Standards and Competencies in Psychology

Competencies

Competencies have been defined as “a measurable pattern of knowledge, skill, abilities, behaviors, and other characteristics that an individual needs to perform work roles or occupational functions successfully” (Rodriguez et al., 2002, p. 310). Thus, competencies specify what individuals need to do and the behaviors they should undertake for certain activities, tasks, or roles to perform their professional responsibilities effectively (Schippmann et al., 2000). Competencies are often combinations of the knowledge, skills, and abilities necessary to perform a given role (Campion et al., 2011). In practice, various competencies often overlap and cannot be acquired or attained easily in a linear fashion.

Prahalad and Hamel (1990) first introduced the concept of a core competency as a concept in management theory and defined it as “a harmonized combination of multiple resources and skills that distinguish a firm in the marketplace.”^[1] A multitude of authors have subsequently proposed various combinations of core competencies for psychology (e.g., Rodolfa et al., 2005; Fouad et al., 2009); however, until recently, no unified set of core competencies existed.

The Ethics Code

The first version of a code of ethics was published by the APA in 1953. The need for such a document came after psychologists were taking on more professional and public roles post-World War II. A committee was developed and reviewed situations submitted by psychologists in the field who felt they had encountered ethical dilemmas. Since its origin, there have been nine revisions with the most recent published in 2002 and amended in 2010.

Despite the development and use of a complete ethical code, there have still been ethical violations and controversies. For instance, although the APA takes an explicit stance against conversion therapy, this treatment remains controversial amongst many psychologists and religious groups and is still being practiced by some.

General Principles

There are five general principles that serve as the ideals to which psychologists should aspire within the profession. The principles represent ethical goals but do not explicitly inform or instruct adherence to the goals; instead, the principles aim to influence and to guide professional behavior with respect to the psychologist, research subjects, students, and the individuals who seek psychological services.

Principle A: Beneficence and Non-maleficence

The beneficence and non-maleficence principle of the APA general principles guides psychologists to perform work that is beneficial to others yet does not hurt anyone in the process of carrying out that work. Psychologists are to remain aware of their professional influence and the potential consequences therein on individuals and groups who seek counsel with the psychologist, especially with respect to preventing misuse or abuse, while additionally maintaining awareness of how the psychologist’s own physical and mental health may influence their work. Among professional interactions and research, psychologists ought to respect and protect the rights and welfare of patients and participants.

Principle B: Fidelity and Responsibility

The fidelity and responsibility principle of the APA general principles inspires psychologists to cultivate a professional and scientific environment built upon trust, accountability, and ethical considerations. Psychologists are bound to the community by way of their profession and must conduct themselves in a responsible and ethical manner while also maintaining a similar check on colleagues. Furthermore, psychologists are expected to altruistically devote some of their time to the community.

Principle C: Integrity

The integrity principle of the APA general principles aims to encourage psychologists to engage in honest, transparent practices within all aspects of the field of psychology. That is, psychologists should not engage in behavior that could be misconstrued as dishonest, exploitative, or otherwise malicious. When deception is appropriately used (most likely during psychological research), psychologists have a responsibility to mitigate the effects of its use on the overall field.

Principle D: Justice

The justice principle of the APA general principles states that people are entitled to the advances made within the field of psychology and to the services offered by professionals within the field. Furthermore, psychologists should prevent unjust practices by remaining aware of their biases, level of competence, and area and limits of expertise.

Principle E: Respect for People’s Rights and Dignity

The APA general principle concerning respect for people’s rights and dignity recognizes individuals’ rights to privacy and confidentiality. Psychologists are to respect the individuals’ rights while also acknowledging the worth of the individual by taking judicious precautions and engaging in positive, professional interactions, avoiding the influence of any personal bias towards the individual or group. This entails awareness of the vulnerabilities experienced by any particular population of people and necessitates understanding of and respect for diversity, including, but not limited to, factors concerning gender, race, religion, disability, and socioeconomic status.