The candidate will be able to demonstrate competency in the following Foundational and Functional Competency areas as defined below:
FUNCTIONAL COMPETENCIES
Assessment: Successful candidates conduct assessments and evaluations with a high level of skill and appropriate attitude using the extant knowledge base. They select evidence-based assessment and evaluation procedures that are appropriate for the referral question and the specific client/patient. These candidates accurately interpret assessment and evaluation findings, using them to inform culturally-sensitive, idiographic, evidence-based conceptualizations and recommendations. They communicate the results in a manner that leads to useful outcomes. Successful candidates demonstrate all relevant foundational competencies (i.e., relationships, individual and cultural diversity, ethical and legal standards/policy, professionalism, reflective practice/self-assessment/self-care, scientific knowledge and methods, interdisciplinary systems, and evidence-based practice) in regards to assessment activities.
Intervention: Successful candidates possess knowledge and training in current evidence-based practice. They demonstrate competent implementation of evidence-based intervention procedures that are appropriate for the client/context. Interventions are applied with a high-quality level of skill and knowledge and appropriate attitude. These candidates can articulate a sound theoretical and evidence base for their interventions. They manage intervention contract issues (e.g., client’s goals, boundaries of treatment, payment, resources) responsibly. Successful candidates demonstrate all relevant foundational competencies (i.e., relationships, individual and cultural diversity, ethical and legal standards/policy, professionalism, reflective practice/self-assessment/self-care, scientific knowledge and methods, interdisciplinary systems, and evidence-based practice) in regards to intervention activities.
Consultation: Successful candidates demonstrate knowledge of the literature and science base relevant to specific consultative methods and processes. They competently communicate and apply their consultative knowledge as related to Clinical Child/Adolescent and/or Pediatric Psychology in response to a client’s needs or goals. Background information for the consultation is gathered appropriately and thoughtfully integrated. Examples of consultees include health care professionals from other disciplines, other professionals who provide psychological services, educational/school personnel, social service agencies, rehabilitation centers, industry, legal systems, public policy makers, and individuals in other institutions and settings. Successful candidates are able to differentiate consultations from clinical and supervisory roles, provide accurate written and verbal feedback to all applicable consultees, and recommend appropriate interventions informed by findings. Successful candidates demonstrate all relevant foundational competencies (i.e., relationships, individual and cultural diversity, ethical and legal standards/policy, professionalism, reflective practice/self-assessment/self-care, scientific knowledge and methods, interdisciplinary systems, and evidence-based practice) in regards to consultation activities.
Research/Evaluation: This competency domain will only be addressed for those candidates who engage in research, scholarship, or program evaluation that impacts the field of Clinical Child/Adolescent or Pediatric Psychology. Successful candidates engage in research designed to systematically improve the knowledge base or utilize the principles and knowledge base of these fields to inform human subjects research design. Types of research considered would include applied/clinical, program evaluation, educational, or basic science research. Clinical research is a branch of healthcare science that determines the safety and effectiveness (efficacy) of medications, devices, assessment processes and tools, and treatment regimens. These may be used for prevention, treatment, diagnosis or for relieving symptoms of a disease, disorder, or condition. Clinical research is different from clinical practice. In clinical practice, established treatments are used, while in clinical research evidence is collected to establish a treatment. Program evaluation is a systematic method for collecting, analyzing, and using information to answer questions about projects, policies, and programs, particularly about their effectiveness and efficiency. Education research is the scientific field of study that examines education and learning processes, outcomes of educational events or programs, and the human attributes, interactions, organizations, and institutions that shape educational outcomes. Candidates who meet this competency demonstrate their ability to critically evaluate the theoretical and research literature in their area of expertise. Successful candidates have provided contributions to the research literature or have engaged in research activities and/or program evaluation that impact pediatric or clinical child/adolescent populations. Individuals meeting this competency demonstrate knowledge and use of appropriate research methods, suitable statistical procedures, and the scientific method. A hallmark of this functional competency is the creation of new knowledge that can be generalized beyond the specific sample in which the new knowledge was generated. Successful candidates demonstrate all relevant foundational competencies (i.e., relationships, individual and cultural diversity, ethical and legal standards/policy, professionalism, reflective practice/self-assessment/self-care, scientific knowledge and methods, interdisciplinary systems, and evidence-based practice) in regards to research activities.
Supervision: This competency domain will only be assessed for those candidates who engage in supervision. Successful candidates demonstrate the ability to develop supervisee competence in the provision of Clinical Child/Adolescent or Pediatric Psychology services and ensure the integrity of clinical services provided to patients by supervisees. Supervision, as defined for this functional competency, is a distinct professional activity that relies on a collaborative relationship between supervisor and supervisee to enhance the professional competence and science-informed practice of the supervisee, monitor the quality of services provided, protect the public, and provide a gatekeeping function for entry into the profession. Supervisory activities include observation, evaluation, feedback, facilitation of supervisee self-assessment, and the acquisition of knowledge and skills by instruction, modeling, and joint problem solving. Thus, supervision includes both facilitative and evaluative components. Supervisees may include psychology trainees in practicum, internship, and postdoctoral settings; psychological technicians/assistants; or other persons who provide psychological services under the guidance of the supervisor. ABCCAP distinguishes the functional competency of supervision from teaching and consultation competency (described elsewhere) by emphasizing responsibility for the development of clinical service provision skills of supervisees as well as legal and ethical responsibility for the welfare of the client, the profession, and society more generally. Successful candidates use existing theory and research to conduct supervision with high quality skill and appropriate attitude. This includes the articulation of a specific model of supervision; demonstration of current knowledge and skills regarding the areas being supervised; consideration for the level of professional development of the supervisee; and implementation of processes for respectful, ethical, collaborative and professionally appropriate supervisory relationships. Furthermore, successful candidates demonstrate all relevant foundational competencies (i.e., scientific knowledge and methods, evidence-based practice, relationships, individual and cultural diversity, ethical and legal standards/policy, professionalism, reflective practice/self-assessment/self-care, and interdisciplinary systems) as related to supervision.
Teaching: This competency domain will only be addressed for those candidates who engage in teaching or instructing. Successful candidates demonstrate the ability to instruct students, trainees, other professionals, and/or the general public regarding the science and practice of Clinical Child/Adolescent and Pediatric Psychology. Teaching, as defined for this functional competency, involves the use of didactic and pedagogical skills to impart general or specific knowledge in a classroom, seminar, or lecture format. A successful practice sample and contextual statement for this functional competency should demonstrate the candidate’s knowledge of pedagogical theory, classroom communication skills, use of learning outcomes data and student/supervisor feedback to improve subsequent teaching. The statement should clarify the approximate percentage of professional time devoted to teaching activities. ABCCAP distinguishes the functional competency of teaching from both clinical supervision and professional consultation. Specifically, clinical supervision is focused on enhancing and/or developing the clinical service provision of a specific trainee or group of trainees, whereas in professional consultation candidates communicate and apply their knowledge in consultation with other professionals (as described above) in a range of clinical, research, social services, or educational settings. Psychoeducation provided as part of a clinical intervention (e.g., psychoeducation regarding bipolar disorder to a client and/or his/her family) should not be used as a demonstration of teaching. Practice samples of teaching that are not germane to the science and/or practice of Clinical Child/Adolescent or Pediatric Psychology (e.g., adult psychopathology, accounting, religious instruction) should not be used for demonstration of this professional competency. Successful candidates demonstrate all relevant foundational competencies (e.g., relationships, individual and cultural diversity, ethical and legal standards and policy, professionalism, reflective practice/self-assessment/self-care, interdisciplinary systems, and evidence-based practice) as related to teaching and instruction.
Management/Administration: This competency domain will only be addressed for those candidates who engage in management/administration activities. Successful candidates demonstrate appropriate knowledge and effective practice of management and administration activities within programs, organizations, and/or agencies. They demonstrate all relevant foundational competencies (e.g., relationships, individual and cultural diversity, ethical and legal standards and policy, professionalism, reflective practice/self-assessment/self-care, interdisciplinary systems, and evidence-based practice) as related to management and administration.
Advocacy: This competency domain will only be assessed for those candidates who engage in systematic advocacy activities. Advocacy, as defined for this functional competency, includes the leveraging of scientific knowledge in Clinical Child/Adolescent and Pediatric Psychology to promote change at institutional, community, professional, or societal levels. Through advocacy, Clinical Child/Adolescent and Pediatric Psychologists contribute to the development of policies or practices that advocate for or empower recipients of services, address social problems, and improve human welfare. Successful candidates engage in activities that publicly promote change based on sound scientific evidence. Successful candidates further demonstrate an ability to establish strategic, respectful, ethical, collaborative, and professionally appropriate relationships with stakeholders (e.g., agencies, constituents, government agencies, professional organizations) for the purpose of effecting change. Lastly, candidates should demonstrate an ability to develop, implement, and evaluate action plans for targeted change or progress toward specific advocacy goals. In addition to specific competencies in advocacy, successful candidates demonstrate all relevant foundational competencies (e.g., relationships, individual and cultural diversity, ethical and legal standards and policy, professionalism, reflective practice/self-assessment/self-care, interdisciplinary systems, and evidence-based practice) as related to advocacy. ABCCAP distinguishes the functional competency of advocacy from other functional competencies by emphasizing efforts to bring about change in policy or practice at broad (e.g., society, profession, law) versus more narrow (e.g., individual, agency) levels.
FOUNDATIONAL COMPETENCIES
Relationships: Successful candidates demonstrate an awareness of the needs, feelings, and reactions of others across all functional competency domains. They prioritize sensitivity to the welfare, rights, and dignity of others. They exhibit a level of self-awareness that promotes effective functioning in each functional competency domain.
Individual and Cultural Diversity: Successful candidates exhibit sufficient knowledge regarding individual and cultural diversity as well as continuing efforts to further their knowledge in this domain. They demonstrate sensitivity and responsiveness to individual and cultural diversity in each functional competency domain. They provide examples indicating that they are aware of the interaction between their own diversity characteristics and those of the people or contexts in which they function as a Clinical Child/Adolescent and/or Pediatric Psychologist.
Ethical and Legal Standards/Policy: Successful candidates demonstrate knowledge and understanding of the ethical and legal standards/policies relevant to their work as a Clinical Child/Adolescent and/or Pediatric Psychologist. They provide evidence that these ethical and legal standards/policies guide all aspects of their professional functioning.
Professionalism: Successful candidates demonstrate active participation in the profession of Clinical Child/Adolescent or Pediatric Psychology. They exhibit familiarity with current significant issues facing the profession and their implications for one’s functioning in this field. Successful candidates appropriately seek out and utilize consultation and supervision. They value continuing professional education and provide examples of ongoing professional development activities.
Reflective Practice/Self-assessment/Self-care: Successful candidates engage in ongoing self-reflection and appropriate self-care. They practice with personal and professional self-awareness, and appropriately address gaps in competencies. Successful candidates practice within the boundaries of professional, educational, research, and clinical competencies, and demonstrate ongoing development and maintenance of competencies based on self-reflection and self-assessment.
Scientific Knowledge and Methods: Successful candidates are aware of and conversant with scientific and scholarly developments in Clinical Child/Adolescent and/or Pediatric Psychology and apply them in professional practice. They demonstrate an understanding of and ability to critically discuss research methodology, research findings, and scientifically-derived theoretical constructs that inform their clinical practice. These candidates convey an understanding of the biological bases of behavior, cognitive-affective bases of behavior and development across the lifespan as applies to their work as a Clinical Child/Adolescent and/or Pediatric Psychologist. Successful candidates demonstrate respect for scientifically-derived knowledge and may provide contributions to the empirical knowledge base.
Interdisciplinary Systems: Successful candidates engage in effective interdisciplinary collaboration based on a strong working knowledge of multiple and differing worldviews, professional standards, and contributions across contexts and systems. They exhibit knowledge of the common and distinctive roles of other professionals. These candidates display communication, problem-solving, and conflict resolution skills that support effective interdisciplinary team functioning. They demonstrate respectful appreciation and integration of contributions and perspectives of other professions.
Evidence-based Practice: Successful candidates integrate evidence-based practice into all elements of their clinical activities. They are aware of the available literature and its limitations, and they consistently update their knowledge related to scope of practice. Evidence-based practice supersedes theoretical orientation. Successful candidates demonstrate integration of high quality research in conceptualization and decision making with regard to intervention, assessment and consultation as well as other functional competencies. They acknowledge limitations and are able to discuss a logical decision-making process, informed by the research literature, with their patients.