Professional psychologists are expected to demonstrate competence within and across a number of different but interrelated dimensions. Programs that educate and train professional psychologists also strive to protect the public and profession. Therefore, faculty, supervisors and administrators in such programs have a duty and responsibility to evaluate the competence of students across multiple aspects of performance, development and functioning.

Students in professional psychology programs (at the doctoral, internship, or postdoctoral level) should know that faculty, supervisors and administrators have a professional, ethical and potentially legal obligation to evaluate their competence in areas other than, and in addition to, coursework, seminars, scholarship, comprehensive examinations, clerkships, practica or related program requirements. Within a developmental proactive framework, and with due regard for the inherent power difference between students and faculty, these evaluative areas include, but are not limited to, demonstration of sufficient:

1. Interpersonal and professional competence (e.g., the ways in which student-trainees relate to clients/patients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories);
2. Self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one's own beliefs and values on patients/clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories);
3. Openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and
4. Resolution of issues or problems that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by the successful completion of remediation plans; by participating in personal therapy in order to resolve issues or problems).

  

Actions based on this policy will be considered when a student's conduct clearly and demonstrably

1. Impacts the performance, development, or functioning of the student,
2. Raises questions of an ethical nature,
3. Represents a risk to public safety,
4. Damages the representation of psychology to the profession or public.

Core Clinical Psychology faculty may review such conduct within the context of the program's evaluation processes.