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Rodolfa et al (2005) reflective practice - self-assessment

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Mar 1, 2020

Cards (41)

Section 1

(41 cards)

Rodolfa et al (2005) reflective practice - self-assessment

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which foundational competency? practice conducted within the boundaries of competencies, commitment to lifelong learning, engagement with scholarship, critical thinking, and a commitment to the development of the profession

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Fouad et al (2009) Cube Model

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one of the main outcomes of 2002 Competency Conference

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Rodolfa et al (2005) management-administration

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which functional competency? managing the practice of mental health services and the administration of health organzaitions, programs, and angencies

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Bieschke et al (20004) 5. Subject work routinely to the scrutiny of colleagues, stakeholders, and public

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which of the 5 subcomponents? - holding practitioners accountable for science of practice in order to know that practice is being informed by current scientific knowledge - using treatments that are measurable, reassess as treatment goes, and change as needed - issue regarding making work public and also maintaining confidentiality

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Bieschke et al (20004) 1. Access and apply appropriately and habitually current scientific knowledge 2. CONTRIBUTE to knowledge 3. Critically EVALUATE interventions/outcomes 4. Practice VIGILANCE about how sociocultural variables influence scientific practice 5. Subject work routinely to scrutiny of colleagues, stakeholders, and public

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5 subcomponents associated with the core competency of scientific practice

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Rodolfa et al (2005) interdisciplinary systems

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which foundational competency? identification and involvement with one's colleagues and peers. knowledge of key issues and concepts in related disciplines and the ability to interact with professionals in them

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Rodolfa et al (2005) relationships

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which foundational competency? capacity to relate effectively and meaningfully to individuals, groups and communities

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Fouad et al (2009) Functional Competencies conitnue to be enhanced throughout career

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encompass major functions that a psychologist is expected to perform, each of which requires reflective integration of foundational competencies in problem identification and resolution describe the knowledge, skiills, and values necessary to perform the work of a psychologyist. Encompass the breadth of day to day services provided by psychologists

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Rodolfa et al (2005) is qualified, capable (has knowledge skills and values), and able to understand and do certain things in an appropriate and effective manner competency requires ACTION

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*Competency is generally understood to mean that a professional

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Fouad et al (2009) Foundational competencies

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- professionalism - reflective practice/self-assessment - scientific knowledge and methods - relationships - ethical and legal standards and policy - individual and cultural diversity - interdisciplinary systems

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Rodolfa et al (2005) the WAY in which foundational and functional competency domains are shaped by particular configurations of the parameters of practice (ie populations served, problems addressed, and procedures or theoretical orientations used), and settings-systems-context within the practice occurs

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although difference specialties share the same functional and foundational competency domains, what differs is

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Fouad et al (2009) address core competencies expected of graduates of professional education and training programs in psychology goal: further clarify issues related to identification, education, training, and assessment of competencies.

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what was the aim of 2002 Competency Conference, which was sponsored by APPIC

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Rodolfa et al (2005) intervention

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which functional competency? these are designed to alleviate suffering and to promote health and well-being of individuals, groups, and organizations, understand of empirically supported treatments

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Rodolfa et al (2005) ethical - legal standards-policy

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which foundational competency? application of ethical concepts and awareness of legal issues regarding professional activities with groups, individuals, and organizations. Advocating for the profession

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Fouad et al (2009) "cube model"

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one of the outcomes of the Competencies Conference was the

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Fouad et al (2009) readiness for practicum, readiness for internship, readiness for entry to practice

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the essential components of the Cube Model are delineated for each of the three training levels....

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Fouad et al (2009) APA Board of Educatoinal Affairs Task Force

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(about competency movement) in 2003, this was designed to move beyond defining competencies to MEASURING competencies

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Bieschke et al (20004) - identify core and specialized competencies - formulate competency models for training teh next generation of psychologists - develop strategies for the assessment of competencies

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The purpose of the 2002 Competencies Conference...

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Rodolfa et al (2005) scientific knowledge - methods

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which foundational competency? ability to understand research, research methodology and a respect for scientifically derived knowledge, techniques of data collection and analysis, biological bases of behavior, cog-affective bases of bheavior, and lifespan human developement

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Rodolfa et al (2005) supervision-teaching

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which functional competency? supervision and training of the professional knowledge base and evaluates the effectiveness of various professional activities

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Rodolfa et al (2005) consulation

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which functional competency? the ability to provide expert guidance or professional assistance in response to a client's needs or goals

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Fouad et al (2009) Foundational competencies

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these refer to the knowledge, skills, attitudes, and values that serve as the foundation for the functions a psychologist is expected to perform

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Rodolfa et al (2005) individual - cultural diversity

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which foundational competency? awareness and sensitivity in working professionally with diverse individuals, groups and communities who represnet various cultural and personal background and characteristics

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Bieschke et al (20004) 2. CONTRIBUTE to knowledge

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which of the 5 subcomponents? - obligation to contribute to the advancement of knowledge....need training to allow for more than just consumers of research - using clinical setting as a context of discovery

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Rodolfa et al (2005) research-evaluation

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which functional competency? the generation of research that that contributes to the professional knowledge base and evluates the effectiveness of various professional activities

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Bieschke et al (20004) 1. Access and apply appropriately and habitually current scientific knowledge

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which of the 5 subcomponents? - science is ever-changing, so scientifically minded psychs have an appredcaition for science as dynamic and continuous process - training students to ask clinically answerable questions is foundation of clinical practice - teach students to find best evidence to answer their quetsion

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Fouad et al (2009) organization of the 2002 Competency Conference: Future Directions in Education and Credentialing

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the 3rd major step in the competency movement was the

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Bieschke et al (20004) Competencies Conference: Future Diretions in Education and Credentialing in Professional Psychology

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In Nov. 2002, APPIC and 21 other psych organizations sponsored

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Bieschke et al (20004) integrates the best research evidence with clinical expertise and patient values

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EBP incorporates knowledge from empirically supported supported treatments AND..

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Fouad et al (2009) the CoA revised its Guidelines and Principles for Accreditataion of Programs in Professional Psychology to require programs to specify their education and training objectives in terms of competencies expected fo graduation

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the second major step in the the competency movement was in 1996, when...

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Fouad et al (2009) from assessment of curricula to the assessment of education outcomes of which competency of teh graduate is example

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Guidelines and Principles for Accreditation of Programs in Professional Psychology reflected a major shift from the focus of what, to what

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Rodolfa et al (2005) professional activity in whcih competency is developed fundamental clusters of integrated knowleldge, skills, and attitudes tha are used in teh professional practice of psych

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the DOMAINS OF COMPETENCY are the domains of....

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Fouad et al (2009) Functional Competencies

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- assessment/dx/conceptualization - intervention - consultation - research and evaluation - supervision/teaching - management/admin

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Bieschke et al (20004) 4. Practice VIGILANCE about how sociocultural variables influence scientific practice

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which of the 5 subcomponents? - need to understand and apply scientific concepts - good scientific practice also necessitates attention to the extent to which context influences behaviors - recongizing importance of doing culture centered research and broaden perspectives of research questions and methods

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Bieschke et al (20004) Competencies COnference in 2002

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When was the agreement that a scientific approach to the psychological practice (regardless of setting) is a critical core competency for all psychologists and services to distinguish psychologists from other health-care providers

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Fouad et al (2009) Assessment of Competency Benchmark Work Group

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due to the cultural shift in the comepetency movement to assessment (vs measuring), in 2005, there was the creation of

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Rodolfa et al (2005) Assessment/dx/conceptualization

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which functional competency? assessment and dx of problems and issues associated with individuals, groups, and organizations

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Bieschke et al (20004) 3. Critically EVALUATE interventions/outcomes

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which of the 5 subcomponents? - reflecting to check on validity of practicing knowledge - no seperation between S and P - undertaking an evaluation of individual practices is a key characteristic of SP - training programs need to focus on the development of skills related to HOW one evaluates themselves

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Fouad et al (2009) *habitual and judiciious use of communication, knowledge, techincal skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and community

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definition of Competence

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Bieschke et al (20004) 1. Descriptive skills - obsersavtion, interpretation, measurement 2. Conceptualization skills - using concepts and theories 3. Problem Solving skills - conducting reserach and using rsrch findings 4. Ethical reasoning 5. Scientific values and attitudes 6. Communication skills 7. Collaboration skills 8. Self-assessment

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8 competencies ID'ed at Comp Conf in 2002

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Fouad et al (2009) 1986

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when was the first widely acknowledged competency model in professional ed and training programs was developed by NCSPP

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