Applying the cube model to pediatric psychology: development of research competency skills at the doctoral level.

This article considers the development of research competencies in professional psychology and how that movement might be applied to training in pediatric psychology. The field of pediatric psychology has a short but rich history, and experts have identified critical competencies. However, pediatric psychology has not yet detailed a set of research-based competencies. This article initially reviews the competency initiative in professional psychology, including the cube model as it relates to research training. Next, we review and adapt the knowledge-based/foundational and applied/functional research competencies proposed by health psychology into a cube model for pediatric psychology. We focus especially on graduate-level training but allude to its application throughout professional development. We present the cube model as it is currently being applied to the development of a systematic research competency evaluation for graduate training at our medical/clinical psychology doctoral program at the University of Alabama at Birmingham. Based on the review and synthesis of the literature on research competency in professional psychology we propose future initiatives to develop these competencies for the field of pediatric psychology. The cube model can be successfully applied to the development of research training competencies in pediatric psychology. Future research should address the development, implementation, and assessment of the research competencies for training and career development of future pediatric psychologists.

Citation

Avi Madan-Swain, Shirley L Hankins, Margaux Barnes Gilliam, Kelly Ross, Nina Reynolds, Jesse Milby, David C Schwebel. Applying the cube model to pediatric psychology: development of research competency skills at the doctoral level. Journal of pediatric psychology. 2012 Mar;37(2):136-48

Mesh Tags

PMID: 22108224

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