Competencies

B-PIC’s internship training program is designed to ensure that interns have opportunities to develop and demonstrate competency in each of the nine profession-wide competencies of the American Psychological Association.

 

1. Research

  • Demonstrates the substantially independent ability to critically evaluate research or other scholarly activities (e.g., case conference, presentation, publications). 
  • Demonstrates the ability to disseminates research or other scholarly activities (e.g., case conference, presentation, publications) at the local (including the host institution), regional, or national level.
  • Demonstrates the ability to apply knowledge of professional literature to inform all aspects of professional practice.
  • Uses data from progress monitoring (appropriately sensitive measures) to evaluate outcomes of services/interventions and modify interventions as needed.
  • Assists others with the interpretation of data to evaluate student functioning, or the effectiveness of classroom/school level programs, to facilitate accountability.

2. Ethical and legal standards

  • Demonstrates knowledge of and acts in accordance with: 

-current version of APA’s Ethical Principles of Psychologists and Code of Conduct;

 -National Association of School Psychologists (NASP) Principles for Professional Ethics;

-relevant laws and regulations, rules and policies governing health service psychology at the organizational, local, state and federal levels; and

-relevant professional standards and guidelines (e.g., record keeping, confidentiality and privacy requirements).

  • Recognizes ethical dilemmas as they arise and applies ethical decision-making processes in order to resolve them.
  • Conducts self in an ethical manner in all professional activities.

3. Individual and cultural diversity

  • Demonstrates an understanding of how one’s own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
  • Demonstrates knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities (i.e., research, training, supervision/consultation, and service).
  • Demonstrates the ability to Integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles.
  • Demonstrates the ability to independently apply their knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.
  • Demonstrates the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
  • Works effectively with school personnel to promote equity as well as inclusive and supportive learning environments that recognize the benefits of diversity.
  • Incorporates culturally relevant information when conducting assessments (including use of non-discriminatory practices) and designing interventions.
  • Considers students’ abilities in their primary and secondary languages and the effects of second language learning when designing assessments and planning interventions.

4. Professional values, attitudes, and behaviors

  • Behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
  • Engages in self-reflection regarding one’s personal and professional functioning.
  • Engages in activities to maintain and improve performance, well-being, and professional effectiveness.
  • Actively seeks out supervision and demonstrates openness and responsiveness to feedback.
  • Responds professionally in complex situations with a high degree of independence.
  • Regularly engages in the practice of self-care and can articulate the importance of such practices.

5. Communication and interpersonal skills

  • Develops and maintains positive and productive working relationships with a wide range of individuals (clients, colleagues, communities/organizations, supervisors and supervisees).
  • Demonstrates a strong and thorough grasp of professional language and concepts.
  • Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated.
  • Demonstrates effective interpersonal skills and the ability to manage difficult communication well.
  • Demonstrates the ability to manage communications in group settings, such as multi-disciplinary team meetings where participants are engaged in joint problem-solving.

6. Assessment

  • Demonstrates current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
  • Demonstrates an understanding of human behavior within its context (e.g., family, social, societal and cultural).
  • Applies knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
  • Selects and applies assessment methods that draw from the best available empirical literature.
  • Collects relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the client.
  • Independently and accurately selects, administers, scores and interprets assessment instruments.
  • Interprets assessment results to inform case conceptualization, classification, and recommendations, while following current research and professional standards and guidelines and guarding against decision-making biases.
  • Communicates findings and the implications of the assessment in an accurate and effective manner that is sensitive to a range of audiences.
  • Understands and determines Special Education eligibility.

7. Intervention

  • Demonstrates the ability to establish and maintain effective relationships with clients.
  • Demonstrates the ability to identify and develop evidence-based intervention plans informed by specific service delivery goals.
  • Implements interventions informed by current scientific literature, assessment findings, diversity characteristics, and contextual variables.
  • Demonstrates the ability to apply relevant research literature to clinical decision making.
  • Is able to modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
  • Evaluates the effectiveness of interventions and adapts goals and methods based on information obtained with ongoing progress monitoring in order to address client need. 
  • Develops effective, evidence-based interventions to address social-emotional-behavioral issues (at the individual or group level), informed by school-based concerns.
  • Develops effective, evidence-based interventions to address academic issues (at the individual or group level), informed by school-based concerns.

8. Supervision

  • Applies knowledge of supervision in direct or simulated practice with psychology trainees or other health professionals (e.g., role played supervision with others, peer supervision with other trainees/peers).
  • Applies the supervisory skill of observing in direct or simulated practice.
  • Applies the supervisory skill of evaluating in direct or simulated practice.
  • Applies the supervisory skills of giving guidance and feedback in direct or simulated practice.

9. Consultation and interprofessional/interdisciplinary skills

  • Demonstrates knowledge and respect for the roles and perspectives of other professionals.
  • Applies knowledge of consultation in direct or simulated consultation with individuals (e.g., teachers, parents, administrators, other professionals) and their families. 
  • Applies knowledge of consultation in direct or simulated consultation with interprofessional groups such as multidisciplinary teams or systems.
  • Assists students, families, teachers and others in gaining access to and effectively using school and community resources and coordinating them when appropriate.