A Cube Model for Competency Development: Implications for Psychology Educators and Regulators

By E. Rodolfa, R. Bent, Elena J. Eisman, P. Nelson, L. Rehm, P. Ritchie. 2005

526 citations recorded by the source corpus.

Subfields: General Health Professions, Public Health, Environmental and Occupational Health, Social Psychology

View Paper: https://www.semanticscholar.org/paper/24a7f6b71035f9622e45f91be169429466809894

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Health Professions

1. R. Hatcher
2. B. Thorn
3. Edward P. Shafranske
4. C. Falender

In Public Health, Environmental and Occupational Health

1. Edward P. Shafranske
2. C. Falender
3. R. Hatcher

In Social Psychology

1. Edward P. Shafranske
2. C. Falender
3. R. Hatcher
4. N. Fouad
5. S. Dollinger
6. B. Thorn
7. N. Elman
8. E. Rodolfa

Citations in the corpus

• Initial training in professional psychology: The practicum competencies outline. (2007, methodology): “The Cube Model for Competency Development (Rodolfa et al., 2005) was developed to summarize and integrate the findings of the conference in an overarching model for professional competence across the psychologist’s professional career, spanning five stages of professional development, from doctoral ”
• Recognizing, Assessing, and Intervening With Problems of Professional Competence (2007, background): “Such assessments identify certain people as having problems in professional competence in one or more competency domains that are key to effective functioning (Elman & Forrest, in press; Rodolfa, 2005; Rodolfa et al., 2005; Stern, 2006).”
• Competency assessment models. (2007, methodology): “Utilizing the cube model of core competencies in professional psychology (Rodolfa et al., 2005), the Benchmarks Work Group proposed 12 core competencies that are classified as either foundational or functional.”
• Competency Assessment Toolkit for Professional Psychology (2009, background): “Recent years have witnessed a burgeoning of interest in identifying the foundational and functional competencies in professional psychology (Kaslow, 2004; Kaslow et al., 2004; Rodolfa et al., 2005) and in articulating benchmarks for competency acquisition at each stage of the education, training, an”
• Effective and Ineffective Supervision (2013, background): “, Falender & Shafranske, 2007), the supervisory relationship seems to be a critical component and foundational competency on which to attend (Rodolfa et al., 2005).”
• Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. (2009, methodology): “The Cube model (see Figure 1) proposes 12 core competencies that are conceptualized as either foundational or functional competencies (Rodolfa et al., 2005).”
• The Importance of Competency-based Clinical Supervision and Training in the Twenty-first Century: Why Bother? (2012, background): “Since clinical supervision is now widely acknowledged as a distinct professional practice (Rodolfa et al. 2005; Falender et al. 2004), it is no longer assumed that competence as a supervisor is accomplished through osmosis.”
• Challenges to the assessment of competence and competencies. (2007, background): “Even if one were to assume a general acceptance of the cube model of competencies (Rodolfa et al., 2005), reflecting the broad domains within which competence should be demonstrated and should be measured at various stages of professional development, it is not clear that there is consensus within t”