Attainment of Competencies in Clinical Psychology Training: Ways Forward in the Australian Context

References

• Anderson, J. R. (2005). Cognitive psychology and its implications (6th ed.). New York: Worth Publishers.
   Google Scholar
• Australian Psychological Society (APS) (2006). APS college of clinical psychologists: Course approval guidelines. Melbourne, Vic.: Author.
   Google Scholar
• Bashook, P. G. (2005). Best practices for assessing competence and performance of the behavioral health workforce. Administration and Policy in Mental Health, 32, 563–592.
   PubMed Web of Science ®Google Scholar
• Binder, J. L. (1993). Is it time to improve psychotherapy training? Clinical Psychology Review, 13, 301–318.
   Web of Science ®Google Scholar
• Bird, M., Llewellyn‐jones, R., Smithers, H., Andrews, C., Cameron, I., Cottee, A., . . . Russell, B. (1998). Challenging behaviours in dementia: A project at Hornsby/Ku‐Ring‐Gai Hospital. Australasian Journal on Ageing, 17, 10–15.
   Web of Science ®Google Scholar
• Brems, C., Johnson, M. E., & Gallucci, P. (1996). Publication productivity of clinical and counseling psychologists. Journal of Clinical Psychology, 52, 723–725.
   PubMed Web of Science ®Google Scholar
• Calhoun, K. S., Pilkonis, P. A., Moras, K., & Rehm, L. P. (1998). Empirically supported treatments: Implications for training. Journal of Consulting and Clinical Psychology, 66, 151–162.
   PubMed Web of Science ®Google Scholar
• Committee on Accreditation (2005). Guidelines and principles for accreditation of programs in professional psychology. Washington, DC: APA.
   Google Scholar
• Falender, C. A., Cornish, J. A., Goodyear, R., Hatcher, R., Kaslow, N. J., Leventhal, G., . . . Grus, C. (2004). Defining competencies in psychology supervision: A consensus statement. Journal of Clinical Psychology, 60, 771–785.
   PubMed Web of Science ®Google Scholar
• Gonsalvez, C. J., & Freestone, J. (2007). Field supervisors' assessment of trainee performance: Are they reliable and valid? Australian Psychologist, 23, 23–32.
   Google Scholar
• Gross, S. M. (2006). The student perspective of psychology practica training. Administration in Mental Health and Mental Health Services Research, 33, 264–266.
   PubMed Web of Science ®Google Scholar
• Hatcher, R. L., & Lassiter, K. D. (2007). Initial training in professional psychology: The practicum competencies outline. Training and Education in Professional Psychology, 1, 49–63.
   Web of Science ®Google Scholar
• Helmes, E., & Pachana, N. A. (2005). Professional doctoral training in psychology: International comparison and commentary. Australian Psychologist, 40, 45–53.
   Web of Science ®Google Scholar
• Huey, D. A., & Britton, P. G. (2002). A portrait of clinical psychology. Journal of Interprofessional Care, 16, 69–78. doi:10.1080/13561820220104186
   PubMedGoogle Scholar
• Kavanagh, D. J., Bennett‐levy, J., & Crow, N. (2002). A cognitive‐behavioural approach to supervision. In M. Mcmahon & W. Patton (Eds.), Supervision in the helping professions: A practical approach (pp. 131–142). Frenchs Forest, NSW: Pearson.
   Google Scholar
• Kavanagh, D. J., Spence, S. H., Strong, J., Wilson, J., Sturk, H., & Crow, N. (2003). Supervision practices in allied mental health: A staff survey. Mental Health Services Research, 5, 187–195.
   PubMedGoogle Scholar
• Kenkel, M. B., & Crossman, R. E. (2010). Faculty and administrators in professional psychology programs: Characteristics, roles, and challenges. In M. B. Kenkel & R. L. Peterson (Eds.), Competency‐based education for professional psychology (pp. 249–259). Washington, DC: APA.
   Google Scholar
• Kenkel, M. B., & Peterson, R. L. (2010). Competency‐based education for professional psychology. Washington, DC: APA.
   Google Scholar
• Marrelli, A. F. (1998). An introduction to competency analysis and modeling. Performance Improvement, 37, 8–17.
   Google Scholar
• Mcfall, R. M. (1991). Manifesto for a science of clinical psychology. The Clinical Psychologist, 44, 75–88.
   Google Scholar
• Mcfall, R. M. (2006). Doctoral training in clinical psychology. Annual Review of Clinical Psychology, 2, 21–49.
   PubMed Web of Science ®Google Scholar
• Mentkowski, M., & Associates. (Eds.) (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey‐Bass.
   Google Scholar
• O'donovan, A., Dyck, M., & Bain, J. D. (2001). Trainees' experience of postgraduate clinical training. Australian Psychologist, 36, 149–156.
   Web of Science ®Google Scholar
• Pachana, N. A., Emery, E., Konnert, C. A., Woodhead, E., & Edelstein, B. (2010). Geropsychology content in clinical training programs: A comparison of Australian, Canadian and US data. International Psychogeriatrics, 22(6), 909–918.
   Web of Science ®Google Scholar
• Pachana, N. A., & Helmes, E. (2008). Professional psychology training: Curriculum examinations from several vantage points. Australian Psychologist, 43, 215–216.
   Web of Science ®Google Scholar
• Peterson, C., & Seligman, M. E. P. (2004). Values in action (VIA) classification of strengths. New York: Oxford University Press.
   Google Scholar
• Rodolfa, E., Bent, R., Eisman, E., Nelson, P., 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.
   Web of Science ®Google Scholar
• Roy, K. M., Roberts, M. C., & Stewart, P. K. (2006). Research productivity and academic lineage in clinical psychology: Who is training the faculty to do research? Journal of Clinical Psychology, 62, 893–905.
   Web of Science ®Google Scholar
• Rubin, N. J., Bebeau, M., Leigh, I. W., Lichtenberg, J. W., Nelson, P. D., Portnoy, S., . . . Kaslow, N. J. (2007). The competency movement within psychology: An historical perspective. Professional Psychology: Research and Practice, 38, 452–462.
   Web of Science ®Google Scholar
• Scott, T. L., Pachana, N. A., & Sofranoff, K. (2011). Survey of current curriculum practices within Australian post‐graduate clinical training programs: Students' and program directors' perspectives. Australian Psychologist, 46(2), 77–89.
   Web of Science ®Google Scholar
• Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5–14.
   PubMed Web of Science ®Google Scholar
• Snyder, C. R., & Elliott, T. R. (2005). Twenty‐first century graduate education in clinical psychology: A four‐level matrix model. Journal of Clinical Psychology, 61, 1033–1054.
   PubMed Web of Science ®Google Scholar
• Stein, D. M., & Lambert, M. J. (1995). Graduate training in psychotherapy: Are therapy outcomes enhanced? Journal of Consulting and Clinical Psychology, 63, 182–196.
   PubMed Web of Science ®Google Scholar
• Stoltenberg, C. D., & Pace, T. M. (2007). The scientist–practitioner model: Now more than ever. Journal of Contemporary Psychotherapy, 37, 195–203.
   Google Scholar
• Strupp, H. H., & Hadley, S. W. (1977). A tripartite model of mental health and therapeutic outcomes. American Psychologist, 32, 187–196.
   PubMed Web of Science ®Google Scholar