Competencies in Child Clinical Psychology

Abstract

Th is chapter addressed the following background issues: evidence-based medicine, the empiri- cally supported treatment debate, what constitutes evidence, and competency. Th e National Council of Schools and Programs in Professional Psychology (NCSPP) educational model was discussed including the following components: relationship, assessment, intervention, consul- tation and education, management and supervision plus research and evaluation. Six specifi c foundational competencies were considered including their essential components, behavioral anchors, and assessment methods that indicate readiness for practicum, internship, and prac- tice. Th ese foundational competencies include: refl ective practice and self-assessment, scien- tifi c knowledge and methods, relationships, individual and cultural diversity, knowledge of ethical and legal standards and policies and interdisciplinary systems. Th e following six func- tional competencies were discussed: assessment-diagnosis-case conceptualization, interven- tion, consultation, research and evaluation, supervision and teaching, plus management and administration. Essential components with behavioral anchors and assessment methods that indicate readiness for practicum, internship, and practice were identifi ed. What being expert entails was briefl y discussed