The Competency Movement Within Psychology: An Historical Perspective

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 Associat...

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Bibliographic Details
Published in:Professional psychology, research and practice research and practice, 2007-10, Vol.38 (5), p.452-462
Main Authors: Rubin, Nancy J, Bebeau, Muriel, Leigh, Irene W, Lichtenberg, James W, Nelson, Paul D, Portnoy, Sanford, Smith, I. Leon, Kaslow, Nadine J
Format: Article
Language:English
Subjects:
Credentialing
Culture
History
History of Psychology
Human
Initiatives
Professional Certification
Professional Competence
Professional Development
Professional Licensing
Professional Standards
Psychologists
Psychology
Psychology Education
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Summary: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.
ISSN:0735-7028
1939-1323
DOI:10.1037/0735-7028.38.5.452