51³Ô¹ÏºÚÁÏÍø

Formulating and Communicating a Diagnosis

Ìý

The equivalent of a graduate half course in each of the four following subjects:

• psychopathology;
• personality theory/individual differences;
• psychological assessment; and,
• psychodiagnostics

Ìý

Skills

• skill in establishing therapeutic rapport;
• skill in eliciting information through interviewing;
• skill in assessing fundamental psychological processes such as mental state, cognition, emotions and behaviours;
• skill in formulating and testing diagnostic hypotheses;
• skill in communicating diagnostic information clearly and sensitively; and,
• skill in assessment of change in relevant psychological processes.

*Formal training:

• coursework and supervised experience in administering and interpreting assessment materials for a diverse range of problems;
• coursework and/or supervised experience in interviewing techniques;
• training in formulating and testing diagnostic hypotheses in a practice setting;
• supervised experience in communicating sensitive information; and,
• coursework and/or supervised experience in assessment of change in order to evaluate the effectiveness of interventions.

* Formal training involves a combination of coursework and structured, supervised experience with evaluation of performance and feedback to the trainee. While it is accepted that some of the formal training may be acquired in a research setting, it is expected that most formal training will be acquired in a practice setting.

Approved December, 2007

Clinical 51³Ô¹ÏºÚÁÏÍø

All members of the College of Psychologists require the following minimum working knowledge base:

• knowledge in the foundational content areas of psychology, i.e., the biological bases of behaviour, the cognitive affective bases of behaviour, the social bases of behaviour, and the psychology of the individual;
• knowledge of learning;
• knowledge of all relevant ethical, legal and professional issues;
• knowledge of research design and methodology;
• knowledge of statistics; and,
• knowledge of psychological measurement.

Ìý

Clinical 51³Ô¹ÏºÚÁÏÍøis the application of knowledge about human behaviour to the assessment, diagnosis and/or treatment of individuals with disorders of behaviour, emotions and thought.

In addition to the above minimum knowledge base, members practisingÌýClinical 51³Ô¹ÏºÚÁÏÍøÌýrequire the following:

• knowledge of psychopathology/abnormal psychology;
• knowledge of personality/individual differences;
• knowledge of psychological assessment;
• knowledge of psychodiagnostics;
• knowledge of intervention procedures/psychotherapy; and,
• knowledge of evaluation of change.

Ìý

In addition, practitioners who provide services inÌýClinical 51³Ô¹ÏºÚÁÏÍøÌýto children and adolescents must have a background in developmental psychology and knowledge of appropriate assessment and therapeutic techniques.

For members practisingÌýClinical 51³Ô¹ÏºÚÁÏÍø, the following minimum skills are required:

• the ability to perform an appropriate clinical assessment;
• the ability to formulate and communicate a differential diagnosis; and,
• the ability to plan, execute and evaluate an appropriate treatment program.

Ìý

Approved March, 2004

School 51³Ô¹ÏºÚÁÏÍø

All members of the College of Psychologists require the following minimum working knowledge base:

• knowledge in the foundational content areas of psychology, i.e., the biological bases of behaviour, the cognitive affective bases of behaviour, the social bases of behaviour, and the psychology of the individual;
• knowledge of learning;
• knowledge of all relevant ethical, legal and professional issues;
• knowledge of research design and methodology;
• knowledge of statistics; and,
• knowledge of psychological measurement.

Ìý

School 51³Ô¹ÏºÚÁÏÍøis the application of knowledge about human behaviour, mental health, and development to the understanding of the social, emotional and learning needs of children, adolescents and adults, and to the creation of learning environments that facilitate learning, mental health and well-being. To declare competence in school psychology, members are expected to be currently practising, or to have had substantial practice, in a school setting.

In addition to the above minimum knowledge base, members practising inÌýSchool 51³Ô¹ÏºÚÁÏÍøÌýrequire the following:

• knowledge of intellectual, academic, social, behavioural and emotional assessment;
• knowledge of psychodiagnostics;
• knowledge of exceptional students and Ontario’s current categories and definitions of exceptionalities;
• knowledge of normal lifespan development and cross-cultural differences in learning and socialization;
• knowledge of common developmental challenges and general psychopathology;
• knowledge of academic, instructional and remedial techniques;
• knowledge of interdisciplinary team approach for case management, program planning and crisis intervention;
• knowledge of consulting, counselling, and primary, secondary and tertiary intervention programs and techniques;
• knowledge of systems and group behaviours within, and related to, the school organization, including school climate and culture.

Ìý

Practitioners who provide services inÌýSchool 51³Ô¹ÏºÚÁÏÍøÌýshould be aware of the impact of medication and medical conditions on learning and behaviour.

For members practisingÌýSchool 51³Ô¹ÏºÚÁÏÍøÌýthe following minimum skills are required:

• the ability to perform an appropriate psychological assessment;
• the ability to formulate and communicate a differential diagnosis;
• the ability to plan, execute and evaluate appropriate academic and therapeutic prevention and intervention programs; and,
• the ability to work in interdisciplinary teams and to consult with parents, teachers and relevant others.

Ìý

Approved March 2019

Clinical Neuropsychology

All members of the College of Psychologists require the following minimum working knowledge base:

• knowledge in theÌý foundational content areas of psychology, i.e., the biological bases of behaviour, the cognitive affective bases of behaviour, the social bases of behaviour, and the psychology of the individual;
• knowledge of learning;
• knowledge of all relevant ethical, legal and professional issues;
• knowledge of research design and methodology;
• knowledge of statistics; and,
• knowledge of psychological measurement.

Ìý

Clinical Neuropsychologyis the application of knowledge about brain-behaviour relationships to the assessment, diagnosis and treatment of individuals with known or suspected central nervous system dysfunction.

In addition to the above minimum knowledge base, members practising inÌýClinical NeuropsychologyÌýrequire the following:

• knowledge of lifespan development;
• knowledge of personality/individual differences;
• knowledge of psychopathology;
• knowledge of neuroanatomy, physiology and pharmacology;
• knowledge of human neuropsychology and neuropathology;
• knowledge of psychological assessment;
• knowledge of neuropsychological assessment;
• knowledge of psychodiagnostics; and,
• knowledge of clinical and neuropsychological intervention techniques.

Ìý

In addition, practitioners providing services inÌýClinical NeuropsychologyÌýtoÌýchildren and adolescentsÌýmust have a background in developmental psychology and knowledge of appropriate assessment and therapeutic techniques.

For members practising inÌýClinical NeuropsychologyÌýthe following minimum skills are required:

• the ability to perform an appropriate neuropsychological assessment;
• the ability to formulate and communicate a differential diagnosis; and,
• the ability to plan, execute and evaluate an appropriate neuropsychological intervention.

Ìý

Approved March, 2004

Counselling 51³Ô¹ÏºÚÁÏÍø

All members of the College of Psychologists require the following minimum working knowledge base:

• knowledge in theÌý foundational content areas of psychology, i.e., the biological bases of behaviour, the cognitive affective bases of behaviour, the social bases of behaviour, and theÌý psychology of the individual;
• knowledge of learning;
• knowledge of all relevant ethical, legal and professional issues;
• knowledge of research design and methodology;
• knowledge of statistics; and,
• knowledge of psychological measurement.

ÌýCounselling 51³Ô¹ÏºÚÁÏÍøis the fostering and improving of human functioning by helping individuals experiencing distress and difficulties associated with life events and transitions, decision-making, work/career/education, family and social relationships, and mental health and physical health concerns.

In addition to the above minimum knowledge base, members practisingÌýCounselling 51³Ô¹ÏºÚÁÏÍøÌýrequire the following:

• knowledge of psychological adjustment/lifespan development;
• knowledge of personality/individual differences;
• knowledge of psychopathology
• knowledge of psychological assessment;
• knowledge of psychodiagnostics;
• knowledge of intervention procedures/psychotherapy; and,
• knowledge of evaluation of change.

Ìý

In addition, practitioners who provide services inÌýCounselling 51³Ô¹ÏºÚÁÏÍøÌýto children and adolescents must have a background in developmental psychology and knowledge of appropriate assessment and therapeutic techniques.

For those who intend to practiseÌýCounselling 51³Ô¹ÏºÚÁÏÍø, at a minimum, the following skills are expected:

• the ability to perform an appropriate counselling assessment;
• the ability to formulate and communicate a differential diagnosis in order to develop an appropriate counselling intervention and to identify clients who must be referred elsewhere; and,
• the ability to plan, execute and evaluate an appropriate counselling intervention.

Ìý

Approved April, 2016

Forensic/Correctional 51³Ô¹ÏºÚÁÏÍø

All members of the College of Psychologists require the following minimum working knowledge base:

• knowledge in the foundational content areas of psychology, i.e., the biological bases of behaviour, the cognitive affective bases of behaviour, the social bases of behaviour, and the psychology of the individual;
• knowledge of learning;
• knowledge of all relevant ethical, legal and professional issues;
• knowledge of research design and methodology;
• knowledge of statistics; and,
• knowledge of psychological measurement.

Ìý

Forensic/Correctional 51³Ô¹ÏºÚÁÏÍøis the application of knowledge about human behaviour to the understanding, assessment, diagnosis and/or treatment of individuals within the context of criminal and/or legal matters.

In addition to the above minimum knowledge base, members practising inÌýForensic/Correctional 51³Ô¹ÏºÚÁÏÍøÌýrequire the following:

• knowledge of criminal justice/legal systems;
• knowledge of the application of psychological principles within the federal and provincial legal systems;
• knowledge of psychopathology/abnormal psychology/criminal behaviour;
• knowledge of personality/individual differences;
• knowledge of psychological assessment;
• knowledge of psychodiagnostics;
• knowledge of risk assessment/management;
• knowledge of intervention procedures/psychotherapy; and,
• knowledge of evaluation of change.

Ìý

In addition, practitioners providing services inÌýForensic/Correctional 51³Ô¹ÏºÚÁÏÍøÌýto children and adolescents must have a background in developmental psychology and knowledge of appropriate assessment and therapeutic techniques, and applicable legislation.

For members practisingÌýForensic/Correctional 51³Ô¹ÏºÚÁÏÍø, the following minimum skills are required:

• the ability to perform an appropriate assessment;
• the ability to formulate and communicateÌý a differential diagnosis; and,
• the ability to plan, execute and evaluate an appropriate intervention.

Ìý

Approved March, 2004

Health 51³Ô¹ÏºÚÁÏÍø

All members of the College of Psychologists require the following minimum working knowledge base:

• knowledge in the foundational content areas of psychology, i.e., the biological bases of behaviour, the cognitive affective bases of behaviour, the social bases of behaviour, and theÌý psychology of the individual;
• knowledge of learning;
• knowledge of all relevant ethical, legal and professional issues;
• knowledge of research design and methodology;
• knowledge of statistics; and,
• knowledge of psychological measurement.

Ìý

Health 51³Ô¹ÏºÚÁÏÍøis the application of psychological knowledge and skills to the promotion and maintenance of health, the prevention and treatment of illness, and the identification of determinants of health and illness.

In addition to the above minimum knowledge base, members practising inÌýHealth 51³Ô¹ÏºÚÁÏÍøÌýrequire the following:

• knowledge of normal lifespan development;
• knowledge of psychopathology/abnormal psychology;
• knowledge of personality/individual differences;
• knowledge of psychological assessment;
• knowledge of psychodiagnostics;
• knowledge of intervention procedures/psychotherapy;
• knowledge of evaluation of change; and,
• knowledge of behavioural medicine and psychological issues related to health.

Ìý

In addition, practitioners providing services inÌýHealth 51³Ô¹ÏºÚÁÏÍøÌýto children and adolescents must have a background in developmental psychology and knowledge of appropriate assessment and therapeutic techniques.

For members practisingÌýHealth 51³Ô¹ÏºÚÁÏÍø, the following minimum skills are required:

• the ability to perform an appropriate assessment;
• the ability to formulate and communicate a differential diagnosis; and
• the ability to plan, execute and evaluate an appropriate prevention and/or treatment program.

Ìý

Approved March, 2004

Industrial/Organizational 51³Ô¹ÏºÚÁÏÍø

Ìý

• knowledge in theÌý foundational content areas of psychology, i.e., the biological bases of behaviour, the cognitive affective bases of behaviour, the social bases of behaviour, and theÌý psychology of the individual;
• knowledge of learning;
• knowledge of all relevant ethical, legal and professional issues;
• knowledge of research design and methodology;
• knowledge of statistics; and,
• knowledge of psychological measurement.

Ìý

ÌýIndustrial/Organizational 51³Ô¹ÏºÚÁÏÍøis the field of psychological practice and research that aims to further the welfare of people and the effectiveness of organizations by: understanding the behaviour of individuals and organizations in the workplace; helping individuals pursue meaningful and enriching work; and, assisting organizations in the effective management of their human resources.

In addition to the above minimum knowledge base, members practisingÌýIndustrial/Organizational 51³Ô¹ÏºÚÁÏÍøÌýrequire the following:

• knowledge of organizational behaviour;
• knowledge of psychological adjustment/lifespan development;
• knowledge of personality/individual differences;
• knowledge of assessment for selection, promotion and career development;
• knowledge of the psychology of training in organizations;
• knowledge of intervention procedures within the context of the organization;
• knowledge of evaluation of change.

Ìý

For members practisingÌýIndustrial/Organizational 51³Ô¹ÏºÚÁÏÍø, the following minimum skills are required:

• the ability to perform an appropriate assessment;
• the ability to identify individual clients who must be referred elsewhere;
• the ability to plan, execute and evaluate an appropriate organizational intervention.

Approved March, 2004

Rehabilitation 51³Ô¹ÏºÚÁÏÍø

All members of the College of Psychologists require the following minimum working knowledge base:

• knowledge in the foundational content areas of psychology, i.e., the biological bases of behaviour, the cognitive affective bases of behaviour, the social bases of behaviour, and the psychology of the individual;
• knowledge of learning;
• knowledge of all relevant ethical, legal and professional issues;
• knowledge of research design and methodology;
• knowledge of statistics; and,
• knowledge of psychological measurement.

Ìý

Rehabilitation 51³Ô¹ÏºÚÁÏÍøis the application of psychological knowledge and skills to the assessment and treatment of individuals with impairments in their physical, emotional, cognitive, social, or occupational capacities as a result of injury, illness or trauma in order to promote maximum functioning and minimize disability.

In addition to the above minimum knowledge base, members practising inÌýRehabilitation 51³Ô¹ÏºÚÁÏÍøÌýrequire the following:

• knowledge of lifespan development;
• knowledge of personality/individual differences;
• knowledge of psychopathology;
• knowledge of brain-behaviour relationships;
• knowledge of psychological and behavioural assessment;
• knowledge of psychodiagnostics; and,
• knowledge of rehabilitative interventions.

Ìý

In addition, practitioners providing services inÌýRehabilitation 51³Ô¹ÏºÚÁÏÍøÌýto children and adolescents must have a background in developmental psychology and knowledge of appropriate assessment and intervention techniques.

For members practisingÌýRehabilitation 51³Ô¹ÏºÚÁÏÍø, the following minimum skills are required:

• the ability to perform an appropriate rehabilitation assessment;
• the ability toÌý formulate and communicate a differential diagnosis; and,
• the ability to plan, execute and evaluate appropriate rehabilitative interventions.

Approved March, 2004