kaslow knowledge KSAs learning local clinical scientist mental health mentoring multicultural multiple National Council organizational outcomes practitioners profes professional programs professional psy professional psychology education Professional Psychology NCSPP professional psychology programs Programs in Professional PSCs psychological assessment psychology training psychotherapy PsyD R. L. Peterson relevant requires Research and Practice role Roysircar Schools and Programs scientific sional skills social specific Stricker supervisors teaching therapeutic therapy tion training model Trierweiler understanding