PSWAIT

	*Discussion Document for the Purposes of the Agreement on Internal Trade* Core Competencies for Professional Psychology and Their Evaluation for Mobility

This document is adapted from: APPENDIX 7 Core Curriculum for Education and Training in Professional Psychology: The Areas of Competency (Committee on Education and Training of Psychologists, 1999) Modifications to the original document cited above are based upon a meeting of representatives from all Canadian regulatory bodies of psychology in Ottawa Ontario, March 4 - 5, 2000. Please refer to the report of that meeting for further details. The following represent the five core competencies identified by regulators. Several modifications to the original OPQ document have been incorporated in the present document. The changes reflect the recommendations of those present at the regulators meeting. Changes have been incorporated only where there was unanimous agreement This document is for discussion purposes only.

1.	Interpersonal relationships Definition This basic competency forms part of all the other competencies. Psychologists normally do their work in the context of interpersonal relationships (parent-child, spouses, boss-employee, etc.). They must therefore be able to establish and maintain a constructive working alliance with their clients.
	Knowledge
	1.	Knowledge of theories and empirical data on the professional relationship, such as: Interpersonal relationships Power relationships Therapeutic alliance Interface with social psychology More specific knowledge of the fluctuations of the therapeutic/professional relationship as a function of intervention setting
	2.	Knowledge of self, such as: Motivation Resources Values Personal biases Factors that may influence the professional relationship (e.g. boundary issues).
	3.	Knowledge of others, such as: Macro-environment in which the person functions (work, national customs, etc.) Micro-environment (personal differences, family dynamics, gender differences, etc.)
	Skills
	1.	Effective Communication
	2.	Establishment and maintenance rapport
	3.	Establishment of maintenance of trust and respect in the professional relationship

2.	Assessment Definition
	1.	A competent professional psychologist draws on diverse methods of evaluation, determining which methods are best suited to the task at hand, rather than relying solely or primarily on formalized testing as an automatic response to situations requiring assessment.
	2.	The appropriate subject of evaluation in many instances is not an individual person but a couple, family, organization, or system at some other level of organization.
	3.	The skills required for assessment can and should be applied to many situations other than initial evaluation, including, for example, treatment outcome, program evaluation, and issues occurring in a broad spectrum of nonclinical settings.
	4.	The primary purpose of psychological assessment is to provide an understanding that informs a practical plan of action. It may result in a diagnostic classification or in the identification of strengths or competencies.
	Knowledge
	1.	Assessment methods
	2.	Knowledge of populations served
	3.	Human development
	4.	Diagnosis
	Skills
	1.	Formulation of a referral question;
	2.	Selection of methods;
	3.	Information collection and processing;
	4.	Formulation of hypotheses and making a diagnosis when appropriate;
	5.	Report writing
	6.	Formulation of an action plan.

3.	Intervention Definition The intervention competency is conceptualized as activities that promote, restore, sustain, and/or enhance positive functioning and a sense of well-being in clients through preventive, developmental and/or remedial services. A broad, comprehensive vision of the intervention competency should include explicitly theory as well as the following knowledge and skills:
	Knowledge
	1.	The learning of an array of varied interventions with individuals and systems (e.g. couples, families, groups and organizations).
	2.	A respect for the positive aspects of all major approaches, which should reflect an openness to varied viewpoints and methods;
	3.	Awareness of when to make appropriate referrals and consult;
	4.	Awareness of context and diversity.
	Skills
	1.	Establish and maintain professional relationships with clients from all populations served;
	2.	Establish and maintain of appropriate interdisciplinary relationships with colleagues;
	3.	Gather information about the nature and severity of problems and formulate hypotheses about the factors that are contributing to the problem through qualitative and quantitative means;
	4.	Select appropriate intervention methods;
	5.	Analyze the information, develop a conceptual framework, and communicate this to the client.
	6.	6.Facilitate collaborative interaction to implement system interventions, manage conflict, as appropriate;
	7.	Assess intervention effects.

4.	Research Definition Professional psychology programs should include research training such that it will enable the students to develop:
	1.	a basic understanding of and respect for the scientific underpinnings of the discipline;
	2.	knowledge of methods so as to become good consumers of the products of scientific knowledge;
	3.	sufficient skills in the conduct of research to be able to develop and carry out projects in a professional context and, in certain cases, in an academic context with the aid of specialized consultants (e.g. statisticians);
	Knowledge Basic knowledge of research methods and of the applications of scientific research, that is, of:
	1.	Applied statistics and measurement theory;
	2.	The logic of different models of scientific research (from laboratory experimentation to quasi-experimental and field research);
	3.	Qualitative research methods (including observation and interviewing), etc., particularly with respect to the nature of reliability and validity in the gathering and interpretation of qualitative data;
	Skills
	1.	Critical reasoning skills;
	2.	Applications of various research approaches; to social systems;
	3.	Ability to write professional research reports.

5.	Ethics and standards Definition Professionals accept their obligations, are sensitive to others, and conduct themselves in an ethical manner. They establish professional relationships within the applicable constraints and standards.
	Knowledge
	1.	Ethical principles;
	2.	Standards of professional conduct;
	3.	Responsibilities to clients, society, the profession, and colleagues;
	4.	Awareness of potentially conflicting principles;
	5.	Standards for psychological tests and measurement;
	6.	Standards for conducting psychological research;
	7.	Jurisprudence and local knowledge.
	Skills
	1.	Ethical decision-making process;
	2.	Proactive identification of potential ethical dilemmas.
	3.	Resolution of ethical dilemmas.