Competency Cluster #1: PROFESSIONAL VALUES, ATTITUDES AND BEHAVIORS

Competencies and their elements:

1. Demonstrates professionalism, as evidenced in behavior and comportment that reflects the values and attitudes of psychology.

1. Demonstrates integrity: honesty, personal responsibility and adherence to professional values

2. Deportment (displays professional behavior): conducts self in a professional manner across settings and situations

3. Demonstrates accountability: accepts personal responsibility across settings and contexts

4. Demonstrates concern for the welfare of others: acts to safeguard the welfare of others

5. Demonstrates professional identity: demonstrates self-awareness as a professional; demonstrates knowledge about issues central to the field of clinical psychology; integrates science and practice

2. Engages in reflective practice, self-assessment, self-care: as evidenced by practice conducted with personal and professional self-awareness and reflection’ with awareness of competencies; with appropriate self-care

1. Engages in reflective practice: demonstrates reflectivity in context of professional practice (reflection-in- action); acts upon reflection; uses self as a therapeutic tool

2. Engages in self-assessment: accurately self-assesses competence in all competency domains; integrates self-assessment in practice; recognizes limits of knowledge/skills and acts to address them; has extended plan to enhance knowledge/skills

3. Engages in the self-care essential for functioning effectively as a psychologist: self-monitors issues related to self-care and promptly intervenes when disruptions occur

4. Actively participates in the supervision process: seeks and uses supervision effectively

Competency Cluster #2: PROFICIENCY IN COMMUNICATION AND INTERPERSONAL SKILLS

Competency and its elements:

3. Demonstrates satisfactory communication and interpersonal skills: relates to individuals, groups and communities in ways that enhance the effectiveness of services provided. Intern is aware of his/her own impact on others, demonstrates understanding of diverse views in complicated interactions, and maintains effective and clear communication in both verbal and written interactions

1. Forms positive relationships with others: intern develops and maintains effective relationships with a wide range of clients, colleagues, organizations and communities

2. Recognizes effects of self on others: intern monitors and evaluates the effects of own identities, behaviors, affects, attitudes, values, and beliefs on others in professional situations and contexts, and responds accordingly so as to further professional goals

3. Engages in respectful interactions with others: intern adapts professional behavior in a manner that is sensitive and appropriate to the needs of diverse others

4. Demonstrates effective interpersonal skills in challenging situations: intern manages complex interpersonal situations; effectively negotiates conflictual, difficult, and complex professional relationships including those with individuals and groups that differ significantly from oneself

5. Is open to providing and receiving feedback: intern evaluates, negotiates, and implements feedback from others

6. Engages in cooperation and collaboration: intern collaborates effectively in complex, challenging, and/or novel situations and with others who have diverse perspectives; displays confidence in what one has to offer in collaboration with others

7. Communicates effectively: Verbal, nonverbal, and written communications are informative, articulate, succinct, sophisticated, and well-integrated, and demonstrate thorough grasp of professional language and concepts

Competency Cluster #3: PROFICIENCY IN PROFESSIONAL ETHICS AND LEGAL STANDARDS

Competency and its elements:

4. Demonstrates knowledge and application of ethical and legal standards and policy related to the application of professional service, training, and research

1. Demonstrates knowledge of ethical, legal and professional standards and guidelines: intern demonstrates advanced knowledge and application of the APA Ethical Principles and Code of Conduct and other relevant ethical, legal and professional standards and guidelines applicable to professional service, training, and research

2. Demonstrates awareness and application of ethical decision making: intern utilizes an ethical decision- making model in professional work

3. Adheres to the APA Ethical Principles and Code of Conduct: intern integrates ethical and legal standards with all competencies

4. Maintains patient documentation: completes required patient care documentation promptly, clearly, and accurately

Competency Cluster #4: PROFICIENCY IN MATTERS OF INDIVIDUAL AND CULTURAL DIVERSITY

Competency and its elements:

5. Individual and cultural diversity: demonstrates awareness, sensitivity and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics defined broadly and consistent with APA policy

1. Demonstrates awareness of self as shaped by individual and cultural diversity and context: intern monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation

2. Demonstrates awareness of others as shaped by individual and cultural diversity and context: intern monitors and applies knowledge of others as cultural beings in assessment, treatment, and consultation

3. Applies knowledge of individual and cultural diversity in practice: intern applies knowledge, skills, and attitudes regarding dimensions of diversity to professional work

Competency Cluster #5: PROFICIENCY IN CLINICAL ASSESSMENT

Competency and its elements:

6. Conducts psychological evaluations that integrate patient data to provide accurate diagnostic impressions and to make effective treatment/intervention recommendations.

1. Demonstrates knowledge of assessment methods: intern understands the strengths and limitations of diagnostic approaches and interpretation of results from multiple measures for diagnosis and treatment planning

2. Demonstrates knowledge of measurement and psychometrics: intern selects and implements multiple methods and means of evaluation in ways that are responsive to and respectful of diverse individuals, couples, families, and groups and context

3. Appropriately and competently uses evidence-based assessment tools and methods: intern selects and administers a variety of assessment tools and integrates results to accurately evaluate presenting question appropriate to the practice site and broad area of practice

4. Uses diagnostic classification systems to conduct differential diagnosis: intern utilizes case formulation and diagnosis for intervention planning in the context of stages of human development and diversity

5. Formulates case conceptualizations and recommendations: intern accurately conceptualizes the multiple dimensions of the case based on the results of assessment

6. Communicates findings and recommendations clearly to patients and other providers: intern communicates results in written and verbal form clearly, constructively, and accurately in a conceptually appropriate manner

Competency Cluster #6: PROFICIENCY IN INTERVENTION

Competency and its elements:

7. Clinical Intervention Skills: Conduct psychological interventions designed to alleviate suffering and to promote health and well-being across a variety of problems and populations

1. Formulates treatment plans appropriately linked to the case conceptualization and patient goals: plans interventions; case conceptualizations and intervention plans are specific to case and context

2. Displays clinical skills necessary for intervention with a variety of patients and uses good judgment in unexpected or difficult situations

3. Implements evidence-based interventions: implements interventions with fidelity to empirical models and flexibility to adapt where appropriate

4. Monitors the impact of interventions: evaluates treatment progress and modifies planning as indicated, even in the absence of established outcome measures

Competency Cluster #7: PROFICIENCY IN PROFESSIONAL CONSULTATION AND INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS

Competencies and their elements:

8. Consultation: the ability to provide expert guidance or professional assistance in response to a patient’s needs or goals to professionals in other disciplines.

1. Forms effective consultative relationships

2. Clarifies and refines referral questions and consultation goals. Demonstrates knowledge of and ability to select appropriate and contextually sensitive means of assessment/data gathering that answers consultation referral question

3. Applies consultation methods: Develops and implements a consultation plan, recognizing the individual, group, organizational, and systems issues that may impact it. Applies literature to provide effective consultative services (assessment and intervention) in most routine and some complex cases

4. Communicates consultation findings and recommendations

9. Interdisciplinary systems: Knowledge of key issues and concepts in related disciplines. Identify and interact with professionals in multiple disciplines.

1. Demonstrates awareness and respect of the roles, beliefs, values, practices and contributions of other professionals

2. Functions in multidisciplinary and interdisciplinary context: Engages in interprofessional collaboration. Contributes psychological information while working flexibly with others to develop and implement a plan of care. Supports effective interdisciplinary team functioning

3. Understands how participation in interdisciplinary collaboration/consultation enhances outcomes: participates in and initiates interdisciplinary collaboration/consultation directed toward shared goals

4. Forms respectful and productive relationships with individuals from other professions: develops and maintains collaborative relationships over time despite potential differences in perspectives

Competency Cluster #8: PROFICIENCY IN SUPERVISION

Competency and its elements:

10. Supervision: Supervision and training in the professional knowledge base of enhancing and monitoring the professional functioning of others.

1. Fosters and maintains a positive atmosphere for supervisee learning: Demonstrates the ability to promote a positive atmosphere for supervisee learning. Establishes clear boundaries. Recognizes supervisee’s strengths. Establishes clear and reasonable expectations of supervisee’s performance. Conveys an active interest in helping the supervisee with clinical work and with growing professionally. Is sensitive and adaptive to the stresses attendant to supervisee’s training. Treats mistakes as learning experiences. Deals explicitly with a formal evaluation process.

2. Demonstrates supervisory relationship skills: Demonstrates the skills necessary to build and maintain a positive supervisory relationship. Openly discusses and is respectful of differences in style, orientation, and case conceptualizations. Balances instruction with exploration, conforming directiveness in style to supervisee’s needs. Encourages supervisee to question, challenge, or doubt supervisor’s opinions. Allows supervisee to structure supervision sessions. Encourages reflection on implications of alternative interventions. Makes supervision a collaborative enterprise. Offers critical case-centered or general feedback with respect. Openly processes any conflicts that arise in the supervisory relationship. Admits errors or limitations without undue defensiveness. Enables the relationship to evolve over the time of supervision from advisory to consultative to collegial. Openly discusses and is respectful of differences in culture, ethnicity, or other individual diversity.

3. Demonstrates supervisory conduct skills: Demonstrates the skills necessary to teach and promote the competent care of patients. Reliably available for scheduled meetings and in emergencies. Appropriate decision-making to ensure patient welfare. Offers practical and useful case-centered suggestions. Can present theoretical rationale for suggestions. Maintains appropriate and useful level of focus in supervision sessions. Assists supervisee in making dynamic or other theoretical case formulation. Defines and clarifies problems in assessment or treatment. Raises ethical and legal considerations. Assists supervisee to integrate different techniques. Addresses countertransference issues between supervisee and pt. Provides general knowledge about psychological assessment, psychotherapy, and psychology as a science. Raises cultural and diversity issues. Provides teaching that generalizes or transcends individual cases to strengthen supervisee’s general skill level. Shows concern for supervisee’s personal development as well as clinical performance. Furthers supervisee’s self-understanding as a professional. Facilitates supervisee’s self-confidence. Assists supervisee in forming a more crystallized theoretical orientation or professional identity.

Competency Cluster #9: PROFICIENCY IN CLINICAL RESEARCH AND PRACTICAL APPLICATION

Competencies and their elements:

11. Scientific knowledge and methods: Understanding of research, research methodology, techniques of data collection and analysis, biological bases of behavior, cognitive-affective bases of behavior, and development across the lifespan. Respect for scientifically derived knowledge.

1. Demonstrates scientific mindedness: Displays critical scientific thinking. Demonstrates scholarly curiosity and routinely questions assumptions. Understands and values evidence-based practice. Formulates questions that can be addressed by the literature, research and program evaluation. Shares ideas with others through teaching and scholarly writing

12. Evidence-based practice: Integration of research and clinical expertise in the context of patient factor

1. Demonstrates knowledge and application of evidence-based practice: Uses scientific literature. Applies knowledge of evidence-based practice, including empirical bases of assessment, intervention, and other psychological applications, clinical expertise, and patient preferences

13. Research/Evaluation: Generation of research that contributes to the professional knowledge base and/or evaluates the effectiveness of various professional activities

1. Applies scientific method to practice: applies research and analytic skills to develop and/or evaluate a clinical/professional service and describes the outcome in a written report

2. Participates in the dissemination of findings: presents his/her program development/evaluation project before faculty and/or peers, detailing methodology, results, implications, and recommendations, with reference to the extant published literature

Competency Cluster #10: PROFICIENCY IN THE APPROPRIATE USE OF RELIGION/SPIRITUALITY IN CLINICAL PRACTICE

Competency and its elements:

14. Proficient and appropriate use of religion/spirituality in clinical practice: A successful graduate of the LLUSM Department of Psychiatry Clinical Psychology Internship Program is proficient in all areas of cultural diversity, and in addition, possesses focused knowledge of theoretical, scientific, and clinical explorations in the area of religion and spirituality as this may pertain to emotional health. The successful graduate is able to implement a “patient-centered” approach in clinical work, in that neither the religion of a particular organization, nor the intern’s, has a central consideration, but the patient’s.

1. Demonstrates openness and tolerance, honoring diverse forms of religious and spiritual expression: demonstrates empathy, respect, and appreciation for patients from diverse spiritual, religious, or secular backgrounds, affiliations, and levels of involvement

2. Demonstrates awareness of self as shaped by spiritual/religious background and context: Demonstrates awareness of how own spiritual and/or religious background and beliefs may influence his/her clinical practice, and his/her attitudes, perceptions, and assumptions about the nature of psychological processes

3. Demonstrates awareness of others as shaped by spiritual/religious background and context: Demonstrates awareness of how others’ spiritual and/or religious background and beliefs may influence his/her attitudes, perceptions, and assumptions about the nature of psychology, assessment, and intervention

4. Is knowledgeable about matters of religion/spirituality relevant to psychological interventions, and able to appropriately integrate them into practice