| 1 |
Has 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 |
Has knowledge of self, such as motivation, resources, values, personal biases, and the macro (work, national norms) and micro (family, gender differences) environment in which the person functions. |
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| 3 |
Acquires 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 |
Accepts obligations, is sensitive to others, and conducts oneself in an ethical manner while working with other professionals. |
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| 5 |
Has 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 collecting and processing data, formulating hypotheses and making a diagnosis when appropriate, report writing, and formulating an action plan. |
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| 6 |
Learns 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 |
Analyzes the information by utilizing critical reasoning skills, develops a conceptual framework towards the solution of a critical problem, and communicates this to the client. |
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| 8 |
Has 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; applies various research approaches to social systems. |
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| 9 |
Has knowledge of ethical principles and skills of the ethical decision-making process, proactive identification of potential ethical dilemmas, and resolution of ethical dilemmas. |
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| 10 |
Learns to be a receptive supervisee, such as being open to supervision, well-prepared, able to use time efficiently, aware of limits, and able to link learning approaches to specific evaluation criteria. |
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