Clinical psychology trainees' self versus supervisor assessments of practitioner competencies

Background: Although accurate self-assessment is essential for professional development, little is known about psychology trainees' abilities to self-assess. The present study enhances our understanding of the influence of clinical psychology training on self-assessment and competence development, by systematically examining self-assessment capacity among postgraduate trainees vis-a-vis supervisors' assessments of trainee competence across multiple domains of competency. Methods: Self- and supervisor-assessment ratings were measured by the Clinical Psychology Practicum Competencies Rating Scale, which assessed trainees across global and specific psychology practitioner competencies. Assessments were in relation to trainees' end-of-placement evaluation, and included 35 trainee-supervisor dyads. Results: Results indicated that trainees are reasonably accurate in their self-evaluations, although they tended to underrate their performance. Assessments by both trainees and supervisors suggest that functional competencies develop more slowly than foundational competencies. Clinical experience and reflective practice were unrelated to self-assessment accuracy, although the use of observational techniques in supervision increased trainee and supervisor agreement concerning assessments. Conclusions: Results support the developmental model of competence attainment, offer preliminary support for the reliability of trainee self-assessments, and demonstrate the importance of observation-based supervision for fostering accurate self-assessment