===== Glossary of Terms =====

**Assessment**  
See ''Psychological Assessment''.

**Best practice:**  
A method or technique that has consistently shown results superior to those
achieved with other means, and that is accepted as a quality benchmark for correct or accepted
practice within a given socio-cultural setting.

**Client:**  
An individual, group, community, or organization using or receiving the professional
services of a psychologist.

**Competence**  
A combination of practical and theoretical [[https://en.wikipedia.org/wiki/Knowledge|knowledge]], cognitive [[https://en.wikipedia.org/wiki/Skill|skills]], [[https://en.wikipedia.org/wiki/Behavior|behaviour]], and values used to perform a specific behaviour or set of behaviours to a standard,  
in professional practice settings associated with a professional role.  
In some regions of the world, the term ''competency'' (pl. ''competencies'') is used with the same meaning as the term ''competence'' (pl. ''competences'').

**Competency**  
Confusingly, the terms ‘competence’ and ‘competency’ (and their plurals:
‘competences’ and competencies’) are used somewhat interchangeably in the literature.
However, there are important differences in terms of nuances of meaning in the way these
terms are used in some areas of practice. Because of this the term ‘competence’ is preferred in
this document when referring to performance in relation to some standard. That is, in relation to
whether someone is deemed competent or not. ‘Competency’ can have a broader more
inclusive meaning than ‘competence’. While ‘competency’ is often used, particularly in the USA,
to have the same meaning, ‘competency’ is also used to refer to behavioural attributes (e.g.,
listening, decisiveness, attention to detail etc.) which are not related to some performance
standard. Much of the use of ‘competency’ in the work and organizational psychology literature
and in human resource management relates to the notion of a competency as a personal
attribute. Competency models describe the desirable qualities people should have rather than
the competence they have demonstrated through their performance.

**Competences**  
Clusters of knowledge, skills, abilities, and other attributes that enable a person to act effectively and to a defined standard in a professional practice situation.

**Competencies**  
See ''Competency''.

**Constructs:**  
Explanatory variables which are not directly observable; they form the building
blocks of scientific theories and models and lie at the heart of psychological explanations and
interventions

**Core (competence):**  
A competence the possession of which is critical to the overall ability of a
person to practise to an acceptable professional standard. Core competences are expected to
be possessed by all those who claim competence in professional practice. It should be noted
that additional competences may also be required, depending upon areas of specialism and
socio-cultural settings, to ensure overall competence as a practitioner. 

**Cultural competence:**  
Competent professional behaviour based on awareness of, knowledge
about, and understanding of the cultural influences on psychological work. These qualities are
necessary to perform professional psychological services which recognize the diverse
worldviews and practices of both oneself and of clients from different cultural backgrounds.
Cultural competence is focused on the understanding of self and other as bearers of culture that
is influenced by historical, social, economic, and political determinants and the impact of that
culture on how these factors influence psychological theories, models, and practices.

**Cultural humility:**  
Cultural humility requires that psychologists strive to achieve humbleness in
their interactions with clients; recognize that they are not the expert, and that they actively
commit to being self-reflective and self-critiquing. Cultural humility entails the active inclusion of
others’ cultural worldviews to develop authentic and respectful relationships; reflection on ones
thoughts, feelings and behaviour about their client’s cultural worldview, and commitment to
engaging in a life-long learning process towards humility and respect for others(( The term was developed initially by Tervalon, and Murray-Garcia in 1998. The definition above includes
the original term with additions. Tervalon, M. & Murray-Garcia, J. M. (1998). Cultural humility versus
cultural competence: A critical distinction in defining physician training outcomes in multicultural education.
Journal of Health Care for the Poor and Underserved, 9(2), 117-125.)).

**Culture:**  
A collectively-learned repertoire consisting of intangible (e.g., worldviews, beliefs,
symbols, ideas, values, codes of behaviour) and tangible elements (e.g., artefacts, tools,
language, literature), characteristic for a human society, community, or group, which helps
members of that society, community, or group to communicate, understand, and interpret
expressions of that society, community, or group.

**Diversity:**  
An attribute similar to heterogeneity, signifying the presence and inclusion of
individuals, groups, and cultures which are different from each other, but also including respect
for and appreciation of those variables which define the differences.

**Evaluation:**  
A process describing in a structured manner some aspect of the quality of an entity
or procedure. Depending on the approach, the process describes the presence or level of development of specific characteristics of the entity or procedures and compares these
characteristics against a pre-specified standard.

**Evidence:**  
The available body of information indicating whether a particular professional action
or professional decision in a particular context for a particular use has quality and relevance.

**Evidence-based:**  
Any concept or strategy derived from or informed by evidence from research
or practical experience, that supports the quality and the relevance of a particular action or
decision in a particular context for a particular use.

**Intervention:**  
A deliberate and structured process usually based on a theoretical or practicebased model and having an expected outcome. The process is one in which some action is
taken through which it is expected that the individual or group of individuals involved will be
changed.

**Knowledge, Foundational:**  
Facts and information, which are acquired through education and
experience, which form the theoretical and practical understanding of a subject. In psychology,
foundational knowledge refers to knowledge about psychological concepts, constructs,
methods, and their limitations, both as theory and as practice; this knowledge refers to
psychology in general and not as applied to specific practice areas of psychology. (See also
Knowledge, Specialized.)


**Knowledge, Specialized:**  
Facts and information, acquired through education and experience,
which form the theoretical and practical understanding of a subject. In psychology, specialized
knowledge builds on and expands Foundational knowledge, and refers to specific areas of
psychology, such as clinical, educational, work and organizational or others (i.e., to concepts,
constructs, methods which are typical of or involve specific particularities when applied in those
contexts). (See also Knowledge, Foundational)

**Needs analysis:**  
An analytic process run by a psychologist in order to understand or elicit from
his/her client the actual or desired needs for the psychological service to be provided. Needs
analysis informs the psychological service and guides it to goals which are relevant to the client
or the client’s problem.

**Practitioner:**  
An individual who as a result of qualification (oftentimes there is a requirement
also for registration) practises a profession. When used in the context of Psychology, a
practitioner is a person who is not only qualified (and, if needed, registered), but also practises
the profession in applied settings, as opposed to adopting only such roles as administration,
teaching, or research.

**Professionalism:**  
The level of excellence or competence, especially with respect to ethics and
values, reflected in conduct, aims, and qualities, that is characteristic and expected from a
practitioner.

**Psychologist:**  
A professional practitioner who is competent to carry out assessment and
intervention related to psychological and behavioural variables, in order to improve the wellbeing or performance of individuals, groups, communities, organizations, systems, or society

**Psychological assessment:**  
: A systematic process that uses a combination of techniques and
methods (such as tests, inventories, interview, observation) in order to evaluate various
psychological and behavioural characteristics (e.g., traits, capabilities) of an individual or group
of individuals.

**Psychological evaluation:**  
A systematic evaluation (see also Evaluation) of constructs (see
also Constructs) which are psychological in nature.

**Psychological intervention:**  
An intervention (see also Intervention) developed through
psychological methods and based on psychological theories or models in order to facilitate
change in an individual, group, community, organization, system, or society.

**Professional activities:**  
Activities which are performed by a psychologist as part of his/her
service to a client.

**Professional behaviour:**  
 Professional conduct of a psychologist that conforms to the principles
defined by a body of regulations to which psychologists are expected to abide. Professional
conduct (or professional behaviour) is usually defined by professional bodies, but in some
countries or regions it may be also defined by law. It refers not to activities per se, but to the
underlying principles and values behind any professional activity, such as (but not exclusively
related to) ethics, effective service, self-reflection, and self-development and others.

**Psychological practice**  
The sum of professional activities undertaken by a psychologist.
Psychological practice is done by a psychologist through a formal contractual relationship with
clients with the psychologist acting as a service provider, and may in some countries and
regions be regulated (e.g., subject to licensure or certification).
**Professional psychology:**  
 An organized community of psychologists representing applied
psychological best practice. These psychologists offer professional services to clients, focusing
on the practical application of psychology.

**Research:**  
The systematic investigation of phenomena with the aim of increasing the body of
knowledge or applying the current body of knowledge in new ways.

**Skills, Basic:**  
 Learned abilities which enable a professional to carry out professional tasks with
a certain minimum amount of proficiency, when applied to psychology in general. Basic skills
are domain-general and refer to psychology in general and not as applied to specific practice
areas of psychology. (See also Skills, Specialized.)

**Skills, Specialized:**  
 Learned abilities which enable a professional to carry out professional
tasks with a certain minimum amount of proficiency, when applied to own chosen area of
specialization within psychology, such as clinical, educational, work and organizational, or
others. Specialized skills build on basic skills, and use them in particular ways, as needed in
those specific professional contexts. (See also Skills, Basic.)

**Stakeholder:**  
An individual, group, or organization that has an interest or a concern in a
process or its outcome.