Core - Competencies NZ

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info@nzpb.org.nz
www.psychologistsboard.org.nz
Core Competencies
For the Practice of Psychology
in Aotearoa New Zealand
THIS ISSUE FEBRUARY 2018
Originally adopted by the New Zealand Psychologists Board on 13 April 2006 as a guideline document.
Next due for review: 2018.

1
Core Competencies
For the Practice of Psychology in Aotearoa New Zealand
INDEX
Introduction ....................................................................................................................................................... 3
PART 1: Core Competencies for Psychologists Practising within the "Psychologist" Scope of
Practice
• Introduction ................................................................................................................................. 4
• Discipline, Knowledge, Scholarship, and Research................................................................. 5
• Diversity, Culture, and Treaty of Waitangi/Te Tiriti o Waitangi ................................................ 6
• Professional, Legal, and Ethical Practice.................................................................................. 7
• Framing, Measuring, and Planning ........................................................................................... 8
• Intervention and Service Implementation ................................................................................. 9
• Communication ........................................................................................................................ 10
• Professional and Community Relations, Consultation, Collaboration ................................... 11
• Reflective Practice.................................................................................................................... 12
• Supervision ............................................................................................................................... 13
PART 2: Cultural Competencies for Psychologists Registered under the HPCA Act 2003 and for
those seeking to become registered
• Preamble .................................................................................................................................. 14
• Introduction ............................................................................................................................... 15
• Structure of the Competencies ................................................................................................ 16
• Content: Awareness, Knowledge, and Skill ............................................................................ 17
PART 3: Additional Core Competencies for Psychologists Practising within the "Clinical
Psychologist" Scope of Practice
• Introduction ............................................................................................................................... 19
• Discipline, Knowledge: Scientific Foundations and Research............................................... 20
• Diversity, Culture, and the Treaty of Waitangi/Te Tiriti o Waitangi ........................................ 21
• Framing, Measuring, and Planning: Assessment and Formulation ...................................... 22
• Intervention ............................................................................................................................... 24
PART 4: Additional Core Competencies for Psychologists Practising within the "Counselling
• Introduction ............................................................................................................................... 25
• Discipline, Knowledge: Scientific Foundations and Research............................................... 26
• Framing, Measuring, and Planning: Assessment and Case Formulation ............................ 28
• Intervention, Therapeutic Relationship, and Working Alliance .............................................. 30
Version: CURRENT 150218

2
PART 5: Additional Core Competencies for Psychologists Practising within the "Educational
• Introduction ............................................................................................................................... 31
• Discipline, Knowledge: Theoretical Foundations and Research ........................................... 32
• Intervention ............................................................................................................................... 35
PART 6: Additional Core Competencies for Psychologists Practising within the

"Neuropsychologist" Scope of Practice
• Introduction ............................................................................................................................... 36
• Discipline Knowledge: Scientific Foundations and Research................................................ 37
• Professional. Legal, and Ethical Practice................................................................................ 40
• Communication ........................................................................................................................ 43
• Intervention ............................................................................................................................... 44
ACKNOWLEDGEMENTS AND REFERENCES ..................................................................................... 45

3
Core Competencies
For the Practice of Psychology in Aotearoa New Zealand
INTRODUCTION
These Core Competencies have been developed to assist the New Zealand Psychologists Board protect the
public, as is their legislated mandate under the Health Practitioners Competence Assurance Act 2003.
Parts 1, 3 and 4 list those competencies the Board has identified as core to a particular scope of practice -
the minimum requirement for competent practice at an entry level. Each of these competencies is
underpinned by the Board's Cultural Competencies – Part 2 – and should be read in conjunction with them.
Part 1 Core Competencies for Psychologists practising within the "Psychologist" scope of practice.
Part 2 Cultural Competencies for Psychologists registered under the HPCA Act 2003 and those seeking
to become registered.
Part 3 Additional Core Competencies for Psychologists practising within the "Counselling Psychologist"
scope of practice.
Part 4 Additional Core Competencies for Psychologists practising within the "Clinical Psychologist" scope
of practice.
Part 5 Additional Core Competencies for Psychologists practising within the "Educational Psychologist"
scope of practice.
All psychologists practising in the "Psychologist" scope must be able to demonstrate

competence in the knowledge and skills listed under that scope. A psychologist who
practices in a vocational scope must also be able to demonstrate competence in the
knowledge and skills listed under that vocational scope. We have tried to avoid duplication as
much as possible and therefore both scopes/parts should be referred to by those practitioners
who hold a vocational scope.
The Core Competencies stand alongside the Code of Ethics for Psychologists Working in Aotearoa/New
Zealand [2002] and any best practice guidelines adopted or endorsed by the Board. This is a living
document and the Board welcomes suggestions for improvement. The most current version is available on
the Board's website: www.psychologistsboard.org.nz.
The Board is most grateful for the assistance provided by individuals and organisations in drafting these core
competencies. Acknowledgements are noted at the end of the document.

CORE COMPETENCIES FOR PSYCHOLOGISTS PRACTISING WITHIN THE “PSYCHOLOGIST" SCOPE OF PRACTICE 4
PART
"Psychologist"
1
Core Competencies - "Psychologist"
For Psychologists Practising within the "Psychologist" Scope of Practice
INTRODUCTION
These are the foundation competencies the New Zealand Psychologists Board considers a psychologist
should be able to demonstrate at the point of entry to the "Psychologist" scope of practice.
The Board's "Cultural Competencies" [Part 2] and the "Code of Ethics for Psychologists Working in
Aotearoa/New Zealand [2002]" underpin these competencies, and should be read in conjunction with them.
Additional competencies (or similar competencies developed to a higher level of skill) are required for entry
to a vocational scope of practice (see Parts 3 - 4).

DISCIPLINE, KNOWLEDGE, SCHOLARSHIP, AND RESEARCH
This set of competencies is concerned with the knowledge base in the discipline of psychology required for
adequately investigating, describing, explaining, predicting and modifying behaviour, cognition and affect.
They cover the possession of knowledge of psychological theories and models, empirical evidence relating
to them and methods of psychological enquiry, as well as an understanding of the interplay between the
discipline and practice. They are concerned with basic understanding of, and respect for the scientific
underpinnings of the discipline (i.e. knowledge gained and/or tested by the scientific method). They cover
knowledge of research principles and methods, to ensure psychologists are good consumers of the products
of research. They are the foundation upon which the other competencies depend. A Psychologist will be
able to demonstrate:
Knowledge Skill
Knowledge about the theories, knowledge and • Use of scientific evidence to inform and guide the practice of
methods of inquiry which relate to the bases of psychology.
behaviour, cognition and emotion. • Critical analysis of the available scientific research so as to
Advanced knowledge of psychological theories and identify, apply and communicate the best evidence
models of change relevant to areas or practice. supporting application of psychological knowledge.
Knowledge of the methods of psychological • Evaluation of the applicability of research for the New
investigation and techniques of measurement. Zealand context.
Knowledge of evidence-based decision making. • Work conducted in a way that is open to new
ideas/innovation (while careful to judge the risks and benefits
of new methods, tools and therapy).
Knowledge of scientific principles and methods. • Application of psychological knowledge in a manner
Knowledge of current research paradigms (principles consistent with the best evidence available.
and methods), literature and practice as they apply to • Evaluation of the efficacy, safety and validity of new
the area(s) of practice. approaches, therapies, or techniques in keeping with
Knowledge of research/audit and evaluation expectations of doing good/doing no harm.
techniques. • Rational decision-making.
• Selection of appropriate research methods to examine
particular questions specified.
• Conduct of research and practice in accordance with current
(scope-specific psychology knowledge.

DIVERSITY, CULTURE, AND TREATY OF WAITANGI/TE TIRITI O WAITANGI
This set of competencies addresses the knowledge, skills and attitudes involved in providing culturally safe
practice. The practice of psychology in Aotearoa /New Zealand reflects paradigms and worldviews of both
partners to te Tiriti o Waitangi /the Treaty of Waitangi. Cultural competence requires an awareness of cultural
diversity and the ability to function effectively and respectfully when working with people of different cultural
backgrounds. Cultural competence requires awareness of the psychologist's own cultural identities and
values, as well as an understanding of subjective realities and how these relate to practice. Cultural mores
are not restricted to ethnicity but also include (and are not limited to) those related to gender, spiritual beliefs,
sexual orientation, abilities, lifestyle, beliefs, age, social status or perceived economic worth. (Reference
must also be made to the Board's "Cultural Competencies" document). A Psychologist will be able to
demonstrate:
Knowledge Skill
Awareness and knowledge of their own cultural identity, • Exploration of their own and others' assumptions with
values, and practices. respect to cultural differences (e.g. beliefs, practices
Awareness and knowledge of the cultural identity, values and behaviours).
and practices of clients, and particularly: • Respect for cultures and languages (e.g. culturally
• The cultural beliefs and values situated within tikanga appropriate behaviour in Maori settings and taking
Maori. care with pronunciation of names and other common
words in Te Reo Maori).
• Pasifika and other cultural practices relevant to practice.
• Work from a non-prejudicial and affirming stance.
• Understanding of Maori models of health (e.g. Te Whare
Tapa Wha). • Alleviation of distress associated with stigma,
discrimination and social exclusion (based upon
ethnicity, gender, sexual orientation, disability, or
religious beliefs).
• Sensitivity to diversity.
Knowledge and awareness of the cultural bases of • Active inclusion of others' understandings in practice,
psychological theories, models, instruments, and therapies. including data collection, analysis and intervention
Knowledge of diversity, individual differences and abilities. design.
• Recognition and application of the differing
requirements for cultures in approaches to
Knowledge of the importance of different cultural assessment, intervention, consultation and other
approaches to assessment, intervention and other areas of areas of psychological practice.
psychological practice.
• Consultation with culturally knowledgeable people.
Understanding of the place of the Treaty of Waitangi/te Tiriti • Application of the Treaty principles of partnership,
o Waitangi as the founding document of New Zealand. participation and protection.
Understanding of the principles of the Treaty of Waitangi/te

Tiriti o Waitangi - partnership, participation and protection -
and the impact of these principles on the practice of
psychology.
Recognition of the significance of the Treaty of Waitangi/te
Tiriti o Waitangi for health care in New Zealand.
Knowledge of the proper use of interpreters. • Effective use of interpreters.

CORE COMPETENCIES FOR PSYCHOLOGISTS PRACTISING WITHIN THE “PSYCHOLOGIST” SCOPE OF PRACTICE 7
PROFESSIONAL, LEGAL, AND ETHICAL PRACTICE
This set of competencies is concerned with the legal and ethical aspects of psychological practice, as well as
the ability to apply informed judgment and current scientific principles in the workplace. It also addresses the
knowledge and skills required for professional development and continued education through contact with
advances in the discipline and practice of psychology. The requisite values and responsibilities are codified
in legislation, standards, practice guidelines and the Code of Ethics. It is the duty of all psychologists to be
familiar with the relevant documents as well as cultivating reflective practice supported by on-going
professional development and supervision. Attainment of competency in professional and ethical practice
comes from supervised practice that allows the identification of ethical and professional practice issues and
support in generating solutions for identified problems. A Psychologist will be able to demonstrate:
Knowledge Skill
Working knowledge of all legislation (e.g. HPCA Act 2003) • Access and accurate reference to legislation,
relevant to area of practice. standards and guidelines, explanation of the essential
Knowledge of codes of practice and conduct relevant to the principles therein, and application of the principles in
community and to the work place. practice.
Knowledge of the most recent version of the "Code of Ethics • Practice in accordance with relevant ethical codes.
for Psychologists Working in Aotearoa/New Zealand", and • Recognition and reconciliation of conflicts among
ethical decision making processes. relevant codes and laws (seeks advice where
appropriate).
• Recognition of the ethical features, values and
conflicts that may exist in work with clients.
• Application of explicit ethical decision-making
processes to ethically complex situations.
Knowledge of best practice guidelines in area of practice. • Practice based on best practice guidelines and
individual data collected from the client within a
scientific practice framework.
Knowledge of all applicable work setting policy and sector

standards.
Awareness of the range of 'clients' and types of clients a
psychologist may have.
Knowledge of rights and interests of clients. • Advocacy for the needs of the client (in balance with
consideration of safety issues and the needs of the
wider community).
Knowledge of the boundaries of their personal competence. • Practice that creates and maintains safe, supportive
and effective environments.

FRAMING, MEASURING, AND PLANNING
This set of competencies is concerned with the organisation and planning involved in systematic
psychological assessment, evaluation and problem solving with individuals, groups, organisations and the
community. A Psychologist will be able to demonstrate:
Knowledge Skill
Knowledge of interviewing skills, techniques and styles, and • Problem definition.
their relevance to information collection. • Application of theoretical and empirical professional
Knowledge of various approaches to data collection. knowledge to the selection of assessment methods
and the analysis of data.
Understanding of the applicability of approaches to
assessment for specific contexts. • Collection and analysis of data relevant to the
problem; Consider and include participants'
interpretations of situations.
Understanding of the relative strengths and limitations of • Identification of positive and supportive aspects of the
methods of assessment and analysis. environment during assessment.
• Administration and interpretation of standardised
and/or criterion referenced tests where appropriate.
• Recognition of the subjective nature of interpretation
of all data collected.
• Interpretation of data within a relevant conceptual
framework.
• Development of solutions derived from the context.
• Identification of key contextual factors that offer
opportunities for positive change.
• Determination of strategies supported by the best
available evidence.
• Implementation of on-going evaluation.

INTERVENTION AND SERVICE IMPLEMENTATION
This set of competencies covers the steps involved in the planning, design, provision and evaluation of
psychological services to individual, group or organisational clients and other interested parties. For those
psychologists who undertake intervention or treatment, such intervention is based upon analysis of the
information gathered, understanding of psychological knowledge and theory relevant to that analysis, the
specific needs of the client and the context in which the intervention is provided. A Psychologist will be able
to demonstrate:
Knowledge Skill
Knowledge of evidenced-based interventions. • Skilful application of intervention(s) or investigation(s)
based upon analysis of the assessment data and
Knowledge of contextual variables that influence
supported by the best evidence available.
interventions (e.g. multiple contexts, wider social / political /
cultural variables). • Building of new solutions on the positive supports
existing in the environment.
• Promotion of shared understandings and
development participant capability in order to support
meaningful and sustainable change.
• Provision of information to clients about alternative
psychological services when necessary.
• Evaluation of the impact of services provided.

COMMUNICATION
This set of competencies deals with communication by psychologists with their individual or organisational or
community clients, other psychologists, other professionals and the public. It recognises the importance of
clearly conveying psychological ideas derived from discipline, knowledge, research and practice, and
includes the response of psychologists to feedback and information from others. A Psychologist will be able
to demonstrate:
Knowledge Skill
Knowledge of communication skills. • Communication of information about relevant
psychological services to potential clients.
Knowledge of techniques and processes for dissemination
of findings. • A high standard of interviewing (establishes and
maintains rapport, gathers relevant information, etc.).
• Effective and appropriate communication, including
communication of outcomes.

PROFESSIONAL AND COMMUNITY RELATIONS, CONSULTATION, COLLABORATION
This set of competencies addresses the knowledge, skills and attitudes involved in establishing and
maintaining effective relationships with clients, other psychologists, and with members of other professional
and non-professional groups. It recognises the central role of working with people in the practice of
psychology. It includes clarifying roles and responsibilities, and conveying possible contributions of
psychological expertise to other professionals and the community at large.
Psychological consultation involves applying psychological theory and research to work with others to
identify, formulate and solve specific problems or undertake specific tasks. Consultation is usually focussed
on meeting the needs of a third party (e.g. a client, team, organisation). Consultation involves an essentially
voluntary and egalitarian relationship between the parties (consultant and consultee) and may have a formal
or informal basis. It differs from supervision in that it is usually short-term, focussed on a particular issue,
and does not monitor professional practice. Attitudes that underpin psychological consultation are a
respectful approach to other disciplines and the contribution they can make and openness to considering
other perspectives.
Psychologists work collaboratively and respectfully with a wide range of people. They listen actively to
understand other's perspectives and (as appropriate and within ethical bounds) adapt their approaches to
practice and communication in response to the audience and the circumstances. Psychologists may at
times take on advocacy roles. A Psychologist will be able to demonstrate:
Knowledge Skill
Knowledge of the systems (including families, • Engagement of the client or clients' clarification of roles,
communities and organisational) being worked with responsibilities, and the nature of service required in
and how to work with them. consultation with other relevant individuals.
Knowledge of the skills and strengths of other health • Establishment of professional relationships.
professionals. • Articulation of the role of the psychologist and the role of
Knowledge of methods for establishing effective others in systems they are working with.
working relationships. • Identification and explanation of psychological models and
Understanding of the role of the psychologist in relation how they guide intervention.
to other stakeholders. • Description of the input that the psychologist might have in
Knowledge of application of relevant psychological particular situations.
theory when providing consultation. • Negotiation and clarification of the parameters of the
Knowledge of how to consult effectively in a range of psychologists' involvement.
settings. • Active promotion of a psychological perspective in team
settings.
• Application of a broad range of relevant psychological
knowledge when providing consultation.
• Adoption of an individual or team approach as appropriate.
• Collaboration with others in planning and decision-making at
the individual, group and systems level.
• Development of strategies for promoting maintenance,
development and change in systems.
• Consultation delivered in a way that others can use.
• Consultation sought from others in ways that are effective.
• Contracting for provision of service.
• Ethical consultation about clients.
• Effective advocacy.
• Appropriate referral to other professions.

REFLECTIVE PRACTICE
This set of competencies covers the steps involved in the attainment and integration of information regarding
one's practice. It includes critical and constructive self-reflection and seeking external review of one's
practice (including supervision). Reflective practice and professional development in psychology is viewed
as a continuous process of accurate self-assessment, understanding the skills necessary to be a
psychologist and undertaking activities for professional development. This is often done in consultation with
a supervisor. A Psychologist will be able to demonstrate:
Knowledge Skill
Understanding of their personal strengths and • Accurate reflection on and evaluation of their own practice
weaknesses, patterns of behaviour, emotional and (skills, knowledge, and bias).
cognitive biases, motivation, beliefs and values and • Management of the impact of personal characteristics on
how these may impact on clients and professional professional activities.
functioning.
• Recognition of and practice only within the limits of their
Understanding of the limitations and boundaries of professional competence.
their competence.
• Planning for, establishment, prioritisation, implementation,
Knowledge of the need for professional development and evaluation of professional development plans based on
and how to identify areas for their own professional critical self-evaluation and critical feedback.
development.
• Articulation of clear learning objectives.
Knowledge of potential occupational risk factors. • Effective use of supervision and constructive use of feedback.
• Integration of learning.
• Effective self-care.

SUPERVISION
The following competencies are not necessarily expected of an entry-level psychologist, but would be
expected of any psychologist providing supervision.
Supervision is a contractual process involving a supervisor and supervisee meeting on a regular basis to
enhance psychology work and/or professional functioning. The purpose of the supervision relationship may
vary and can be peer, mentoring, training and/or evaluative. A Psychologist will be able to demonstrate:
Knowledge Skill
Knowledge of supervision models, theories, • Accurate reflection on and evaluation of their own practice
modalities and current research. (skills, knowledge, and bias).
Knowledge of the various functions of supervision. • Performance of multiple roles, balanced in the supervisory
context.
Knowledge of how to manage the process of
supervision. • Creating and maintenance of a supervisory relationship which
is open and safe.
Knowledge of the roles and responsibilities of
supervisory participants. • Establishment and modelling of boundaries.
• Maintenance of a respectful and empowering attitude towards
Knowledge and awareness of diversity within
the supervisee.
supervisor - supervisee pairings and with clients.
• Selection of supervision styles and practices with regard to
Knowledge of the influence of cultural perspectives
the interpersonal contexts in which they are used.
on supervision.
• Consideration of the socio-cultural context in which the
Knowledge of ways of accessing cultural supervision supervision is embedded.
applicable to particular circumstances.
• Access and provision of cultural supervision when required.
Knowledge of area being supervised (e.g. cognitive
behavioural therapy, other psychotherapies, • Promotion of growth, development and self-assessment in
research, assessments and client-related the supervisee.
components. • Translation of scientific findings into practice for the
supervisee.
Knowledge of stages and processes of professional
development in supervision. • Use of consultation on supervisory issues which cannot be
resolved or are outside the domain of supervisory
competence.

CULTURAL COMPETENCIES 14
PART
"Cultural Competencies"
2
Standards of Cultural Competence1
For Psychologists Registered under the Health Practitioners Competence
Assurance Act (2003) and those seeking to become registered
PREAMBLE
The Health Practitioners Competence Assurance Act 2003 ("the Act") came into force on 18 September
2004. The principal purpose of the Act is to “protect the health and safety of members of the public by
providing for mechanisms to ensure that health professionals are competent and fit to practise their
profession”. Section 118(i) of the Act requires that the Board, "set standards of clinical and cultural
competence, and ethical conduct to be observed by health practitioners of the profession”. The Board is
required to set and monitor standards of competence for registration and practice, which ensures safe and
competent care for the public of New Zealand.
In carrying out these obligations, the Board acknowledges that the training and practice of psychologists in
Aotearoa /New Zealand reflects paradigms and worldviews of both partners to te Tiriti o Waitangi /the Treaty
of Waitangi. The Board has developed a framework that reflects cultural safety, the Treaty of Waitangi/te
Tiriti o Waitangi, and international cultural competence standards and to evolve standards that are more
specific if these prove necessary. It is also the Board’s intention to systematically evaluate the processes
and outcomes of competency training and professional development as a means of informing future
protocols and informing the profession itself. Above all else, the Board wants to develop a workable system
of cultural competence that promotes openness, transparency, and good faith.
Acquiring cultural competence is a cumulative process that occurs over many years, and many contexts.
Practitioners are not expected to be competent in all the areas contained below. However, practitioners
should take all reasonable steps to meet the diverse needs of their client population and these competencies
are proposed to set standards and enhance the practice of psychology with diverse groups.
1
In developing this document the Psychologists Board acknowledges the Nursing Council of New Zealand for making available related
documentation regarding cultural safety training and practice.

1. INTRODUCTION
1.1 The Treaty of Waitangi/te Tiriti o Waitangi
The Government affirms that Māori as tangata whenua hold a unique place in our country, and that
the Treaty of Waitangi/te Tiriti o Waitangi is the nation's founding document. To secure the Treaty's
place within the health sector is fundamental to the improvement of Māori health.
This priority is also affirmed in the introduction of the New Zealand Public Health and Disability Act
2000, which is the basis of the current health system in Aotearoa/New Zealand.
While the Treaty is not an integral part of the HPCA Act, section 118(i) provides a mechanism for
requiring cultural competence in relation to Māori and diverse cultures. Therefore, a working
2
knowledge of the Treaty is recognized as a fundamental basis of cultural competent practice. In the
health sector, key Treaty principles for involving Māori include partnership, participation and
protection. The Board is committed to ensuring these principles are acknowledged and actioned.
The articles of the Treaty of Waitangi/ te Tiriti o Waitangi outline the duties and obligations of the
Crown and psychologists and training providers, as their agents, to:
• form partnerships with Māori.
• recognise and provide for Māori interests.
• be responsive to the needs of Māori.
• ensure there are equal opportunities for Māori including recognition and active support of
3
kaupapa initiatives.
1.2 The Code of Ethics for Psychologists Working in Aotearoa/New Zealand [2002]
The Code, in its preamble and guiding principles, refers to the dual paradigms and world views for
psychologists practising in Aotearoa /New Zealand to reflect both partners to te Tiriti; the centrality of
te Tiriti o Waitangi/the Treaty of Waitangi, and the importance of respecting the “dignity of people and
peoples”.
The Code of Ethics thus explicitly recognises factors relating to the Treaty relationship between Māori
and the Crown and its agents, and between ethnically and culturally distinct peoples in New Zealand,
as central to safe and competent psychological education and practice.
1.3 Competence
Competence is variously defined, and in this context, it involves the possession and demonstration of
knowledge, skills, and attitudes necessary for the level of performance expected by a Registered
Psychologist working within their specified scope(s) of practice. Competency is a developmental
process and evolving process beginning with the novice, leading to the advanced and expert stages.
2
Code of Ethics for Psychologists Working in Aotearoa/New Zealand [2002].
3
Kaupapa Māori is defined here as psychological education, training, theories and models of practice grounded in a Māori worldview.

2. STRUCTURE OF THE COMPETENCIES
2.1 Cultural Safety Guidelines
The Nursing Council pioneered the cultural safety guidelines by health professionals. Cultural safety
relates to the experience of the recipient of psychological services and extends beyond cultural
awareness and cultural sensitivity. It provides consumers of psychological services with the power to
comment on practices and contribute to the achievement of positive outcomes and experiences. It
also enables them to participate in changing any negatively perceived or experienced service.
2.2 Definition of Cultural Safety4
The effective psychological education and practice as applied to a person, family or group from
another culture, and as determined by that person, family or group. Culture includes, but is not
restricted to, age or generation, iwi, hapu and tribal links; gender; sexual orientation; occupation and
socioeconomic status; cultural and epistemological frame of reference; ethnic origin or migrant
experience; religious or spiritual belief; and disability.
The psychologist delivering the psychological service will have undertaken a process of reflection on
his or her own cultural identity and will recognise the impact that his or her personal culture has on his
or her professional practice. In addition the psychologist delivering the psychological service will
understand and recognise the cultural origins, assumptions and limitations of certain forms of
psychological practice within some cultural contexts. Unsafe cultural practice comprises any action
which diminishes, demeans or disempowers the cultural identity and wellbeing of an individual, family
or group.
2.3 Cultural Competence
Cultural competence is defined as a having the awareness, knowledge, and skill, necessary to
perform a myriad of psychological tasks that recognises the diverse worldviews and practices of
oneself and of clients from different ethnic/cultural backgrounds. Competence is focused on the
understanding of self as a culture bearer; the historical, social and political influences on health, in
particular psychological health and wellbeing whether pertaining to individuals, peoples, organizations
or communities and the development of relationships that engender trust and respect. Cultural
competence includes an informed appreciation of the cultural basis of psychological theories, models
and practices and a commitment to modify practice accordingly.
4
Modelled on that produced by the New Zealand Nursing Council.

3. CONTENT: AWARENESS, KNOWLEDGE, AND SKILL
3.1 Awareness
(a) Awareness of how one’s own and the client’s cultural heritage, gender, class, ethnic-racial
identity, sexual orientation, institutional or organisational affiliation, practice orientation,
disability, and age-cohort help shape personal values, assumptions, judgments, and biases
related to identified groups.
567 8
3.2 Knowledge
(b) Knowledge of how psychological theory, methods of inquiry, research paradigms, and
professional practices are historically and culturally embedded and how they have changed
over time as society values and political priorities shift.
(c) Knowledge of the history and manifestation of oppression, prejudice, and discrimination in
home country, and that of the client and their psychological sequelae.
(d) Knowledge of socio-political influences (e.g., poverty, stereotyping, stigmatisation, land and
language loss, and marginalisation) that impinge on the lives of identified groups (e.g., identity
formation, developmental outcomes, and manifestations of mental illness).
(e) Knowledge of culture-specific diagnostic categories, and the dangers of using psychometric
tests on populations that differ from the normative group
(f) Knowledge of such issues as normative values about illness, help-seeking behaviour,
interactional styles, community orientation, and worldview of the main groups that the
psychologist is likely to encounter professionally.
(g) Knowledge of culture-specific assessment procedures tools and their empirical (or lack of)
background.
(h) Knowledge of family structures, iwi, hapu and other inter-tribal relations, gender roles, values,
educational systems (kura kaupapa, kohanga reo), beliefs and worldviews and how they differ
across identified groups along with their impact on identity formation, developmental outcomes,
and manifestations of mental illness).
(i) Knowledge of the New Zealand/Aotearoa Code of Ethics (2002), knowledge of the Treaty of
Waitangi/te Tiriti o Waitangi and its application to psychological practice and knowledge of
legislation governing psychologists in New Zealand.
3.3 Skill
(j) Ability to accurately evaluate emic (culture-specific) and etic (universal) hypotheses related to
clients from identified groups and to develop accurate research findings and/or clinical
conceptualisations, including awareness of when issues involve cultural dimensions and when
theoretical orientation needs to be adapted for more effective work with members of identified
groups.
5
Pope-Davis, D. B., Reynolds, A. L., Dings, J. G., & Nielson, D. (1995). "Examining multicultural counseling competencies of graduate
students in psychology." Professional Psychology: Research and Practice 26(3): 322-329.
6
Sue, D. W., Arredondo, P., & McDavis, R. (1992). "Multicultural counselling competencies and standards: A call to the profession."
Journal of Counseling and Development 70: 477-486.
7
Hansen, N., F. Pepitone-Arreola-Rockwell, & Greene, A. (2000). Multicultural competence: Criteria and case examples. Professional
Psychology: Research and Practice 31, 652-660.
8
Additional information can be found in the Board’s publication: "Guidelines for Cultural Safety: Incorporating the Te Tiriti o
Waitangi/Treaty of Waitangi and Maori health and wellbeing in psychological education and practice". (October 2005)

18
(k) Ability to accurately assess one’s own cultural competence, including knowing when
circumstances (e.g., personal biases; stage of ethnicity identity; lack of requisite knowledge,
skills, or language fluency; socio-political influences) are negatively influencing professional
activities and adapting accordingly (e.g., professional development, supervision, obtaining
required information, or referring to a more qualified provider – emphasis here is on
professional development).
(l) Ability to modify (where appropriate) assessment tools; or to forego assessment tools and
qualify conclusions appropriately (including empirical support where available) for use with
identified groups (culture-specific models)
(m) Ability to design and implement nonbiased, effective treatment plans and interventions for
clients from identified groups, including the following:
i. Ability to assess such issues as clients’ level of acculturation, ethnic-identity status,

acculturative stress, gay and lesbian issues, (see point 1) (whanau groups);
ii. Ability to ascertain effects of therapist-client language difference (including use of

translators or cultural advisors) on psychological assessment and intervention;
iii. Ability to establish rapport and convey empathy in culturally sensitive ways (e.g., taking into
account culture-bound interpretations of verbal and nonverbal cues, personal space, eye-
contact, communication style);
iv. Ability to initiate and explore issues of difference between the psychologist and the client,
when appropriate and to incorporate these issues into effective treatment planning.
(n) Ability to conduct supervision in a culturally competent manner (for the benefit of the client and
the supervisee, and supervisor), taking into account the factors above.

ADDITIONAL CORE COMPETENCIES FOR PSYCHOLOGISTS PRACTISING WITHIN THE "CLINICAL PSYCHOLOGIST" SCOPE OF PRACTICE 19
PART
"Clinical Psychologist"
3
Additional Core Competencies - "Clinical Psychologist"
For Psychologists Practising within the "Clinical Psychologist" Scope of Practice
INTRODUCTION
All practising psychologists must be able to demonstrate the foundation competencies outlined in the
"Psychologist" scope of practice. The following are the additional core competencies the New Zealand
Psychologists Board considers a psychologist should be able to demonstrate at the point of entry to the
vocational "Clinical Psychologist" scope of practice.

DISCIPLINE, KNOWLEDGE: SCIENTIFIC FOUNDATIONS AND RESEARCH
This competency covers the integration of science and practice in clinical psychology. It is not solely limited
to the application of the scientist-practitioner model, or restricted to a singular view of what constitutes
‘evidence’. The practice of clinical psychology links an advanced knowledge of the scientific and theoretical
base pertaining to clinical psychology with the ability to apply this knowledge base to clinical psychological
practice. Clinical practice is responsive to new ‘knowledge’ and at all times a practitioner should strive to
achieve ‘best-practice’ in their professional endeavours. Clinical practice is also used to elucidate current
best-practice, through either confirmation or challenge. A Clinical Psychologist will be able to demonstrate:
Knowledge Skill
Advanced knowledge of theoretical and empirical literature, • Application of one or more therapy models
including but not limited to: knowledge of mental disorders, serious specific to the area of practice.
mental illness, psychopathology and psychological problems.
Familiarity with the history of the development of clinical

psychology, including the major paradigms.
Knowledge of brain-behaviour relationships; advanced

understanding of applied behaviour analysis; comprehensive
knowledge of psychological models of theories of change.
Knowledge of psychopathology, serious mental illness and the

relationships with diagnostic classification systems.
Advanced knowledge of theories of mental health, life-span

development, family systems and the clinical applications of
theories of behaviour, cognition, emotion and biology.
Working knowledge of a range of psychological theories and

models of change specific to the area of clinical psychological
practice.
Awareness of applicability of other therapeutic models.

DIVERSITY, CULTURE, AND THE TREATY OF WAITANGI/TE TIRITI O WAITANGI
partners to te Tiriti o Waitangi /the Treaty of Waitangi. Cultural competence requires an awareness of cultural
diversity and the ability to function effectively and respectfully when working with people of different cultural
backgrounds. Cultural competence requires awareness of the psychologist's own cultural identities and
values, as well as an understanding of subjective realities and how these relate to practice. Cultural mores
are not restricted to ethnicity but also include (and are not limited to) those related to gender, spiritual beliefs,
sexual orientation, abilities, lifestyle, beliefs, age, social status or perceived economic worth. (Reference
must also be made to the Board's "Cultural Competencies" document). A Clinical Psychologist will be able
to demonstrate:
Knowledge Skill
Understanding of the cultural foundation and possible • Flexible incorporation of Maori models, practices, and
limitations of clinical psychology models and techniques from protocols into clinical practice.
the western world tradition.
• Recognition of cultural factors which influence health
Knowledge of the impact of culture and/or individual diversity and illness and response to treatment.
on assessment processes.
• Completion of culturally safe clinical assessments.
Understanding of the concepts of stigma, discrimination and • Integration of the concepts of stigma, discrimination
social exclusion as applied to diverse client groups, including and social exclusion into assessment and treatment
the consequences of these factors in the practise of processes.
psychology.
Knowledge of cultural influences on clients presenting for • Application of clinical psychological models in a way
health services, including knowledge of culture-specific that takes account of cultural diversity.
presentations and diagnostic categories, and the limitations
of diagnostic systems.
Particular awareness of the health status and needs of Maori • Development of accurate clinical conceptualisations
in New Zealand. (with diagnosis where appropriate that incorporate a
cultural dimension.

FRAMING, MEASURING, AND PLANNING: ASSESSMENT AND FORMULATION
Assessment is the systematic collection of clinically relevant information for the purpose of understanding
the client and all aspects of their presentation. Assessment is derived from the theory and practice of
academic and applied clinical psychology. It is ideally a collaborative process. Procedures include the use of
formal and informal interviews, collateral information, the application of systematic observation and
measurement of behaviour, and the use of psychometric instruments. Results of these assessments are
placed firmly within the context of the historical, developmental, and cultural processes that shape an
individual, family, group or organization. The summation and integration of the knowledge acquired through
the assessment process is presented in a formulation and diagnosis of serious mental illness where
appropriate. Assessment and formulation are fundamental for understanding a client’s presentation, current
needs and devising appropriate interventions. Assessment is also an on-going process which may lead to
revised formulation and/or changes to the intervention. A Clinical Psychologist will be able to demonstrate:
Knowledge Skill
Knowledge of current clinical psychological theory and • Planning of an assessment protocol which takes into
conceptual frameworks relating to assessment practices in account developmental issues, as well as individual
general and especially those relating to their clients. and cultural diversity.
• Collection of data necessary for a thorough
Knowledge of the impact of developmental issues on assessment through effective processes (such as
assessment processes. interviews, formal records, psychometric
instruments).
Knowledge of the impact of the wider context on
assessment processes. • Selection, administration and interpretation of
psychometric measures relevant to area of practice.
Knowledge of psychometric testing theory/practice, and test • Completion of cognitive intellectual assessment and
construction and of the strengths and limitations of neuropsychological screening.
standardised tests. • Completion of detailed mental status examinations.
Understanding of relevant factors and approaches to the • Behavioural analysis.
assessment of risk. • Detailed risk assessment, including formulation of risk
and the development of risk mitigation management
Understanding of assessment practices used by other plans.
disciplines. • Identification of need for further or on-going risk
assessment and appropriate follow up.
Understands relevant findings and information from other
health professionals that impact on the assessment
processes.
Knowledge of appropriate interpretation and reporting of • Integration of assessment data from different sources
assessment findings. and modalities to develop a working model of the
origins and maintenance of current psychological
functioning.
• Completion of written reports that are coherent, that
accurately reflect assessment data, and that integrate
and synthesise assessment findings.
Knowledge of how to develop formulations using clinical • Development of a clinical psychological formulation,
psychological theory and assessment data. diagnosis (where appropriate) and provisional
hypotheses (with on-going evaluation).
• Effective and safe use of psychiatric nosologies.
Knowledge of how to integrate theories of change to develop • Use of assessment and formulation to develop
therapeutic interventions. effective treatment plans.
• Incorporation of complex presentation variables and
Advanced knowledge of models of intervention and use of theories of change to derive intervention
treatment. strategies that address presenting needs.
Advanced knowledge of factors that may influence treatment • Integration of relevant contextual issues into the
(such as cognitive ability and personality factors and the assessment and intervention plan.
knowledge of how to incorporate these factors into treatment • Incorporation of presenting variables such as
planning). cognitive deficit, personality, trauma, and/or
substance abuse into intervention planning.

• Modification of formulations and intervention plans as
new information arises and/or changes occur.

INTERVENTION
Intervention is based on a comprehensive assessment and psychological formulation. Intervention involves

at least in part the application of a specific psychological therapy (e.g., Cognitive Behavioural Therapy,
Interpersonal Psychotherapy, Family Therapy, Psychodynamic Therapy). Intervention strategies can be
individual, group, or system-family based. The Scientist-Practitioner model of Clinical Psychology requires
that the model of therapy/intervention is based on well-founded theory and is informed by relevant research.
The ability to develop interventions for people with complex problems is a key competency for clinical
psychologists. Underpinning all intervention activities are attitudes of respect and flexibility, and a broad-
minded approach that shows a willingness to learn and to share knowledge. A Clinical Psychologist will be
able to demonstrate:
Knowledge Skill
Knowledge of how to integrate clinically relevant presenting • Intervention derived from well-developed
variables in the development of therapeutic interventions. formulations, based on psychological theory and
models of change.
Knowledge of contextual variables that influence any • Identification of the breadth of contextual variables
therapeutic intervention (cultural, social, political, etc.) that may influence intervention and consideration and
inclusion of these in intervention strategies.
Understanding the "process" in the therapeutic relationship • Identification and management of process issues.
and its effect on intervention.
Knowledge of how to critically evaluate interventions and • Critical evaluation of strengths, weaknesses and
modify them when change is required. limitations during interventions.
• Review of efficacy of treatment and modification of
practice (as necessary) in response.

ADDITIONAL CORE COMPETENCIES FOR PSYCHOLOGISTS PRACTISING WITHIN THE "COUNSELLING PSYCHOLOGIST" SCOPE OF PRACTICE 25
PART
"Counselling Psychologist"
4
Additional Core Competencies - "Counselling Psychologist"
For Psychologists Practising within the "Counselling Psychologist" Scope of
Practice
INTRODUCTION
vocational "Counselling Psychologist" scope of practice.

DISCIPLINE, KNOWLEDGE: SCIENTIFIC FOUNDATIONS AND RESEARCH
This competency covers the integration of science and practice in counselling psychology. It is not solely
limited to the application of the scientist-practitioner model, or restricted to a singular view of what constitutes
‘evidence’. The practice of counselling psychology links an advanced knowledge of the scientific and
theoretical base pertaining to counselling psychology with the ability to apply this knowledge base to
counselling psychological practice. Counselling psychology practice is responsive to new ‘knowledge’ and at
all times a practitioner should strive to achieve ‘best-practice’ in their professional endeavours. Counselling
psychology practice is also used to elucidate current best-practice, through either confirmation or challenge.
A Counselling Psychologist will be able to demonstrate:
Knowledge Skill
Knowledge of the theoretical and research literature on, for • Application of two or more psychological
example: holistic perspectives of psychological wellbeing and theories specific to the area of practice and
inherent human strengths, resilience and adjustment; serious needs of clients;
problems of living and psychological problems; the prevention of
problems and health promotion; positive psychology.
Knowledge of the history of the development of counselling • Application of relevant counselling psychology
psychology, with specific reference to Aotearoa/New Zealand, and paradigms in practice;
familiarity with the major paradigms that are used in counselling
psychology;
Knowledge of psychological theories and models of personal • Application of relevant models of personal
change and how these relate to counselling psychology practice; change;
Knowledge of psychopathology, including the main diagnostic • Incorporation of such perspectives in practice
classification systems, and informed critiques of such systems; settings without compromising fundamental
developmental and person-centred principles;
Knowledge of the theories of mental health and well-being, life-span • Application of such perspectives within
development, family systems, ecological approaches and the counselling psychology practice;
application of these in counselling and therapeutic settings;
Knowledge of other credible therapeutic models within a holistic • Draw constructively on alternative models of
framework. mental health, as applicable.

This set of competencies addresses the knowledge, skills, and attitudes involved in providing culturally safe
partners to te Tiriti o Waitangi /the Treaty of Waitangi.
Cultural competence requires an awareness of cultural diversity and the ability to function effectively and
respectfully when working with people of different cultural backgrounds. It also demands an awareness of
one's own cultural identity and values, as well as an understanding of the validity of differing subjective
realities and how such differences relate to practice. Cultural mores are not restricted to ethnicity but also
include (and are not limited to) differences related to gender, spiritual beliefs, sexual orientation, abilities,
lifestyle, beliefs, age, and social status or perceived economic worth. A Counselling Psychologist will be able
to demonstrate:
Knowledge Skill
Knowledge of the NZ Psychologists Board’s ‘Cultural • Incorporation of the ‘Cultural Competencies’ principles
Competencies’ document; into practice;
Knowledge of the cultural foundations of the discipline of • Flexible incorporation of Māori and other cultural
counselling psychology and the limitations of these models, practices, and protocols into counselling
foundations; psychology practice;
Knowledge of the impact of culture and individual diversity
• Recognition of cultural factors that influence
on processes of engagement, meaning-making,
psychological functioning and responses to
assessment, formulation, and therapy;
intervention;
Knowledge of the concepts of stigma, discrimination and • Supports strengths and resources to offset any
social exclusion as applied to diverse client groups, including experiences of stigma, discrimination, and social
the consequences of these factors in the practice of exclusion;
counselling psychology;
Knowledge of cultural influences on clients presenting for • Application of counselling psychological models in
services, including knowledge of culture-specific ways that take account of cultural diversity;
perspectives and the limitations of one’s own and other
cultures’ classifications (including in regard to diagnoses);
Knowledge of the health status, aspirations and needs of • Development and application of culturally appropriate
Māori in New Zealand. case conceptualisations and interventions.

FRAMING, MEASURING, AND PLANNING: ASSESSMENT AND CASE FORMULATION
For counselling psychologists, meaning-making through collaborative dialogue is central to assessment and
case formulation. This dialogue identifies needs, resources and contextual elements relevant to achieving
therapeutic outcomes and desired change. Problem description/understanding, goal identification and
solutions are typically explored, defined and initiated through conversation. Case formulation within
counselling psychology is likely to be less structured and more organic than within traditional clinical models
as it emerges within the dynamics of psychologist-client interaction.
Although traditional forms of diagnosis and assessment are based on the notion of objective reality,
counselling psychologists remain open to the possibility that a problem or a goal may not be defined totally
by any one definition, because dialogue or conversation is generative and new meanings or perspectives
may arise. Assessment in counselling psychology involves the systematic collection of relevant information
in the context of a therapeutic alliance for the purpose of mutual understanding by the client and counselling
psychologist towards identifying needs, desired goals and directions for productive change.
Procedures may include the use of formal and informal interviews, identifying collateral information, the
application of systematic observation and measurement of behaviour, and the use of psychometric
instruments. Assessment and case formulation is an ongoing process, with the ongoing element ensuring
openness to potential changes in intervention initiatives. A Counselling Psychologist will be able to
demonstrate:
Knowledge Skill
Knowledge of current counselling psychology theory and • Implementation of assessment and dynamic
conceptual frameworks relating to assessment and dynamic formulation protocols that take into account
formulation practices in general and especially those relating developmental features, as well as individual, cultural
to main client groups; and ecological diversity;
• Collection of necessary information (involving such
Knowledge of ecology, the wider social context and procedures as interviews, researching formal
individual developmental characteristics, on assessment and records, administering psychometric instruments) in a
formulation processes; collaborative process of mutual enquiry for the
purposes of effective assessment and case
Knowledge of psychometric test construction and testing formulation;
theory and practice, as well as the strengths and limitations
of standardized tests and testing protocols; • Selection, administration and interpretation of
psychometric measures relevant to areas of practice;
Knowledge of relevant factors and approaches to • Assessment of risk and resilience and collaborative
assessment and case formulation in relation to resilience (where possible) formulation of effective
and well-being; management plans involving ongoing risk
assessment and follow up;
Knowledge of relevant factors and approaches to
assessment and case formulation in relation to risk, and
determining ways that potentiate its reduction;
Knowledge of assessment practices used by other health

disciplines, as well as features of these that might impact on
assessment and formulation processes;
Knowledge of appropriate interpretation schema and formats • Integration of assessment data from different sources
for reporting of assessment findings and case formulations; and modalities to collaboratively develop constructive
case formulations;
• Completion of coherent written reports that accurately
synthesise and reflect assessment information, in
light of relevant research literature;
Knowledge of how to develop and incorporate dynamic • Collaborative development of dynamic formulations,
formulations with clients using psychological theory and with ongoing evaluation, based on counselling
assessment data; psychology theory;
• Constructive use of relevant and appropriate
psychiatric classifications, while acknowledging
critical perspectives on diagnosis.

Knowledge of how to integrate theories of change to develop • Recognition of how assessment and case formulation
therapeutic interventions; can lead to the development of effective treatment
plans;
Knowledge of counselling psychology models of • Incorporation of complex presentation variables and
intervention, treatment, and prevention; making use of theories of change to derive
prevention and intervention strategies that address
presenting and underlying needs;
• Integration of relevant contextual issues into
assessment and intervention plans;
• Incorporation of personal/social strengths, resources
and resilience into assessments and intervention
plans;
• Modification of case formulations and intervention
plans as new information arises or dialogue
proceeds, and/or through supervisory engagements.

INTERVENTION, THERAPEUTIC RELATIONSHIP, AND WORKING ALLIANCE
Counselling psychology places importance on the therapeutic relationship and the positive use of this
relationship to facilitate intervention. Both these elements underpin the practice of counselling psychology
and consultation, appropriate to the level and breadth of the counselling psychologist’s experience.
The practice of counselling psychology may be based on a range of theoretical perspectives (including, for
example, Cognitive-Behavioural, Narrative, Humanistic, Psychodynamic, Family and Systemic, and
Integrative theories). Interventions may engage individuals, couples, families, groups and communities. The
purpose of interventions may involve development, prevention or remediation. It may include vocational
assessment and counselling, working with addictions, and/ or health promotion. The method of intervention
may be by direct service, by means of consultation or training, or by means of various media. Counselling
psychology requires that models of therapy or intervention are based on well-founded theory, and informed
by relevant research. The ability to develop interventions for people with complex problems and issues is a
key competency for counselling psychologists.
Underpinning all prevention and intervention activities are attitudes of respect and flexibility, the pursuit of
empowerment, and an open-minded approach that shows a willingness to learn and to share knowledge.
Outcome monitoring with reflexive feedback, both formal and informal, should be utilised. The establishment
and maintenance of professional supervision is regarded as a major part of this competency. A Counselling
Psychologist will be able to demonstrate:
Knowledge Skill
Knowledge of at least two specific psychological theories • Initiation, development, maintenance, and constructive
related to the therapeutic relationship and the collaborative termination of a therapeutic alliance;
working alliance; • Demonstration of an understanding of explicit and
implicit communications in a therapeutic relationship;
Knowledge of one’s own contribution to the changing nature • Demonstration of a high level of self-awareness
of the therapeutic relationship and working alliance, including through the capacity for self-reflective , coherent and
process issues such as transference and counter- ethical practice;
transference. • Critical reflection on practice experiences and
consideration of alternative ways of working;
• Appropriate response to the complex demands of
clients;
• Establishment and maintenance of regular and
appropriate clinical supervision with an appropriate
supervisor who has recognised expertise in relevant
areas of practice;
Knowledge of how to integrate and respond to relevant • Formation and execution of prevention strategies and
emergent presenting variables in the development of interventions derived from well-developed
prevention and therapeutic interventions; formulations, with clear links to psychological theory,
models of change, and client feedback;
Knowledge of contextual and ecological variables (cultural, • Identification and response to contextual variables that
social, political, etc.) that influence any therapeutic may influence interventions and include these, as
intervention; necessary, in intervention strategies;
Knowledge of the role that the therapeutic alliance plays in • Identification and management of the therapeutic
change and how it impacts on intervention. process through outcome monitoring and the regular
use of deliberate reflective processes such as
supervision.

ADDITIONAL CORE COMPETENCIES FOR PSYCHOLOGISTS PRACTISING WITHIN THE "EDUCATIONAL PSYCHOLOGIST" SCOPE OF PRACTICE 31
PART
5 "Educational Psychologist"
Additional Core Competencies - "Educational Psychologist"

For Psychologists Practising within the "Educational Psychologist" Scope of
Practice
INTRODUCTION
vocational "Educational Psychologist" scope of practice.

DISCIPLINE, KNOWLEDGE: THEORETICAL FOUNDATIONS AND RESEARCH
This competency concerns the knowledge and understanding of educational psychology and its application
in research and practice. Research and practice reflect educational psychologists’ understanding of and
respect for the scientific underpinnings of the discipline. Educational psychologists require knowledge of
research principles and methods to: (a) conduct research that contributes to knowledge within (but not
exclusive to) educational psychology; and (b) to ensure evidence-based practice. Evidence-based practice is
defined as the integration of the research evidence, practitioner expertise and the lived experience of
learners and members of teams developed to support learners (Law, 2002). NB. The terms “learner” and
“client” refer to the children, young people and adults with whom educational psychologists work. An
Educational Psychologist will be able to demonstrate:
Knowledge Skill
Knowledge of and respect for the scientific underpinnings of • Practice within systematic problem-
education and educational psychology. solving/solution- building frameworks.
Familiarity with the history of the development of educational

psychology, including the major paradigms.
Knowledge of educational, developmental, learning and teaching

theories (including their strengths and limitations).
Knowledge of conceptual frameworks for casework (e.g. situational

analysis, functional behaviour assessment).
Knowledge of eco-systemic approaches to practice.
Knowledge of educational settings and other settings as systems.
Knowledge of general and special education and related services.
Knowledge of current educational policies and systems relevant to

work in New Zealand.
Knowledge of Te Whariki and the New Zealand Curriculum

Framework.

partners to te Tiriti o Waitangi /the Treaty of Waitangi. Cultural competence requires an awareness of
cultural diversity and the ability to function effectively and respectfully when working with people of different
cultural backgrounds. Cultural competence requires awareness of the psychologist's own cultural identities
and values, as well as an understanding of subjective realities and how these relate to practice. Cultural
mores are not restricted to ethnicity but also include (and are not limited to) those related to gender, spiritual
beliefs, sexual orientation, abilities, lifestyle, beliefs, age, social status, or perceived economic worth.
(Reference must also be made to the Board's "Cultural Competencies" document). An Educational
Psychologist will be able to demonstrate:
Knowledge Skill
Understanding of the cultural foundation and possible • Completion of culturally safe assessments.
limitations of educational psychology models and techniques
from the western world tradition.
Knowledge of the impact of culture, individual diversity on

assessment processes.

This competency is concerned with the organisation and planning involved in systematic and collaborative
assessment of situations, conducted with individuals, groups, organisations and the community. It considers
the knowledge and skills required to collaboratively assess interactive learning environments and interpret
data collected. An Educational Psychologist will be able to demonstrate:
Knowledge Skill
Knowledge of current educational psychological theory and • Planning of an assessment protocol which takes into
conceptual frameworks relating to assessment practices in account developmental issues, as well as individual
general and especially those relating to their clients. and cultural diversity.
• Collection of data necessary for a thorough
Knowledge of the models of analysis and the strengths and assessment through effective processes (such as
limitations of these. interviews, formal records, psychometric
instruments).
Knowledge of the impact of developmental issues on
assessment processes. • Functional behavioural analysis.
• Selection, administration and interpretation of
Knowledge of the impact of the wider context on psychometric measures relevant to area of practice.
assessment processes. • Maintenance of a broad, eco-systemic view of the
environment.
Knowledge of observational techniques.
• Use of assessment and formulation to develop
Knowledge of psychometric testing theory/practice, and test effective intervention plan.
construction and of the strengths and limitations of • Integration of relevant contextual issues into the
standardised tests. assessment and intervention plan.
• Completion of written reports that are coherent, that
Knowledge of the development, administration and accurately reflect assessment date, and that integrate
interpretation of standardised and criterion-referenced tests. and synthesise assessment findings.
Understanding of assessment practices used by other • Development of a psychological formulation, and
disciplines. provisional hypotheses (with on-going evaluation),
modification of formulations and intervention plans as
Understanding of relevant findings and information from new information arises and/or changes occur.
other health professionals that impact on the assessment
process.
Knowledge of appropriate interpretation and reporting of
assessment findings.

INTERVENTION
Intervention is based on shared participant understandings of interactions within and between the multiple
layers of the environment of which learners are part. Interventions build upon the strengths within the
environment, reducing the mismatch between learners and their environments. Interventions are not viewed
in isolation; instead, they begin with service negotiation and continue throughout educational psychology
practice. The intervention process is often cyclical as it continues to be informed by on-going interactions,
reflection and decision-making. One aspect of intervention is programme planning and implementation. An
Educational Psychologist will be able to demonstrate:
Knowledge Skill
Advanced knowledge of models of intervention and • Identification of the breadth of contextual variables
treatment. that may influence intervention and consideration and
inclusion of these in intervention strategies.
Knowledge of how to integrate relevant presenting variables • Application of an appropriate intervention model for a
in the development of interventions. presenting problem, based on formulation.
Knowledge of how to critically evaluate interventions and • Critical evaluation of strengths, weaknesses and
modify them when change is required. limitations during interventions.
• Review of efficacy and modification of practice (as
necessary) in response.

PART
"Neuropsychologist"
6
Additional Core Competencies - "Neuropsychologist"
For Psychologists Practising within the "Neuropsychologist" Scope of
Practice
INTRODUCTION
All practising psychologists must be able to demonstrate the foundation competencies outlined
in the "Psychologist" scope of practice. The following are the additional core competencies the
New Zealand Psychologists Board considers a psychologist should be able to demonstrate at
the point of entry to the vocational "Neuropsychologist" scope of practice.

ADDITIONAL CORE COMPETENCIES FOR PSYCHOLOGISTS PRACTISING WITHIN THE "NEUROPSYCHOLOGIST" SCOPE OF PRACTICE 37
DISCIPLINE KNOWLEDGE: SCIENTIFIC FOUNDATIONS AND RESEARCH
This competency covers the integration of science and practice in neuropsychology.

Neuropsychologists apply knowledge of psychology and the brain to research and
diagnostically assess brain function. On the basis of detailed assessments, involving
knowledge from research, objective testing, and further background information,
Neuropsychologists gain an understanding of cognitive functions of individual clients or defined
groups. This can be helpful for assessing capacity (e.g., for work, driving, independent living, or
court proceedings) and for developing interventions to assist people. Neuropsychologists are
expert in the selection, administration, and interpretation of cognitive, behavioural, and
emotional measures; the cognitive domains include areas such as attention, learning, memory,
language, visuoperceptual functioning, information processing, and executive functioning.
Neuropsychological deficits can arise from single or multiple aetiological factors such as genetic
conditions, neurodevelopmental disorders, infectious diseases, vascular injury,
neurodegenerative disorders, drug and alcohol neurotoxicity, mental illness, and neurological
injury such as traumatic brain injury. A Neuropsychologist must therefore have a broad
understanding of neuroscience, neurodevelopment, the structure and functioning of the central
nervous system, and of different physical and mental conditions which can affect brain function,
and must be able to apply this knowledge in a client-centred manner. A Neuropsychologist will
be able to demonstrate:
Knowledge Skill
Knowledge of the fundamental principles • Ability to critically analyse relevant measures
underpinning neuroscience, neuropsychology, and and the underlying neurocognitive theoretical
neuropsychological rehabilitation and recovery.
models from which those measures have
Knowledge of conceptual approaches adopted in
clinical neuropsychology, contemporary theories of been developed.
brain/behaviour relationships, and their implications • Ability to apply appropriate models of
for clinical practice. neurorehabilitation specific to the client’s
Advanced knowledge of psychometrics and an needs.
understanding of statistical principles.
Knowledge of theoretical models relating to specific • Ability to determine consistency between
cognitive, behavioural, and emotional domains that results of assessment with knowledge of
are applicable to clinical practice. brain-behaviour relationships.
Advanced knowledge of a range of cognitive • Ability to develop neuropsychological
measures assessing all primary neuropsychological
formulations incorporating all relevant
domains.
Advanced knowledge of brain-behaviour predisposing, precipitating, maintaining, and
relationships. protective factors relevant to a client’s
Awareness of the methods, terminology, and presentation; such formulations should inform
conceptual approaches of clinical medical disciplines differential diagnosis and subsequent
allied to neuropsychology. interventions.
Knowledge of common neuropsychological,
• Ability to appropriately utilise multiple sources
neurological, neuropsychiatric conditions, and
psychological disorders. of information to formulate an understanding
Advanced knowledge of theories of mental health, of the effects of mental illness on an
life-span development, family systems, and the individual’s ability to function, to have capacity,
clinical applications of theories of behaviour, and/or to effectively utilise therapeutic
cognition, emotion, and biology. interventions.
Knowledge of common neurodevelopmental
• Application of therapy models specific to the
disorders and the impact these have on functioning
throughout the life span. area of practice.
Knowledge of neuropsychological models of • Ability to assess symptom and performance
rehabilitation, behaviour change, and psychological validity and (subsequently) to formulate
therapy. hypotheses, provide feedback, and
Understanding of the social, psychological, cognitive, recommend interventions as required.
and vocational impact of brain dysfunction both on
individuals and social systems.
Knowledge of the role of neuropsychology in health
services.

Knowledge of psychopathology, serious mental
illness, and the relationships with diagnostic
classification systems; understanding of the
cognitive, emotional, and behavioural sequelae of
primary mental illnesses.
Knowledge of a range of psychological theories and
models of change specific to the area of
neuropsychological practice.
Advanced knowledge of the potential multi-factorial
aetiology of presenting symptoms.
Knowledge of how to ethically assess, interpret, and
address symptom and performance validity issues.

This set of competencies addresses the knowledge, skills, and attitudes involved in providing
culturally safe practice. The practice of psychology in Aotearoa New Zealand reflects
paradigms and worldviews of both partners to te Tiriti o Waitangi. Cultural competence requires
an awareness of cultural diversity and the ability to function effectively and respectfully when
working with people of different cultural backgrounds. Cultural competence requires awareness
of one's own cultural identities and values, as well as an understanding of subjective realities
and how these relate to practice. Cultural mores are not restricted to ethnicity but also include
(and are not limited to) those related to gender, spiritual beliefs, sexual orientation, abilities,
lifestyle, beliefs, age, social status, and/or perceived economic worth. (Reference must also be
made to the Board's "Cultural Competencies" document.) A Neuropsychologist will be able to
demonstrate:
Knowledge Skill
Knowledge of Te Tiriti o Waitangi and its • Flexible incorporation of Māori models, practices, and
relevance to clinical neuropsychological
protocols into clinical practice.
practice in New Zealand.
• Recognition of cultural factors which influence health
Knowledge of the impact of culture and/or
and illness and response to treatment.
individual diversity on assessment processes,
especially psychometric assessment. • Completion of culturally safe clinical assessments.
• Integration of the concepts of stigma, discrimination,
Knowledge of the limitations of the available and social exclusion into assessment and treatment
normative data.
processes.
Knowledge of when and how cultural advisors • Application of psychological models in a way that
and interpreters can be utilised within
takes account of cultural diversity.
neuropsychological assessments and neuro-
rehabilitation. • Incorporation of cultural concepts and meaning within
neuropsychological formulations.
• Development of accurate clinical conceptualisations
(with diagnoses where appropriate that incorporate a
cultural dimension).
• Respectful consideration of the wishes of clients to
have whānau/support persons present during clinical
interview and feedback, and ability to respectfully
discuss the potential impact on test validity of having
others present during the testing process.
• Adaptation of the process of neuropsychological
assessment when using measures developed with,
and normative data derived from non-New Zealand
populations.
• Appropriate use of cultural advisors and interpreters
to ensure meaningful assessment and effective
communication.

PROFESSIONAL, LEGAL, AND ETHICAL PRACTICE
This set of competencies is concerned with the legal and ethical aspects of psychological
practice, as well as the ability to apply informed judgement and current scientific principles in
the workplace. It also addresses the knowledge and skills required for professional
development and continued education through contact with advances in the discipline and
practice of psychology. The requisite values and responsibilities are codified in legislation,
standards, practice guidelines, and the Code of Ethics for Psychologists Practising in Aotearoa
New Zealand. It is the duty of all psychologists to be familiar with the relevant documents as
well as cultivating reflective practice supported by ongoing professional development and
supervision. Attainment of competency in professional and ethical practice comes from
supervised practice that allows the identification of ethical and professional practice issues and
support in generating solutions for identified problems. A Neuropsychologist will be able to
demonstrate:
Knowledge Skill
Knowledge of implications of legal • In regards to medico-legal capacity issues, the ability
guardianship versus Power of Attorney versus
to determine when and how neuropsychological
independent decision making with respect to
obtaining informed consent and engagement assessment is appropriately undertaken.
in assessments or interventions. • Ability to describe and provide examples of primary
Knowledge of potential clinical reasoning bias, biases (which include availability heuristic, anchoring
which can distort clinical judgement and and adjustment, group attribution error, and
formulation. overconfidence biases).
• Ability to proactively reflect upon and minimise the
impact of bias (e.g., through supervision).
• Ability to seek out appropriately qualified and
experienced neuropsychology supervision.
Knowledge of relevant legislation and policy • Ability to understand and interpret relevant legislation
and its implications for assessment, reporting,
as it applies to neuropsychological assessment and
and treatment.
intervention.

Assessment is the systematic collection of clinically relevant information for the purpose of
understanding the client and all aspects of their presentation. Assessment is derived from the
theory and practice of academic and applied neuropsychology. Procedures include the use of
formal and informal interviews, collateral information, the application of systematic observation
and measurement of behaviour, and the use of neuropsychological tests. Results of these
assessments are interpreted within the context of the historical, developmental, and cultural
processes that shape an individual, family, group, or organization. It is ideally a collaborative
process. The summation and integration of the knowledge acquired through the assessment
process is presented in a formulation and diagnosis of neuropsychological conditions and
mental illness (where appropriate). Assessment and formulation are fundamental for
understanding a client’s presentation and current needs and devising appropriate interventions.
Assessment can be an ongoing process which may lead to revised neuropsychological
formulation and/or changes to the intervention(s). A Neuropsychologist will be able to
demonstrate:
Knowledge Skill
Knowledge of current neuro-rehabilitation • Detailed planning of assessment protocols which
theory and conceptual frameworks.
take into account developmental issues, medical
Advanced knowledge of neuropsychological
history, reasons for referral, as well as individual and
testing theory and practice, test construction,
and the strengths and limitations of cultural diversity.
standardised neuropsychological tests. • Collection of data necessary for a comprehensive
Detailed knowledge of the administration, assessment through clinical interview, acquisition of
interpretation, and underpinning psychometric collateral history, review of medical, neurological, and
principles of a wide range of
psychiatric records, and administration of
neuropsychological measures.
neuropsychological measures.
Knowledge of the neuropsychological profiles
associated with a range of common • Carefully considered selection of neuropsychological
neuropsychological disorders. measures appropriate to the clinical setting and the
Knowledge of individual factors that can affect reasons for referral; tailoring of neuropsychological
performance on testing and issues that can assessment appropriate to the client and clinical
affect the results of neuropsychological
hypotheses.
assessment.
Knowledge of the impact of developmental • Accurate administration and scoring of
issues on assessment processes. neuropsychological tests.
Understanding of relevant factors and • Development of adequate rapport, and evaluation of
approaches to the assessment of risk of harm
to self or others. the consequences of inadequate rapport.
Understanding of assessment practices used • Detailed analysis and interpretation of
by other disciplines. neuropsychological test data within the framework of
Understanding of relevant findings and a neuropsychological formulation.
information from other health professionals
• Use and interpretation of behavioural observations to
that impact on assessment processes.
Advanced knowledge of appropriate inform assessment and therapeutic planning.
interpretation and reporting of assessment • Modification of formulations and intervention plans as
findings, especially neuropsychological test new information arises and/or changes occur.
data; ability to critically appraise the
psychometric foundations of administered • Detailed risk assessment, including formulation of risk
tests, and the normative data against which and the development of risk mitigation management
clients’ data are compared. plans.
Knowledge of assessment approaches for • Identification of need for further or ongoing risk
individuals with physical, sensory, and/or
assessment and appropriate follow up.
communication impairments.
Knowledge of how to develop formulations • Integration of assessment data from different sources
using neuropsychological and clinical and modalities to develop a working model of the
psychology theory and assessment data. origins and maintenance of current
Knowledge of psychological therapies as neuropsychological functioning.
applied to neuropsychological presentations
and social contexts. • Completion of written reports that are coherent, that

Advanced knowledge of factors that may accurately reflect assessment data, and that integrate
influence treatment (such as cognitive ability and synthesise assessment findings.
and personality factors) and of how to
• Identification of appropriate measures, based on
incorporate these factors into treatment
planning. sound clinical formulation with consideration and
Knowledge of how to integrate theories of reporting of potential confounding or limiting factors to
change to develop therapeutic interventions. results and interpretation.
Understanding of the limitations of • Development of a neuropsychological formulation,
neuropsychological assessment.
diagnosis (where appropriate), and provisional
hypotheses (with ongoing evaluation).
• Effective and accurate use of psychiatric and
neurological terminology.
• Use of assessment and formulation to develop
effective treatment plans.
• Incorporation of presenting variables (such as
cognitive deficit, personality, trauma, and/or
substance abuse) into intervention planning;
adaptation of therapeutic models of psychological
intervention based on clients’ cognitive strengths and
limitations.
• Incorporation of complex presentation variables and
use of theories of change to derive intervention
strategies that address presenting needs.

COMMUNICATION
This set of competencies deals with communication by Neuropsychologists with their individual,
organisational, or community clients, other psychologists, other professionals, and the public. It
recognises the importance of clearly conveying neuropsychological ideas derived from
discipline, knowledge, research, and practice and includes the response of Neuropsychologists
to feedback and information from others. A Neuropsychologist will be able to demonstrate:
Knowledge Skill
Knowledge of individual differences and • Ability to provide feedback to clients and whānau
impairments in language comprehension and
clearly and sensitively.
expression, and how to adapt feedback
accordingly. • Ability to translate assessment findings into
accessible language appropriate to the person’s
cognitive ability.
• Ability to adapt style of communication to people with
differing levels of cognitive ability, sensory acuity, and
modes of communication.
• Ability to communicate effectively with clients who
have significant communication impairment.
• Ability to provide feedback to different audiences,
taking into account factors such as culture,
intellectual/educational skills, and emotional state.
• Ability to use neuropsychological formulations to
assist multi-professional communication.

INTERVENTION
Intervention is based on a comprehensive assessment and neuropsychological formulation.

Intervention in most settings will be based on principles of neuropsychological rehabilitation.
Psychotherapeutic interventions are likely to be an important component of the process of
rehabilitation following neurological injury or illness. Intervention strategies can be individual,
group, or system-family based. Interventions will be evidence-informed. A Neuropsychologist
will be able to demonstrate:
Knowledge Skill
Knowledge of neuropsychological • Utilisation of up-to-date, evidence-informed,
rehabilitation utilising compensatory and
neurorehabilitation strategies and techniques to
restorative rehabilitation techniques.
collaboratively facilitate recovery/rehabilitation
Knowledge of the appropriate inclusion and
utilisation of technologies for neuro- following brain dysfunction.
rehabilitation. • Ability to adapt models of therapeutic intervention for
Knowledge of how to critically evaluate psychological difficulty in the context of impaired
interventions and modify them when change cognitive functioning.
is required.
Knowledge of approaches to ‘challenging’ • Utilisation of relevant technological aides to increase
behaviour that are applicable to brain optimal independence as part of neuro-rehabilitation.
dysfunction. • Ability to implement behavioural interventions.
Knowledge of the psychological effects of
brain dysfunction, and adjustment, for the • Ability to determine the appropriate stages and timing
individual. of adjustment-related interventions.
Knowledge of the psychological impact of • Ability to determine the impact of cognitive deficit and
brain dysfunction on significant others. diminished insight on the individual’s adjustment and
response to rehabilitation.
• Ability to recognise and address difficulties of
adjustment following brain dysfunction
• Ability to undertake (or refer to relevant other
professionals to provide) a family/whānau systems
approach for education and support to the individual’s
significant others.

45
ACKNOWLEDGEMENTS
Core Competencies for the Practice of Psychology in Aotearoa New Zealand
Final version prepared by the New Zealand Psychologists Board's Registration Committee.
Cultural Competencies for Psychologists registered under the HPCA Act 2003 and
those seeking to become registered
Final version prepared by the New Zealand Psychologists Board's Bicultural and Treaty of
Waitangi Committee. The Board would like to express thanks and appreciation to the NZ
Psychological Society, the NZ College of Clinical Psychologists, individual contributors, and the
Medical Council of NZ.
Additional Core Competencies for Psychologists practising within the "Counselling

Psychologist" scope of practice
The original draft of this document was prepared for the New Zealand Psychologists Board by
the New Zealand Psychological Society’s Institute of Counselling Psychology. Final version
prepared by NZ Psychologists Board's Secretariat and adopted by the Board on May 29, 2014
as a guideline document.
Additional Core Competencies for Psychologists practising within the "Clinical

The original draft of this document was prepared for the New Zealand Psychologists Board by
the Clinical Scope Core Competencies Working Party (Ann Connell; Barbara Chisholm; Lynley
Stenhouse; Clive Banks; Janet Leathem; Fiona-Ann Malcolm; Karen Ramsay; John Fitzgerald;
Joanne Thakker; Bob Knight; Malcolm Stewart; John Thorburn; Tina Earl; Wendy Tuck; Jim
Vess; David Wales; Tony Ward). Final version prepared by NZ Psychologists Board's
Registration Committee and adopted by the Board on April 13, 2006 as a guideline document.
Additional Core Competencies for Psychologists practising within the "Educational

Initial drafts of this document were prepared by the Educational Scope Core Competencies
Working Party (Anna Priestley, Brian Pearl, Joanne Cunningham, Shelley Dean, Wendy
Holley), acknowledging the contributions of the Northern Region GSE psychologist Lead
Practitioners, GSE Northern Region Psychologists Group, Clinical Scope Core Competencies
Working Party, Greater Wellington Psychologists Group, Jean Annan and Annan, Ryba,
Mentis, Bowler & Edwards (2004). Final version prepared by NZ Psychologists Board's
Registration Committee and adopted by the Board on April 13, 2006 as a guideline document.
REFERENCES
Annan, J., Ryba, K., Mentis, M., Bowler, J. & Edwards, T. (2004). A blueprint for training educational
psychologists in Aotearoa New Zealand, The Bulletin, 103, 43 -47.
The New Zealand Psychological Society (2002). Code of Ethics for psychologists working in Aotearoa/New
Zealand (2002). Wellington: New Zealand Psychological Society.

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THIS ISSUE FEBRUARY 2018

Next due for review: 2018.

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PART 6: Additional Core Competencies for Psychologists Practising within the

ACKNOWLEDGEMENTS AND REFERENCES ..................................................................................... 45

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All psychologists practising in the "Psychologist" scope must be able to demonstrate

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DISCIPLINE, KNOWLEDGE, SCHOLARSHIP, AND RESEARCH

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DIVERSITY, CULTURE, AND TREATY OF WAITANGI/TE TIRITI O WAITANGI

Understanding of the principles of the Treaty of Waitangi/te

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PROFESSIONAL, LEGAL, AND ETHICAL PRACTICE

Knowledge of all applicable work setting policy and sector

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FRAMING, MEASURING, AND PLANNING

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INTERVENTION AND SERVICE IMPLEMENTATION

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PROFESSIONAL AND COMMUNITY RELATIONS, CONSULTATION, COLLABORATION

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1.1 The Treaty of Waitangi/te Tiriti o Waitangi

• form partnerships with Māori.

• recognise and provide for Māori interests.

• be responsive to the needs of Māori.

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2. STRUCTURE OF THE COMPETENCIES

2.1 Cultural Safety Guidelines

2.2 Definition of Cultural Safety4

2.3 Cultural Competence

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3. CONTENT: AWARENESS, KNOWLEDGE, AND SKILL

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i. Ability to assess such issues as clients’ level of acculturation, ethnic-identity status,

ii. Ability to ascertain effects of therapist-client language difference (including use of

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DISCIPLINE, KNOWLEDGE: SCIENTIFIC FOUNDATIONS AND RESEARCH

Familiarity with the history of the development of clinical

Knowledge of brain-behaviour relationships; advanced

Knowledge of psychopathology, serious mental illness and the

Advanced knowledge of theories of mental health, life-span

Working knowledge of a range of psychological theories and

Awareness of applicability of other therapeutic models.

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DIVERSITY, CULTURE, AND THE TREATY OF WAITANGI/TE TIRITI O WAITANGI

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FRAMING, MEASURING, AND PLANNING: ASSESSMENT AND FORMULATION

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Intervention is based on a comprehensive assessment and psychological formulation. Intervention involves