Competency Model
Clinical Psychology Ph.D. Program

Purpose

The purpose of the model is to develop and assess competency of professional behaviors in doctoral level graduate students in the Clinical Studies Program that are consistent with the Program’s professional training goals. These goals include but are not limited to the development and demonstration of skills and abilities that enable graduating students to:

• Conduct and publish independent empirical research
• Competently serve as innovative teachers/instructors in colleges, universities, and medical schools, and presenters at local, regional, national, and international professional conferences
• Prepare/review grants and develop knowledge and expertise in the area of administration and policies/legislation relevant to mental health issues; and
• Be expertly trained, empirically oriented clinicians capable of designing, implementing, and assessing programs concerned with mental health and mental health delivery broadly defined.   

Requirements, Rationale and Objectives

Successful completion of qualifying and comprehensive examination requirements reflect the Program’s desire to insure overall breadth of training in the field of clinical psychology that are complemented by individually tailored professional training experiences and competencies consistent with a student’s professional career goals. The four professional domains outlined above (and detailed in the ensuing sections) are consistent with this intent. All students are required to complete the Research domain owing to the importance and centrality of research competency to the Ph.D. degree in Clinical Psychology. Two of the other three professional competency domains must be fulfilled to complete qualifying/ comprehensive requirements. Students are free to select any two of the three domains (Teaching, Government Proposals/Policy, Clinical Practice/ Consultation) and are expected to discuss possible selections with their major professor/faculty advisor prior to formalizing their choices. Choice of domain is expected to reflect individual professional training goals and the desire for additional knowledge and expertise in a selected area. All competency domains contain two options, and students are free to select either option (see ‘a’ and ‘b’ options under each domain in above matrix) in consultation with their faculty advisor.

Professional Activity/Competency Domains

Professional Activity Domain A:  Research (required)

A1:  Publish as senior or second author a review or theoretical article in a peer-reviewed journal in Psychology such as Psychological Bulletin or Psychological Review or in a journal in a related discipline. The publication may not derive from work done as an unclassified graduate student. For students entering the clinical doctoral program with a Master’s degree in Psychology from an accredited institution, a previously published review or theoretical article completed while a graduate student may fulfill this requirement upon approval by the clinical faculty. Students will submit an acceptance letter from the journal and preprint or reprint of the article (when available) to fulfill the research competency domain. No two students in the Clinical Psychology Doctoral Program at the University of Central Florida may use the same article to fulfill the requirements of the Research professional activity domain. Thus, it is critical for students to discuss this matter with their major graduate advisor and other student colleagues who may be participating in the same research project prior to selecting a study to fulfill the research domain requirements.

- Or -

A2: Publish as senior or second author an empirical article in a peer-reviewed journal in Psychology or related discipline. Publication of an empirical Master’s thesis is one option, including a thesis in Psychology completed at another university. The publication may not derive from work done as an unclassified graduate student. For students entering the clinical doctoral program with a Master’s degree in Psychology, a previously published empirical article completed while a graduate student may fulfill this requirement upon approval by the clinical faculty. Students will submit an acceptance letter from the journal and a preprint or reprint of the article (when available) to fulfill the research competency domain. No two students in the Clinical Psychology Doctoral Program at the University of Central Florida may use the same article to fulfill the requirements of the Research professional activity domain. Thus, it is critical for students to discuss this matter with their major graduate advisor and other student colleagues who may be participating in the same research project prior to selecting a study to fulfill the research domain requirements.

Professional Activity Domain B: Government Proposals and Policy

B1: Write and submit a grant proposal that conforms to federal guidelines. The grant proposal may include a Co-PI (e.g., the student’s major professor). The proposal may be submitted to a private funding agency as long as the proposal is comparable to the standards required by federal agencies (e.g., PHS 398). Submit a copy of the grant proposal, a letter acknowledging receipt of the proposal, and a letter from the agency providing a critique of the proposal and indicating its funding status (e.g., priority score, unapproved, approved but not funded, partially funded, fully funded).

  - Or -

B2: Submit a comprehensive written summary that provides a detailed overview of your experiences at a pre-approved institution or professional site. Your involvement with the site must meet a minimum requirement of 80 hours (note: this can consist of part time hours spread over several weeks or months). Detailed information will include (a) the name of the institution, program, or professional affiliation, (b) a listing of the professionals/supervisors involved in on-site supervision, (c) a detailed activity log of times and dates spent at the site, (d) a 2-4 page summary concerning the overall mission of the site, (e) a 5-10 page summary of professional activities such as involvement in policy analysis studies, assisting with the preparation of reports for policy-makers, assisting with the analysis and/or preparation of grants and papers related to mental health policy, legislation or impact (broadly defined), and tracking the progress of proposed policy changes, and (f) a 4-8 page synopsis concerning the primary issues, impact, and study of a selected policy, policy research, or legislative action related to mental health.

Professional Activity Domain C:  Teaching

C1: Teach one undergraduate psychology course or an undergraduate course in a related discipline. Submit a syllabus, lecture notes, examinations, two course evaluations (mid- and end-of-semester), and written feedback from the student’s major professor (if the domain is selected to fulfill the requirements of the qualifying examination) or members of the doctoral committee who directly observed at least three lectures.

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C2:  Prepare and give ten presentations; these can include guest lectures in the UCF Department of Psychology, psychology conference papers or posters, and psychology workshops. Submit lecture notes of each presentation, a copy of conference presentations, workshop announcements and handouts, a modified course evaluation form for each oral presentation, and written feedback from the student’s major professor (if the domain is selected to fulfill the requirements of the qualifying examination) or members of the doctoral committee who directly observed at least three lectures or presentations. Oral presentations will be evaluated using the “Oral Presentation Evaluation Form” or a comparable form approved by the student’s doctoral committee (see Handbook Appendix).

Professional Activity Domain D:  Clinical Practice and Consultation

D1: Prepare a written and oral clinical case conceptualization.  The written case conceptualization should include a literature review relevant to the presenting problems, as well as measurement devices and interventions used, assessment results and interpretation, case formulation, treatment design, and outcome evaluation design.  An audiotape, a videotape, or documentation of direct observation by the supervising faculty (to be completed by the supervising faculty) should also be included.  The case presented should be a client (individual adult, individual child, or family) with multiple problems and system issues (e.g., family, school, staff) seen by the student.  The written case conceptualization; the audiotape, videotape, or direct observations of the supervisor; and the assessment data should be submitted to the doctoral committee.  The case conceptualization will then be presented to the doctoral committee.

  - Or -

D2: Prepare a proposal to develop/design an intervention/prevention program or to evaluate an existing intervention/prevention program. A written proposal with the citation of relevant literature, assessment procedures, treatment or prevention strategies, cost analysis, and outcome evaluation procedures should be submitted to the doctoral committee. If the option for designing an intervention is selected, the final proposal should be formally presented to an agency that may benefit from such an intervention for feedback and suggestions. If the option for evaluating an intervention/prevention program is selected, the final proposal should be formally presented to the agency for which the program was designed for feedback and suggestions. Please note that the doctoral committee should be included in these presentations.