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Revising Curricula for Changing Competencies Council of Counseling Psychology Training Programs Friday, February 10, 2012 Sally D. Stabb, Ph.D. Texas Woman’s University PURPOSE To share our program’s experiences with integrating the Council of Chairs of Training Council (CCTC) Benchmark Competencies (Fouad et al., 2009) into our curriculum Note additional ways in which we are considering making the link explicit between the competencies and our specific coursework. Present initial ideas about how the CCTC competencies can be linked in with the APA Commission on Accreditation (CoA; 2009) requirements. Give you a chance to consider how your program might integrate competencies and curriculum, and accreditation. IMPORTANCE Program accreditation and other types of “institutional effectiveness” or “continuous improvement” evaluations have moved rapidly towards observable, outcomes- based and data-driven models of accountability (Bray, 2010; Eby, Chin, Rollock, Schwartz, & Worrell, 2011; Goodheart, 2011; Kenkel, 2009). WHAT WE’VE DONE SO FAR Linked CCTC Benchmark competencies to: -Program mission statement -Annual evaluation -Remediation -Practicum evaluation -Professionalism Benchmark Task -Comprehensive Exams (Clinical Jury) Examples are all available on our website https://www.twu.edu/psychology-philosophy/counseling-psych-phd.asp ADDITIONAL CHANGES WE’RE CONSIDERING Creating a component on the syllabus for all required courses indicating which competencies are addressed -will require analysis of course content vis-à-vis competencies -when completed, will streamline links to how we document the integration of competencies with accreditation requirements Integrating Competencies and Accreditation Now that numerous aspects of the program are framed by competencies and evaluation forms are in place that are competency-based, these can be used in required self-study narratives and tables (e.g. Domains B & F) Because competencies are developmental, can be used to show how the program meets accreditation requirements for curriculum that is “sequential, cumulative, graded in complexity.” Additional data that often needs to be collected for self- study purposes, such as graduates’ survey, are created in terms of competencies as well. EXAMPLE 1 - DOMAIN B, TABLE B.2 Goal #1: To prepare competent practitioners of professional psychology Objectives for Goal #1: 1A: To prepare professional psychologists who are reflective and self-aware about their practice 1B: To prepare professional psychologists who have effective interpersonal relationships across a range of professional constituencies. 1C: To prepare professional psychologists who practice within legal and ethical bounds 1D: To prepare professional psychologists who can assess, conceptualize, and intervene appropriately with their clients EXAMPLE 1 (con’t) 1D: To prepare professional psychologists who can assess, conceptualize, and intervene appropriately with their clients Competencies Expected for these Objectives 1.D.1. Uses case conceptualization and assessment for treatment planning 1.D.2 Can select and implement multiple methods of assessment 1.D.3. Uses clinical interviewing effectively for case formulation, diagnosis, and treatment 1.D.4. Can conduct psychotherapy flexibly, adapting to the unique needs of the client and context 1.D.5. Integrates practice, theory, and research EXAMPLE 2 – Competencies + “Sequential, Cumulative, Graded in Complexity” Functional Competency area II: Assessment II.2. Tests/Measurements Readiness for Practicum: Basic knowledge of the scientific, theoretical, and contextual basis of test construction and interviewing -Tests and Measurement course Readiness for Internship: Ability to select assessment measures with attention to issues of reliability and validity -Intellectual/Personality Assessment courses (3) Readiness for Entry to Practice: Ability to independently select and implement multiple methods and means of evaluation -Assessment Practicum course; Internship Evaluations YOUR TURN Objective 1: Assess which components of your own programs might be amenable to integration with the Competencies Benchmarks. Objective 2: Think about the developmental framework of the Competencies Benchmarks to curriculum requirements in your own program, thereby creating a link to accreditation guidelines for training to be “sequential, cumulative, and graded in complexity.” Objective 3: Create an action plan to implement one programmatic change of your choice that integrates the Competency Benchmarks, and that you believe to be realistic and feasible. References Bray, J. H. (2010). The future of psychology practice and science. American Psychologist, 65, 355-369. Commission on Accreditation (2009). Guidelines and Principles. Retrieved Jan. 8, 2012 from http://www.apa.org/ed/accreditation/about/policies/guiding- principles.pdf Eby, M. D., Chin, J. L., Rollock, D., Schwartz, D., & Worrell, J. P. (2011). Professional psychology training in the era of a thousand flowers: Dilemmas and challenges for the future. Training and Education in Professional Psychology, 5, 57-68. Fouad, et al. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology, 3(4, Suppl), S5-S26. Goodheart, C. D. (2011). Psychology practice: Design for tomorrow. American Psychologist, 66, 339-347. Kenkel, M. B. (2009). Adopting a competency model for professional psychology: Essential elements and resources. Training and Education in Professional Psychology, 3(4, Suppl), S59-S62.
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