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Revising Curricula for Changing Competencies Presentation 2 2012 by vef11fF0


									 Revising Curricula for
Changing Competencies
 Council of Counseling Psychology
        Training Programs
    Friday, February 10, 2012

      Sally D. Stabb, Ph.D.
    Texas Woman’s University

   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)
   Give you a chance to consider how your
    program might integrate competencies and
    curriculum, and accreditation.

    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
    -Practicum evaluation
    -Professionalism Benchmark Task
    -Comprehensive Exams (Clinical Jury)
   Examples are all available on our website
   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.
   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
               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
 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
        -Intellectual/Personality Assessment courses (3)
   Readiness for Entry to Practice: Ability to independently
    select and implement multiple methods and means of
        -Assessment Practicum course; Internship
                      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.
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
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),
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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