8/4/2019 Comp Benchmark
1/65
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)
1
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.
8/4/2019 Comp Benchmark
2/65
8/4/2019 Comp Benchmark
3/65
8/4/2019 Comp Benchmark
4/65
8/4/2019 Comp Benchmark
5/65
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.
8/4/2019 Comp Benchmark
6/65
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)
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
8/4/2019 Comp Benchmark
7/65
8/4/2019 Comp Benchmark
8/65
8/4/2019 Comp Benchmark
9/65
8/4/2019 Comp Benchmark
10/65
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)
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.
8/4/2019 Comp Benchmark
11/65
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)
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
8/4/2019 Comp Benchmark
12/65
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)
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
8/4/2019 Comp Benchmark
13/65
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)
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
8/4/2019 Comp Benchmark
14/65
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)
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
8/4/2019 Comp Benchmark
15/65
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)
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
8/4/2019 Comp Benchmark
16/65
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)
16
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
8/4/2019 Comp Benchmark
17/65
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)
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
8/4/2019 Comp Benchmark
18/65
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)
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
8/4/2019 Comp Benchmark
19/65
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)
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
8/4/2019 Comp Benchmark
20/65
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)
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).
8/4/2019 Comp Benchmark
21/65
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)
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
8/4/2019 Comp Benchmark
22/65
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)
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
8/4/2019 Comp Benchmark
23/65
8/4/2019 Comp Benchmark
24/65
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)
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
8/4/2019 Comp Benchmark
25/65
8/4/2019 Comp Benchmark
26/65
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)
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
27
8/4/2019 Comp Benchmark
27/65
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)
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
28
8/4/2019 Comp Benchmark
28/65
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)
28
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.
29
8/4/2019 Comp Benchmark
29/65
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)
29
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
30
8/4/2019 Comp Benchmark
30/65
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)
30
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
31
8/4/2019 Comp Benchmark
31/65
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)
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
32
8/4/2019 Comp Benchmark
32/65
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)
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
33
8/4/2019 Comp Benchmark
33/65
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)
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
34
8/4/2019 Comp Benchmark
34/65
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)
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
35
8/4/2019 Comp Benchmark
35/65
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. 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
36
8/4/2019 Comp Benchmark
36/65
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)
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
37
8/4/2019 Comp Benchmark
37/65
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)
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
38
8/4/2019 Comp Benchmark
38/65
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)
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
39
8/4/2019 Comp Benchmark
39/65
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)
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
40
8/4/2019 Comp Benchmark
40/65
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)
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
41
8/4/2019 Comp Benchmark
41/65
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)
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
42
8/4/2019 Comp Benchmark
42/65
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)
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):
8/4/2019 Comp Benchmark
43/65
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)
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
44examinations self & peer observation
8/4/2019 Comp Benchmark
44/65
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)
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
8/4/2019 Comp Benchmark
45/65
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)
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:
46 demonstration of these skills such as develop rapport with most clients develops rapport and relationships with
8/4/2019 Comp Benchmark
46/65
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)
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
47
8/4/2019 Comp Benchmark
47/65
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)
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
48
8/4/2019 Comp Benchmark
48/65
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
49
8/4/2019 Comp Benchmark
49/65
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
50
R h l i
8/4/2019 Comp Benchmark
50/65
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
8/4/2019 Comp Benchmark
51/65
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.
8/4/2019 Comp Benchmark
52/65
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
8/4/2019 Comp Benchmark
53/65
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
8/4/2019 Comp Benchmark
54/65
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
8/4/2019 Comp Benchmark
55/65
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
8/4/2019 Comp Benchmark
56/65
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
8/4/2019 Comp Benchmark
57/65
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