A Competency Based Approach to Supervision: Basic Skills

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Presenter

Assoc Prof Craig Gonsalvez

A Competency‐Based

Approach to Supervision:

Basic Skills

Supervisor Tool Kit

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Supervisor Toolkit

_Attachments

_Page

Competency Measures C1a_Competency benchmarks, brief 3 C2_CB competencies 5 C3_CTS revised, brief 8 C4_ Wayne State Uni Psychodynamic scale 10 C5_CB Therapist performance scale 11 C7Sr_Generic supervisor competencies 12 Practice P1Sr_Supervision Plans – evaluation criteria 13 P3_Supervision plans – trainee preparation 14 Best Practice Guidelines for CDP 16 Competency Grids 18 Designing Supervision Plans: Flowchart 19 Theory T1_Developmental Stages (T) 20 T2_Developmental Stages (Sr) 22 T3_Competency cube 23 Attachments compiled by Craig Gonsalvez, June 2013

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Competency Benchmarks: A Model for Understanding and Measuring

Competence in Professional Psychology Across Training Levels

Nadya A. Fouad

University of Wisconsin–Milwaukee

Catherine L. Grus

American Psychological Association

Robert L. Hatcher

University of Michigan

Nadine J. Kaslow

Emory University

Philinda Smith Hutchings

Midwestern University

Michael B. Madson

University of Southern Mississippi

Frank L. Collins, Jr.

University of North Texas

Raymond E. Crossman

Adler School of Professional Psychology

The Competency Benchmarks document outlines core foundational and functional competencies in professional psychology across three levels of professional development: readiness for practicum, readiness for internship, and readiness for entry to practice. Within each level, the document lists the essential components that comprise the core competencies and behavioral indicators that provide operational descriptions of the essential elements. This document builds on previous initiatives within professional psychology related to defining and assessing competence. It is intended as a resource for those charged with training and assessing for competence.

Keywords: competency models, professional psychology education and training, benchmarks, profes-sional development

NADYAA. FOUAD, PhD, received her doctorate from the University of Minnesota in Counseling Psychology. She is professor and training director of the Counseling Psychology program at the University of Wisconsin-Milwaukee. She is editor of The Counseling Psychologist. She has pub-lished articles and chapters on cross-cultural vocational assessment, career development of women and racial/ethnic minorities, interest measurement, cross-cultural counseling and race and ethnicity.

CATHERINEL. GRUS, PhD, received her doctorate in clinical psychology from Nova University. She is the Associate Executive Director for Profes-sional Education and Training at the American Psychological Association (APA). At APA, Dr. Grus works to advance policies and practices that promote quality education and training in professional psychology.

ROBERTL. HATCHER, PhD, received his doctorate in Clinical Psychology from the University of Michigan, where he is currently the director of the Psychological Clinic. He is president emeritus of the Association of Di-rectors of Psychology Training Clinics. His research interests include the alliance in therapy, interpersonal measurement, and professional compe-tencies.

NADINEJ. KASLOW, PhD, earned her doctorate in clinical psychology from the University of Houston. She is Professor and Chief Psychologist at Emory University School of Medicine, Department of Psychiatry and Behavioral Sciences at Grady Hospital and Special Assistant to the Pro-vost. Currently, she is President of Division 29 and of the American Board of Clinical Psychology. Her research and clinical practice focus on competency-based education, training, and supervision of interns and post-doctoral fellows; family violence; suicidal behavior across the life-span; and family systems medicine.

PHILINDASMITHHUTCHINGS, PhD, earned her doctorate in psychology at the University of Kansas. She is professor and program director of clinical psychology at Midwestern University, Glendale, Arizona. Her scholarly interests include treatment of sexual trauma and professional training issues, such as competency development and assessment.

MICHAELB. MADSON, PhD, earned his doctorate in counseling psychol-ogy from Marquette University. He is an Assistant Professor in the Psy-chology Department at the University of Southern Mississippi. His re-search interests include professional training and supervision, motivational interviewing, and brief alcohol screening and interventions for college students.

FRANK L. COLLINS, JR., PhD, is currently the Director of Clinical Training for the Clinical Health Psychology Program at the University of North Texas. Dr. Collins served on the Steering Committee for the 2002 Competency Conference, as Chair of the Council of University Directors of Clinical Psychology (CUDCP), and a member of the APA Committee on Accreditation. He is a Fellow in APAs Division 12 and on the Editorial Board for Training and Education in Professional Psychology and the Journal of Clinical Psychology.

RAYMOND E. CROSSMAN, PhD, is President at the Adler School of Professional Psychology, a graduate school preparing social justice prac-titioners with campuses in Chicago and Vancouver. He completed his doctorate in clinical psychology at Temple University.

CORRESPONDENCE CONCERNING THIS ARTICLEshould be addressed to Nadya A. Fouad, University Distinguished Professor, Department of Educational Psychology, PO 413, University of Wisconsin-Milwaukee, Milwaukee, WI 53201. E-mail: [email protected]

2009, Vol. 3, No. 4(Suppl.), S5–S26 1931-3918/09/$12.00 DOI: 10.1037/a0015832

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Table 1 (continued )

Behavioral Anchor: Behavioral Anchor: Behavioral Anchor: ● Identifies DSM criteria ● Articulates relevant developmental features and

clinical symptoms as applied to presenting question

● Treatment plans incorporate relevant developmental features and clinical symptoms as applied to presenting problem

● Describes normal development consistent with

broad area of training ● Demonstrates ability to identify problem areasand to use concepts of differential diagnosis ● Demonstrates awareness DSM andrelation to ICD codes ● Regularly and independently

identifies problem areas and makes a diagnosis

E. Conceptualization and Recommendations

Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Essential Component: Essential Component: Essential Component: Basic knowledge of formulating diagnosis and case

conceptualization

Utilizes systematic approaches of gathering data to inform clinical decision-making

Independently and accurately conceptualizes the multiple dimensions of the case based on the results of assessment

Behavioral Anchor: Behavioral Anchor: Behavioral Anchor: ● Demonstrates the ability to discuss diagnostic

formulation and case conceptualization ● Presents cases and reports demonstrating howdiagnosis is based on case material ● Independently prepares reports basedon ● Prepares basic reports which articulate theoretical

material ● Administers, scores and interprets testresults ● Formulates case conceptualizations

incorporating theory and case material

F. Communication of Findings

Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Essential Component: Essential Component: Essential Component: Awareness of models of report writing and

progress notes

Writes assessment reports and progress notes Communication of results in written and verbal form clearly, constructively, and accurately in a conceptually appropriate manner Behavioral Anchor: Behavioral Anchor: Behavioral Anchor:

● Demonstrates this knowledge including content and organization of test reports, mental status examinations, interviews

● Writes a basic psychological report ● Writes an effective comprehensive report

● Demonstrates ability to communicate basic

findings verbally ● Effectively communicates resultsverbally ● Reports reflect data that has been collected via

interview ● Reports reflect data that has beencollected via interview and its limitations

Intervention–Interventions designed to alleviate suffering and to promote health and well-being of individuals, groups, and/or organizations. Developmental Level

A. Knowledge of Interventions

Readiness for Practicum Readiness for Internship Readiness for Entry to Practice Essential Component: Essential Component: Essential Component: Basic knowledge of scientific, theoretical, and

contextual bases of intervention and basic knowledge of the value of evidence-based practice and its role in scientific psychology

Knowledge of scientific, theoretical, empirical and contextual bases of intervention, including theory, research, and practice

Applies knowledge of evidence-based practice, including empirical bases of intervention strategies, clinical expertise, and client preferences Behavioral anchor: Behavioral Anchor: Behavioral Anchor:

● Articulates the relationship of EBP to the science

of psychology ● Demonstrates knowledge of interventions andexplanations for their use based on EBP ● Writes a case summary incorporatingelements of evidence-based practice ● Identifies basic strengths and weaknesses of

intervention approaches for different problems and populations

● Demonstrates the ability to select interventions for different problems and populations related to the practice setting

● Presents rationale for intervention strategy that includes empirical support

● Investigates existing literature related to problems and client issues

● Writes a statement of one’s own theoretical perspective regarding intervention strategies

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Cognitive Therapy Rating Scale (Sample item)

Manual of the Revised Cognitive Therapy Scale (CTS-R)

Introduction

This is a scale for measuring therapist competence in Cognitive Therapy and is based on the original Cognitive Therapy Scales (CTS, Young & Beck, 1980, 1988). The CTS-R was developed jointly by clinicians and researchers at the Newcastle Cognitive and Behavioural Therapies Centre and the University of Newcastle upon Tyne, UK.

The CTS-R contains 12 items, in contrast to earlier versions of the CTS which contained either 13 (Young & Beck, 1980) or 11 (Young & Beck, 1988). The development of the revised scale, together with the psychometric properties, is described in the appendices.

Table 1: The CTS-R Items General items

Item 1: Agenda Setting & Adherence* Item 2: Feedback

Item 3: Collaboration

Item 4: Pacing and Efficient Use of Time Item 5: Interpersonal Effectiveness

Cognitive therapy specific items Item 1: Agenda Setting & Adherence*

Item 6: Eliciting Appropriate Emotional Expression ** Item 7: Eliciting Key Cognitions

Item 8: Eliciting Behaviours** Item 9: Guided Discovery

Item 10: Conceptual Integration

Item 11: Application of Change Methods Item 12: Homework Setting

Item 9 - Guided Discovery Introduction

Guided discovery is a form of presentation and questioning which assists the patient to gain new perspectives for himself/herself without the use of debate or lecturing. It is used throughout the sessions in order to help promote the patient to gain understanding. It is based on the principles of socratic dialogue, whereby a questioning style is used to promote discovery, to explore concepts, synthesise ideas and develop hypotheses regarding the patient’s problems and experiences.

The key features of ’Guided Discovery’ is outlined in the CTS-R Rating Scale as follows:

Key features: The patient should be helped to develop hypotheses regarding his/her current situation and to generate potential solutions for him/herself. The patient is helped to develop a range of perspectives regarding his/her experience. Effective guided discovery will create doubt where previously there was certainty, thus providing the opportunity for re-evaluation and new learning to occur.

Two elements need to be considered:

(i) the style of the therapist - this should be open and inquisitive;

(ii) the effective use of questioning techniques (e.g. Socratic questions) should encourage the patient to discover useful information that can be used to help him/her to gain a better level of understanding. It has been observed that patients are more likely to adopt new perspectives, if they perceive they have been able to come to such views and conclusions for themselves. Hence, rather than adopting a debating stance, the therapist should use a questioning style to engage the patient in a problem solving process.

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Cognitive Therapy Rating Scale (Sample item)

Skilfully phrased questions, which are presented in a clear manner, can help to highlight either links or discrepancies in the patient's thinking. In order to accommodate the new information or learning, new insight is often achieved. Padesky (1993) emphasises that the aim of questioning is not to 'change minds' through logic, but to engage the patient in a socratic dialogue. Within this dialogue the patient can arrive at new perspectives and solutions for themselves.

The therapist's questioning technique should reveal a constant flow of inquiry from concrete and specific ("Does your mood drop every time you argue with your mother?") to abstract ("Do you always feel this way when someone is shouting at you?") and back again ("What thoughts were going through your head when it was your mother shouting?"). Good questions are those asked in the spirit of inquiry, while bad ones are those which lead the patient to a predetermined conclusion.

The techniques may also permit the patient to make both lateral and vertical linkages. The lateral links are those day to day features of the patient's life which produce and maintain his/her difficulties (i.e. the NATs, dysfunctional behaviours, moods and physical sensations). The vertical links are the historical patterns and cycles, which manifestly relate to the patient's current problems (i.e. childhood issues, parenting, relationship difficulties, work issues, etc.).

The questions posed should not be way-beyond the patient's current level of understanding, as this is unlikely to promote effective change. Rather they should be phrased within, or just outside, the patient's current understanding in order that he/she can make realistic attempts to answer them. The product of attempting to deal with such intelligently phrased question is likely to be new discoveries.

The therapists should appear both inquisitive and sensitive without coming across as patronising. CHECKLIST: QUESTIONS FOR RATERS TO ASK THEMSELVES:

1. Has the therapist used appropriate questions?

2. Does the manner in which the questions are asked facilitate the patient's understanding? 3. Did the questions lead to or promote change?

4. Did you hear any of the following:

 I wonder whether there are any other times in your life when you felt the same way?  You have this dreadful image when you're with both John and Paul, but you never have it

with Peter. Can you think of a reason for this?

 If you were not depressed, how might you think differently about this situation?  How does this relate to what you told me earlier - that you never get anything right?  What is the common link between X and Y?

Key references:

Blackburn, I.-M., James, I. A., Milne, D. L., Baker, C., Standart, S. H., Garland, A. and Reichelt, F. K. (2001). The Revised Cognitive Therapy Scale (CTS-R): psychometric properties. Behavioural

and Cognitive Psychotherapy, 29, 431–446.

James, I. A., Blackburn, I.-M., Milne, D. L. and Reichelt, F. K. (2001). Manual of the Revised

Cognitive Therapy Scale. Unpublished manuscript, Newcastle Cognitive and Behavioural Therapies Centre, Newcastle, UK.

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WAYNE STATE UNIVERSITY

DEPARTMENT OF PSYCHIATRY & BEHAVIORAL NEUROSCIENCES PSYCHODYNAMIC PSYCHOTHERAPY COMPETENCY EVALUATION

Resident: _____________________________ Pt. Initials (if applicable): __________________-Beginning Date: _______________________ Termination Date: _______________________

KNOWLEDGE COMPETENCIES Skill Not

Apparent Skill Emerging Skill Apparent Skill Well Developed Not Applicable

Resident demonstrates understanding of the indications for psychodynamic psychotherapy.

Resident understands and is able to evaluate patient’s suitability for psychodynamic psychotherapy. Resident demonstrates an

understanding of the influence of development through the life cycle on thoughts, feelings, and behavior.

SKILLS COMPETENCIES Skill Not

Apparent Skill Emerging Skill Apparent Skill Well Developed Not Applicable

Resident is able to establish treatment goals and frame with the patient. Resident is able to engage patient in exploring his/her past experiences. Resident is able to effectively listen to the patient (direct and indirect

communication).

Resident is able to utilize clarification, confrontation, and interpretation of previously unconscious material in therapy.

Resident is able to recognize and make therapeutic use of central psychodynamic concepts such as resistance, transference, and counter-transference.

Resident is able to utilize

self-reflection and interpretation to manage disruptive transference and counter-transference.

Resident is able to effectively utilize central dynamic issues (e.g.,

transference) in therapy.

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Dr. Craig Gonsalvez

School of Psychology, University of Wollongong

THERAPIST PERFORMANCE SCALE V3

COMPETENCE AS A COGNITIVE BEHAVIOURAL THERAPIST

VIDEO

ID:

Therapist

Name of Rater:………..

Rater: Self / Peer / Expert

Therapist Performance Rating Scale – V2.3 (Cognitive Behavioural Therapy)

ITEMS Rating

A. Structure and direction of therapy

1 2 3 4 5 6

B. Eliciting, identifying and verbalizing

automatic thoughts

1 2 3 4 5 6

C. Use of the socratic dialogue

interviewing style

1 2 3 4 5 6

D. Therapist’s knowledge,

professionalism, and competence.

1 2 3 4 5 6

E1. Socratic dialogue: Preparation for

guided discovery.

1 2 3 4 5 6

E2. Socratic dialogue: Consolidation of

guided discovery.

3 4 5 6

F. Choice of methods to foster

evaluation of belief structures.

1 2 3 4 5 6

G. Cognitive restructuring: Choice of

beliefs to evaluate

1 2 3 4 5 6

H. Therapist caring and support

1 2 3 4 5 6

I. Use of Psychoeducation

1 2 3 4 5 6 NA

J. Resistance to interventions

1 2 3 4 5 6 NA

K. Use of Home tasks

1 2 3 4 5 6 NA

L. Rapport and engagement

1 2 3 4 5 6

M. Positive feedback, positive affect

and empowerment.

1 2 3 4 5 6

N. Other behavioural techniques.

1 2 3 4 5 6 NA

GLOBAL RATINGS

I. Overall choice and implementation of

cognitive strategies

1 2 3 4 5 6 NA

II. Overall choice and implementation

of behavioural strategies

1 2 3 4 5 6 NA

III. Overall rating of general counseling

skills

1 2 3 4 5 6

IV. Overall therapy effectiveness

-5 -3 -1 +1 +3 +5 +7 In general, numbers 1=unskilled, 2=Novice, 3=Advanced beginner, 4=Competent,

5=Proficient; 6=Expert

Subscale 1: Counselling skills. Means of items D,H,L Subscale 2: CBT skills. Means of items A,B,C,E,F,G,J For item descriptions, email [email protected]

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C7Sr

Source: Bagnall et al., 2011. Generic supervision competencies for psychological therapies. Mental health practice 14, 18-23

Generic supervision competencies

++ + +/-

Not applicable 1. Structure supervisory sessions 2. Form and maintain supervisory alliances 3. Adapt supervision to different contexts 4. Work with difference 5. Apply ethical principles 6. Apply educational principles 7. Reflect and act on their limitations 8. Gauge the competence of supervisees 9. Offer accurate and constructive feedback 10. Help supervisees reflect on their clinical work 11. Help supervisees present their clinical work 12. Help supervisees practice clinical skills

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P1Sr

Source: C.Gonsalvez

School of Psychology, Uni. Of Wollongong

OBJECTIVES‐BASED APPROACH TO CLINICAL SUPERVISION BEST PRACTICE GUIDELINES: SUPERVISION PLANS ITEMS

++ + +/-

Not applicable 1. Learning objectives (overall rating)

1.1. Do they fulfill the SMART criteria?

1.1.1. Are they Specific?

1.1.2. Are they Measureable?

1.1.3. Are they Appropriate(developmentally

Appropriate)?

1.1.4. Are they Recommended by accrediting/

professional bodies?

1.1.5. Are they Time-wise (realistic, achievable)?

2. Are they comprehensive and balanced? (overall)

2.1. Do they cover knowledge, skills, attitude-value and

relationship competencies?

2.2. Do they cover important domains (e.g., assessment,

intervention, professional aspects)

2.3. Do they cover metacompetencies

3. Supervision methods/techniques (overall rating)

3.1. Consistent with types of learning objectives

3.2. Wide repertoire

4. Plan management and coordination (overall)

4.1. Capitalises on supervisor strengths

4.2. Capitalises on trainee strengths

4.3. Effective use of available staff (multidisciplinary) and

other learning activities (e.g., ward rounds) 4.4. Creative and effective use of other materials/resources

(e.g., diversity of clientele, client records)

4.5. Organisation and time-management

4.6. Effective management of barriers and constraints

5. Assessment (overall rating)

5.1. Consistent with the type of learning objectives 5.2. Multifaceted, by multiple assessors, if feasible 5.3. Ecological valid (as close to actual practice)

OVERALL: Nature of the outcome achieved given opportunities and constraints 6. Process (overall rating)

6.1. Collaborative and constructive 6.2. Effective use of the activity and process to foster and

enhance supervision alliance

6.3. Effective use of the process to foster and enhance

reflective skills

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P3

COMPETENCY‐BASED CLINICAL SUPERVISION

ESTABLISHING SUPERVISION PLANS: TRAINEE’S PREPARATION

Supervisee’s name ………. Date:………... This brief questionnaire seeks to enhance your awareness of what your preferences are with regard to supervision objectives and methods. This exercise is important because it facilitates planning and coordination of supervision to increase the chances that the targeted competencies are attained. If your supervision is going to be part of your psychologist registration, tertiary course or other official requirement, you must become familiar with the relevant guidelines before you complete this form. 1. Intended placement period (start and stop date): 2. Highest qualification already awarded ……..….. 3. Current degree enrolled in (if applicable)……….. 4. Years of experience as a psychologist until now (if applicable) ... 5. Place a tick in the cell that best describes your experience in terms of placement hours and supervision completed.

Placement hours Less than

100 100-200 200-400 400-600 600-800 800-1000 1000+

Individual supervision hours Less than

20 21-40 41-60 61-80 81-100 100-150 150+

Group Less than

20 21-40 41-60 61-80 81-100 100 -150 150+ 6. Is the supervision going to be part of PBA requirements/University Course/APS or ACPA/other agency to whom monitoring and reporting have to be sent? 7. Time per week you have available for readings or other placement‐related clinical work outside actual placement hours? 8. Your access to resources associated with professional training (e.g., professional libraries, Psychinfo search options, audio/videotape equipment, computer skills and so forth)?

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P3

9. What if any is your preferred approach to therapy, how strongly committed are you to this

approach, and in what approach do you want training (Circle one). If you use multiple approaches, identify the dominant approach. Use eclectic only when you use an eclectic approach for most clients.

BT ACT Psychodynamic Eclectic

CBT Family- systems

Humanistic-existential Other: mention Comments: 10. Will you be receiving supervision from any another professional during the period? If yes, details: 11. Any intended absences/commitments that will affect availability/work‐load during your placement? If yes, details: 12. In an overall sense and across supervisors, what was the approximate percentage of supervision time your past supervisor(s) allocated to the following supervision methods? Enter this in Column A. In Column B, record how supervision time should be allocated to best help you attain the learning outcomes you want to achieve from supervision. Percentage values in Columns A and B must total to 100.

Supervision methods A: Supervision received (mention %)

B: Effective supervision (mention %) a) Live supervision (e.g., demonstrations of therapy, co-therapy, one-way mirror,

and other live-supervision methods)

b) Observation with delayed feedback (E.g., feedback using audio/videotapes of your therapy)

c) Role play & feedback: Supervisor involved you in a role-play exercise to demonstrate clinical skills before discussion & feedback.

d) Case presentation & Discussion: Includes advice, suggestions, discussion of case-problems and other professional issues.

e) Any other method not included above (mention)

13. Other agency‐specific information required:

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Craig Gonsalvez: Competency-based clinical supervision

Table 1. Overarching considerations for CDPs:

Best practice guidelines:

1. Acquire a good working knowledge of competency frameworks from key accreditation bodies and professional societies.

2. If the supervisee is a student, obtain competency lists from the supervisee’s training institution along with ‘input’ requirements concerning caseload, case type, and supervision.

3. If applicable, obtain competency lists and requirements/recommendations about the practicum from the service agency at which the placement will be conducted. 4. Obtain relevant information to help you assess the supervisee’s developmental stage

(e.g., previous supervisor’s report; inventory to assess development). Have the supervisee submit representative samples of performance (e.g., recording of therapy session) if this is warranted.

5. Become aware, acknowledge, and build the programme around your strengths and values.

6. Cultivate an awareness of how you are faring yourself, personally and professionally, on the burnout-thrive continuum and the effect of this on your supervision.

7. Become aware and acknowledge gaps within the supervision programme and explore options to bridge these gaps.

8. Design a list of peer expertise and learning activities (e.g., ward and grand rounds) that will build on and enrich learning outcomes from the primary supervisor’s input. 9. When supervising an individual from a different cultural background, gain an

understanding of cultural factors affecting supervisory processes through education or supervision.

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Table 2. Assisting supervisees formulate a personalised list of competencies: Best practice guidelines

1. Ensure the supervisee understands the importance of formulating a personalised list of competencies that the supervisee would like to attain during the placement. Insist on a written draft.

2. Commence the process of goal setting and reflection two or more weeks before supervision commences. Assist them in this process by providing them with relevant resources (information about the placement, information about how to formulate SMART competencies, and guidelines you have drawn up, or examples of adequate and

inadequately formulated competencies).

3. Offer additional support and scaffolding if the initial effort by the supervisee is

unsatisfactory. This can be achieved by providing supervisees with a template or matrix with common domains, offering examples of different types of competencies including knowledge, skills, attitude, and relationship, providing them with a program of

competencies designed for a peer at the same developmental stage, or providing different sets of competencies that span developmental levels just below and just above the supervisee’s current developmental stage.

4. Following submission of an initial draft of competencies, have supervisees identify the overlap and areas of mismatch between their personal list and the competencies recommended by relevant professional stakeholders. Supervisees may then progress to revise and prioritise their list of competencies.

5. Match the level of assistance you provide to the supervisee’s developmental level. 6. Have the supervisee identify a profile of perceived strengths and needs that will help

inform and customise planned learning outcomes.

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Grid: Competency Types

_{Knowledge &}

Know-application (WHAT)

Skills (HOW) Relationship Attitude-value

Compet

ency Domains

As ses sm en

t Disorders: _{Population: Child/adult}

Psychometry Reporting Documentation Diagnositc issues Accurate diagnoses Case conceptualisation Ability to conduct assessments in a competent fashion

(includes elements of fluency, time-efficiency, pace, and communication style)

T-Ct relationship while conducting assessments. Ability to engage difficult clients, enhance alliance whilst doing assessments

Attitudes towards profession and key professional roles including assessment, intervention, professional development

Self: (e.g., self doubt, anxiety/confidence) Clients: (positive regard/, caring, cynical, pessimistic) Other professionals Work: (e.g., conscientious, overly responsible, tardy) Authority including

supervisors: (e.g., open and responsive vs. defensive) In te rv en tio n Disorders Child/adult Reporting Documentation Knowledge about indications/contra-indications of interventions Procedural knowledge Rationale for choice of interventions

Models of psychopathology

Ability to conduct

interventions in a competent fashion

(includes elements of fluency, time-efficiency, pace, and communication style)

Therapist-client relationship and interactions while conducting interventions CBT: key cognitions about client and self

Psychodynamic: Transference and CT Pro fe ssional Ethical –legal Communication skills Intra and inter disciplinary aspects

Socio-cultural aspect Professional identity

Knowledge about ethical issues.

Competencies to make ethical judgments when given case-scenarios

Oral and written

communication skills with other professionals

Sr-therapist relationship Relationship with other psychologists and health professionals

Ability to think and act ethically demonstrated in ethical conduct

Burn out vs. thriving Professional development

Met

a-Cs

Scientist-practitioner mindset (Respect for empirical evidence, scientific method, objectivity) Reflective practice capabilities

Unconditional positive regard

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Source: Falender, C. A., & Shafranske, E. P. (2004). Clinical Supervision: a competency-based approach.

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assessment of competence (Kaslow et al., 2007a; http://www .apa.org/ed/competency_revised.pdf).

Collectively, these developments provide evidence of what has been referred to as a shift to a “culture of competence” (Roberts et al., 2005) in professional psychology. The urgency of shifting to a culture of competence assessment in psychology was heightened also in 2006 by the APA Council of Representatives’ adoption of the following policy guidance related to licensure eligibility in psychology that encouraged entry to practice at the end of the doctorate. Specifically, the Council of Representatives passed the following resolution:

Applicants should be considered for admission to licensure upon completing a “sequential, organized, supervised professional experi-ence equivalent to two years of full-time training that can be com-pleted prior or subsequent to the granting of the doctoral degree” (APA, 2006). One of the two years is to be a predoctoral internship for those preparing for practice as health service providers.

There is a need for a better, competency-based definition, of readi-ness for entry to practice. For many years, the doctoral degree has been linked with the vaguely defined construct of “entry level to practice.” Entry level to practice generally has been defined by doc-umentation of completion of required coursework, including a requi-site number of hours of supervised training. These criteria are likely a poor proxy for actual evaluation of competence, and the relationship between these criteria and actual competence as a professional psy-chologist is tenuous at best. In addition, external groups such as the United States Department of Education, regional accrediting bodies, and other regulatory bodies are considering incorporating rules and

regulations that would measure education and training outcomes in terms of specific competencies that trainees acquire.

Benchmarks Work Group

A recent step in the competency movement was the creation of the Assessment of Competency Benchmarks Work Group (here-after referred to as the Workgroup). This group was the outcome of a proposal from the CCTC to the APA Board of Educational Affairs (BEA), which authorized the project in 2005. The group met for two days in September 2006 to identify levels of compe-tence appropriate for different stages of professional education and training in psychology. The document developed by this group identifies benchmarks for 15 core competency areas at three de-velopmental levels of education and training.

The Workgroup operated on several guiding principles. First, the focus of the meeting, while broad, was not intended to address the full developmental continuum for learning in professional psychology. Specifically, it was acknowledged that there are competencies neces-sary for entry to graduate school as well as competencies that reflect a lifelong commitment to learning. The group was not able to address these two levels but recognized their importance.

Second, the Workgroup began with the “Cube” model of core competencies (see Figure 1) in professional psychology as the basis for their work (Rodolfa et al., 2005). This decision was based on recognition that the group could easily spend all of its time trying to develop consensus on what competencies to address and not have time to complete its more central purpose of defining benchmarks.

Figure 1. Cube model (Rodolfa et al., 2005).

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COMPETENCY BENCHMARKS

A Competency Based Approach to Supervision: Basic Skills

Presenter

Assoc Prof Craig Gonsalvez