Competency Assessment Toolkit for Professional Psychology Nadine J. Kaslow Emory University School of Medicine Catherine L. Grus American Psychological Association Education Directorate Linda F. Campbell University of Georgia Nadya A. Fouad University of Wisconsin-Milwaukee Robert L. Hatcher University of Michigan Emil R. Rodolfa University of California, Davis A “toolkit” for professional psychology to assess student and practitioner competence is presented. This toolkit builds on a growing and long history of competency initiatives in professional psychology, as well as those in other health care disciplines. Each tool is a specific method to assess competence, appropriate to professional psychology. The methods are defined and described; information is presented about their best use, psychometrics, strengths and challenges; and future directions are outlined. Finally, the implications of professional psychology’s current shift to a “culture of competency,” including the challenges to implementing ongoing competency assessment, are discussed. Keywords: competencies, assessment, benchmark THIS ARTICLE REFLECTS the efforts of a Task Force Group supported by the Board of Educational Affairs of the Education Directorate of the American Psychological Association. The first two authors were the co- chairs of the Task Force and took the lead in writing the manuscript. The remaining authors actively participated in the Task Force and the crafting of the manuscript and are listed in alphabetical order. Nadine J. Kaslow, Department of Psychiatry and Behavioral Sciences, Emory University, Atlanta, Georgia; Catherine L. Grus, Education Directorate, American Psy- chological Association, Washington, DC; Linda F. Campbell, Department of Counseling and Human Development Services, University of Georgia, Athens, Georgia; Nadya A. Fouad, Department of Educational Psychology, University of Wisconsin-Milwaukee. Robert L. Hatcher, Department of Psychology, University of Michigan, Ann Arbor, Michigan; Emil R. Rodolfa, CAPS– Counseling and Psychological Services, University of California, Davis. THE AUTHORS OF THIS ARTICLE were the members of the American Psychological Association’s workgroup on the Competency Assessment Toolkit in Professional Psychology. The lead authors took primary respon- sibility for crafting this article. The first author was the Task Force Chair. The remaining authors are listed in alphabetical order. NADINE J. KASLOW, PhD, earned her doctorate in clinical psychology from the University of Houston. She is Professor and Chief Psychologist at Emory University School of Medicine, Department of Psychiatry and Behavioral Sciences at Grady Hospital and Special Assistant to the Pro- vost. Currently, she is President of Division 29 and of the American Board of Clinical Psychology and Incoming Editor of the Journal of Family Psychology. She was the recipient of the APA Distinguished Contributions to Education and Training Award (2004). Her research and clinical inter- ests focus on competency-based education, training, and supervision of interns and postdoctoral fellows; family violence; suicidal behavior across the life-span; and family systems medicine. CATHERINE L. GRUS, PhD, is the Associate Executive Director for Professional Education and Training at the American Psychological Asso- ciation (APA). Dr. Grus received her PhD in clinical psychology from Nova University. At APA, Dr Grus works to advance policies and practices that promote quality education and training in professional psychology. LINDA F. CAMPBELL, PhD, received her doctorate in counseling psychol- ogy from Georgia State University. She is Professor and Director of the Center for Counseling at the University of Georgia. Her research focuses on ethics, supervision, and psychotherapy. NADYA A. FOUAD, PhD, is professor and training director of the Coun- seling Psychology program at the University of Wisconsin-Milwaukee. She received her doctorate from the University of Minnesota. She was recipient in 2003 of the John Holland Award for Outstanding Achievement in Career and Personality Research. She is Editor of The Counseling Psychologist. She has published articles and chapters on cross-cultural vocational assess- ment, career development of women and racial/ethnic minorities, interest measurement, cross-cultural counseling, and race and ethnicity. ROBERT L. HATCHER received his PhD in Clinical Psychology from the University of Michigan, where he is currently the director of the Psycho- logical Clinic. He is president emeritus of the Association of Directors of Psychology Training Clinics. His research interests include the alliance in therapy, interpersonal measurement, and professional competencies. EMIL RODOLFA received his PhD from Texas A&M University. He is the director of Counseling and Psychological Services at/ the University of California, Davis. Currently, he serves as the President of the Association of State and Provincial Psychology Boards (ASPPB) and is a member of the State of California Board of Psychology. He is the Editor of Training and Education in Professional Psychology. His interests include legal and ethical practice and supervision and training. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Nadine J. Kaslow, PhD, Emory University School of Medicine, Depart- ment of Psychiatry and Behavioral Sciences, Grady Hospital, 80 Jesse Hill Jr. Drive, Atlanta, GA 30303. E-mail: nkaslow@emory.edu Training and Education in Professional Psychology © 2009 American Psychological Association 2009, Vol. 3, No. 4(Suppl.), S27–S45 1931-3918/09/$12.00 DOI: 10.1037/a0015833 S27