internship supply and demand: 1999 Association of Psy- chology Postdoctoral and Internship Centers’ match impli- cations. Professional Psychology: Research and Practice, 31, 288 –294. Logsdon-Conradsen, S., Sirl, K. S., Battle, J., Stapel, J., Anderson, P. L., Ventura-Cook, E., et al. (2001). Formal- ized postdoctoral fellowships: A national survey of post- doctoral fellows. Professional Psychology: Research and Practice, 32, 312–318. Rehm, L. P., Kaslow, N. J., & Rabin, A. S. (1987). Cogni- tive and behavioral targets in a self-control therapy pro- gram for depression. Journal of Consulting and Clinical Psychology, 4, 60 – 67. Seligman, M. E. P., Peterson, C., Kaslow, N. J., Tanen- baum, R. L., & Abramson, L. Y. (1984). Attributional style and depressive symptoms among children. Journal of Ab- normal Psychology, 93, 235–238. Competencies in Professional Psychology Nadine J. Kaslow Emory University School of Medicine There has been a burgeoning interest in competency-based education and credentialing in professional psychology. This movement gained momentum at the Competencies Conference: Future Directions in Education and Credentialing in Professional Psychology. After defining professional competence, the author focuses on the identification and delineation of foundation, core, and specialty competencies within professional psychology. Attention is then paid to developmentally informed and innovative approaches to training in these competencies. Finally, consideration is given to state-of-the-art approaches to the assessment of these competencies for educational and credentialing purposes. The past two decades have witnessed a burgeoning interest in competency-based education, training, and credentialing in professional psychology (Sumerall, Lopez, & Oehlert, 2000). Education and training groups have articulated com- petency-based training models, including the National Council of Schools and Programs of Professional Psychol- ogy (NCSPP; Bourg et al., 1987; Peterson, Peterson, Abrams, & Stricker, 1997), scientist–practitioner clinical psychologists (Belar, 1992), counseling psychologists (Stoltenberg et al., 2000), and clinical scientists (http:// psych.arizona.edu/apcs/apcs.html). The Committees on Ac- creditation in the United States and Canada moved to com- petency-based approaches to accreditation during the 1990s. Thus, the accreditation of professional education and training programs in psychology is based largely on the program’s ability to demonstrate how and the extent to which foundational competencies for the profession are developed in the students they graduate. Various groups have identified foundation, core, and specialized competen- cies. Competence is now granted a separate section in the 2002 revision of the American Psychological Association (APA) “Ethical Principles of Psychologists and Code of Conduct” (hereinafter referred to as the Ethics Code; APA, 2002a). Further, consensus on competency-based regula- tions to facilitate mobility for professional psychologists has been achieved in Canada. The competencies-based movement gained momentum at the Competencies Conference: Future Directions in Edu- cation and Credentialing in Professional Psychology, held in 2002. This multinational conference brought together representatives from diverse constituency groups to focus on the identification, training, and assessment of competen- cies within professional psychology (Kaslow et al., 2004). Initiated by the Association of Psychology Postdoctoral and Internship Centers, cosponsorship was obtained from APA; education and training groups under the auspices of the Council of Chairs of Training Councils; credentialing and regulatory bodies affiliated with the Council of Cre- dentialing Organizations in Professional Psychology; ethnic minority psychology organizations; and other educational and professional institutions. Eight of the 10 workgroups were formed around competency domains: (a) ethical and legal issues, (b) individual and cultural diversity, (c) scien- tific foundations and research, (d) psychological assess- ment, (e) intervention, (f) consultation and interprofessional collaboration, (g) supervision, and (h) professional develop- ment. Two other workgroups focused on the assessment of competence and specialties. This article presents the current state of the field of competency-based education, training, and credentialing. Editor’s Note Nadine J. Kaslow received the Award for Distinguished Contributions to Education and Training in Psychology. Award winners are invited to deliver an award address at the APA’s annual convention. A version of the award ad- dress was delivered at the 112th annual meeting, held July 28 –August 1, 2004, in Honolulu, Hawaii. Articles based on award addresses are reviewed, but they differ from unso- licited articles in that they are expressions of the winners’ reflections on their work and their views of the field. 774 November 2004 ● American Psychologist