Journal of Pediatric Psychology, Vol. 28, No. 6, 2003, pp. 443-445
© 2003 Society of Pediatric Psychology
Commentary: Training in Pediatric Psychology: A Survey of Predoctoral Internship Programs
Emory University School of Medicine
All correspondence should be sent to Nadine J. Kaslow, Emory Department of Psychiatry and Behavioral Sciences, Grady Health System, 80 Jesse Hill Jr. Drive SE, Atlanta, Georgia 30303. E-mail: nkaslow@emory.edu.
| The first 150 words of the full text of this article appear below. |
Within the field of professional psychology, there is a growing emphasis on
a competency-based approach to the training and evaluation of psychology
students (Peterson, Peterson, Abrams, &
Stricker, 1997
). This movement has led to such recent events as a
major multinational conference, which was held to focus on the identification,
training, and assessment of core competencies of psychology trainees. In
general, competency connotes professional judgment of an individual's ability
or capacity to perform certain activities based on his or her education,
training, and experience. Additionally, competency refers to what people know
or are able to do in terms of knowledge, skills, and attitudes. Professional
competency has been defined further as the "habitual and judicious use
of communication, knowledge, technical skills, clinical reasoning, emotions,
values, and reflection in daily practice for the benefit of the individual and
the community being served" (Epstein
& Hundert, 2002). Based on these views,