Abstract
Psychological professional competencies refer to the functions and expertise that Certified Public Psychologists must acquire, along with the foundational qualities and abilities supporting these functions. This study focuses on core competencies in training, examining the acquisition process based on changes in graduate students' subjective evaluations, with the final aim of providing insights for educational training. Graduate students in a psychoeducational program for autism spectrum disorder at an on-campus training institute participated. A self-evaluation competency questionnaire was administered four times, and staff interviews were conducted twice in this study. Quantitative and qualitative analyses focused on three core competencies: professionalism, reflective practice, and relationships. Results revealed that graduate student staff initially lacked confidence in their roles but gradually recognized their growth. However, their self-evaluations fluctuated as they encountered new challenges. Through reflective practice and experience, they developed professionalism, gaining a broader perspective on support and adjusting their relationships with clients and colleagues. Educational implications include teaching and sharing competencies, supporting reflective practice, fostering peer support, and promoting team-based practices involving faculty.
