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PSYCHOTHERAPY BULLETIN
Published by the
DIVISIONOFPSYCHOTHERAPY
American PsychologicalAssociation6557 E. RiverdaleMesa, AZ 85215602-363-9211e-mail: assnmgmt1@cox.net
EDITOR
 Jennifer A. Erickson Cornish,Ph.D., ABPP jcornish@du.edu
ASSOCIATE EDITOR
Lavita Nadkarni, Ph.D.
CONTRIBUTING EDITORSDiversity
Erica Lee, Ph.D. andCaryn Rodgers, Ph.D.
Education and Training
Michael Murphy, Ph.D., andEugene Farber, Ph.D.
Ethics in Psychotherapy
 Jeffrey E. Barnett, Psy.D., ABPP
Practitioner Report
 Jennifer F. Kelly, Ph.D.
Psychotherapy Research,Science, and Scholarship
Norman Abeles, Ph.D. and SusanS. Woodhouse, Ph.D.
Perspectives onPsychotherapy Integration
George Stricker, Ph.D.
Public Policy and Social Justice
Rosemary Adam-Terem, Ph.D.
Washington Scene
Patrick DeLeon, Ph.D.
Early Career
Michael J. Constantino, Ph.D. andRachel Gaillard Smook, Psy.D.
Student Features
Sheena Demery, M.A.
Editorial Assistant
Crystal A. Kannankeril, M.S.
STAFFCentral Office Administrator
Tracey Martin
Website
www.divisionofpsychotherapy.org
PSYCHOTHERAPY BULLETIN
Official Publication of Division 29 of theAmerican Psychological Association
2009 Volume 44, Number 3CONTENTS
Editors’ Column ............................................................2President’s Column ......................................................2Interview ........................................................................7
Abraham Wolf, Ph.D.
Psychotherapy research, scienceand Scholarship ..........................................................10
Engaging Underrepresented, UnderservedCommunities in Psychotherapy-RelatedResearch: Notes from a Multicultural Journey
Ethics in Psychotherapy..............................................15
Psychotherapy, Online Social Networking,and Ethics
Education & Training..................................................21
Prioritizing Case Formulation inPsychotherapy Training
Perspectives on Psychotherapy Integration ............25
 Making Evidence-Based Practice Work:The Future of Psychotherapy Integration
DIVISION 29 ~ 2009 APAPROGRAM ....................29Early Career..................................................................33
Building a Private Practice by Being Public:From Social Networking Circles toPsychotherapy Groups
Feature ..........................................................................37
2009 Presidential Summit on the Future of Psychology Practice: Collaborating for Change
Feature ..........................................................................41
Ethics and the Interrogation of Prisoners
Student Feature............................................................47
 Journey to Adulthood in the 21st Century
Feature ..........................................................................50
Psychotherapeutic Treatment Implications for Obese Adolescents
Call for Fellowship ApplicationsDivision 29—Psychotherapy......................................54Membership Application............................................56
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EDITORS’COLUMN
 Jenny Cornish, Ph.D., ABPP, EditorLavita Nadkarni, Ph.D., Associate EditorUniversity of Denver Graduate School of Professional PsychologyNadine J. Kaslow, Ph.D., ABPPEmory University Department of Psychiatry andBehavorial Sciences, Grady Health Systems
PRESIDENT’S COLUMN
We are excited thatthis issue is too full tofitinmorethanashortparagraph from theeditors. There issomething for every-one: two timely pa-pers on ethics (onerelated to online socialnetworking and theother to interroga-tions), an importantarticle on research andmulticultural issues, ahelpful piece on caseformulation in train-ing, a thoughtful submission on evi-dence-based practice and integrativemodels of psychotherapy, an interestingearly career paper on social networkingand private practice, and three studentpapers on a variety of topics, includingan interview with Abraham Wolf,former D29 President and outgoing In-ternet Editor. In addition, be sure toreadthePresident’sColumn,andanim-portant report on the PsychotherapySummit. Finally, information about ourmanyawardwinnersandtheupcomingAPAconvention isincluded. Wehopetosee you soon in Toronto! Jenny Cornish and Lavita Nadkarni(303-871-4737, jcornish@du.edu)
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CultureofCompetence
The current zeitgeistin professional psy-chologyiscompetency- based. Competencerefers to knowledge,skills, and attitudes,and their integration.Competencies are complex and dynam-ically interactive clusters of integratedknowledge of concepts and procedures,skills and abilities, behaviors and strate-gies, attitudes/beliefs/values, disposi-tions and personal characteristics, self-perceptions,andmotivationsthatenablea person to fully perform a task with awide range of outcomes.Educational programs are expected toproduce competence. Programs are ac-credited based in part on program out-comes and training in key competencydomains. Professional credentialing bodies are expected to certify individu-als as competent. Policy makers laudcompetenceandconsumersincreasinglydemand it. Thus, the time has come toembrace a culture of competence. Theremust be a shift within professional psy-chology toward the acquisition andmaintenance of competence as a pri-mary goal.Many recent efforts have led to this shifttoacultureofcompetenceanditsassess-ment, including the identification of thekeyfoundationalandfunctionalcompe-tencies and their essential components.Foundational competencies are thoseknowledge, skills, and attitudes that
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serveasthefoundationforthefunctionsa psychologist is expected to carry out.Thefoundationalcompetencies include:professionalism,reflectivepractice/self-assessment/self-care, scientific knowl-edge and methods, relationships,individualandculturaldiversity,ethicaland legal standards and policies, andinterdisciplinary systems. Functionalcompetencies refer to the major func-tions that a psychologist is expected tocarry out. The functional competenciesthat have emerged by consensus withinprofessional psychology include:assessment, intervention, consultation,research/ evaluation, supervision,teaching, management-administration,and advocacy.In an upcoming article, a CompetencyBenchmarks Document (Fouad et al., inpress) will appear that delineates the es-sential components that comprise eachof these core foundational and func-tional competencies. The CompetencyBenchmarks Document also articulates benchmarks, behavioral indicators thatreflect the expected level of perform-ance at each stage of professional devel-opment for the essential components of each competency domain.As a compan-ion to the Competency BenchmarksDocument, another soon to be pub-lished paper will describe a Compe-tency Assessment Toolkit forProfessional Psychology (Kaslow et al.,in press). This toolkit builds on a grow-ing and long history of competency ini-tiatives, both within the profession andin other healthcare disciplines. Themethods include: 360-degree evalua-tion, annual/ rotation performance re-views, case presentation reviews,client/patient process and outcomedata, competency evaluation ratingforms, consumer surveys, live orrecorded performance ratings, objec-tive structured clinical examinations,portfolios, record reviews, self-assessment, simulations/role plays,standardized client/patient interviews,structured oral examinations, and writ-ten examinations. Given the tremen-dous strides that have been made withregard to evaluating competence, it isalso time to embrace a culture of the as-sessment of competence. The assess-ment of competence fosters learning,evaluations progress, assists in deter-mining curriculum and training pro-gram effectiveness, advances the field,and protects the public.
Psychotherapy Competence
Intervention, which includes psy-chotherapy at its core, is one of the func-tional competencies. This competencyhas been defined as interventions thatare designed to alleviate suffering andto promote health and well-being of in-dividuals, groups, and/or organiza-tions. The essential components thathave been delineated for this compe-tency include: knowledge of interven-tions, intervention planning, skills,intervention implementation, and pro-gress evaluation. Benchmarks for eachoftheseessentialcomponentshavebeendetermined with regard to readiness forpracticum, readiness for internship, andreadiness for entry to practice.I believe that members of the Divisionof Psychotherapy, those psychologistswith a passionate commitment anddedication to the conduct of effectivepsychotherapeuticinterventions,shouldtake a leadership role in fleshing outtheintervention/psychotherapycompe-tence, including its essential compo-nents and benchmarks indicatingcompetent performance at each stage of training and credentialing and in termsoflife-longlearning.Iamexcitedtoreadthe papers that will soon be publishedin
Psychotherapy: Training, Research, Prac-tice, Training
in which leading authorsdiscuss the essential components of thepsychotherapy competency and thefoundational and functional competen-cies informing the psychotherapy com-
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