Palermo Tonya M, Janicke David M, McQuaid Elizabeth L, Mullins Larry L, Robins Paul M, Wu Yelena P
Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah
Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah.
J Pediatr Psychol. 2014 Oct;39(9):965-84. doi: 10.1093/jpepsy/jsu015. Epub 2014 Apr 8.
As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations.
The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology.
Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report.
Recommendations for the use of, and the further refinement of, these suggested competencies are discussed.
作为一个领域，儿科心理学在学生和从业者的教育与培训方面投入了大量精力。随着专业心理学和健康职业领域朝着能力达成的更广泛运动，儿科心理学协会委托一个特别工作组来确定儿科心理学的核心能力，并满足当代培训建议的需求。
特别工作组采用了能力基准工作组提出的框架，该框架用于为健康服务实践培养心理学家，并定义了适用于从初始实习培训到进入儿科心理学专业劳动力队伍的各个培训水平的能力。
本报告介绍了6个聚类领域（包括科学、专业精神、人际、应用、教育和系统）以及1个贯穿各领域的聚类（儿科心理学的跨领域知识能力）中的能力。
讨论了关于使用这些建议能力以及进一步完善这些能力的建议。
