George Fox University Graduate Department of Clinical Psychology Internship Consortium APPIC Member, Doctoral Internship in Clinical Psychology

(1)

George Fox University

Graduate Department of Clinical Psychology Internship

Consortium

APPIC Member, Doctoral Internship in Clinical Psychology

Intern Handbook

2014-2015

George Fox University

501 N. Villa Road

Newberg, OR 97132

(2)

Table of Contents

TABLE OF CONTENTS ... 2

PROGRAM OVERVIEW ... 3

GEORGE FOX BEHAVIORAL HEALTH CLINIC (GFBHC) ... 4

GEORGE FOX UNIVERSITY (GFU) ... 4

PROVIDENCE MEDICAL GROUP (PMG) ... 5

FACILITIES ... 6

TRAINING MODEL AND PROGRAM PHILOSOPHY ... 7

GOALS AND COMPETENCIES ... 8

PROFESSIONAL FOCUS AREAS ... 12

ESTIMATED WEEKLY SCHEDULE ... 13

POLICIES AND PROCEDURES ... 14

APPLICATION FOR INTERNSHIP ... 14

REQUIREMENTS FOR SELECTION ... 15

START AND END DATES ... 15

SALARY,BENEFITS, AND ADMINISTRATIVE SUPPORT ... 15

SUPERVISION AND DIDACTICS ... 16

STAFF ... 16

ORIENTATION TO INTERNSHIP ... 16

INTERNSHIP COMPLETION CRITERIA ... 17

EVALUATIONS ... 17

WORKING HOURS ... 18

SELF-STUDY ... 18

VACATION AND SICK LEAVE ... 18

EXTENDED ABSENCE ... 18

ACADEMIC INTEGRITY ... 19

CLINICAL SUITABILITY CONCERNS ... 19

Concerns and Grievance Process ... 19

Appeal Process ... 21

Complaints Against Fellow Interns ... 21

Complaints Against Training Director, Staff Person or Supervisor ... 23

SEXUAL HARASSMENT POLICY ... 24

COMMUNITY ASPIRATIONS ... 24

GEORGE FOX UNIVERSITY DOCTORAL INTERN EVALUATION ... 26

EVALUATION OF INTERNSHIP ... 34

(3)

Program Overvie

w

The George Fox University Graduate Department of Clinical Psychology Internship Consortium operates under the auspices of the GFU Graduate Department of Clinical Psychology (GDCP), which offers a PsyD degree in clinical psychology accredited by the American Psychological Association’s Commission on Accreditation. The GDCP mission is:

To provide excellent education and training for future clinical psychologists who will provide outstanding professional services to their clients and agencies, and demonstrate special expertise when working with clients desiring a spiritual dimension, especially that characteristic of the Christian community.

The spiritual mission of the GDCP—deeply rooted in GFU’s Quaker identity— operates from a position of respect for all people, commitment to understanding and celebrating human diversity, and adherence to prevailing ethical standards articulated by the American Psychological Association (APA).

The doctoral internship program was initiated in 2011 and became a member of APPIC the same year. It was developed in recognition of the GDCP’s strategic role in innovative models of professional practice, especially those involving integrated services in primary care settings and short-term psychotherapy interventions. In addition to providing training for a cohort of interns each year, the internship contributes to workforce development for integrated healthcare. Nationally, there is a shortage of trained psychologists functioning as

behaviorists in the primary care medical setting.

The internship participates in the Association of Psychology Postdoctoral and Internship Centers (APPIC) Match. Preference is given to applicants completing their doctoral work at George Fox University.

The GDCP doctoral internship program provides training for assessing and treating a wide range of psychological problems, including mood and anxiety disorders, co-occurring disorders, trauma, eating disorders and other behavioral health conditions. Interns receive training at the George Fox Behavioral Health Clinic (GFBHC) located in Newberg, Oregon, as well as medical clinics, operated by Providence Medical Group, located in Portland, Oregon and the Virginia Garcia Memorial Health Centers (VG), located in 5 different locations in Yamhill and Washington Counties.

The goal of the internship is to equip interns to be generalist clinicians with competence in behavioral health integration, which will be developed during the interns’ major training in primary care psychology. The focus of trainings for the year are in the areas of Scientific Knowledge and methods, Individual and Cultural Diversity, Interdisciplinary systems, Clinical Intervention, and Supervision. Didactic trainings in all 5 of these focus areas and supervision

(4)

duties will take place in at the GFBHC. Application of the clinical skills will take place onsite at the various Primary Care clinics that are part of our consortium.

Intern Weekly Schedule

All interns will spend 4 days per week (Tuesday through Friday) in the primary care setting of the internship consortium, with each intern placed at a different primary care clinic. All clinics are located in the Portland Metropolitan area or in Yamhill County. Interns spend approximately 32 hours per week at their

respective sites providing Behavioral Health Consultation and other activities as directed by the clinic Behaviorists. These Behaviorists are all licensed

psychologists who are full-time employees of their respective clinics. The Providence psychologist/behaviorist provides a minimum of 1 hour of individual supervision for the interns in addition to observation, role-modeling and

mentoring. The interns will participate in the therapy/assessment training and supervision activities 1 days per week (Monday) at the George Fox Behavioral Health Clinic.

George Fox Behavioral Health Clinic (GFBHC)

The George Fox Behavioral Health Clinic (GFBHC) is a minimal-cost mental health clinic designed to provide services to the uninsured and underinsured citizens of Yamhill County and the surrounding area. It is located in the semi-rural community of Newberg, Oregon. The GFBHC offers services to those with

chronic as well as acute mental health issues, typically ages 6 and older. Therapy is short-term with focus on addressing current problems in the clients’ lives and helping them plan for the future using time-limited therapy techniques. Treatment is provided in the form of individual, couple, family, or group therapy. The GFBHC also offers a variety of psychological assessments for a variety of concerns. Interns spend one day each week at the GFBHC which includes 4 hours minimum of supervision and training activities.

George Fox University (GFU)

George Fox is Oregon's nationally recognized Christian university, providing students with personal attention, global opportunities to learn and serve, and a supportive community that encourages academic rigor and spiritual growth. George Fox University offers bachelor’s degrees in more than 40 majors, adult degree programs, five seminary degrees, and 12 master’s and doctoral degrees. George Fox is accredited by the Northwest Commission on Colleges and

Universities, and has grown rapidly in the last two decades - both in reputation

and facilities. U.S. News & World Report for 19 years has named George Fox

"One of America's Best Colleges". In 2010-11 Forbes ranked George Fox in the

top 150 colleges in America and among the nation's top Christian colleges. In 2005, George Fox ranked in the top tier in the category of Best Universities - Master's, West Region. National recognition has also come from the John Templeton Foundation, which selected George Fox as one of 100 in its Honor Roll of Character-Building Colleges. GFU strives to prepare students spiritually,

(5)

academically, and professionally to think with clarity, act with integrity, and serve with passion. More than 3,400 students attend classes on the university’s

residential campus in Newberg, at its Portland and Salem centers, and at other teaching sites in Oregon.

The undergraduate psychology program is focused on developing skills valued

by employers and graduate schools by offering a well-rounded curriculum grounded in the science of psychology as well as numerous opportunities for applied and experiential learning. Five psychologists serve on the undergraduate faculty, including a social psychologist, a cognitive psychologist, two

developmental psychologists and a clinical psychologist.

Providence Medical Group (PMG)

Providence Medical Group is a division of Providence Health and Services in Oregon, a not-for-profit network of hospitals, health plans, physicians, clinics, home health services and affiliated health services. As part of the greater Providence Health and Services (PHS), which functions in Alaska, Washington, Oregon, Montana and California, PHS has a tradition of caring that the Sisters of

Providence began more than 150 years ago.PHS strives to “reveal God’s love

for all, especially the poor and vulnerable, through compassionate service”. The core values of PHS are Respect, Compassion, Justice, Excellence and

Stewardship. There are 70 primary care clinics and 550 providers within the PMG system. The Providence clinics are in the process of implementing the Medical Home model of primary care, which includes the integration of behavioral health services provided by licensed psychologists. PMG has supported a training relationship with the GFU GDCP in their primary care clinics and regional hospital located in the Newberg service area, over the past several years. This has included practicum training for GDCP students, an Emergency Department consultation service staffed by GDCP faculty and students, and an ongoing professional alliance with the GDCP Department Chair, Dr. Mary Peterson. One intern is placed at each of three Providence Medical Group clinics within the Portland-Metropolitan area. Interns spend 23 hours per week in the primary care role, which includes direct service provision for patients from a wide demographic and diagnostic range, opportunities for case consultation, observation of

psychologists and primary care physicians and professional mentoring by supervising psychologists. The supervising psychologist is a faculty member at George Fox University. The Providence psychologist provides a minimum of 1 hour of individual supervision for the interns each week. Each PMG Intern will rotate to a second clinic midway through the year to expand the intern’s learning opportunities and allow the intern to work with different staff members and populations. Not every Providence Clinic has an on site behaviorist (yet) and the on-site supervisor (Dr. Casillas) will travel to you at your clinic to conduct

supervision and observe you performing your duties. Dr. Casillas also has access to all medical records via the integrated medical record system. Dr. Casillas can be contacted by phone, email or messaging system at any time of

(6)

the business day. Should she not be available, Dr. Gregor can be reached y phone as a back-up. Also, while Dr. Casillas is the official on-site supervisor, many clinics do have one or more licensed psychologists in the building. Each clinic also has a large staff of medical and behavioral health providers that includes: physicians, medical assistants, physician’s assistants, licensed social workers, coordinated care counselors and nurses. These staff are also available to help interns with issues that may arise.

Virginia Garcia Medical Centers (VG)

From website: “Virginia Garcia provides healthcare services to more than 35,000 patients a year in Washington and Yamhill Counties at our four primary care clinics and pharmacies, three dental offices, and three school-based health centers. We also provide outreach to schools, community health fairs and to migrant and seasonal farmworkers at local camps and commercial nurseries through our mobile clinic. Virginia Garcia focuses on providing a medical home for our patients – that is, we provide delivery of preventive primary health care for the whole family. Our focus is on getting our patients well and keeping them healthy by providing education and a strong rapport with providers. Physicians, nurse practitioners, physician assistants, nurses, case managers, behavioral therapists and medical assistants make up the core medical team.”

The VG intern will cover the 2 Yamhill County clinics of Newberg and

McMinnville. Spending 2 days in Newberg and 2 days in McMinnville. The intern will spend 31 hours per week in the primary care role, which includes direct service provision for patients from a wide demographic and diagnostic range, opportunities for case consultation, observation of psychologists and primary care physicians and professional mentoring by supervising psychologists. The supervising psychologist is a faculty member at George Fox University. The VG psychologist provides a minimum of 1 hour of individual supervision for the interns each week.

Location

George Fox University is situated in the heart of the Willamette Valley, 23 miles south of Portland which is Oregon’s largest city and cultural center. Newberg is a semi-rural community of approximately 20,000 residents. Portland is Oregon’s largest city, with a population nearing 600,000. Portland is a progressive city with a variety of museums, coffee shops, Saturday Market, the Waterfront, and the Portland Trailblazers (see http://www.portlandonline.com/). Mount Hood is approximately one hour east of Portland, offering a variety of winter sports. The Oregon coast is a 75-minute drive west of Newberg. The state of Oregon

features 96,981 square miles of diverse terrain such as the Columbia River Gorge, the Cascade Mountain Range and high-desert country.

Facilities

The Behavioral Health Clinic operates in a newly renovated facility that shares a parking lot with the GFU Villa Academic Center, where the GDCP is located. The

(7)

close proximity to the GDCP allows for frequent interaction with faculty and students in the doctoral program. Interns share an office in the BHC.

The Providence Medical Group clinics have developed an integrated care model where providers share exam rooms and a limited number of offices for

behaviorists and interns. Consultation and short-term therapy services are provided in exam rooms or offices, depending on office needs and staffing patterns determined at the time of service.

Training Model and Program Philosophy

The Graduate Department of Clinical Psychology (GDCP) provides professional training following a practitioner-scholar model (sometimes referred to as the professional or Vail model). Like the doctoral curriculum, the internship is designed to promote the Competency Model of Training promulgated by the National Council of Schools and Programs of Professional Psychology (NCSPP). Those successfully completing the internship should know and exemplify high standards of legal, ethical, and professional conduct. They should be able to provide a wide variety of clinical services, including assessment and

psychotherapy, with individuals of many ages and from diverse ethnic, cultural, religious, and social backgrounds.

The GDCP doctoral program in clinical psychology is accredited by the APA’s Commission on Accreditation. The doctoral internship is not accredited but our accreditation status is listed as “under review”. We are currently members in the Association of Psychology Postdoctoral and Internship Centers (APPIC) directory, and follow all APPIC guidelines.

The GDCP faculty and administration at George Fox University believe that as psychologists, our responsibility is to help people understand the benefits and limitations of psychological interventions. Related goals are to promote

understanding of psychology within the Christian community, and the importance of religious and spiritual issues within psychology. Graduates should be able to work effectively with Christian ministry professionals as well as those in other human sectarian and nonsectarian service professions.

The GDCP is a member of the National Council of Schools and Programs of Professional Psychology (NCSPP). This organization has been instrumental in articulating those areas in which practicing psychologists should show

competency. The GDCP ascribes to the NCSPP competency model, and so works to promote competency in the following eight areas.

• Establishing therapeutic relationships

• Employing effective psychotherapeutic interventions

• Demonstrating expertise in psychological assessment instruments

• Demonstrating knowledge and skills in consultation and education • Demonstrating knowledge and skills in providing clinical supervision and

(8)

practice management

• Understanding the importance of all forms of diversity in psychological practice

• Demonstrating knowledge and skills to analyze and conduct applied

research including program evaluation

• Demonstrating knowledge and skills important for consultation and

continuing educational growth.

In addition to these general practice guidelines, the George Fox University internship seeks to foster specific competencies in the professional areas most relevant to Integrated Behavioral Health care. The following section lists these competencies in detail.

Goals and Competencies

The internship provides competency-based training in a variety of areas essential to the development of psychologists in training. In addition, the interns are

expected to develop competencies specific to the primary care setting. The following are the goals and competencies specific to our program:

Goal #1: Scientific Knowledge and Methods

Objective or Goal #1: Produce new professionals who can independently apply scientific methods to practice.

Competencies Expected:

1. Independently accesses and applies scientific knowledge & skills appropriately and habitually to the solution of problems,

2. Readily presents own work for the scrutiny of others,

3. Demonstrates advanced level of knowledge of and respect for scientific knowledge of the basis for behaviors,

4. Reviews scholarly literature related to clinical work and applies knowledge to case conceptualization,

5. * Effectively Applies EBP concepts in practice,

6. * Critically Compares and contrasts EBP approaches with other theories and interventions in the context of case conceptualization and treatment planning.

How Outcomes are Measured: All competencies are rated using supervisor ratings on a 5-point Likert scale (1= Cannot Demonstrate, 2= Needs extensive supervision to demonstrate, 3= Can demonstrate with minimal supervision, 4= Can demonstrate without supervision 5 = Can demonstrate with advanced skill (similar to licensed clinician). Self-reports by interns will be collected at the beginning, middle, and end of training as a discussion tool for supervision purposes. Supervisor ratings will be collected at the middle (February/March) and end (July/August) of the internship training.

Minimum Thresholds for Achievement for Expected Competencies: Within each goal, the intern is expected to achieve and average score of 3 or better by the end of the year. Items listed in BOLD are considered essential competency and must be met with a score of at least 3 by the end of the year. If any

(9)

competencies are at a 2 or less at the mid-year evaluation, the intern and Training Director will create a remediation plan to improve these skills. If any ESSENTIAL competencies are below 3 at the end of the year or if the average score for a goal is below 3 then the intern will fail the internship.

Goal #2: Individual and Cultural Diversity (ICD)

Objective for Goal #2: Produce new professionals who can independently monitor and apply knowledge of self and others as an ICD-being and consider the intersecting and complex dimensions of diversity.

1. Independently articulates, understands, and monitors own cultural identity in relation to work with others,

2. Regularly uses knowledge of self to monitor and improve effectiveness as a professional,

3. Critically evaluates feedback and initiates consultation or supervision when uncertain about diversity issues content,

4. Independently articulates, understands, and monitors multiple cultural identities in interactions with others,

5. Regularly uses knowledge of the role of culture in interactions to monitor and improve effectiveness as a professional,

6. Critically evaluates feedback and initiates consultation or supervision when uncertain about diversity issues with others,

7. Articulates an integrative conceptualization of diversity as it impacts clients, self & others (e.g., organizations, colleagues, systems of care), 8. Habitually adapts one’s professional behavior in a culturally sensitive

manner, as appropriate to the needs of the client, that improves client outcomes and avoids harm,

9. *Articulates and uses alternative and culturally appropriate repertoire of skills and techniques and behaviors,

10. *Seeks consultation with regard to addressing individual and cultural diversity as needed,

11. *Uses culturally relevant best practices,

12. *Regularly uses knowledge of others to monitor and improve effectiveness as a professional

How Outcomes are Measured: All competencies are rated using supervisor ratings on a 5-point Likert scale 1= Cannot Demonstrate, 2= Needs extensive supervision to demonstrate, 3= Can demonstrate with minimal supervision, 4= Can demonstrate without supervision 5 = Can demonstrate with advanced skill (similar to licensed clinician). Self-reports by interns will be collected at the beginning, middle, and end of training as a discussion tool for supervision purposes. Supervisor ratings will be collected at the middle (February/March) and end (July/August) of the internship training.

(10)

Goal #3: Interdisciplinary systems

Objective for Goal #3: Produce new professionals who have knowledge of interdisciplinary teams and can collaborate with other professionals. Competencies Expected:

1. Demonstrates ability to articulate the role that others provide in service to clients

2. Communicates effectively with individuals from other professions, 3. Appreciates and integrates perspectives from multiple professions,

4. Displays ability to work successfully on an interdisciplinary team, 5. Systematically collaborates successfully with other relevant partners, 6. *Demonstrates skill in interdisciplinary clinical settings, working with other professionals to incorporate psychological information into overall team planning and implementation

7. *Provides supervisors with insightful and useful reflections on what is working well and what can be improved at their different consortium sites at the mid-year evaluation. At the end of the year, these reflections are gathered via the program evaluation form.

Goal #4: Intervention

Objective for Goal #4: Produce new professionals who can independently plan and provide interventions.

1. Writes a high quality case summary incorporating elements of evidence-based practice and presents it for peer review and discussion,

(11)

support and can defend their reasoning well,

3. Accurately assesses presenting issues taking in to account the larger life context, including diversity issues,

4. Conceptualizes case independently and accurately,

5. Independently selects an intervention or range of interventions appropriate for the presenting issue(s),

6. Develops rapport and relationships with wide variety of clients, 7. Uses good judgment about unexpected issues, such as crises,

confrontation, etc., 2c. Effectively delivers intervention,

8. Independently and effectively implements a typical range of intervention strategies appropriate to practice setting,

9. Independently recognizes and manages special circumstances, 10. Terminates treatment successfully,

11. * Collaborates effectively with other providers or systems of care, 12. * Independently assesses treatment effectiveness & efficiency, 13. * Critically evaluates own performance in the treatment role, 14. * Seeks consultation when necessary

Goal #5: Supervision

Objective for Goal #5: Produce new professionals who can independently provide supervision to others.

1. Articulates a philosophy or model of supervision and critically reflects on how this model is applied in practice, including integrated contextual, legal, and ethical perspectives,

2. Creates an effective supervision contract,

3. Demonstrates knowledge of limits of competency to supervise (assesses meta-competency),

4. Constructs plans to deal with areas of limited competency,

(12)

development of supervisees and their clients,

6. Demonstrates integration of diversity and multiple identity aspects in conceptualization of supervision process with all participants (client(s), supervisee, supervisor),

7. Demonstrates adaptation of own professional behavior in a culturally sensitive manner as appropriate to the needs of the supervision context and all parties in it,

8. Articulates and uses diversity appropriate repertoire of skills and techniques in supervisory process,

9. * Identifies impact of aspects of self in therapy and supervision, 10. * Provides competent supervision to less advanced trainees, peers

or other service providers in typical cases appropriate to the service setting,

11. * Spontaneously and reliably identifies complex ethical and legal issues in supervision, and analyzes and proactively addresses them,

12. * Demonstrates awareness of potential conflicts in complex ethical and legal issues in supervision

Professional Focus Areas

In addition to our five areas of competency (which are the major focus of the internship) interns may choose among 5 Professional Focus Areas. These areas are optional, but encouraged, but should be discussed with supervisors and approved by the Training Director before starting.

1. The Parenting/Family Focus Area may involve family therapy work, including use of Play Therapy room and co-leading the parenting skills course for struggling parents.

(13)

2. The Assessment Focus Area involves and a focus on test administration, interpretation, and reporting, including but not limited to IQ testing, ADHD assessment, dementia screening, academic/learning disability assessments and neuropsychological testing.

3. The Teaching focus allows the intern the opportunity to teach an

undergraduate course in psychology. There are many scheduling challenges attached to this position but a highly motivated intern should be able to arrange to teach a course in the evening two days a week.

4. The Group Therapy Focus Area requires leading a minimum of one therapy group. This may include the development of a group program incorporating target audience issues and needs. Group therapy materials have been purchased or developed by students and are available for use.

5. The Program Development Focus Area allows interns to develop clinical materials and/or to serve as consultants for program development purposes. Specific activities will be based on program needs and interns’ areas of interest and expertise. Interns are encouraged to discuss specific opportunities that may arise at their clinical placements. Program

development activities should be coordinated through the internship Training Director.

Estimated Weekly Schedule

In a typical week, interns work from 8:00 am to 5:00 pm on Tuesday through Friday at their assigned PMG/VG primary care clinic. Mondays are spent at the Newberg campus. Monday is a training and preparation day, including BHC group supervision and didactics.

An approximation of an intern's weekly training activities is shown below. Training activities in the primary rotation remain on the established four-day schedule. Didactics, individual and group supervision as well as involvement in the supervision rotation (when interns who are supervised by the Training Director will supervise practicum students) will occur on Monday at the Newberg campus. The use of unscheduled time will vary among interns according to their focus areas. The Internship at George Fox University includes two major roles with Providence Medical Group (PMG) or Virginia Garcia Medical Center (VG), and the George Fox Behavioral Health Clinic (BHC).

Sample Weekly Schedule

Monday Tuesday Wednesday Thursday Friday

GFU-BHC Providence /VG Clinic Providence /VG Clinic Providence /VG Clinic Providence /VG Clinic 1 hr. Group Supervision of supervision 1 hr. supervision 8 hrs. service provision- individual and group 8 hrs. service provision- individual and group 8 hrs. service provision-individual and group

(14)

1 hr. Supervision of practicum student 7 hrs. service provision- individual and group 1 hours didactic training 1 hrs. group supervision/case presentations 1 hr. individual supervision. 3 hrs. therapy prep, phone calls and chart writing.

Policies and Procedures

The internship is partially affiliated with the Graduate Department of Clinical Psychology at George Fox University. A partially affiliated internship is an internship in which a portion of the interns admitted are students from a specific accredited doctoral program. Qualified students from George Fox University are ranked first while leaving remaining positions open to all applicants.

Policies and procedures for the doctoral Internship are established by the

Internship Committee, consisting of the Internship Training Director (who serves as the committee chair), the GDCP Director of Clinical Training, the GDCP Department Chairperson, and a member at large selected from the GDCP faculty.

The Internship Training Director manages daily operations and routine decisions pertaining to the internship, including didactic seminars, scheduling, and

personnel matters. The Internship Committee oversees programmatic issues, including policies, goals of training, ongoing self-study, review of interns’ progress, interviews of potential interns, and intern ranking.

Application for Internship

The internship participates in the APPIC Match and exists primarily as a training resource for GDCP students. Applications are accepted from students enrolled in other APA-accredited doctoral programs. As with GDCP admissions procedures, every effort is made to insure diversity in selected trainees. Selections are non-discriminatory on the basis of age, gender, gender identity, race, ethnicity, culture, national origin, sexual orientation, disability, and socioeconomic status. As a Footnote 4 institution, the GDCP may show preference regarding religion. Consistent with the training mission, we seek interns who identify with and understand Christianity.

(15)

by APPIC. Details are available at the APPIC website (www.appic.org). No supplemental applications materials are required beyond the AAPI Online

requirements. Interviews are conducted in person for Match 1, and by telephone or Skype for Match 2 (unless the candidate is local and able to attend an in-person interview).

All applications are screened by members of the Internship Committee.

Committee members conduct interviews and provide recommendations to the Internship Training Director for APPIC match rankings. The Training Director makes the final ranking decisions and submits them to the National Matching Service.

Once interns are matched to the site, a letter of agreement is sent to selected interns within 48 hours. This letter includes information about start and end dates, internship salary, contact information for the Training Director, and other relevant information about the internship.

The internship abides by all APPIC guidelines and requirements.

Requirements for Selection

An applicant must have completed three years of study in a regionally accredited, degree-granting clinical or counseling psychology doctoral program in the United States by the time the internship is scheduled to begin. The applicant’s program must be APA-accredited or demonstrate equivalence by the student having successfully completed supervised practicum experiences and graduate coursework in individual intelligence assessment, personality assessment, personality theory, psychotherapy or counseling theory, and research/statistical analysis.

To be considered, applicants must be verified as ready to apply for internship by the Director of Training of his or her graduate program, as listed in Part II of the APPIC application form.

Start and End Dates

The internship begins on August 18, 2014 and ends on August 14, 2015.

Salary, Benefits, and Administrative Support

Interns receive a salary of $22,000 annually. In addition, interns are eligible for 4 weeks of sick and vacation leave.

The GDCP maintains an extensive library of psychological testing materials. The internship makes these materials available to interns, as required to complete psychological assessments.

(16)

Supervision and Didactics

An internship is an organized training program. Supervision and regular

participation in the didactic seminars are required components of the internship. In a typical week, each intern participates in:

• One hour of individual supervision at BHC

• One hour of group supervision at the BHC

• One hour of individual supervision at PMG or VG

• One hour of supervision of supervision at BHC

• At least Two hours of Didactic Training each week at George Fox U (this

is an average as there will be times in the year where interns will attend 4 and 6 hour colloquiums, grand rounds and workshops)

• Quarterly didactics during lunch hour that focus on Providing Supervision

Some weeks provide additional required training, such as the colloquia and grand rounds schedule offered by the GDCP. A probable schedule of training activities is included in this packet. Included in the list of weekly training activities, interns will participate in a seminar series for 1 hr. each week, with Dr. Kathleen Gathercoal. This seminar will focus on professional career development and increasing scientific knowledge base as a psychologist.

All supervisors have a doctoral degree in psychology and are licensed in the state of Oregon. Supervisors are clinically and professionally responsible for services provided by interns. Supervising psychologists within Providence Medical Group retain an academic appointment with George Fox University and have regular and frequent contact with the University.

Staff

Staff and faculty of the GDCP are located in the Villa Academic Center of George Fox University. They are available to you throughout the training year. Note that some faculty are on 9-month academic contracts and will have limited available during summer months.

The internship Training Director’s office is in the Behavioral Health Clinic where interns will be providing services each week. Supervisors at Providence Health and Services and Virginia Garcia Medical Center have offices at the site where interns provide services.

Orientation to Internship

(17)

providing professional services immediately after they are oriented.

Internship Completion Criteria

To successfully complete the doctoral Internship, interns are expected to fulfill the following requirements and demonstrate competence in each of the areas described in this manual.

• A minimum of 2000 hours of program participation, including 800 hours of

direct clinical work

• Approximately 32 hours weekly at Providence Health and Services or

Virginia Garcia Memorial Health Center, including one hour of individual supervision.

• Approximately 8 hours per week at the Behavioral Health Clinic, including

1 hour of individual supervision, 1 hour of supervision of a practicum student, 1 hours of group supervision, 1 hour of supervision of supervision and 2 hours of didactics/training

• Both the Training director and the Providence Medical Group supervisor

will track interns’ competence using a self-evaluation and evaluation. These evaluations will occur mid-year and at the end of the internship. Competency areas that average a “3” or below will indicate remediation in the fall, and failure to pass internship in the spring/summer. Completion of the internship requires an average score in each domain of more than a 3.0 by the end of the year. We predict that most interns will average scores between 4 and 5 in each domain.

• Additionally, there are certain required competencies (in bold) that must

be at a score of 3 or better by the end of the year in order to pass the internship.

An intern will receive a certificate upon satisfactory completion of the internship program.

Evaluations

Interns will be given frequent feedback from supervisors based on their professional work. In addition, each intern will be given a formal progress evaluation twice during the year. The competency-based evaluation form is included in this packet. Please review this form prior to meeting with your supervisor, and be prepared to develop competency-based goals for the internship year.

The internship Training Director follows the following procedure for the beginning of the year, mid-year and year-end evaluation:

1. At the start of the year, the interns fill out the self-evaluation to establish their starting competency level and identify training goals for the year. 2. The Training Director requests the PMG/VG supervisor to fill out the

(18)

3. The Training Director asks students to complete a self-evaluation, using the same competency-based evaluation form.

4. After receiving the PMG/VG supervisor’s and intern’s evaluation, the Training Director also completes the formal evaluation, considering the intern’s work at the BHC as well as the other evaluation data collected. 5. The evaluation is reviewed with the student and the student given

opportunity for a written response, if desired.

6. All evaluations and student responses become part of the intern’s file, are reviewed by the Internship Committee, and are provided to the Director of Clinical Training at the intern’s doctoral training program.

Working Hours

Working hours, established by the Training Director, are typically normal

business hours, Monday through Friday. Occasionally, the interns will have the opportunity to lead a group that starts later in the day. This may lead to a later end time, but often interns will be able to adjust their schedule to start later on those days.

Interns are asked to be flexible in their scheduling where possible. This is particularly important with regard to psychological testing, which will sometimes require a rapid response for timely feedback.

Self-Study

The Director of Training and the Internship Committee routinely reviews the training offered to interns. This includes reviewing interns’ evaluations of training sites as well as site visits of the PMG/VG placements. Interns will receive a post-internship survey in the year after completing the post-internship and we expect that alumni will complete to survey in order to improve the program for future interns.

Vacation and Sick Leave

In addition to major holidays, interns are granted 4 weeks of excused leave (vacation and sick leave) throughout the year, two of which are prescribed to be the week between Christmas and New Years and the week of GFU’s Spring Break. The other two weeks are chosen at the interns’ discretion, in consultation with the Training Director. Interns are asked to schedule an entire week of

vacation at a time, rather than individual days, and to give at least 30 days notice before scheduling vacation leave.

Extended Absence

An intern may be excused from service for maternity leave, severe illness (physical or emotional), or other legitimate reasons. Extended absences do not reduce the overall number of hours required for completing the internship. In rare cases, an intern may need to extend the length of training in order to fulfill all required training hours. If this occurs, the salary and stipend end after the first 12 months of training.

(19)

Academic Integrity

According to the APA Ethics guidelines, “Psychologists do not present portions of another’s work or data as their own, even if the other work or data source is cited occasionally.” This guideline applies to all work submitted in this program

(electronic, written or oral). Submission of oral presentations or written work that include plagiarized material (text or data) is a serious infraction. Interns who plagiarize will be subject to disciplinary action, which may include being dismissed from the program.

Clinical Suitability Concerns

The Quaker tradition of George Fox University is humanizing and egalitarian, and this influence is felt throughout the institution. Positive relationships among

faculty, staff, students, and administrators are evident throughout the University context. This is not to say that tensions never arise – of course they do. But, it is hoped that in the process of managing tensions, human dignity is affirmed and great effort is invested in hearing one another in fairness and justice.

The GDCP recognizes the rights of interns to be treated with courtesy and respect. In order to maintain the quality and effectiveness of interns’ learning experiences, all interactions among doctoral students, interns, faculty and staff should be collegial and conducted in a manner than reflects the highest

standards of the scholarly community and of the profession (see APA Ethical Principles of the Psychologists and Code of Conduct). The internship program has an obligation to inform interns of these principles and of their avenues of recourse should problems arise with regard to them. Below are listed guidelines that are intended to assist interns through common disagreements that may arise. It is hoped that the Christian virtues such as respect, fairness, and seeking the good of the other party will be evident when employing these guidelines.

Concerns and Grievance Process

In 2006, the Board of Educational Affairs (BEA) of the APA collaborated with the Council of Chairs of Training Councils (CCTC) to clarify the requisite foundational and functional competencies for students in professional psychology programs. The CCTC committee states, “Foundational competencies refer to the

knowledge, skills, attitudes and values that serve as the foundation for the functions a psychologist is expected to carry out,” (CCTC, 2007, p. 5). The

document goes on to explain that foundational competencies are the prerequisite to the acquisition of functional competencies. Foundational competencies include reflective practice of self assessment, scientific knowledge, relationship skills, and awareness of ethical-legal standards, individual-cultural diversity, and interdisciplinary systems.

If concerns about an intern’s foundational or functional competencies or concerns about supervision or training emerge,

(20)

1. We encourage informal resolution according to the guidelines established in the APA Ethical Principles, which allow for direct communication and problem resolution. As stated above, our community ethos is guided by an expectation for fairness and justice and it is expected that supervisors, staff and interns express and respond to concerns with respect and integrity.

2. Informal mediation: if an informal resolution is insufficient to address the concerns expressed by supervisors or interns, either party can request the Training Director (or appropriate designee) to mediate subsequent

meetings. If the concern involves the Training Director, the communication can initially be addressed to the Director of Psychology Services. The mediation meetings will be scheduled within one week of the request and will include both parties and the designated mediator. Discussion and problem resolution will be documented and may include interventions for both student and supervisor. A one-month check-in will occur for a minimum of three months following the informal mediation.

3. Formal Grievance: The Training Committee has adapted the model successfully used in the GDCP for addressing student or

faculty/supervisor grievances. The following steps outline the process: a. If the informal mediation process is insufficient to address concerns

expressed by students or supervisors, either party may send a written request to the Training Director or Director of Psychology Service if the grievance involves the Training Director, for the grievance to be

addressed by the Training Committee.

• The Training Committee includes the Training Director,

Psychology Service Director, the Director of Clinical Training, and a representative psychologist from the students’ current rotation. The Training committee is a standing committee whose purpose is to assist in the development of the student,

supervisor and training program. If the grievance involves a member of the Training Committee, that member will recuse him or herself from the process.

b. All parties involved in the grievance will receive a letter from the internship Training Director (or Director of Psychology Service if grievance involves the Training Director) notifying them of the referral to the Training Committee and describing the specific reasons for the referral. The Director of Clinical Training of the intern’s graduate

program will also be notified in writing of the grievance and will receive a copy of the training committee’s decision and corrective plan, if relevant.

c. After receiving the letter stating the formal grievance, the Training Director (or Director of Psychology Service) will schedule a meeting with each of the parties involved and the Training Committee. The purpose of the meeting will be to gain information and clarify the concern of each party.

(21)

d. Following this meeting, the Training Committee will make the decision that facilitates the training and development of the intern. The Training Committee may make specific recommendations (e.g. change of rotation, change of supervisor, remedial training) and/or request that either or both parties meet to develop a corrective plan to remediate or otherwise respond to the concerns.

e. The decision of the Training Committee and the expectations for a corrective plan will be communicated in writing to the intern and relevant participants, including the DCT of the intern’s graduate program.

f. Following their receipt of the decision and specific recommendations, the intern (and/or supervisor) will be asked to inform the Training Committee in writing whether they accept the decision, including the recommendation to collaboratively develop a corrective plan.

g. If a corrective plan is to be developed, a specific timeframe and a second, follow-up meeting to develop and discuss the plan will also be included in the written communication.

h. During the implementation and completion of the corrective plan, all

parties will remain under “committee oversight” which will involve

periodic meetings with the Training Committee. Written notice of completion of corrective plan will be provided to all parties, including the Director of Clinical Training of the intern’s program.

Appeal Process

Decisions by the Internship Training Committee may be appealed. In the event of an appeal the following process must be followed:

1. If the intern disagrees with the decision of the Training Committee the intern can submit a written appeal to the Director of Psychology Service within one month of receipt of the Training Committee decision.

2. The Director of Psychology Service will consult as appropriate and determine a final decision on the appeal. The decision may support the appeal and refer back to the Training Committee or deny the appeal with written explanation. A written copy of the appeal decision will be sent to all parties, including the DCT of the intern’s program.

Complaints Against Fellow Interns

Consistent with the APA Ethical Standards and Code of Conduct, it is

recommended that informal resolution be the first step in resolving a conflict or concern with another intern. When concerns arise, the complainant should contact the student in question and frankly discuss the concerns. If resolution is not reached, one may engage in the following formal complaint resolution

(22)

Complaints may be made against fellow interns for the following reasons:

1. Alleged violation to APA Ethical Principles and Code of Conduct, state or federal laws.

2. Alleged violation of internship policies.

3. Concerns about a student’s clinical suitability for the practice of clinical psychology.

4. Concerns about a student’s physical, intellectual, or emotional abilities to perform the essential functions of a clinical psychologist.

Because of the nature of a formal complaint and the subsequent investigation, complete confidentiality of the complainant may not be possible. It is desirable for the complainant to submit the complaint(s) in writing and be interviewed by the Training Committee. Written documentation of the complaint and outcome are kept in the intern’s permanent file. Typically, complaints against students will be handled in the following manner:

1. Complaints against a student should be written and are sent to the internship Training Director.

2. The Training Director communicates the complaint to the Training Committee within five working days of receipt of the complaint. 3. The Training Director notifies the intern that a complaint(s) against

him/her has been made within five working days of receipt of the complaint from the internship Training Director.

4. The Training Committee gathers necessary information from faculty, concerned students, field supervisors, or client.

5. The Training Committee provides the student with written documentation of the specific complaint(s) and concerns of the

Committee within 20 working days of receipt of the complaint from the internship Training Director.

6. The Training Committee interviews the intern to obtain additional information and his/her response to the allegations within 10 working days of written notification to the intern of the specific complaint(s). The intern may bring another intern or a faculty member or supervisor to the interview to serve as a support person. The student may offer to the Training Committee names of persons who may provide

information on behalf of the student. This is not a litigious process, and attorneys should not be involved at this level.

7. The Training Committee recommends a decision to the Internship Committee within 10 working days of the student interview. Possible recommendations include but are not limited to:

a. Dismiss complaint. b. Letter of reprimand.

c. Remedial actions. The intern must submit documentation of satisfaction of remedial recommendations by a specified date.

(23)

Remedial actions may include, but are not limited to, mandatory psychotherapy, additional courses, and additional supervision. d. Dismissal from the internship.

8. The Internship Committee decides on the Committee recommendation and the internship Training Director notifies the student in writing within three working days.

Complaints Against Training Director, Staff Person or Supervisor

Consistent with the APA Ethical Standards and Code of Conduct, it is

recommended that informal resolution be the first step in resolving a conflict or concern with another intern. When concerns arise, the complainant should contact the person in question and frankly discuss the concerns. If resolution is not reached, one may engage in the following formal complaint resolution process.

Complaints may be made against supervisors, staff people or the Training Director (AKA psychologist) for the following reasons:

1. Alleged violation to APA Ethical Principles and Code of Conduct, state or federal laws.

2. Alleged violation of internship or agency policies.

3. Concerns about a psychologist’s clinical suitability for the practice of clinical psychology.

4. Concerns about a psychologist’s physical, intellectual, or emotional abilities to perform the essential functions of a clinical psychologist. Because of the nature of a formal complaint and the subsequent investigation, complete confidentiality of the complainant may not be possible. It is desirable for the complainant to submit the complaint(s) in writing and be interviewed by the psychologist’s direct supervisor. Written documentation of the complaint and outcome are kept in the staff person/psychologist’s permanent file. Typically, complaints against staff people/psychologists will be handled in the following manner:

(a) Complaints against a staff person or psychologist should be written and are sent to the person’ direct supervisor at the agency they work at. If the complaint is at George Fox University, complaints should be

directed to the Chair of the PsyD department (currently Mary Peterson, PhD) and if the complaint is against a Providence supervisor, the complaint should be directed to the director of Behavioral Medicine (currently, Richard Cohen, MD)

(b) Each agency will follow the grievance policy laid out by their Human Resources department policies and procedures.

(c) If the intern is not satisfied with the outcome of this grievance process, or if they feel ethically obligated, the intern may contact the state

(24)

licensure board or national association, or legal authorities should they choose.

Sexual Harassment Policy

The GDCP endorses and interns, professors, and supervisors must comply with

Section 1.11 and 1.12 of the Ethical Standards of Psychologists and Code of

Conduct, which state:

1.11 Sexual Harassment

(a) Psychologists do not engage in sexual harassment. Sexualharassment is sexual solicitation, physical advances, or verbalor nonverbal conduct that is sexual in nature, that occurs in connection with the psychologist’s activities or roles as a psychologist, and that either: (1) is unwelcome, is offensive, or creates a hostilework place environment, and the psychologist knows or is toldthis; or (2) is sufficiently severe or intense to be abusive to a reasonable person in the context. Sexual harassment can consistof a single intense or severe act or of multiple persistent or pervasive acts.

(b) Psychologists accord sexual-harassment complaints and respondent’s dignity and respect. Psychologists do not participatein denying a person academic admittance or advancement,employment, tenure, or promotion, based solely upon their having made, or their being the subject of, sexual harassment charges. This does not preclude taking action based upon the outcome of such proceedings or consideration of other appropriate

information.

1.12 Other Harassment

Psychologists do not knowingly engage in behavior that is harassing or

demeaning to persons with whom they interact in their work based on factors such as those persons’ age, gender, race, ethnicity, national origin, religion, sexual orientation, disability, language, or socioeconomic status.

A comprehensive statement about GFU’s policies related to Harassment, Drug Free Environment, FERPA, and other student rights and expectations can be found in the

GFU Graduate Catalog: http://www.georgefox.edu/catalog/compliance/compliance.html.

Community Aspirations

The GDCP strives to be an intentional community where civility and virtue is practiced on a daily basis. Every effort is made to provide an optimal training environment for doctoral students and doctoral interns.

We invite interns to be part of this learning community with the hope that we will contribute to their growth and ultimately to the health of the profession.

Internship is a time of transition, providing opportunity for trainees to further develop skills learned during earlier years of graduate training while also

(25)

preparing for entry into professional psychology as a career. We hope this internship provides many opportunities for personal and professional development.

Interns are valued colleagues. Please feel free to bring your questions,

comments and concerns to faculty, staff, and supervisors. –We hope you enjoy your internship year!

(26)

G

eorge Fox University Doctoral Intern Evaluation

Intern Name __________________________________

Evaluator (Intern, write “self” for self-eval) _____________________________

Time of evaluation (Beginning or Midyear or Final) Date

ASSESSMENT METHOD(S) FOR COMPETENCIES. (Indicate with a check your sources of evidence)

_____ Direct Observation _____ Review of Written Work _____ Videotape _____ Review of Raw Test Data _____ Audiotape _____ Discussion of Clinical

Interaction

_____ Case Presentation _____ Comments from Other Staff For the purposes of this evaluation, the ideal score will increase over the course of the year. In accordance with our developmental model, interns scores should improve over the course of the year. All competencies are rated using supervisor ratings on a 5-point Likert scale:

1= Cannot Demonstrate,

2= Needs extensive supervision to demonstrate, 3= Can demonstrate with minimal supervision, 4= Can demonstrate without supervision

5= Can demonstrate with advanced skill (similar to licensed clinician).

Self-reports by interns will be collected at the beginning, middle, and end of training but only as a discussion tool for supervision purposes. Supervisor ratings will be collected at the middle (February/March) and end (July/August) of the internship training.

Minimum Thresholds for Achievement for Expected Competencies: Within each goal, the intern is expected to achieve and average score of 3 or better by the

end of the year. Items listed in BOLD are considered essential competency and

must be met with a score of at least 3 by the end of the year. If any competencies are at a 2 or less at the mid-year evaluation, the intern and Training Director will

create a remediation plan to improve these skills. If any ESSENTIAL

competencies are below 3 at the end of the year or if the average score for a goal is below 3 then the intern will fail the internship.

In the Comment Section

Please describe the Intern’s strengths, growth areas, and recommendations for further development in the comment section. Please list intern developmental level in different competency areas and include supporting evidence.

(27)

Goal #1:

Scientific Knowledge and Methods

Objective or Goal #1: Produce new professionals who can independently apply scientific methods to practice.

1= Ca n n o t De m o n st ra te 2= Ne e d s e xt e n si ve su p e rvi si o n t o d e m o n st ra te 3= Ca n d e m o n st ra te wi th mi n ima l s u p e rv is io n 4= Ca n d e m o n st ra te wi th o u t su p e rvi si o n 5= Ca n d e m o n st ra te wi th advanc ed sk ill na Rating 1. Independently accesses and applies scientific knowledge

& skills appropriately and habitually to the solution of problems,

1 2 3 4 5 n_a

2. Readily presents own work for the scrutiny of others, 1 2 3 4 5 n

a

3. Demonstrates advanced level of knowledge of and

respect for scientific knowledge of the basis for behaviors, 1 2 3 4 5 n_a

4. Reviews scholarly literature related to clinical work and

applies knowledge to case conceptualization, 1 2 3 4 5 n

a

5. * Effectively Applies EBP concepts in practice,

1 2 3 4 5 n_a

6. * Critically Compares and contrasts EBP approaches with other theories and interventions in the context of case conceptualization and treatment planning.

1 2 3 4 5 n_a

(For TD) Goal/Domain Average score:

(28)

Goal #2:

Individual and Cultural Diversity

(ICD)

Objective for Goal #2: Produce new professionals who can independently monitor and apply knowledge of self and others as an ICD-being and consider the intersecting and complex dimensions of diversity.

1= Ca n n o t De m o n st ra te 2= Ne e d s e xt e n si ve su p e rvi si o n t o d e m o n st ra te 3= Ca n d e m o n st ra te wi th mi n ima l s u p e rv is io n 4= Ca n d e m o n st ra te wi th o u t su p e rvi si o n 5= Ca n d e m o n st ra te wi th advanc ed sk ill na Rating 1. Independently articulates, understands, and monitors own

cultural identity in relation to work with others, 1 2 3 4 5 n

a

2. Regularly uses knowledge of self to monitor and improve

effectiveness as a professional, _{1 2 3 4} ₅ n_a

3. Critically evaluates feedback and initiates consultation or

supervision when uncertain about diversity issues content, 1 2 3 4 5 n_a

4. Independently articulates, understands, and monitors

multiple cultural identities in interactions with others, 1 2 3 4 5 n_a

5. Regularly uses knowledge of the role of culture in interactions to monitor and improve effectiveness as a

professional, 1 2 3 4 5

n a

6. Critically evaluates feedback and initiates consultation or supervision when uncertain about diversity issues with

others, 1 2 3 4 5

n a

7. Articulates an integrative conceptualization of diversity as it impacts clients, self & others (e.g., organizations,

colleagues, systems of care), 1 2 3 4 5

n a

8. Habitually adapts one’s professional behavior in a

culturally sensitive manner, as appropriate to the needs of

the client, that improves client outcomes and avoids harm, 1 2 3 4 5

n a

9. *Articulates and uses alternative and culturally appropriate repertoire of skills and techniques and

behaviors, 1 2 3 4 5

n a

10. *Seeks consultation with regard to addressing

(29)

11. *Uses culturally relevant best practices,

1 2 3 4 5 n a

12. *Regularly uses knowledge of others to monitor and

improve effectiveness as a professional 1 2 3 4 5 n_a

(For TD) Goal/Domain Average score:

Goal #3:

Interdisciplinary systems

Objective for Goal #3: Produce new professionals who have knowledge of interdisciplinary teams and can collaborate with other professionals.

1= Ca n n o t De m o n st ra te 2= Ne e d s e xt e n si ve s u p e rv is io n to d e m o n str a te 3= Ca n d e m o n st ra te wi th mi n ima l su p e rvi si o n 4= Ca n d e m o n st ra te wi th o u t su p e rvi si o n 5= Ca n d e m o n st ra te wi th advanc ed sk ill na

1. 1. Demonstrates ability to articulate the role that others

provide in service to clients, 1 2 3 4 5 na

2. Communicates effectively with individuals from other

professions, 1 2 3 4 5 na

3. Appreciates and integrates perspectives from multiple

professions, 1 2 3 4 5 na

4. *Displays ability to work successfully on an

interdisciplinary team, 1 2 3 4 5 na

5. *Systematically collaborates successfully with other

relevant partners, 1 2 3 4 5 na

6. *Demonstrates skill in interdisciplinary clinical settings, working with other professionals to incorporate psychological information into overall team planning and implementation

1 2 3 4 5 na

7. *Provides supervisors with insightful and useful reflections on what is working well and what can be improved at their different consortium sites at the mid-year evaluation. At the end of the year, these reflections are gathered via the program evaluation form.

1 2 3 4 5 na

(30)

Goal #4:

Intervention

Objective for Goal #4: Produce new professionals who can independently plan and provide interventions.

1= Ca n n o t De m o n st ra te 2= Ne e d s e xt e n si ve s u p e rv is io n t o dem ons tr at e 3= Ca n d e m o n st ra te wi th m in im a l su p e rvi si o n 4= Ca n d e m o n st ra te wi th o u t su p e rvi si o n 5= Ca n d e m o n st ra te wi th a d va n ce d ski ll na

1. Writes a high quality case summary incorporating elements of evidence-based practice and presents it for peer review and discussion,

1 2 3 4 5 na

2. Presents rationale for intervention strategy that includes

empirical support and can defend their reasoning well, 1 2 3 4 5 na

3. *Accurately assesses presenting issues taking in to account the larger life context, including diversity

issues, 1 2 3 4 5

na

4. *Effectively and accurately performs various

screening and assessment procedures 1 2 3 4 5 na

5. *Uses assessment data to conceptualize cases

independently and accurately, _{1 2 3 4 5} na

6. Independently selects an intervention or range of

interventions appropriate for the presenting issue(s), _{1 2 3 4 5} na

7. Develops rapport and relationships with wide variety of

clients, _{1 2 3 4 5} na

8. Uses good judgment about unexpected issues, such as

crises, confrontation, etc., 2c. Effectively delivers

intervention, 1 2 3 4 5

na

9. Independently and effectively implements a typical range

of intervention strategies appropriate to practice setting, _{1 2 3 4 5} na

10. Independently recognizes and manages special

(31)

11. Terminates treatment successfully,

1 2 3 4 5 na

12. *Collaborates effectively with other providers or

systems of care, _{1 2 3 4 5} na

13. *Independently assesses treatment effectiveness &

efficiency, _{1 2 3 4 5} na

14. *Critically evaluates own performance in the treatment

role, _{1 2 3 4 5} na

15. *Seeks consultation when necessary 1 2 3 4 5 na

(For TD) Goal/Domain Average score:

Goal #5:

Supervision

Objective for Goal #5: Produce new professionals who can independently provide supervision to others.

1= Ca n n o t De m o n st ra te 2= Ne e d s e xt e n si ve s u p e rv is io n t o dem ons tr at e 3= Ca n d e m o n st ra te wi th m in im a l su p e rvi si o n 4= Ca n dem ons tr at e w ithout su p e rvi si o n 5= Ca n d e m o n st ra te wi th a d va n ce d ski ll na

1. Articulates a philosophy or model of supervision and critically reflects on how this model is applied in practice, including integrated contextual, legal, and ethical perspectives,

1 2 3 4 5 n a

2. Creates an effective supervision contract,

1 2 3 4 5 n_a

3. Demonstrates knowledge of limits of competency to

supervise (assesses meta-competency), _{1 2 3 4} ₅ n

a

4. Constructs plans to deal with areas of limited

competency, _{1 2 3 4} ₅ n

(32)

5. Cl