| 1 |
Knowledge of theories and empirical data on the professional relationship, such as: Interpersonal relationships, power relationships, boundary issues, therapeutic alliance and more specific knowledge of the fluctuations of the therapeutic/professional relationship as a function of intervention setting. |
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| 2 |
Knowledge of self, such as motivation, resources, values, personal biases and others; macro (work, national norms) and micro (family, gender differences) environment in which the person functions. |
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| 3 |
Acquiring skills of effective communication, establishment and maintenance of rapport, establishment and maintenance of trust and respect in the professional relationship. |
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| 4 |
Accepting obligations, being sensitive to others, and conducting the self in an ethical manner while working with other professionals. |
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| 5 |
Knowledge and skills of assessment and evaluation such as assessment methods, knowledge of populations served in a cultural context, human development and diagnosis along with necessary skills such as collection and processing data, formulation of hypotheses and making a diagnosis when appropriate, report writing and formulation of an action plan. |
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| 6 |
The learning of an array of varied interventions with individuals and systems such as couples, families, groups and organizations, selecting and applying appropriate intervention methods. |
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| 7 |
Analyzing the information by utilizing critical reasoning skills, developing a conceptual framework towards solution of a critical problem, and communicating this to the client. |
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| 8 |
Sufficient skills in the conduct of research to be able to develop and carry out projects in a professional context and, in certain cases, in an academic context. Applications of various research approaches to social systems. |
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| 9 |
Has knowledge of ethical principles and skills of ethical decision-making process, proactive identification of potential ethical dilemmas and resolution of ethical dilemmas. |
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| 10 |
Learning to be a receptive supervisee such as open to supervision, well prepared, able to use time efficiently, aware of limits, and ability to link learning approaches to specific evaluation criteria. |
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