Introduction

Clinical psychology is an essential discipline where general practice and provision of health services to clients matters most. Just like in other professions, the level of competence in this field is critical to ensure that optimum services to clients are guaranteed. It is for this reason that educational programs are expected to produce competent professionals to work in this field. Continuous competence assessment in the developmental stages is also important as it helps determine the skills, Knowledge and attitudes essential in clinical psychology (Peterson, Peterson, Abrams & Stricker, 2006). The assessment process helps in timely planning for relevant training and areas of improvement. A personal assessment will assist in determining both the foundational and functional competencies essential for the provision of specialty level services in the practice of Clinical Psychology.

Assessment

As I continue with my program of study, it is imperative that I engage in a self-assessment practice that will enable me understand the knowledge, skills and attitudes I gain in every development level. For instance, I have realized that I have necessary competencies in matters of relationships. Over the years in my study, I have demonstrated high sensitivity to the welfare, dignity, and rights of others (Corey, Corey & Haynes, 2015). My ability to freely relate and integrate with groups, individuals and communities is recommendable. I firmly believe that I can be able to maintain effective relationship both with the clients and my fellow workers. Both written and verbal interactions have been my strengths in the study program.

Also, individual and cultural diversity (ICD) has also been an important foundational competence that I can boast of. Over the years, I have demonstrated knowledge, sensitivity and skills in working with people across varied cultural diversity either in terms of race, ethnicity and sexual orientation among others. Satisfactory service provision in clinical psychology demands the application of culturally appropriate skills and techniques (Lating, Barnett & Horowitz, 2009). Understanding social and cultural differences is critical for specialty service provision in clinical practice.

From my point of view, it is also my firm belief that I have demonstrated necessary professional values and attitudes over the years I have been in the study program.  My attitude and behavior in the learning process have shown high levels of integrity, personal responsibility and utmost adherence to professional standards required in the health profession. My conscience remains clear on the need to be concerned with the welfare of others and being accountable for all what I do. I have also trained myself on seeking assistance and supervision where necessary. It is my hope that as I pursue my course, the level of professionalism in clinical psychology will reach maximum.

Interdisciplinary systems are another foundational competence that I can comfortably claim to have. Over the years, I have demonstrated considerable awareness of relevant issues and constructs within related disciplines. It is my belief that I have exhibited great understanding of critical interactions with other settings, disciplines, agencies and professionals (McCutcheon, 2009). I have shown excellent interaction skills with other professions and organizations through efficient and timely communication.

Apart from foundational competencies, I also possess strong functional competencies that are also essential in clinical psychology. For example, I have viable intervention skills that help in defining a preventive course towards patients. In the learning process, I have learned understanding theories and its application for the betterment of personality. Intervention process requires proper understanding of the diverse culture and use of evidence-based practice in the therapeutic process.

I have also learned that I have a great passion for research and evaluation. I have been actively involved in the research process that is aimed at improving the knowledge base of the profession. It is my culture to try evaluating the contribution of the theoretical work in application to daily life (Kenkel & Peterson, 2010). Collection and analysis of data using acceptable scientific and statistical procedures in the development of clinical psychology are my main strength. I am also keen on analyzing the program effectiveness.

Action plan

From the developmental levels outlined by NCSPP on each of the competencies and as the benchmark tool, I have realized that there are some critical competencies that I am short of. For example, I have not had a chance to assess my administration and supervision skills (Lating, Barnett & Horowitz, 2009). My teaching and advocacy skills have also not been adequately assessed, and I feel that these are my critical areas of weakness. To deal with these shortcomings, I will spend more time in practicing supervisory and teaching responsibilities moving forward. Having healthy relationship skills, it will be easy to build on this strength to expand my supervisory and teaching skills. This will call for great understanding of complex dimensions of diversity and awareness of relevant legal and institutional policies essential in the clinical psychology.

To sum it up, self-assessment in the different levels of study program is an important step. This is because it will help bridging the gap between the current skills, knowledge and attitudes and the desired level. Proactive measures such as additional training and capacity building can be utilized to close the gap. It is also recommendable ensuring that competencies should not only assessed individually but also within integrative approach where multiple traits are evaluated simultaneously.  This approach would ensure that highly competent professionals are produced at the end of the study program.

References

Corey, G., Corey, M., & Haynes, R. (2015). Ethics in action. Stamford, CT: Cengage Learning.

Hoffmann, T., Bennett, S., & Del Mar, C. (2009). Evidence-based practice across the health professions. Chatswood, N.S.W.: Elsevier Australia.

Kenkel, M., & Peterson, R. (2010). Competency-based education for professional psychology. Washington, DC: American Psychological Association.

Lating, J., Barnett, J., & Horowitz, M. (2009). Increasing advocacy awareness within professional psychology training programs: The 2005 National Council of Schools and Programs of Professional Psychology Self-Study. Training And Education In Professional Psychology, 3(2), 106-110. doi:10.1037/a0013662

McCutcheon, H. (2009). Using evidence to guide nursing practice. Chatswood, N.S.W.: Elsevier Australia.

Peterson, R., Peterson, D., Abrams, J., & Stricker, G. (2006). The National Council of Schools and Programs of Professional Psychology Educational Model. Training And Education In Professional Psychology, S(1), 17-36. doi:10.1037/1931-3918.s.1.17

 
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