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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
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Assessment of Competency BenchmarksWork Group: A Developmental
Model for the Defining and Measuring Competence in
Professional Psychology
June 2007
This document presents the efforts of the Assessment of
Competency Benchmarks Work Group to date. Thedocument will undergo
review and public comment by American Psychological Association
governance
structures and external communities of interest in 2007.
Therefore, what is presented here is subject torevision. Further,
this document does not represent policy of the American
Psychological Association.
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
5
Competence
Competencehas been defined by Epstein and Hundert (2002) as the,
habitual and judicious use of
communication, knowledge, technical skills, clinical reasoning,
emotions, values, and reflection in daily practicefor the benefit
of the individual and community being served. There are
foundational elements required for
competence which include knowledge and skills as well as
elements best conceptualized as professionalism(e.g. reflective
thinking). Competence also presumes integration of multiple
competencies. In turn,
competenciesare conceptualized as elements or components of
competence, that is, discrete knowledge, skills,
and attitudes (Kaslow et al., 2004).
Foundation and Functional Competencies
A distinction is also made between foundational and functional
competencies (Rodolfa, et. al, 2005).
Foundational competencies refer to the knowledge, skills,
attitudes, and values that serve as the foundation forthe functions
a psychologist is expected to carry out, (e.g., an understanding of
ethics, awareness and
understanding of individual and cultural diversity issues,
knowledge of the scientific foundations ofpsychology). Functional
competencies encompass the major functions that a psychologist is
expected to carry
out, each of which requires reflective integration of
foundational competencies in problem identification and
resolution, (e.g., assessment, intervention, consultation,
research).
Benchmark
A benchmark refers to a standard for measurement of performance
that can be used for comparison and to
identify where needs for improvement exist.
Assessment
Assessment of competence to evaluate student learning outcomes
is contextualized within the constructs offormative and summative
assessment (Rodolfa et. al, 2005). Formative assessment provides an
individualongoing feedback meant to enhance performance and
implying a developmental progression in the acquisition
of skills. Summative assessment, in contrast, measures
performance at the end point of a process.
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Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
6
Core Competencies for Professional Psychology
The Assessment of Competency Benchmarks Work Group utilized the
Cube model of core competencies in
professional psychology (Rodolfa et al., 2005). The Cube model,
which is summarized below, proposes twelvecore competencies that
are conceptualized as either foundational or functional
competencies:
Further, the cube model posits that acquisition of these core
competencies is a developmental process
consistent with the focus of the Benchmarks Work Group task. in
that it extends from practicum training to the
internship, advanced postdoctoral training, and lifelong
learning.
Core Competency Domains of the Cube Model
Foundational Competencies
Reflective practice-self-assessmentScientific
knowledge-methodsRelationships
Ethical-legal standards-policyIndividual-cultural
diversity.Interdisciplinary systems
Functional Competencies
Assessment-diagnosis-case conceptualization
InterventionConsultation.Research/evaluationSupervision-teachingManagement-administration
Formation of the Work Group
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Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
10
facilitator and recording secretary) from each breakout group
rotated to one of the other breakout groups. Thereconstituted break
out groups then had six new members, two of each from one of the
other three break out
groups plus the original facilitator and recording secretary.
Instructions during the integration activity were for
the groups to address developmental sequencing of the
competencies (e.g., were the benchmarks increasing inskill level
across the sequence), provide feedback about the work of the group
they had joined, and to offer
input about the product of their original breakout group.
Following the integration activity the original break out groups
reconvened and reviewed the discussion that
occurred during the integration activity, incorporating changes
as they were warranted. At the close of thesecond day the full
group met to discuss the products of each of the breakout groups,
provide feedback about
the meeting, and discuss next steps including best ways to
address questions and concerns about thedocument.
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Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
11
Assessment of Competency Benchmarks Work GroupCompetency
Benchmarks Document
June 2007
Foundational Competencies
Reflective Practice Self-Assessment Practice conducted within
the boundaries of competencies, commitment tolifelong learning,
engagement with scholarship, critical thinking, and a commitment to
the development of theprofession.
Developmental Level
A. Reflective PracticeReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:
willingness to consider ones ownmaterial; basic mindfulness
andself-awareness
Behavioral Anchor:
problem solving skills,
critical thinking organized reasoning,
intellectual curiosity and flexibility
willingness/ability to self-disclosepersonal material
Essential Component:
broadened self-awareness across aspectrum;
self-assessment/monitoring; reflectivityregarding professional
practice(reflection-on-action)
Behavioral Anchor:
articulate attitudes, values, and beliefs
toward diverse others self-assessment approaches
congruence with assessment by peersand supervisors
self-identifies multiple individual andcultural identities
describes how others experiencehim/her and identify roles they
mightplay within a group
Essential Component:
reflectivity in context of professionalpractice
(reflection-in-action), reflection isacted upon, use of self as a
therapeutictool
Behavioral Anchor:
habitually monitors his/her internal states
and behavior demonstrate awareness of individual
strengths and areas in need ofimprovement
accurately assesses his/her own strengthsand weaknesses and
seeks to avoid orameliorate impact on professionalfunctioning
consistently recognizes problems and
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Competency Benchmarks Work Group convened by the APA Board of
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Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
12
Assessment Method(s):
academic products, performance inseminars or other
scholarlyexperiences (e.g., papers,proposals, contributions
todiscussions)
judgments made by faculty
systematically reviews own professionalperformance via videotape
or othertechnology
Assessment Method(s):
direct observation of professionalactivities by supervisor (live
or recordedobservation, co-therapy)
completion of peer and self-assessmentinstruments
faculty and supervisory evaluation offitness for the
profession.
knows how to address them so theproblems do not interfere with
deliveringcompetent services
demonstrates frequent congruencebetween external and internal
assessmentand seeks to resolve incongruence
Assessment Method(s):
supervisor evaluations multi-method review of client
interactions peer evaluations self-evaluation
B. Self-Assessment and Self-CareReadiness for Practicum
Readiness for Internship Readiness for Entry to Practice
Essential Component:knowledge of core competencies;emerging
self-assessment re:competencies;
understanding of the importanceof self-care in effective
practice;knowledge of self-caremechanisms; attention to
self-care
Behavioral Anchor:
demonstrates the interpersonal and
Essential Component:accurate self-assessment;
consistentmonitoring and evaluation of practiceactivities;
willingness to acknowledge
and correct errors; the ability to acceptand use feedback
effectively;monitoring of issues related to self-care with
supervisor; understanding ofthe central role of self-care to
effectivepractice
Behavioral Anchor:
ability to accept and use feedback
Essential Component:ability to accurately critique ones
ownperformance (self-monitoring); self-corrective practice;
self-monitoring of
issues related to self-care and promptinterventions when
disruptions occur
Behavioral Anchor:
systematically reviews of own professional
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of the American Psychological Association. (June 2007)
13
intrapersonal willingness and abilityto consider ones own
motives,attitudes, behaviors and ones
effect on others basic awareness and attention to
self-care
awareness of clinical competenciesfor professional training
Assessment Method(s)
performance prior to practicum(e.g., small group
experiences,
journaling, peer review, etc.)
faculty, peer, and self judgments(there should be a
considerationgiven to consensual validation)
effectively works with supervisor to monitor issues
related to self-care
identifies areas requiring furtherprofessional growth
writes a personal statement ofprofessional goals (draft document
forAPPI)
identifies learning objectives for eachpracticum as part of an
overall trainingplan
systemically reviews own professionalperformance via videotape
or othertechnology
Assessment Method(s):
self, peer, and supervisor evaluationsthrough direct or
technologicalobservation
performance via videotape or othertechnology
changes behavior based on self-monitoring
anticipates disruptions in functioning andintervenes at an early
stage/with minimalsupport from supervisors
Assessment Method(s):
supervisor evaluations
multi-method review of client interactions
attendance at professional meetings self-evaluation
C. ProfessionalismReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:beginning understanding ofprofessionalism,
includingcomportment and thinking like apsychologist
Essential Component:emerging professional identity
aspsychologist; uses resources forprofessional
development(supervision, literature)
Essential Component:consolidation of ones professionalidentity
as a psychologist; knowledgeableabout issues central to the field;
evidenceof integration of science and practice
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of the American Psychological Association. (June 2007)
14
Behavioral Anchor: demonstrates personal organization
skills, timeliness
demonstrates appropriate personalhygiene
demonstrates appropriate dress
Has membership in professionalorganizations
demonstrates knowledge of theprogram and profession
(trainingmodel, core competencies)
demonstrates knowledge aboutpracticing within ones
competence
demonstrates understanding thatknowledge goes beyond
formaltraining
Assessment Method(s)
faculty, peer, and self judgments(with consideration given
toconsensual validation)
Behavioral Anchor: attends colloquia, workshops,
conferences
summarizes literature relevant to clientcare
accurately documents caseconsultation in progress notes
actively participates in supervisionprocess
demonstrates awareness of the impactbehavior has on clients
Assessment Method(s):
supervisor evaluations of students useof supervision
supervisor/faculty evaluations ofattendance at professional
meetingsand relevant seminars
supervisor evaluation of literature
summary quality assurance review of clinical
documentation
Behavioral Anchor: keeping up with advances in profession
contributing to the development &
advancement of the profession and onescolleagues
demonstrates awareness of the impactbehavior has on public and
profession
Assessment Method(s): supervisor evaluations
multi-method review of client interactions
attendance at professional meetings self-evaluation
performance on Comprehensive DoctoralExams
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Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
15
Scientific knowledge-methods - The ability to understand
research, research methodology and a respect for
scientificallyderived knowledge, techniques of data collection and
analysis, biological bases of behavior, cognitive-affective bases
of behavior,
and lifespan human development.
Developmental Level
A.Scientific MindednessReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:
critical scientific thinking
Behavioral Anchor:
able to perform scientific critique ofliterature
able to evaluate study methodologyand scientific basis of
findings
willingness to present work for thescrutiny of others
questions assumptions ofknowledge
aware of need for evidence to
support assertions
Assessment method(s):
behavior/performance inseminars/courses
academic work products including
Essential Component:
values and applies scientific methodsto professional
practice
Behavioral Anchor:
articulates issues derived from theliterature in supervision and
case
conference formulates appropriate questions
regarding case conceptualization
generates hypotheses regarding owncontribution to therapeutic
process andoutcome
able to perform scientific critique of
literature able to evaluate study methodology and
scientific basis of findings
Assessment Method(s):
evaluated by supervisor
self-assessment
Essential Component:
independently applies scientific methodsto practice
Behavioral Anchor:
ability to independently access and applyscientific knowledge
& skills appropriately
and habitually to the solution of problems willingness to
present work for the scrutiny
of others
Assessment Method(s)
EPPP Case presentations
Portfolios
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of the American Psychological Association. (June 2007)
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presentations, critiques ofmanuscripts, peer review
ofpresentations
annual review of progressNote: may be useful here to
explorestrategies for assessment of criticalthinking
Supervisor Evaluation
B. KnowledgeReadiness for Practicum Readiness for Internship
Readiness for Entry to Practice
Essential Component:understanding of psychology as ascience
Behavioral Anchor: demonstrate understanding
psychology as a science includingbasic knowledge of the breadth
ofscientific psychology. For example:Able to cite scientific
literature tosupport an argument
able to evaluate scholarly literatureon a topic
Assessment Method(s): completion of relevant
undergraduate preparation performance and behavior in
course(s)
faculty judgment annual review of progress
Essential Component:knowledge of core science
Behavioral Anchor: demonstrate knowledge of and
respect for scientific bases of behavior
Assessment Method(s):
successful performance oncomprehensive examinations
Essential Component :knowledge of core science
Behavioral Anchor: demonstrate knowledge of and respect for
scientific knowledge of the bases forbehavior, and incorporate
this intoprofessional practice
Assessment Method(s):
EPPP
case presentations portfolios
supervisor evaluation
360 Degree Evaluation
C. Scientific Foundations
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of the American Psychological Association. (June 2007)
17
Readiness for Practicum Readiness for Internship Readiness for
Entry to Practice
Essential Component:
understanding the scientificfoundation of professional
practice
Behavioral Anchor
demonstrate understanding of thescientific foundation of
professional
practice For example: Understandsthe development of evidence
basedpractice in psychology
demonstrate understanding of corescientific conceptualizations
ofhuman behavior
able to cite scientific literature tosupport an argument
able to evaluate scholarly literatureon a topic
Assessment Method(s):
completion of relevantundergraduate preparation
performance and behavior incourse(s)
faculty judgment assessment of students ability to
think scientifically about cases
annual review of progress
Essential Component:
knows, understands, and applies theconcept of evidence-based
practice
Behavioral Anchor:
student applies EBP concepts in caseconceptualization, treatment
planning,
and interventions student compares and contrasts EBP
approaches with other theoreticalperspectives and interventions
in thecontext of case conceptualization andtreatment planning.
Assessment Method(s):
supervisory evaluation self-assessment
review of case conceptualization report direct observation of
professional
activities by supervisor (live or recordedobservations,
co-therapy)
successful performance oncomprehensive examinations
Essential Component:
knows and understands scientificfoundations and independently
appliesthis knowledge to practice
Behavioral Anchor:
student reviews scholarly literature relatedto clinical work and
applies knowledge to
case conceptualization student applies EBP concepts in practice
student compares and contrasts EBP
approaches with other theoreticalperspectives and interventions
in thecontext of case conceptualization andtreatment planning
Assessment Method(s):
supervisory evaluation related tointegration of science and
practice
self-assessment review of case conceptualization
report/case conferences
direct observation of professional activities
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Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
18
Relationships - Capacity to relate effectively and meaningfully
with individuals, groups, and/or communities
Developmental Level
A. Interpersonal RelationshipsReadiness for Practicum Readiness
for Internship Readiness for Entry to Practice
Essential Component:interpersonal skills
Behavioral Anchor:
listens and is emphatic with others respects and shows interest
in
others cultures, experiences,values, points of view, goals
anddesires, fears, etc.
demonstrates skills verbally andnon-verbally.
open to feedback
Assessment Method(s): performance and behavior in
course(s) or evaluation milestones
examination of performance ininterviews
faculty, peer and self judgment
including showing engagement with
Essential Component:ability to form and maintain productiveand
respectful relationships with
clients, peers/colleagues, supervisorsand professionals from
otherdisciplines
Behavioral Anchor:
involved in departmental, institutional,
or professional activities or governance forms effective working
alliance with
clients
forms effective working alliance withsupervisors
engaged with peers
Assessment Method(s): self-report of committee/governance
activities or practicum activity log
client no-show, drop-out, andsatisfaction/alliance ratings
supervisor ratings
peer ratings
Essential Component:develop and maintain effectiverelationships
with a wide range of clients,
colleagues, organizations andcommunities
Behavioral Anchor:
negotiates conflictual, difficult and complex
relationships including those withindividuals and groups that
differsignificantly from oneself
maintains satisfactory interpersonalrelationships with clients,
peers, faculty,allied professionals, and the public.
Assessment Method(s): 360 evaluation self evaluation
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of the American Psychological Association. (June 2007)
19
peers direct observation of professionalactivities by supervisor
(live or recordedobservation, co-therapy)
B. Affective SkillsReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:affective skills
Behavioral Anchor:
possesses affect tolerance tolerates and understands
interpersonal conflict
tolerates ambiguity and uncertainty possesses awareness of
inner
emotional experience
possesses emotional maturity
Essential Component:ability to negotiate differences andhandle
conflict; ability to provide
effective feedback to others andreceive feedback
nondefensively
Behavioral Anchor:
works collaboratively demonstrates active problem-solving
makes appropriate disclosures
regarding problematic interpersonalsituations
accepts and implements supervisoryfeedback nondefensively
acknowledges own role in difficultinteractions
provides feedback to supervisor
regarding supervisory process provides feedback to peers
regarding
peers clinical work in context of groupsupervision or case
conference
listens to and acknowledges feedbackfrom others
Essential Component:ability to manage difficult
communication;possess advanced interpersonal skills
Behavioral Anchor:
seeks clarification in interpersonalcommunications
demonstrates understanding of diverse
viewpoints accepts and implements feedback from
others
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Competency Benchmarks Work Group convened by the APA Board of
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of the American Psychological Association. (June 2007)
20
Assessment Method(s) faculty, peer, and self judgments
(there should be a consideration
given to consensual validation)
Assessment Method(s): self, peer and supervisory evaluation
direct observation of professional
activities by supervisor (live or recordedobservation,
co-therapy)
Assessment Method(s): self, peer and supervisory evaluation
peer consultation
seeks activities that require professionalinteractions.
C. Intradisciplinary RelationshipsReadiness for Practicum
Readiness for Internship Readiness for Entry to Practice
Essential Component:
intradisciplinary respect
Behavioral Anchor: demonstrates respectful and
collegial interactions with those whohave different professional
modelsor perspectives than own
Assessment Method(s) performance and behaviors in
course(s) or evaluation milestones) faculty, peer, and self
judgments
(there should be a consideration
given to consensual validation)
Essential Component:
knowledge regarding professionalrelationships, norms and
culture,including establishing and maintainingappropriate
professional demeanorand boundaries
Behavioral Anchor: adheres to ethical standards and
institutional policies and procedures
Assessment Method(s): self, peer, client, staff, and
supervisory
evaluation (absence of negativereports).
Essential Component:
clear understanding of professionalboundaries, appreciates
individual andgroup differences and respects self andothers
Behavioral Anchor: adheres to ethical standards and
institutional policies and procedures.
participates in local and nationalprofessional organizations
Assessment Method(s):
self, peer, client, staff, and supervisoryevaluation (absence of
negative reports).
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Competency Benchmarks Work Group convened by the APA Board of
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Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
21
D. Expressive SkillsReadiness for Practicum
Essential Component:expressive skills
Behavioral Anchor:
communicates ones ideas, feelingsand information verbally and
non-
verbally
Assessment Method(s):
performance and behaviors incourse(s) or evaluation
milestones
faculty, peer, and self judgment
Essential Component:clear and articulate expression
Behavioral Anchor:
verbal, nonverbal, written skillscommunicate clearly and
articulately
demonstrates understanding ofprofessional language
Assessment Method(s):
performance and behaviors in course(s)or evaluation
milestones
faculty, peer, and self judgment
Essential Component:articulate and eloquent command oflanguage
and ideas
Behavioral Anchor:
descriptive, understandable command oflanguage, both written and
verbal
able to communicate clearly and effectivelywith clients
Assessment Method(s):
case presentation
supervisor evaluation of written workproducts
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of the American Psychological Association. (June 2007)
22
Individual-cultural Diversity
Awareness and sensitivity in working professionally with diverse
individuals, groups and communities who represent variouscultural
and personal background and characteristics.
Developmental Level
A. Self-AwarenessReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:knowledge, awareness, andunderstanding of
ones ownsituation (e.g., ones ethnic/racial,socioeconomic, gender,
sexualorientation; ones attitudestowards diverse others) relative
to
dimensions of individual andcultural diversity
Behavioral Anchor: demonstration of this self
knowledge, awareness, andunderstanding. For example:articulates
how ethnic group valuesinfluence who one is and how onerelates to
other people.
Assessment Method(s)
performance prior to practicum
Essential Component:monitors and applies knowledge ofself as a
cultural being in assessment,treatment, and consultation
Behavioral Anchor: understands and monitors own cultural
identities in relation to work with others able to use knowledge
of self to monitor
effectiveness as a professional
critically evaluates feedback andinitiates supervision regularly
aboutdiversity issues
Assessment Method(s):
congruence among self, peer, and
Essential Component:independently monitors and appliesknowledge
of self as a cultural being inassessment, treatment, and
consultation
Behavioral Anchor:
independently able to articulate,understand, and monitor own
culturalidentity in relation to work with others
able to regularly use knowledge of self to
monitor and improve effectiveness as aprofessional
able to critically evaluate feedback andinitiate consultation or
supervision whenuncertain about diversity issues
Assessment Method(s):
congruence among self, peer, and
supervisory evaluations of ICD and self
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Competency Benchmarks Work Group convened by the APA Board of
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Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
24
Assessment Method(s):
performance prior to practicum(e.g., small group
experiences,
journaling, peer review, as well asperformance in courses)
faculty, peer, and self judgments(there should be a
considerationgiven to consensual validation)
others
Assessment Method(s):
direct observation of professionalactivities by supervisor (live
or recorded
observation, co-therapy) client satisfaction surveys
client no-show and drop-out rates self, peer, and supervisory
evaluation of
inclusion of ICD case conceptualization(in preparation for the
APPI)
culturally appropriate repertoire of skillsand techniques and
behaviors
seeks consultation regarding addressing
individual and cultural diversity whenrelevant
Assessment Method(s):
360 evaluation supervisor, peer, and self evaluations of
case presentations and work samples
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Competency Benchmarks Work Group convened by the APA Board of
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Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
26
performance and discussion
Assessment Method(s):
performance in course(s) orevaluation milestones
throughpurposeful application of ethicalconcepts to course content
andthrough ethical decision making inhypothetical practice
situation.
ethical and legal knowledge
Assessment Method(s):
self, peer, and supervisory assessment(360 degree)
direct observation of professionalactivities by supervisor
(co-therapy, liveor recorded observation)
client satisfaction instruments
successful completion of ethicscomponent of
comprehensiveexaminations
Assessment Method(s):
EPPP
Supervisors evaluation
self evaluation client feedback
state and provincial jurisprudence exams
B. Awareness and Application of Ethical Decision Making
ModelReadiness for Practicum Readiness for Internship Readiness for
Entry to Practice
Essential Component:recognizes the importance of basicethical
concepts applicable in initialpractice (e.g. child abuse
reporting,Informed consent, confidentiality,multiple relationships,
andcompetence)
Behavioral Anchor:
student and instructor discussions inclass, clinical venues,
andinteractive educational experiences.
Essential Component:knows and applies an ethical decision-making
model and is able to applyrelevant elements of ethical
decisionmaking to a dilemma
Behavioral Anchor:
uses an ethical decision-making modelwhen discussing cases in
supervision.
Is able to readily identify ethicalimplications in cases and to
understandthe ethical elements in any presentethical dilemma or
question
Is able to discuss ethical dilemmas and
Essential Component:commitment to integration of ethicsknowledge
into professional work
Behavioral Anchor:
Intentional inclusion in professional writingsand presentations
of applicable ethicalprinciples and standards
Intentional inclusion of applicable ethicsconcepts in research
design and subjecttreatment
Intentional inclusion of ethics and
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of the American Psychological Association. (June 2007)
27
Assessment Method(s):
performance in course(s) throughpurposeful application of
ethicalconcepts to course content or
program evaluation by faculty
decision making in supervision,staffings, presentations,
practicumsettings
Assessment Method(s):
self and supervisory evaluation
successful completion of ethicscomponent of comprehensive
examinations and other formativeevaluations
successfully performs in written andoral evaluations through
mock ethicalscenarios, hypothetical cases andconsultation on peer
cases throughgroup supervision or staffing
successful creation of hypothetical
ethics cases, identification of dilemmas,and recommendations for
action
professional concepts in teaching andtraining activities
develops strategies to seek consultationregarding complex
ethical and legaldilemmas
Assessment Method(s):
ongoing status for practice throughlicensure
supervisors evaluation
self evaluation performance on state and provincial
jurisprudence exams
performance on EPPP
peer review of writings ongoing annual performance review
mock ethical dilemmas/vignettes
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C. Ethical ConductReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:displays ethical attitudes andvalues
Behavioral Anchor:
desire to help others
openness to new ideas honesty/integrity/values ethical
behavior personal courage
demonstrates a capacity forappropriate boundary management
implements ethical concepts intoprofessional behavior
Essential Component:displays knowledge of own
moralprinciples/ethical values.
Behavioral Anchor:
ability to articulate knowledge of ownmoral principles and
ethical values indiscussions with supervisors and peers
about ethical issues spontaneously discusses intersection of
personal and professional ethical andmoral issues.
Essential Component:independently and confidentlyintegrates
ethical/legal standardspolicy with all foundational
andfunctionalcompetencies
Behavioral Anchor:
integrates an understanding of ethical-legal standards policy
when performingall functional competencies
demonstrates that ethical-legal-standards policy competence
informsand is informed by all foundationalcompetencies
takes responsibility for continuingprofessional development
ofknowledge, skills, and attitudes inrelation to
ethical-legal-standards and
policies.
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Assessment Method(s):judgment by faculty and peers that
student exhibits these behaviors(i.e., Admitting errors,
interpersonalrisks consistent with values,intellectual honesty
despite adverseacademic outcomes.)
programmatic evaluation ofintegration of ethical
conduct,attitudes, and action in professional
interactions
Assessment Method(s): self assessment
supervisory assessment
successful completion of ethicscomponent of
comprehensiveexaminations
Ability to implement ethical behaviorsand decision making in
professionalactivities
Assessment Method(s): supervisor ratings of consistent
ethical
performance
ability to attest to absence ofcomplaints;
feedback from colleagues willingness to serve professionally in
the
ethics arena
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Interdisciplinary systems Identification and involvement with
ones colleagues and peers. Knowledge of key issues andconcepts in
related disciplines and the ability to interact with professionals
in them.
Developmental Level
A. Understanding the shared and distinctive contributions of
other professions, knowledge of key issues and conceptsrelated to
the work of other professionals.Readiness for Practicum Readiness
for Internship Readiness for Entry to Practice
Essential Component:
beginning, basic knowledge of theviewpoints and contributions of
otherprofessions/ professionals
Behavioral Anchor:
demonstrates knowledge and valuingof roles, functions and
service deliverysystems of other professions
Assessment Method(s):
performance in course(s) or evaluationmilestones (e.g., annual
reviews,
Essential Component:
awareness of multiple and differingworldviews, roles,
professionalstandards, and contributions acrosscontexts and
systems, intermediatelevel knowledge of common anddistinctive roles
of other professionals
Behavioral Anchor:
reports observations of commonalityand differences among
professionalroles, values, and standards
Assessment Method(s):
direct observation and evaluation bysupervisor of professional
activities
Essential Component:
working knowledge of multiple anddiffering worldviews,
professionalstandards, and contributions acrosscontexts and
systems, intermediatelevel knowledge of common anddistinctive roles
of other professionals
Behavioral Anchor:
demonstrates ability to articulate the rolethat others provide
in service to clients
demonstrates ability to work successfullyon interdisciplinary
team
Assessment Method(s):
supervisor evaluations
multi-method review of professional
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comprehensive exams) when in contact with otherprofessionals
(live or videotape, co-therapy).
if not available pre-internship,assessment of learning
objectives forthis competency and plans for obtainingopportunities
on internship will be themethod of assessment
activities when in contact with otherprofessionals
360 degree evaluations
self-evaluation
B. Multidisciplinary and interdisciplinary functioning:
understanding the differences and ability to function in
bothcontexts
Readiness for Practicum Readiness for Internship Readiness for
Entry to Practice
Essential Component:beginning, basic knowledge of theprinciples
of interdisciplinary vs.multidisciplinary functioning
Behavioral Anchor:
demonstrates knowledge of the nature
of interdisciplinary vs. multidisciplinaryfunction and the
conceptualdifferences between them.
Assessment Method(s):
performance in courses or evaluationmilestones (e.g., annual
reviews,
Essential Component:beginning, knowledge of strategiesthat
promote interdisciplinarycollaboration vs.
multidisciplinaryfunctioning
Behavioral Anchor:
demonstrates knowledge of the nature
of interdisciplinary vs. multidisciplinaryfunction and the
skills that supportinterdisciplinary process.
Assessment Method(s):
direct observation and evaluation bysupervisor of professional
activities
Essential Component:beginning, basic knowledge of andability to
display the skills that supporteffective interdisciplinary
teamfunctioning, such as communicatingwithout jargon, dealing
effectively with
disagreements about diagnosis ortreatment goals, supporting
andutilizing the perspectives of other teammembers
Behavioral Anchor:
demonstrates skill in interdisciplinary
clinical settings in working with otherprofessionals to
incorporatepsychological information into overallteam planning and
implementation
Assessment Method(s):
supervisor evaluations based on directobservation of
interdisciplinary training
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comprehensive exams) when in contact with otherprofessionals
(live or videotape, co-therapy). If those opportunities are
notavailable pre-internship, supervisorand/or Training Directors
assessmentof learning objectives for thiscompetency and plans for
obtainingopportunities on internship will be themethod of
assessment
experiences multi-method review of professional
activities when in contact with otherprofessionals
360 degree evaluations utilizing non-Psychology team members
ininterprofessional training sites
self-evaluation
C. Understands how participation in interdisciplinary
collaboration/ consultation enhances outcomes
Readiness for Practicum Readiness for Internship Readiness for
Entry to Practice
Essential Component::Knowledge of how participating
ininterdisciplinary collaboration/consultation can be directed
towardshared goals
Behavioral Anchor:
demonstrates understanding ofconcept in coursework
Assessment Method(s):
faculty evaluation of performance andbehavior in course(s) or
evaluationmilestones
Essential Component:ability to participate in and
initiateinterdisciplinary collaboration/consultation directed
toward sharedgoals
Behavioral Anchor:
consults with and cooperates with otherdisciplines in service of
clients
Assessment Method(s):
evaluation/direct observation bysupervisor
Essential Component:intermediate level ability to recognizeand
engage in opportunities foreffective collaboration with
otherprofessionals toward shared goals
Behavioral Anchor:
evidence of systematically collaboratingwith other relevant
partners
Assessment Method(s):
supervisor evaluations multi-method review of client
interactions
360 degree evaluations self-evaluation
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D. Respectful and productive relationships with individuals from
other professions.Readiness for Practicum Readiness for Internship
Readiness for Entry to Practice
Essential Component:awareness of the benefits of
formingcollaborative relationships with otherprofessionals
Behavioral Anchor: expresses interest in developing
collaborative relationships and respectfor other
professionals
Assessment Method(s):
faculty evaluation of performance and
behavior in course(s) or evaluationmilestones
Essential Component:ability to develop and maintain,
whereappropriate, collaborativerelationships and respect for
otherprofessionals
Behavioral Anchor: communicates effectively with
individuals from other profession
Assessment Method(s):
faculty evaluation of performance and
behavior in course(s) or evaluationmilestones
direct observation and evaluation bysupervisor of professional
activitieswhen in contact with otherprofessionals (live or
videotape, co-therapy). If those opportunities are notavailable
pre-internship, supervisor
and/or Training Directors assessmentof learning objectives for
thiscompetency and plans for obtainingopportunities on internship
will be themethod of assessment
self-evaluation
Essential Component:ability to develop and maintaincollaborative
relationships over timedespite differences
Behavioral Anchor: communicates effectively with individuals
from other professions
appreciates and integrates perspectivesfrom multiple
professions
Assessment Method(s):
supervisor evaluations
multi-method review of client interactions 360 degree
evaluations Self-evaluation
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Functional Competencies
Assessment-diagnosis-case conceptualizationAssessment and
diagnosis of problems and issues associated with individuals,
groups, and/or organizations
Developmental Level
I. DiagnosisA. Normal/Abnormal Behavior
Readiness for Practicum Readiness for Internship Readiness for
Entry to Practice
Essential Component:basic knowledge regarding the rangeof normal
and abnormal behavior
Behavioral Anchor:
identify DSM criteria describe normal development
consistent with broad area of training
Assessment Method(s):
performance in course(s) orevaluation milestone
Essential Component:apply concepts of normal/abnormalbehavior to
case formulation anddiagnosis.
Behavioral Anchor:
articulates relevant developmentalfeatures and clinical symptoms
asapplied to presenting problem
Assessment Method(s):
performance in advanced coursework supervisor evaluations
Essential Component:ability to utilize case formulation
anddiagnosis for treatment planning
Behavioral Anchor:
treatment plans incorporate relevantdevelopmental features and
clinicalsymptoms as applied to presentingproblem
Assessment Method(s):
supervisor evaluations
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B. SkillsReadiness for Practicum Readiness for Internship
Readiness for Entry to Practice
Essential Component:basic knowledge of formulatingdiagnosis and
caseconceptualization
Behavioral Anchor:
demonstrate the ability to discussdiagnostic formulation and
caseconceptualization
prepare basic reports which articulatetheoretical material
Assessment Method(s): performance in course(s) or
evaluation milestones
Essential Component:ability to utilize systematicapproaches of
gathering data toinform clinical decision-making
Behavioral Anchor:
prepares reports that incorporatematerial from client
presents cases and reportsdemonstrating how diagnosis isbased on
case material
Assessment Method(s): case presentation which includes
case conceptualization
supervisor evaluations
Essential Component:ability to independently and
accuratelyconceptualize the multiple dimensions ofthe case based on
the results ofassessment
Behavioral Anchor:
independently prepares reports based onactual client
material
administers, scores and interprets testresults
formulates case conceptualizationsincorporating theory and case
material
Assessment Method(s): supervisor evaluation self-evaluation
portfolio
case presentation which includes caseconceptualization
II. AssessmentA. Knowledge of Measurement and
PsychometricsReadiness for Practicum Readiness for Internship
Readiness for Entry to Practice
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Essential Component:basic knowledge of the
scientific,theoretical, and contextual basis oftest construction
and interviewing
Behavioral Anchor:
awareness of the benefits of
standardized assessment knowledge of the construct(s) being
assessed demonstrates understanding of basic
psychometric constructs such asvalidity, reliability, and
testconstruction
Assessment Method(s):
performance in course(s) orevaluation milestones
includingresponse to clinical vignettes
Essential Component:ability to select assessmentmeasures with
attention to issues ofreliability and validity
Behavioral Anchor:
identifies appropriate assessment
measures for cases seen at practicesite
routinely consults with supervisorregarding selection of
assessmentmeasures
Assessment Method(s):
assessment component of doctoralcomprehensive examinations
supervisor evaluation
Essential Component:ability to independently select andimplement
multiple methods and meansof evaluation in ways that are
responsive
to and respectful of diverse individuals,couples, families and
groups
Behavioral Anchor:
awareness of and ability to use culturally
sensitive instruments, norms seeks consultation as needed to
guide
assessment limitations of assessment data clearly
reflected in assessment reports
Assessment Method(s):
supervisor evaluation case presentations review of test
reports
doctoral comprehensiveexaminations
B. Use of Methods1. InterviewReadiness for Practicum Readiness
for Internship Readiness for Entry to Practice
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Essential Component:knowledge of the models andtechniques of
clinical interviewingand mental status exam
Behavioral Anchor:
demonstrates knowledge of initialinterviewing (both structured
andsemi-structured interviews, mini-mental status exam),
treatmentplanning, goal setting, relationshipbuilding
Assessment Method(s):
performance in course(s) orevaluation milestones
Essential Componentknowledge of the principles andpractice of
systematic interviewing,data gathering and the interpretation
data pursuant to the presentingproblem
Behavioral Anchor:
collects accurate and relevant datafrom structured and
semi-structuredinterviews and mini-mental statusexams
reports reflect data that has beencollected via interview
consults with supervisor routinely
Assessment Method(s):
supervisor review in vivo observation
Essential Componentability to independently use the
clinicalinterview to make formulation anddiagnosis for treatment
planning
purposes
Behavioral Anchor:
collects accurate and relevant data fromstructured and
semi-structured interviewsand mini-mental status exams
reports reflect data that has been collectedvia interview
interview and report lead to thedevelopment of appropriate
treatment plan
seeks consultation as needed
Assessment Method(s):
supervisor review
in vivo observation
2. Tests/MeasurementsReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
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Essential Component:basic knowledge of administrationand scoring
of traditionalassessment measures
Behavioral Anchor:
accurately and consistently administerand score various
assessment toolsin non-clinical (e.g. course) contexts
Assessment Method(s): performance in course(s) or
evaluation milestones
Essential Component:awareness of the strengths andlimitations of
administration, scoringand interpretation of traditional
assessment measures as well asrelated technological advances
Behavioral Anchor:
accurately and consistently selects,administers, and scores
andinterprets assessment tools withclinical populations
routinely seeks supervision
Assessment Method(s): supervisor evaluation
Essential Component:ability to independently understand
thestrengths and limitations of diagnosticapproaches and
interpretation of results
from multiple measures for diagnosis andtreatment planning
Behavioral Anchor:
selection of assessment tools reflects aflexible approach to
answering thediagnostic questions
comprehensive reports include discussionof strengths and
limitations of assessmentmeasures as appropriate
seeks supervision as needed
Assessment Method(s): supervisor evaluation
case presentation
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III. IntegrationA. Site SpecificReadiness for Practicum
Readiness for Internship Readiness for Entry to Practice
Essential Component:knowledge of where assessmentmethods are
similar and differentacross practice sites
Behavioral Anchor: demonstrates awareness of need for
selection of assessment measuresappropriate to
population/problem thatis the primary focus of a practice site
Assessment Method(s):
clinical case vignettes
Essential Component:displays knowledge of assessmenttools
appropriate to training site
Behavioral Anchor: selects assessment tools that
reflect awareness of patientpopulation served at a givenpractice
site
routinely seeks supervision
Assessment Method(s):
supervisor evaluation
Essential Component:independently selects and
administersassessment tools appropriate to thepractice site and
broad area of practice
Behavioral Anchor: independently selects assessment tools
that
reflect awareness of patient populationserved at practice
site
seeks supervision as needed
Assessment Method(s):
supervisor evaluation case presentation
B. Communication of ResultsReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
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Essential Component:awareness of models of reportwriting and
progress notes
Behavioral Anchor:
demonstrates this knowledgeincluding content and organizations
oftest reports, mental statusexaminations, interviews
Assessment methods:
course performance
Essential Component:ability to write assessment reportsand
progress notes
Behavioral Anchor:
ability to write a basic psychologicalreport
routinely seeks supervision
Assessment methods:
supervisor review of written reports
Essential Component:communication of results in written
andverbal form clearly, constructively, andaccurately in a
conceptually appropriate
manner
Behavioral Anchor
ability to write a comprehensive report
ability to communicate results verbally
seeks supervision as needed
Assessment method:
supervisor evaluation
C. Integrated skills
Readiness for Practicum Readiness for Internship Readiness for
Entry to Practice
Essential Component:basic knowledge of measurementacross domains
of functioning.
Behavioral Anchor: awareness of need to base diagnosis
and assessment on multiple sourcesof information
Essential Component:knowledge ability to selectappropriate
assessment measuresto answer diagnostic question
Behavioral Anchor: able to independently select and
use appropriate methods ofevaluation
seeks supervision routinely
Essential Component:knowledge and ability to independentlyselect
and use a variety of measures andintegrate results to accurately
evaluatepresenting problem
Behavioral Anchor: ability to interpret assessment results
accurately taking into account limitations ofthe evaluation
method
ability to provide meaningful, understandableand useful feedback
that is responsive toclient need
seeks supervision as needed
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Assessment Method(s):
performance in course(s)
Assessment Method(s):
assessment component of doctoralcomprehensive examinations
supervisory evaluation of integratedreport writing
Assessment Method(s):
supervisor evaluation
case presentation/ mini-ABPP
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Intervention
Interventions designed to alleviate suffering and to promote
health and well-being of individuals, groups, and/or
organizations
Developmental Level
A. Knowledge of InterventionsReadiness for Practicum Readiness
for Internship Readiness for Entry to Practice
Essential Component:basic knowledge of scientific,theoretical,
and contextual bases ofintervention and basic knowledge ofthe value
of evidence-based practiceand its role in scientific psychology
Behavioral anchor: able to articulate the relationship of
EBPP to the science of psychology identify basic strengths and
weaknesses
of intervention approaches for differentproblems and populations
related to thepractice setting
Essential Component:knowledge of scientific,
theoretical,empirical and contextual bases ofintervention,
includingpsychotherapy theory, research,and practice
Behavioral Anchor: presents comprehensive
presentation of case, including videoor audio of work with
client
ongoing research on and integrationof client issues
write a statement of onestheoretical perspective consistent
with that required for AAPI successful performance of
intervention component of doctoralcomprehensive examinations
Essential Component:ability to apply knowledge of evidence-based
practice, including empirical basesof intervention strategies,
clinicalexpertise, and client preferences
Behavioral Anchor: presents rationale for intervention
strategy that include empirical support demonstrates sufficient
expertise to
implement strategy
write a case summary incorporatingelements of evidence-based
practice.
43Assessment Method(s): Assessment Method(s): Assessment
Method(s):
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Assessment Method(s): performance in course(s) or evaluation
milestones
Assessment Method(s): doctoral comprehensive
examination;
performance on comprehensive
case presentation supervisory evaluationreview and evaluation of
AAPIstatement.
Assessment Method(s): performance on comprehensive case
presentation
evaluations by supervisors, clients,
others.
B. Intervention planningReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:basic understanding of the
relationshipbetween assessment and intervention
Behavioral Anchor:
articulate a basic understanding of howintervention choices are
informed byassessment
Assessment Method(s) judgment of faculty and/or performance
in course(s) or evaluation milestones
Essential Component:ability to formulate andconceptualize cases
and planinterventions utilizing at least oneconsistent theoretical
orientation
Behavioral Anchor:
articulates a theory of change andidentifies interventions to
implementchange; as consistent with the AAPI
writes understandable caseconceptualization reports
andcollaborative treatment plansincorporating
evidence-basedpractices
successful completion ofintervention component
doctoralcomprehensive examinations
Assessment methods: quality assurance reviews
supervisor evaluation
doctoral comprehensive
Essential Component:independent intervention planning,including
conceptualization andintervention plan specific to case
andcontext
Behavioral Anchor:
accurately assesses presenting problemtaking in to account the
larger context ofthe clients life, including diversity issues
conceptualizes case independently andaccurately
independently selects an intervention orrange of interventions
appropriate for thepresenting problem(s)
Assessment Method(s) direct observation by supervisor
client satisfaction
intervention outcome
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examinations self & peer observation case presentation
portfolioC. Intervention Implementation
Readiness for Internship Readiness for Entry to Practice
Essential Component:ability to implement evidence-based
interventions that take intoaccount empirical support,
clinicaljudgment, and client diversity (e.g.,
client characteristics, values, andcontext)
Behavioral Anchor:
apply specific evidence-basedinterventions
present case that documents
application of evidence-basedpractice
Assessment Method(s):
supervisor ratings of performanceconsistent with students
readinessfor internship.
Essential Component :implements interventions with fidelity
toempirical models and flexibility to adaptwhere appropriate
Behavioral Anchor:
ability to independently and effectivelyimplement a typical
range of interventionstrategies appropriate to practice setting
ability to independently recognize andmanage special
circumstances
ability to terminate treatment successfully ability to
collaborate effectively with other
providers or systems of care
self-care
Assessment Method(s):
direct observation by supervisor
client satisfaction intervention outcome
self & peer observation
case presentation portfolio
45D Progress evaluation
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D. Progress evaluationReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:
basic knowledge of the assessment ofintervention progress and
outcome
Behavioral Anchor: demonstration of basic knowledge of
methods to examine interventionoutcomes
Assessment Method(s):
performance in course(s) or evaluationmilestones
Essential Component:
evaluate treatment progress andmodify treatment planning
asindicated, utilizing establishedoutcome measures
Behavioral Anchor: assesses and documents treatment
progress and outcomes
alterations in treatment plan aremade accordingly
describes instances of lack progressand actions taken in
response.
Assessment Methods(s):
supervisor evaluation includingclinical documentation
tracks own self-efficacy inintervention
Essential Component:
evaluate treatment progress and modifyplanning as indicated,
even in theabsence of established outcomemeasures
Behavioral Anchor: ability to independently assess treatment
effectiveness & efficiency
ability to critically evaluate ownperformance in the treatment
role
awareness of need for consultation
Assessment Methods(s)
consumer satisfaction ratings
tracks own self-efficacy in intervention
E. SkillsReadiness for Practicum Readiness for Internship
Readiness for Entry to Practice
Essential Component:basic helping skills
Behavioral Anchor:
Essential Component:clinical skills
Behavioral Anchor:
Essential Component:clinical skills and judgment
Behavioral Anchor:
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most clients develops rapport and relationships with
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demonstration of these skills, such asempathic listening,
framing problems
Assessment Methods(s):
simulations and/or role plays in coursesand evaluation
milestones
self and peer evaluations
develop rapport with most clients develop therapeutic
relationships
Assessment Method(s):
supervisor and clientevaluations
case observations
develops rapport and relationships withwide variety of
clients
uses good judgment about unexpectedissues, such as crises, use
of
supervision, confrontation
Assessment Method(s):
supervisor and client evaluations case observations
case presentations
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ConsultationThe ability to provide expert guidance or
professional assistance in response to a clients needs or
goals.
Developmental Level
A. Addressing Referral QuestionReadiness for Practicum Readiness
for Internship Readiness for Entry to Practice
Essential Component:no expectation for pre-practicum level
Essential Component:knowledge of and ability to
selectappropriate means of assessmentto answer referral
questions
Behavioral Anchor: ability to implement systematic
approach to data collection in aconsultative role
Assessment Method(s): supervisor evaluation
doctoral comprehensiveexaminations
Essential Component:knowledge of and ability to
selectappropriate and contextually sensitivemeans of
assessment/data gathering thatanswers consultation referral
question
Behavioral Anchor: demonstrates ability to gather
information
necessary to answer referral question able to clarify and refine
referral question
based on analysis/assessment of question
Assessment Method(s)
consultation case presentation supervisor evaluation
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
B. Role KnowledgeReadiness for Internship Readiness for Entry to
Practice
Essential Component:knowledge of the consultants roleand its
unique features asdistinguished from otherprofessional roles (such
astherapist, supervisor, teacher).
Behavioral Anchor: articulating common and distinctive
roles of consultant
ability to compare and contrastconsultation, clinical and
supervisionroles
Assessment Method(s):
doctoral comprehensiveexaminations
consultation supervisor or instructor Case presentation
Essential Component:ability to determine situations thatrequire
different role functions and shiftroles accordingly
Behavioral Anchor: ability to recognize situations in which
consultation is appropriate
demonstrate capability to shift functionsand behavior to meet
referral needs
Assessment Method(s):
supervisor evaluation consultee feedback
case presentation
C. KnowledgeReadiness for Internship Readiness for Entry to
PracticeEssential Component:ability to identify and
acquireliterature relevant to the system,consultee or setting
Essential Component:ability to apply literature to
provideeffective consultative services in mostroutine and some
complex cases
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
Behavioral Anchor:
successful completion ofconsultation coursework
readings from consultationexperience
identifies components ofconsultation report
Assessment Method(s):
supervisory and instructorevaluation
Behavioral Anchor:
ability to prepare useful consultationreports and
communicate
recommendations in a clear and precisemanner to all appropriate
parties given thecontext of service provision
Assessment Method(s):
case presentation
consultee evaluations
supervisor evaluations
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
Research/evaluationThe generation of research that contributes
to the professional knowledge base and/or evaluates the
effectiveness of variousprofessional activities
Developmental Level
A. Scientific Approach to Knowledge Generation
Readiness for Practicum Readiness for Internship Readiness for
Entry to Practice
Essential Component:basic scientific mindedness,
criticalthinking
Behavioral Anchor:
understanding of research contributionsto the professional
knowledge base
understanding that psychologistsevaluate the effectiveness of
theirprofessional activities
openness to subjecting ones work tothe scrutiny of peers and
faculty.
Assessment Method(s):
performance and behavior in course(s)or evaluation
milestones
Essential Component:development of skills and habits inseeking,
applying, and evaluatingtheoretical and research knowledgerelevant
to the practice ofpsychology.
Behavioral Anchor:
successful completion ofcomprehensive doctoralexaminations
successful proposal of thesis, ordissertation
research and scholarship activity,which may include
presentations atconferences; participation in
research teams; submission ofmanuscripts for publication
being a critical consumer ofresearch
Assessment Method(s):
comprehensive doctoralexaminations
Essential Component:generation of knowledge
Behavioral Anchor
engages in systematic efforts to increasethe knowledge base of
psychology throughimplementing research
uses methods appropriate to the researchquestion, setting and/or
community
Assessment Method(s):
portfolio
51 faculty, peer, and self judgments (there
h ld b id ti i t faculty evaluating above
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
should be a consideration given toconsensual validation)
B. Application of Scientific Method to PracticeReadiness for
Practicum Readiness for Internship Readiness for Entry to
Practice
Essential Component:
apply scientific methods toevaluating own practice
Behavioral Anchor: discussion of evidence based
practices
Essential Component:
evaluation of outcomes
Behavioral Anchor: evaluates the progress of their
activities
and uses this information to improve their
52 compile and analyze data on own
clients (outcome measurement)effectiveness.
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
clients (outcome measurement)
participates in program evaluation
Assessment Method(s): supervisory and faculty evaluation
Assessment Method(s):
supervisor evaluation
53
Supervision-teaching - Supervision and training of the
professional knowledge base and/or evaluates the effectiveness
of
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
Supervision-teaching - Supervision and training of the
professional knowledge base and/or evaluates the effectiveness
ofvarious professional
Developmental Level
I. SupervisionA. KnowledgeReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:basic knowledge of expectations
forsupervision
Behavioral Anchor:
demonstrates basic knowledge ofsupervision
students know their roles andresponsibilities in the process
students are able to engage in goal
setting with respect to practicum
Assessment Method(s): faculty, peer, and self judgments
(there
should be a consideration given toconsensual validation)
performance in courses and evaluationmilestones
performance in practicum orientationand policies
Essential Component:knowledge of purpose, roles andgoals of
supervision.
Behavioral Anchor:
successful completion ofsupervision coursework
successful completion of practicumplacements supervision
successful completion of doctoral
comprehensive examinations
Assessment Method(s): completion of supervision
coursework
assessments from practicumsupervisors about participant role
insupervision process
comprehensive doctoralexaminations or other summative
Essential Component:understands complexity of thesupervisor role
including ethical, legal,and contextual issues
Behavioral Anchor:
able to articulate a philosophy or model ofsupervision and
reflect on how this model
is applied in practice
Assessment Method(s) professional and peer feedback in
clinical
consultation groups.
54 formal self-appraisal of practicum
readiness skills (e g completion ofevaluation strategies
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
readiness skills (e.g., completion ofchecklist such as
Williams-NickelsonSkills Assessment in Succeeding in
Practicum: An APAGS Resource Guide
B. Skills DevelopmentReadiness for Practicum Readiness for
Internship Readiness for Entry to Practice
Essential Component:
knowledge of the supervisionliterature and how cliniciansdevelop
to be skilled professionals
Behavioral Anchor: successful completion of
supervision coursework
successful completion of doctoralcomprehensive examinations
Assessment Method(s): completion of coursework
comprehensive doctoralexaminations
Essential Component:
engages in professional reflection aboutones clinical
relationships withsupervisees, as well as superviseesrelationships
with their clients
Behavioral Anchor: clear articulation of how to use
supervisory relationships to leveragedevelopment of supervisees
and theirclients
Assessment Method(s):
professional and peer feedback in clinicalconsultation
groups.
55C. Awareness of factors affecting qualityReadiness for
Practicum Readiness for Internship Readiness for Entry to
Practice
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
Readiness for Practicum Readiness for Internship Readiness for
Entry to Practice
Essential Component:
basic knowledge of and sensitivity toissues related to
individual and culturaldifferences (i.e., the APA definition)
asthey apply to the supervision processand relationships
Behavioral Anchor:
demonstrates basic knowledge ofliterature on individual and
culturaldifferences and engages in respectfulsupervisory
interactions that reflectthat knowledge
Essential Component:
knowledge about the impact ofdiversity on all
professionalsettings and supervisionparticipants including self
asdefined by APA policy; beginningknowledge of personal
contributionto therapy and to supervision
Behavioral Anchor:
discussion of multiple identities incase presentations and
impact ofthese on treatment planning
demonstrates knowledge of ICDliterature and APA guidelines
insupervision practice
demonstrates awareness of role ofoppression and privilege
onsupervision process
completion of cases andsupervision in practica with
evidence of knowledge ofrelationships and contribution ofbeliefs
and values
Essential component::
understanding of other individuals andgroups and intersection
dimensions ofdiversity in the context of supervisionpractice, able
to engage in reflection onthe role of ones self on therapy and
insupervision
Behavioral Anchor:
demonstrates integration of all diversityand multiple identity
aspects inconceptualization of all aspects ofsupervisor process
with all participants(client(s), supervisee, supervisor)
demonstrates adaptation of onesprofessional behavior in a
culturallysensitive manner as appropriate to theneeds of the
supervision context and allparties in it
articulates and uses diversity appropriate
repertoire of skills and techniques insupervisory process
evidence of identification of impact ofaspects of self in
therapy and supervision
56Assessment Method(s): performance in coursework
Assessment Method(s): self assessment
Assessment Method(s) case presentation with description of
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not represent policy
of the American Psychological Association. (June 2007)
performance in coursework
congruence judgments made by faculty,peers, and self
self assessment
supervisor evaluation of inclusion ofICD in case
conceptualization
evaluation of case presentations oninclusion of ICD
Identification of two personal factorswhich influence course
oftherapy/supervision
case presentation with description ofimpact of personal factors
andbiases in diagnosis and treatment ofa case
case presentation with description ofdiversity, biases, and
personal factorsinfluential in diagnosis and treatment of a
particular case and in supervision of thatcase
supervisory case presentations
supervisee targeted feedback
D. Participation in Supervision Process
Readiness for Practicum Readiness for Internship Readiness for
Entry to Practice
Essential Component:awareness of need for
straightforward,truthful, and respectful communicationin
supervisory relationship
Behavioral Anchor:
willingness to admit errors, acceptfeedback
Essential Component:observation of and participation
insupervisory process (e.g., peersupervision)
Behavioral Anchor:
successful completion ofsupervision coursework
successful completion of doctoralcomprehensive examinations
Essential Component:able to provide supervisionindependently to
others in routine cases
Behavioral Anchor:
evidence of providing supervision to lessadvanced students,
peers or other serviceproviders in typical cases appropriate tothe
service setting.
57Assessment Method(s): faculty evaluation
Assessment Method(s): completion of coursework
Assessment Method(s) supervisory feedback from supervisee
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This document represents the product of the Assessment of
Competency Benchmarks Work Group convened by the APA Board of
Educational Affairs in collaboration with the Council ofChairs of
Training Councils (CCTC). This document does not repre
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