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 offers the main updated, research-based version for schooling in specialist psychology. the amount is split into 4 components. half I provides an summary of the educational version and discusses the theories and examine that shape the root of the version. half II describes the seven center talents wanted by way of expert psychologists: dating, review, intervention, learn and assessment, session and schooling, administration and supervision, and variety. Chapters during this part speak about the information, abilities, and attitudes that symbolize each one competency and supply examples of confirmed curricula and educating equipment. half III addresses the features and key roles of college and directors, and half IV describes destiny demanding situations in specialist psychology schooling. through supplying tools for enforcing the version in numerous academic and coaching settings, this booklet will function a key source for everybody interested by the schooling, education, and legislation psychologists.

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Extra resources for Competency-Based Education for Professional Psychology

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1992). Toward a competency-based core curriculum in professional psychology: A critical history. In R. L. Peterson, J. D. McHolland, R. J. Bent, E. Davis-Russell, G. E. Edwall, E. Magidson, et al. ), The core curriculum in professional psychobgy (pp. 13-21). Washington, DC: American Psychological Association and National Council of Schools of Professional Psychology. L. PETERSON ETAL. 2 APPLYING THE COMPETENCY MODEL TO PROFESSIONAL PSYCHOLOGY EDUCATION, TRAINING, AND ASSESSMENT: MISSION BAY AND BEYOND KATHI A.

However, assessment methods do not always reflect this developmental pedagogy. For example, annual review forms now used by many programs APPLYING THE COMPETENCY MODEL 47 often do not change over the course of a student's schooling. Similarly, practicum forms often closely resemble internship evaluation forms and do not adequately evaluate newly introduced competencies or increased competency integration, for example, whether the student increasingly integrates research into clinical work in the spirit of the local clinical scientist.

Cambridge, England: Cambridge University Press. Strieker, G. (1997). Are science and practice commensurable? American Psychobgist, 52, 442-448. , & Trierweiler, S. J. (1995). The local clinical scientist: A bridge between science and practice. American Psychobgist, 50, 995-1002. Taylor, S. (1987a, April). Transition: Inner work, outer work. Paper presented at Psychology Department Colloquium, Antioch University, Seattle, WA. Taylor, S. (1987b, October). Constructing the knowledge we need: Forays across the received boundaries of scientific inquiry in psychobgy.

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