The problem of psychologist certification: A comparative analysis of international experience

Challenges to the assessment of competence and competencies in professional psychology are discussed in this article. These include difficulties in defining competencies in precise and measurable terms; reaching agreement within the profession about the key elements of each competence domain; establishing an armamentarium of tools for assessing all components of competence, including the knowledge base, skills, and attitudes (and their integration); determining appropriate agreed-upon minimal levels of competence for individuals at different levels of professional development and when “competence problems” exist for individuals; assuring the fidelity of competency assessments; and establishing mechanisms for providing effective evaluative feedback and remediation. But even if these challenges JAMES W. LICHTENBERG received his PhD in counseling psychology from the University of Minnesota. He is a professor of counseling psychology and the associate dean for graduate programs and research at the University of Kansas. His areas of professional interest and research include social interaction processes and dynamics, legal and ethical issues in counseling and psychotherapy, and clinical training. SANFORD M. PORTNOY received his PhD in clinical psychology from the University of Massachusetts. He is on the faculty of the Massachusetts School of Professional Psychology, where he serves as director of the Center for the Study of Psychology and Divorce, and is a member of Needham Psychotherapy Associates in Needham, Massachusetts, and of Portnoy Associates in Newton, Massachusetts. His professional and research interests include the psychology of divorce and the effects of the legal divorce process on families, couples therapy, and teaching legal professionals the skills to relate more effectively to their clients. MURIEL J. BEBEAU received her PhD in educational psychology from Arizona State University. She is a professor in the School of Dentistry at the University of Minnesota, faculty associate in the university’s Center for Bioethics, and director of the Center for the Study of Ethical Development. Her scholarly work integrates the psychology of morality with ethics and dentistry to design and validate assessment strategies and teaching methods to promote professional ethical development. IRENE W. LEIGH received her PhD in clinical psychology from New York University. She is a professor in the clinical psychology doctoral program at Gallaudet University in Washington, DC. Her presentations, research, and publications have focused on deaf people and issues related to identity, multiculturalism, parenting, attachment, depression, and cochlear implants. PAUL D. NELSON received his PhD from the University of Chicago. He recently retired as the deputy director of education and director of graduate and postdoctoral education and training for the Education Directorate of the American Psychological Association. His focus has been on graduate

Continuing education is an integral ingredient in the maintenance and development of essential competencies in professional psychology. However, there is a lack of knowledge and investigation into the continuing education practices, needs, interests, attitudes, and modality preferences among practicing psychologists, particularly those practicing in Canada. Essential aspects of continuing education among a sample of 418 licensed psychologists in clinical practice in Quebec were examined. Professional reading, case discussion groups, and private courses and workshops were the most frequently used continuing education activities. In terms of continuing education needs, related to intervention and assessments were rated most frequently, and information pertaining to adult psychopathologies, assessment of mental illness, comorbidity, and medication were the most highly rated continuing education interests. Preferred modalities for continuing education include those that are offered by psychology associations and those offered by the local regulatory body (Ordre des Psychologues du Quebec). Findings are discussed in the context of their value to psychology licensing and regulatory boards.Keywords: continuing education, psychologists, psychology, training, interestsContinued professional education is engrained in the fabric of virtually all helping professions, including medicine, social work, psychiatry, nursing, and psychology. In the behavioural health fields, continuing education is classified as a second wave of education, that of the postlicensing phase, and is geared toward refinement of existing clinical skills, mastery of changes in the knowledge base and clinical techniques, and development of new skills (Daniels & Walter, 2002, p. 360). Despite the fact that continuing education and sustained competence have been topics of concern in the psychology research and clinical communities for close to 40 years (Brown & Briley, 1979; Daniels & Walter, 2002; Katahn, 1970; Jensen, 1979; Jones, 1975; Lewinsohn, & Pearlman, 1972; Neimeyer, Taylor, & Wear, 2009; Ross, 1974; VandeCreek, Knapp, & Brace, 1990), and is rooted in both the American Psychological Association's (2002) Ethical Principles of Psychologists and of Conduct and the Canadian Psychological Association's (2001) Code of Ethics for Psychologists, there has been criticism of its delayed evolution and lack of research investigating continuing education practices, attitudes, and translation into competent clinical practice (Daniels & Walter, 2002; Neimeyer et al., 2009). Although mandatory continuing education credits are now a requirement for licensure renewal in many jurisdictions, this process has developed at a much slower pace in psychology than in other professions (VandeCreek et al., 1990). In Canada, despite continuing education being an important topic within professional psychology, as evidenced in provincial codes of ethics (e.g., the of Ethics of the Ordre des Psychologues du Quebec, Article 39; Ordre des Psychologues du Quebec, 2001), mandatory continuing education credits are not required in many of the provinces, and there is a lack of research and documentation of continuing education practices among Canadian psychologists. The current era of ever-expanding technology, clinical techniques, theoretical models, client concerns, and research into evidencebased practices (Hunsley, Dobson, Johnston, & Mikail, 1999) only intensifies and highlights the responsibility that practicing clinicians, as well as their licensing bodies, have in ensuring psychologists are up-to-date in terms of their competencies.Preferences in Continuing EducationEarly research investigating preferences in continuing education participation reveals that the most preferred or valued continuing education activities include professional reading (e.g., reading journal articles or books; Allen, Nelson, & Sheckley, 1987; Brown, Leichtman, Blass, & Fleisher, 1982; Donohoe, Atkinson, Scott, & Lemoine, 1985; McNamara, 1977; Morrow-Bradley & Elliott, 1986), supervision (receiving feedback on cases) or contact with other professionals (e. …

This article considers the development of research competencies in professional psychology and how that movement might be applied to training in pediatric psychology. The field of pediatric psychology has a short but rich history, and experts have identified critical competencies. However, pediatric psychology has not yet detailed a set of research-based competencies. This article initially reviews the competency initiative in professional psychology, including the cube model as it relates to research training. Next, we review and adapt the knowledge-based/foundational and applied/functional research competencies proposed by health psychology into a cube model for pediatric psychology. We focus especially on graduate-level training but allude to its application throughout professional development. We present the cube model as it is currently being applied to the development of a systematic research competency evaluation for graduate training at our medical/clinical psychology doctoral program at the University of Alabama at Birmingham. Based on the review and synthesis of the literature on research competency in professional psychology we propose future initiatives to develop these competencies for the field of pediatric psychology. The cube model can be successfully applied to the development of research training competencies in pediatric psychology. Future research should address the development, implementation, and assessment of the research competencies for training and career development of future pediatric psychologists.

This article describes characteristics of alternative assessment models deployed in the measurement of professional competencies across the professional life span based on the work of the American Psychological Association Task Force on the Assessment of Competence in Professional Psychology. Assessments of knowledge, decision making, performance and personal attributes, as well as integrated practice-based skills and tasks are described and compared on the basis of their validity, feasibility and practicality, fidelity, and relevance at difference stages of professional development. It is acknowledged that no single assessment can evaluate all competencies and that assessments can be combined in complementary ways. Assessments deployed in the nursing, dental, and medical professions are reviewed and contrasted with current practices in psychology. At the licensure level, differences in the assessments deployed among the 4 healthcare professions are described, and their candidate fees and number of candidates assessed annually are documented. Ideas for developing new assessments in psychology are discussed on the basis of the needs and financial resources available to psychology and the experiences of other healthcare professions.

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

The APA/APAGS Award for Distinguished Graduate Student in Professional Psychology is awarded on an annual basis by the APA Board of Professional Affairs (BPA) and the American Psychological Association of Graduate Students (APAGS) to a graduate student who has demonstrated outstanding practice and application of psychology. One of the 2015 award winners is Adam M. Reid, who received this award "for his community service, in which he has integrated the highest standards of professional psychological clinical practice and science." Adam's award citation, biography, and a selected bibliography are presented here.

This article presents guiding principles for the assessment of competence developed by the members of the American Psychological Association’s Task Force on Assessment of Competence in Professional Psychology. These principles are applicable to the education, training, and credentialing of professional psychologists, and to practicing psychologists across the professional life span. The principles are built upon a review of competency assessment models, including practices in both psychology and other professions. These principles will help to ensure that psychologists reinforce the importance of a culture of competence. The implications of the principles for professional psychology also are highlighted.

The clinical psychology training literature highlights the need to evaluate student competency in core competencies (e.g., assessment, intervention, interpersonal relationships, research, ethics, supervision). One such evaluation method that allows for a broad-based examination of core competencies is the oral case presentation. The oral case presentation is not new to clinical psychology, but the use of this method to evaluate core competencies has not been extensively discussed. We conducted a Web-based survey on the use of case presentations to evaluate students in professional psychology programmes in Canada. Responses were obtained from 20 of 28 Canadian Psychological Association (CPA)-accredited programmes. Respondents reported on the use of the oral case presentations in the evaluation of students and the perceived value of case presentations. The majority of respondents (N = 14) reported that students gave an oral case presentation during the course of training. Most of these programmes required the case presentation in the fourth year (N = 8), a point in time when competency might be best assessed. Only very few programmes (N = 3) reported that the case presentation was evaluated by a committee, with formal guidelines to assess the case presentation. The case presentation was viewed as being helpful for evaluating several different abilities (e.g., case conceptualisation, awareness of metaknowledge, use of research in practice, reflective skills). Overall, the case presentation was positively evaluated, but appears underutilised in Canadian professional psychology programmes to evaluate clinical competency. To encourage further use of this method for formal evaluation, guidelines for presentations and evaluation are provided. Future directions for research are also outlined. Keywords: core competencies, case presentation, evaluation, training Graduate training is a subject of intense interest in professional psychology. Decisions about training directly affect students and faculty, as well as clients, practicing professionals, employers, and regulatory bodies that rely on graduate training programmes to produce competent practitioners. The need for comprehensive and diffuse competency in several areas of professional psychology, and the assessment of multiple competencies, has been emphasised in recent literature (e.g., Fouad et al., 2009; Kaslow et al., 2009). In particular, a Cube of core competency has been articulated (Rodolfa et al., 2005). This model delineates the importance of professional psychologists having numerous foundational competencies (i.e., professionalism, reflective practice/selfassessment/self-care, scientific knowledge and methods, relationships, individual and cultural diversity, ethical legal standards and policy, and interdisciplinary systems) and functional competencies (i.e., assessment, intervention, consultation, research/evaluation, supervision, teaching, and management-administration; Rodolfa et al, 2005). Specific to Canada, the Mutual Recognition Agreement (MRA) of the Regulatory Bodies for Professional Psychologists in Canada (2004) recommends that regulatory bodies for professional psychology in Canada evaluate applicants seeking entry into the profession on six core competencies, including competency in interpersonal relationships, assessment, interventions, research, ethics and supervision. In response to current attention to competency, CPA recently released a revised draft of accreditation standards and procedures for doctoral programmes and internships in professional psychology (Canadian Psychological Association, 2009). The revised standards and procedures place increased attention on these core competencies and require Canadian students to be systematically trained and evaluated in the six core areas of competency identified in the MRA. Given the diversity of core competencies in psychology, the need for a variety of competency evaluation methods is required. …

This chapter addresses the broad realm of education, training, licensing and credentialing in professional psychology in the largest countries on the North American continent.Particular attention is paid to the development and implementation of similar mechanisms in both the United States and Canada due to similar developmental histories and strong cross‐border interchanges and influences. Information obtained on Mexico from the series of Tri‐Lateral Forum meetings on Professional Psychology is also included. After addressing the definition of clinical (small c) psychology, professional training (practica, internship, and postdoctoral components) and certification mechanisms in professional psychology (licensure and credentialing) are used to help define competence in professional psychology. The role of each credential is described in the United States and Canada and to some degree in Mexico. Then the structures established to educate, train, accredit, identify, and certify programs and individuals are presented. Influences from external forces that have shaped, and continue to shape these developments, are included and an historical addendum on the national conferences in the United States and Canada that have shaped health service psychology are provided. This chapter is oriented toward an individual student or professional looking for a single source on education, training, licensing, and credentialing in professional psychology.

A specialty like clinical neuropsychology is shaped by its selection of trainees, educational standards, expected competencies, and the structure of its training programs. The development of individual competency in this specialty is dependent to a considerable degree on the provision of competent supervision to its trainees. In clinical neuropsychology, as in other areas of professional health-service psychology, supervision is the most frequently used method for teaching a variety of skills, including assessment, report writing, differential diagnosis, and treatment. Although much has been written about the provision of quality supervision in clinical and counseling psychology, very little published guidance is available regarding the teaching and provision of supervision in clinical neuropsychology. The primary focus of this article is to provide a framework and guidance for the development of suggested competency standards for training of neuropsychological supervisors, particularly at the residency level. In this paper we outline important components of supervision for neuropsychology trainees and suggest ways in which clinicians can prepare for supervisory roles. Similar to Falender and Shafranske (2004), we propose a competency-based approach to supervision that advocates for a science-informed, formalized, and objective process that clearly delineates the competencies required for good supervisory practice. As much as possible, supervisory competencies are related to foundational and functional competencies in professional psychology, as well as recent legislative initiatives mandating training in supervision. It is our hope that this article will foster further discussion regarding this complex topic, and eventually enhance training in clinical neuropsychology.

Issues in Australian Foreign Policy January to June 2022

Considering the war in Ukraine, it will be necessary to restore the tourism system. The use of foresight as a means of predicting the future will ensure the formation of conditions for its development. The study aims to assess the functioning of the tourism system in Ukraine under martial law and to develop foresight scenarios for its development. The analysis of the main economic indicators of tourism and hotel entities during the war period indicates potential opportunities (a stable or growing trend). The volume of tax revenues to the state budget in 2023 increased by 15.6%. 2023 hotels’ KPIs (RevPAR, ADR, Occupancy) for the main destinations compared to the same period in 2022 increased by 206.0%, 66.0%, and 44.0%, respectively. The study scans the horizon within which the factors affecting the development of the tourism system are determined and assesses the levels of their potential impact and probability of occurrence. The BANI method is used to identify possible α- and β-scenarios of development, and the matrix method is used to interpret the strategic development directions. Industry factors are combined into four groups: development trends, the state of the market, technologies, innovations, and professional competence of staff. Thus, α- (optimistic) and β- (pessimistic) development scenarios future states in the tourism development. A prognostic vision of the future in a situation of prospective uncertainty makes it possible to determine the factors for mitigating the effects of military actions in the post-war period. It stimulates finding alternatives for strengthening the cohesion of the tourism system. Acknowledgment The paper shows the authors’ results within the frameworks of the study, performed in 2021−2023 at Kyiv National University of Trade and Economics at the request of the Ministry of Education and Science of Ukraine “Digital transformation of trade, economic and tourist systems in Ukraine” (state registration number 0121U112231) and “Forecasting the impact of the tourism system on the country’s economy” (state registration number 0122U001559).

Professional psychology training in the US is moving toward a competency based model rather than the traditional exposure to training opportunities model. The competencies perspective in education of professional psychologists has strengths in refocusing the evaluation of training on outcomes rather than on arbitrary, traditional processes. A challenge is the development of assessment tools for the evaluation of competencies in professional psychology. Using the competencies approach can help to guide training in professional psychology and help assure public safety by focusing educators and clinical supervisors on our gatekeeping functions as well as on our aspirational desire to turn out the best possible professional psychologists.

There has been a burgeoning interest in competency-based education and credentialing in professional psychology. This movement gained momentum at the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. After defining professional competence, the auth

The authors provide a recitation of events in recent years that document an increased focus oncompetency-based models of education, training, and assessment in professional psychology, particularlyclinical, counseling, and school psychology, based on the work of the American Psychological Associ-ation’s (APA’s) Task Force on Assessment of Competence in Professional Psychology. The articlebegins with the inclusion of competencies as part of the “Ethical Principles of Psychologists and Codeof Conduct” (APA, 2002). Next, accreditation practices in the United States and Canada are summarized.Competency-based education, training, and credentialing efforts in professional psychology are re-viewed, including graduate, practicum, internship, and postdoctoral levels; licensure; postlicensureN