Identifying and Assessing Benchmarks in the Sequence of Psychology Education and Training

1. Identifying and Assessing Benchmarks in the Sequence of Psychology Education and Training Nadya A. Fouad, Ph.D. University of Wisconsin-Milwaukee

2. THANK YOU • Many thanks to Cathi Grus, APA Education Directorate and Nadine Kaslow, Emory University and the members of the Benchmarks Workgroup and Assessment Workgroup for their hard work and contributions to competency movement

3. Cases • Student A: Applying for internship. Faculty in the program have had concerns about her from the middle of first year. Concerns have included ethical decision making, boundaries with clients, and poor self-reflection. Academic grades are in the A and B range, though, so the faculty vote to allow her to apply for internship. Letters are vaguely positive, because faculty cannot totally identify her strengths or challenges.

4. Cases • Student B: 2nd Year doctoral student end of 2nd year practicum. Faculty instructor has had some concerns about student, but all reports from on-site supervisor have been glowing. End of April, on-site supervisor asks for a meeting to discuss serious reservations about the student, including violations of confidentiality, seeking a personal, sexual relationship with a client, and manipulating the evaluation process.

5. Cases • Student C: 1st year doctoral student in first practicum notes in journal of fear of African-American clients. Responses to ethics vignette indicate lack of knowledge about ethics code and poor ethical decision-making. Initial consultation with supervisor indicates that student had been misrepresenting client contact.

6. Overview • Overview of Competency Movement • Competency Benchmarks • Competency Assessment Toolkit

7. CONTEXT

8. a “culture of competence”Roberts, Borden, Christiansen & Lopez (2005) • a shift within professional psychology toward an emphasis on the acquisition and maintenance of competence as a primary goal

9. Culture of Competence • Recent years have witnessed a burgeoning interest in a competency-based approach to student learning outcomes in professional psychology • Educational programs are expected to produce competence • Professional credentialing bodies are expected to certify individuals as competent • Policy makers laud competence • Consumers increasingly demand it

10. Are all equal?

11. Culture of Competence It is time to embrace a culture of the assessment of competence • fosters learning • evaluates progress • assists in determining curriculum and training program effectiveness • advances the field • protects the public

12. Goal: Competent Psychologists Choosing A Therapist That's Right for You!   

13. A Pedagogical Shift • Traditional models of education and training focus on learning objectives • Objective: aim or goal • Curriculum is designed to meet goals • Competency models focus on outcomes • Outcome: result, final state, achievement • Measurement of student learning

14. Culture of Competence • We can learn a lot from the efforts of our colleagues in education and the other health professions (medicine, pharmacy, nursing, dentistry) • Assessment of Competence Toolbox (American College of Graduate Medical Education (ACGME) • APA Guidelines for the Undergraduate Psychology Major (APA, 2007)

15. What is competence in professional psychology?What does it look like? How is it best assessed?

16. Key Competency Initiatives in Professional Psychology NSCPP Core Competencies APA Ethics code revised BEA Task Force on Assessment of Competence Model Curriculum for Training in Counseling Psychology ADPTC CCTC Practicum Competencies CoA revises G&P APPIC Competencies Conf. 1990s 2000 2002 2006

17. **Rodolfa, E. R., Bent, R. J., Eisman, E., Nelson, P. D., Rehm, L., & Ritchie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36, 347-354.

18. Key Competency Initiatives in Professional Psychology NSCPP Core Competencies APA Ethics code revised BEA Task Force on Assessment of Competence Model Curriculum for Training in Counseling Psychology ADPTC CCTC Practicum Competencies CoA revises G&P Competency Benchmarks Work Group APPIC Competencies Conf. Competency Assessment Toolkit 1990s 2000 2002 2006

19. Competency Cube • General Consensus • 12 competency areas • BUT– what does each competency look like across a developmental trajectory?

20. Assessment of Competency Benchmarks Work Group • Chair: Nadya Fouad, Ph.D. • Two-day meeting September 2006 • Gathered individuals knowledgeable about domains of competence • 32 member work group

21. Goals • Build on existing knowledge and advance the shift to a “culture of competence” • Promote excellence in professional education and training • Operationalize a developmental model of competence in professional psychology • To better inform understanding of “entry level to practice” in light of the APA policy on Education and Training Leading to Licensure

22. Caveats • Applies most directly to those preparing for the practice of health service provision, i.e., those who will seek licensure • Not meant to be prescriptive, a tool for programs to implement if they chose and in accordance with their model of education and training • Assessment of competence must be balanced with the primary mission of the program: education and training

23. Product of the Group • A document that delineates competency benchmarks, or measurable standards of performance, that are developmental and integrated through the sequence of professional education and training

24. How are the Benchmarks Organized? Core Foundational and Functional Competencies • Essential Component: what are the critical elements of/what knowledge/skills/attitudes that make up this competency? • Behavioral Anchor: what would it look like if you saw it (essential component)?

25. Essential Components

26. Essential Component • Readiness for Entry to Practice: • Consistently conducts self in a professional manner across and settings and situations

27. Behavioral Anchors

28. Behavioral Anchors Professionalism B. Deportment Readiness for Entry to Practice • Verbal and nonverbal communications are appropriate to the professional context including in challenging interactions

29. Benchmarks • Benchmarks document underwent period public comment (fall 2007) • Group charged by APA Board of Educational Affairs to review comment and made recommendations (spring/summer 2008) (e.g 15 competencies) • Final version went to BEA Fall 2008 • Manuscript in press in TEPP

30. Competency Assessment for Toolkit for Professional Psychology • Chair: Nadine Kaslow, Ph.D. • Six members in work group • Charge from APA Board of Educational Affairs: Develop a “Toolkit” for professional psychology • Purpose: Promote broader implementation of competence assessment and provide information about application of assessment methods to the assessment of competence • Coordinated effort with Benchmarks Work Group

31. Components of Toolkit • Background and Introduction • Assessment Method Fact Sheets • Description • Use specific to core competencies, formative vs. summative, developmental level • Implementation • Psychometrics • Strengths/Challenges • Future Directions

32. 360 evaluation Portfolio OSCE Structured Written & Oral Exams Case Presentation Simulation/Role Play Competence Evaluation Rating Form Self-Assessment Ratings of live or recorded performance Standardized Client Interview Client/Patient Process/Outcome Measure Consumer Satisfaction Survey End of Rotation Performance Review Assessment Methods in Toolkit

33. CompetencyProfessionalism: Deportment Note: 1 = very useful method, 2 = useful, 3 = potentially useful

34. Table 1 Toolkit Assessment Measures, Foundational and Functional Competencies, Formative and Summative Evaluation, and Developmental Level

35. Components of Toolkit (cont.) • Grid of Assessment Methods and Competencies Best Used for • Glossary of Terms • Reference

36. Toolkit: Next Steps • Plan for Dissemination • On-line, downloadable resources for education and training programs methods to assess competence • Manuscript in press TEPP • Presentation at education and training council meetings • http://www.apa.org/ed/graduate/competency.html

37. Challenges? • fostering an environment that supports enhancing excellence through assessment at the institutional, programmatic, and individual level; leadership to use results to strengthen • Training in “difficult conversations”

38. Challenges? • Recognize and articulate multiple roles trainers engage in and potential impact on evaluation • Knowledge of a range of assessment tools, access to resources “tool kits”

39. Cases • Student A: Applying for internship. Faculty in the program have had concerns about her from the middle of first year. Concerns have included ethical decision making, boundaries with clients, and poor self-reflection. Academic grades are in the A and B range, though, so the faculty vote to allow her to apply for internship. Letters are vaguely positive, because faculty cannot totally identify her strengths or challenges.

40. Cases • Student B: 2nd Year doctoral student end of 2nd year practicum. Faculty instructor has had some concerns about student, but all reports from on-site supervisor have been glowing. End of April, on-site supervisor asks for a meeting to discuss serious reservations about the student, including violations of confidentiality, seeking a personal, sexual relationship with a client, and manipulating the evaluation process.

41. Cases • Student C: 1st year doctoral student in first practicum notes in journal of fear of African-American clients. Responses to ethics vignette indicate lack of knowledge about ethics code and poor ethical decision-making. Initial consultation with supervisor indicates that student had been misrepresenting client contact.

42. Questions/Comments • Preparing….