@article{ref1,
title="Recommendations for training in pediatric psychology: defining core competencies across training levels",
journal="Journal of pediatric psychology",
year="2014",
author="Palermo, Tonya M. and Janicke, David M. and McQuaid, Elizabeth L. and Mullins, Larry L. and Robins, Paul M. and Wu, Yelena P.",
volume="39",
number="9",
pages="965-984",
abstract="OBJECTIVE: 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. <br><br>METHODS: 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. <br><br>RESULTS: 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. <br><br>CONCLUSIONS: Recommendations for the use of, and the further refinement of, these suggested competencies are discussed.<p /> <p>Language: en</p>",
language="en",
issn="0146-8693",
doi="10.1093/jpepsy/jsu015",
url="http://dx.doi.org/10.1093/jpepsy/jsu015"
}