The relationship between competency and job role and identity among direct service counseling psychologists

The purpose of this study was to investigate the relationship between competency and perceived identity and job roles/activities of direct service (practicing) counseling psychologists. National samples of two groups of eminent (ABPP diplomates and a peer-nominated Exemplary group) and a general group (Rank & File) of doctoral level practicing counseling psychologists were obtained. These three independent groups (N=189) were compared using the Counseling Psychology Task Inventory (CPTI) -- a 73-item instrument which measures 8 broad work areas (Counseling, Research, Supervision & Training, Teaching & Training, Administration, Consultation, Writing & Editing, and Professional Development) across three dependent variables: task importance, relevance to professional identity, and relative amount of time spent in each task.

Results of twenty-four analyses of variance indicated that the Exemplary group differed significantly from the Rank & File group only in the amount of time spent in Professional Development (p<.01). No significant differences were found between the two eminent groups or the ABPP and Rank & File groups. Follow up analyses lead to two additional conclusions. First, when divided into groups by percent of time spent in Counseling significant differences were noted in seven of eight work areas. For each of the 20 significant comparisons (p<.01), an inverse relationship was noted between the mean values within work areas and percentage of time spent in Counseling. That is, those who spent relatively more time in Counseling yielded lower task importance, relevance to professional identity, and time on tasks scores for the areas of Research, Supervision & Training, Teaching & Training, Administration, Consultation, Writing & Editing, and Professional Development. Second, when mean values were rank ordered, a consistent pattern of three work areas were prioritized by respondents to comprise a nucleus of tasks consistent with the "life span development" ethos of counseling psychology. These work areas were: Supervision & Training, Counseling, and Professional Development.

Implications and suggestions for future research are presented. For example, few differences emerged among the three groups; perhaps the minimal criteria necessary to establish entry into the profession are sufficiently high so as to preclude differentiation among groups varying in competency, as competency was operationalized in this study.