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Updated: May 1, 2026
Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
Recommendations for training in pediatric psychology: defining core competencies across training levels
Tonya M Palermo1, David M Janicke2, Elizabeth L McQuaid2
1Department of Anesthesiology & Pain Medicine, University of Washington, Department of Clinical and Health Psychology, University of Florida, Department of Psychiatry and Human Behavior, Brown University, Department of Psychology, Oklahoma State University, Department of Psychology, Children's Hospital of Philadelphia, and Department of Family and Preventive Medicine, University of Utah tonya.palermo@seattlechildrens.org.
Objective:
As a field, pediatric psychology has focused considerable efforts on the education and training of students and practitioners. Alongside a broader movement toward competency attainment in professional psychology and within the health professions, the Society of Pediatric Psychology commissioned a Task Force to establish core competencies in pediatric psychology and address the need for contemporary training recommendations.
Methods:
The Task Force adapted the framework proposed by the Competency Benchmarks Work Group on preparing psychologists for health service practice and defined competencies applicable across training levels ranging from initial practicum training to entry into the professional workforce in pediatric psychology.
Results:
Competencies within 6 cluster areas, including science, professionalism, interpersonal, application, education, and systems, and 1 crosscutting cluster, crosscutting knowledge competencies in pediatric psychology, are presented in this report.
Conclusions:
Recommendations for the use of, and the further refinement of, these suggested competencies are discussed.
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