College of Public Health and Health Professions, University of Florida, Gainesville, FL 32611, USA.
Rehabil Psychol. 2011 Aug;56(3):219-30. doi: 10.1037/a0024206.
Competence is a core component of ethical conduct as reflected in its addition as an ethical standard in the 2002 APA Ethics Code. Successfully operationalizing and assessing competence provides psychologists a means to improve education and training, advance the field of practice, and create a framework for accountability to the public. Much of the recent competency discussion has been in response to a proposed Cube Model, with its three axes being foundational competencies (practice building blocks, such as scientific knowledge, ethical standards), functional competencies (attributes of providing services, such as assessment, intervention), and developmental progression (acquiring increasing competence over the course of one's education and career). Ethics is included on the foundational competency axis and has been operationalized to the extent that subcomponents and benchmarks have been promulgated. The competency model as proposed faces multiple challenges, including gaining consensus regarding its components, addressing reliable and valid assessment over time, and creating a culture of acceptance. We propose the Ethical Principles as an alternative framework for conceptualizing ethics as a foundational competency given the Ethics Code is already time tested and includes a serial review process for broad discipline input and adaptability. We apply the Ethical Principles as foundational components to rehabilitation psychology training at internship, postdoctoral, and specialty levels to illustrate the model.
Rehabilitation psychology should engage in the competency movement at the predoctoral and postdoctoral level. The application of the Ethical Principles as a foundational competency to rehabilitation psychology represents a first step in this dialog.
能力是道德行为的核心组成部分，这反映在 2002 年 APA 伦理准则中将其作为一项伦理标准的增加上。成功地实施和评估能力为心理学家提供了一种改进教育和培训、推进实践领域以及为向公众负责创造框架的手段。最近的许多能力讨论都是针对拟议的立方体模型，其三个轴分别是基础能力（实践构建块，如科学知识、道德标准）、功能能力（提供服务的属性，如评估、干预）和发展进展（在一个人的教育和职业过程中获得越来越高的能力）。伦理道德被包含在基础能力轴上，并已在一定程度上实施，已颁布了子组件和基准。所提出的能力模型面临着多个挑战，包括就其组成部分达成共识、解决随着时间的推移进行可靠和有效的评估问题，以及营造一种接受的文化。鉴于道德准则已经经过时间的考验，并包括一个对广泛学科投入和适应性的定期审查过程，我们建议将道德原则作为一种替代框架来将伦理道德概念化为基础能力。我们将道德原则作为康复心理学培训的基础组成部分，应用于实习、博士后和专业水平，以说明该模型。
康复心理学应在博士前和博士后水平上参与能力运动。将道德原则作为基础能力应用于康复心理学代表了这一对话的第一步。
