Tonya M Palermo1, David M Janicke2, Elizabeth L McQuaid2, Larry L Mullins2, Paul M Robins2, Yelena P Wu2. 1. Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah tonya.palermo@seattlechildrens.org. 2. Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah.
Abstract
OBJECTIVE: As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations. METHODS: The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology. RESULTS: Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report. CONCLUSIONS: Recommendations for the use of, and the further refinement of, these suggested competencies are discussed.
OBJECTIVE: As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations. METHODS: The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology. RESULTS: Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report. CONCLUSIONS: Recommendations for the use of, and the further refinement of, these suggested competencies are discussed.
Authors: Paul Batalden; David Leach; Susan Swing; Hubert Dreyfus; Stuart Dreyfus Journal: Health Aff (Millwood) Date: 2002 Sep-Oct Impact factor: 6.301
Authors: Robert Englander; Terri Cameron; Adrian J Ballard; Jessica Dodge; Janet Bull; Carol A Aschenbrener Journal: Acad Med Date: 2013-08 Impact factor: 6.893
Authors: Sarah Kate Bearman; John R Weisz; Bruce F Chorpita; Kimberly Hoagwood; Alyssa Ward; Ana M Ugueto; Adam Bernstein Journal: Adm Policy Ment Health Date: 2013-11
Authors: Courtney K Blackwell; Lauren Wakschlag; Sheila Krogh-Jespersen; Kristin A Buss; Joan Luby; Katherine Bevans; Jin-Shei Lai; Christopher B Forrest; David Cella Journal: J Pediatr Psychol Date: 2020-04-01
Authors: Joan Rosenbaum Asarnow; Kimberly E Hoagwood; Terry Stancin; John E Lochman; Jennifer L Hughes; Jeanne M Miranda; Tim Wysocki; Sharon G Portwood; John Piacentini; Douglas Tynan; Marc Atkins; Anne E Kazak Journal: J Clin Child Adolesc Psychol Date: 2015
Authors: Rhonda C Boyd; Alexander M Scharko; Joanna C M Cole; Chavis A Patterson; Tami D Benton; Thomas J Power Journal: J Clin Psychol Med Settings Date: 2016-06