| Abstrakt: |
The present chapter applies much of the discussion from the previous chapter to the unique aspects of providing clinical services to children, adolescents, and their families. For example, the 12 competencies of the ˵cube model″ were designed to represent a broad overview of competencies within the field of professional psychology that could be applied to clinical work with adults as well as clinical work with children. On the other hand, clinical child psychology is a recognized specialty within professional psychology, and there are many differences between clinical work with adults and youth. Following a discussion of the importance of considering clinical child psychology as a specialty, this chapter relates the competencies from the cube model to the practice of clinical child psychology. Other competencies that have been specifically suggested for the clinical child specialization, as well as the subspecialty of pediatric psychology, are also considered. Thus, this chapter reviews and integrates three previous models of competencies, and this integration results in a description of 17 competencies divided into three broad domains including: a) conceptualizing psychological health, b) promoting psychological health, and c) scientific and professional issues. This chapter also describes the developmental progression of the clinical child psychologist from emerging skills to expert competencies. Some consideration is also given to issues related to training competence during graduate school, the predoctoral internship, and continuing education. Finally, the chapter closes with a discussion of the daunting challenge of the assessment of competence. [ABSTRACT FROM AUTHOR] |
