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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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