Cultural Diversity
In this chapter we present the theoretical and practical underpinnings of our culturally competent practice in psychology model. This contextually based model complements traditional clinical interventions by providing psychotherapists with a conceptual f
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Jay C. Thomas, Michel Hersen (Eds.)
Handbook of Clinical Psychology Competencies
With 16 Figures and 44 Tables
123
JAY C. THOMAS, Ph.D., ABPP Professor and Assistant Dean School of Professional Psychology Pacific University 511 SW 10th Avenue, 4th floor Portland, OR 97205 USA MICHEL HERSEN, Ph.D., ABPP Professor and Dean School of Professional Psychology HCP/Pacific University 222 SE 8th Ave., Suite 563 Hillsboro, OR 97123-4218 USA
Library of Congress Control Number: 2009937020 ISBN: 978-0-387-09756-5 This publication is available also as: Electronic publication under ISBN: 978-0-387-09757-2 and Print and electronic bundle under ISBN: 978-0-387-09758-9 © Springer Science+Business Media, LLC 2010 (USA) All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC., 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. springer.com Printed on acid free paper
SPIN: 12018765 2109SPi – 5 4 3 2 1 0
Preface
Fully qualified professional psychologists are expected to possess several competencies. These refer to professional knowledge, skills, and abilities gained through education and experience. Over the past several years, a number of competencies have been enumerated by professional bodies around the world, yet the nature of these competencies and how they are developed and maintained remains obscure. Statements commonly refer to broad domains, such as “assessment,” “intervention,” and “research” with the implication that many subdomains of competence are subsumed under each. The widespread commitment to the competence model brings a unifying force to professional psychology, yet it provides little guidance to educators, practitioners, and credentialing bodies in how to proceed with competency modeling or setting standards for achievement. Since competencies are developed, it is necessary to distinguish between basic and expert competencies. The basic level refers to clinicians who have completed an internship and some residency. A well-trained clinician should possess these basic competencies. Expert competencies are achieved by clinicians with additional training and experience and who work extensively with particular populations, techniques, or diagnoses. In much general writing, the distinction between basic and expert is lost and the readers are left to disentangle developmental levels and expectations themselves. An objective of this series is to clearly define these levels for the reader. In addition,
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