基于RCF康复心理学专业人员的团队工作与跨专业实践领域胜任力的培养研究

doi:10.3969/j.issn.1006-9771.2025.08.010

Abstract

Abstract:

Objective To design a practice courses and competency-oriented training in rehabilitation psychology, in response to the demands of team-based and interprofessional practices for professionals, based on World Health Organization rehabilitation competency framework (RCF).

Methods Using the five core domains of RCF (practice, professionalism, learning and development, management and leadership, and research), this study analyzed the competencies and role positioning of undergraduate rehabilitation psychology students within team-based and interprofessional rehabilitation settings. It identifies the core competencies needed in these contexts and corresponding practical teaching approaches, to enhance students' ability to translate disciplinary knowledge into team-based and interprofessional practice competencies in real-world rehabilitation scenarios.

Results The study yielded a competency-oriented practical curriculum structured around the teamwork and interprofessional practice requirements for rehabilitation psychology professionals. Based on RCF, we defined specific core competencies and developed a curricular framework incorporating pedagogical methods such as integrated assessments based on International Classification of Functioning, Disability and Health, motivational interviewing, case study analysis, and standardized patient simulations. These methods are designed to build student proficiency in team communication, collaborative decision-making, case management and evidence-based practice.

Conclusion In undergraduate rehabilitation psychology education, developing competency-based practical courses targeting team-based and interprofessional service competencies, which grounded in RCF, can enhance the quality and efficiency of talent cultivation in the field. It also helps improve students' capabilities in collaborative and interprofessional practice. RCF provides a theoretical foundation, practical tools, and reference frameworks for building competency-oriented curricula and instructional methods in rehabilitation psychology.

Key words: rehabilitation psychology, practical education, rehabilitation competency framework, teamwork, interprofessional practice

CLC Number:

R49-4

DONG Yuanjun, LOU Xin, SUN Rui, WANG Wenshuai, LIU Xiaoqin, XIA Xue, YANG Yaru, WANG Zhongyan, QIU Zhuoying. Cultivating key competencies of teamwork and interprofessional practice for rehabilitation psychology professionals based on RCF[J]. Chinese Journal of Rehabilitation Theory and Practice, 2025, 31(8): 939-946.

Figures/Tables 2

Table 1

Competency framework and practice curriculum for rehabilitation psychology undergraduates"

RCF领域	核心胜任力要求	关键行为表现	匹配的实践课程内容	团队工作模式与跨学科实践
实践	以ICF为框架的整合性心理评估能力	运用ICF术语描述个体心理功能、活动参与限制及相关环境因素在团队中清晰、准确地呈现心理评估结果及其对个体整体功能的影响	ICF框架应用工作坊模拟标准化病人进行神经心理、情绪、疼痛等多维度评估撰写整合ICF框架的心理评估报告	与物理治疗、作业治疗等专业的学生共同分析案例，理解心理因素如何影响功能训练的进展
实践	协同制定与执行心理康复计划	与团队成员共同协商，设定与整体康复目标(如功能独立、重返社会)相一致的心理康复目标根据团队反馈和个体进展，灵活调整干预策略	基于复杂案例进行MDT康复计划制定模拟角色扮演：向“家属”和“团队成员”解释心理干预方案	将认知行为疗法策略与作业治疗的日常生活活动训练相结合；运用动机性访谈提升个体参与物理治疗的依从性
专业精神	跨专业有效沟通与协作	尊重并理解其他康复专业的角色、视角和专业语言在团队讨论中，积极倾听、建设性地表达观点并参与共同决策	跨专业团队协作研讨会，各康复专业角色介绍与体验模拟MDT会议，处理专业意见冲突 “以患者为中心”的沟通技巧训练	学习如何向物理治疗师解释“灾难化思维”对疼痛感知的影响；学习如何从作业治疗师的评估中获取关于个体执行功能表现的宝贵信息
专业精神	坚守伦理与法律规范	在团队信息共享中，严格遵守保密原则，保护服务对象隐私识别并处理跨学科合作中可能出现的伦理困境	分析涉及MDT的伦理案例模拟伦理委员会审查会议	讨论当团队的康复目标与服务对象的自主决定权发生冲突时，康复心理师应如何协调并提供伦理支持
管理与领导力	参与康复服务流程优化	能够识别团队工作流程中的沟通障碍或效率瓶颈，并提出建设性意见协调和管理服务对象的多重心理社会需求，进行有效的个案管理	小组任务：绘制所在模拟团队的康复服务流程图，并提出优化建议模拟个案管理：为复杂案例链接社区资源、协调家庭会议	在模拟项目中，心理学学生可以牵头设计一个旨在改善团队成员之间信息交接效率的标准化表格或流程
	作为服务对象的倡导者	在团队决策中，确保服务对象的心理需求和个人价值观得到充分考虑和尊重协助服务对象及其家庭向团队、机构或社会表达其合理诉求	角色扮演：在MDT会议中为“服务对象”的治疗选择进行辩护和倡导设计一个面向公众的心理健康/残疾去污名化宣传活动	面对一个希望重返工作但团队评估认为其能力不足的案例，心理学学生需从心理韧性、动机和合理便利等角度进行倡导
	参与康复效果评估	能够运用定性和定量方法，评估心理干预对个体整体功能(而不仅是心理症状)的贡献与团队成员合作，设计并实施包含多维度结果指标的服务评估方案	学习并使用结果测量工具(如世界卫生组织残疾评定量表2.0版) 小组项目：设计一个针对特定康复项目(如脑卒中后康复)的包含心理、生理和社会功能指标的综合效果评估方案	运用结构方程模型等统计方法，分析心理变量(如自我效能感)在物理功能改善过程中的中介或调节作用

Table 1

Table 2

Framework of rehabilitation psychology practice techniques, core skills, and competency development"

主要实践技术/专业活动	康复心理学核心技能与能力
康复心理评估	神经心理测验：注意、记忆、执行功能评估临床访谈与行为观察：结构化与半结构化访谈情绪与人格评估：抑郁、焦虑、创伤后应激、应对方式评估功能行为分析：分析问题行为(如康复依从性差、疼痛行为)的前因后果 ICF框架应用：将评估结果转化为跨专业的功能性描述
心理干预与治疗	认知行为疗法：应对抑郁、焦虑、慢性疼痛接纳与承诺疗法：促进心理灵活性与价值导向的生活动机性访谈：提升服务对象的康复动机与行为改变意愿正念与放松技术：压力管理与情绪调节危机干预与哀伤辅导：应对突发事件与丧失
康复计划制定与个案管理	SMART原则目标设定：制定具体、可测量的心理康复目标跨学科案例概念化：整合多源信息，形成生物-心理-社会整合模型共同决策技术：与服务对象及家庭共同制定计划社区资源评估与链接：识别并利用社区支持系统
跨学科咨询与联络	以被咨询者为中心的咨询模型：向其他专业人员提供支持与指导团队沟通策略：在MDT会议中进行有效的信息呈现与协商冲突管理与解决技巧：处理团队内部的专业意见分歧健康心理教育：为团队成员提供关于心理因素影响康复的培训
家庭与社会系统干预	家庭系统评估：评估家庭结构、沟通模式与压力源家庭心理教育与支持：帮助家庭成员理解残疾，应对压力，参与康复同伴支持小组构建与引导：组织服务对象或家属支持小组文化敏感性评估与干预调适：尊重并整合不同文化背景的价值观
职业康复与社区再融合	职业兴趣与能力评估：评估服务对象重返工作的潜能与障碍合理便利咨询：协助服务对象与雇主协商工作环境的调整社会技能训练：提升社区参与中的人际交往能力倡导与政策知识：了解并运用残疾人就业保障相关政策
循证实践与效果评估	文献批判性评价技能：评估研究证据的质量与适用性个案研究设计：在临床中检验干预的有效性结果测量工具应用：使用标准化工具(如世界卫生组织残疾评定量表2.0版)量化功能变化定性研究方法入门：通过访谈、焦点小组等收集服务对象的经验反馈

Table 2

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Cultivating key competencies of teamwork and interprofessional practice for rehabilitation psychology professionals based on RCF

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