In addition to evaluating each candidate's relative ability, as demonstrated by quality and breadth of experience, the following factors will provide the basis for competitively evaluating each candidate:
Knowledge of:
Knowledge of principles, techniques, and trends in clinical psychology, with particular emphasis on intellectual and developmental disabilities, co-occurring behavioral-health needs, and behavior-support services; functional behavioral assessment, positive behavior support, behavior-intervention planning, and methods for assessment and modification of human behavior; person-centered, trauma-informed, culturally responsive, and least-restrictive practices in serving people with developmental disabilities; clinical, ethical, and human-rights considerations related to restrictive interventions, psychotropic medications, informed consent, and risk management; interdisciplinary treatment planning and the respective roles of psychology, psychiatry, nursing, medicine, social work, direct-support staff, and other allied disciplines; principles and practices of personnel management, supervision, employee development, performance management, and creating an inclusive workplace free from discrimination and harassment; quality-improvement methods, program evaluation, data analysis, outcome measurement, and use of data to guide clinical and operational decisions; applicable federal and State laws, regulations, departmental policies, and professional standards governing services to individuals with developmental disabilities.
Ability to:
Ability to provide effective clinical and administrative leadership to a psychology program and multidisciplinary team; supervise, coach, develop, and evaluate licensed and unlicensed professional staff while maintaining clear expectations, accountability, and respectful working relationships; analyze complex clinical, behavioral, ethical, and operational issues; exercise sound professional judgment; and make timely, defensible recommendations; communicate complex clinical information clearly and respectfully to individuals, families, IDTs, executive leadership, and communities; balance safety, individual rights, dignity, choice, and least-restrictive alternatives when evaluating behavioral and clinical interventions; build collaborative relationships with individuals receiving services, families, advocates, staff, management, and community partners; prepare clear, concise, and timely reports, correspondence, policies, training materials, and clinical or administrative recommendations; use data, trend analyses, and program-evaluation findings to identify systemic concerns and improve services; maintain scientific and professional integrity, tact, patience, emotional stability, cultural humility, and discretion when working with sensitive and high-risk matters; adapt to changing priorities, manage multiple assignments, and perform effectively in a fast-paced clinical environment.