Upload
others
View
9
Download
0
Embed Size (px)
Citation preview
APA Accredited Doctoral Psychology Internship Intern Handbook
Updated 7/7/2020
Laurie Schleper, PhD Director of Internship
Lisa Puma, PhD Chief Psychologist
Director, Outpatient Services Division
Community Reach Center 1870 W. 122nd Ave., Ste. 100
Westminster, CO 80234
Community Reach Center – Internship Handbook 2
TABLE OF CONTENTS
Community Reach Center 4 Center’s Commitment to the Doctoral Internship Program 4 Clinical Programs and Divisions 5 Locations Client Population
6 6
Doctoral Internship Program
7
Financial and Other Benefit Support 7 Initial Post-Internship Positions Internship Rotations
8 9
Training and Supervision 11 Psychology Faculty
13
Training Model and Philosophy
15
Intern Goals and Requirements
17
Training Meetings and Professional Development
20
Supervision
21
Examples of Intern Schedules
22
Evaluation and Communication with Academic Programs
23
Competency-Based Performance Evaluation 24 Problem Solving, Disciplinary Action and Due Process 27 Rights and Responsibilities 29 Appendices: A-M
Community Reach Center – Internship Handbook 3
Appendices Index A APA Ethical Principles of Psychologists and Code of Conduct
B APA Practice Guidelines: a. Clinical Practice Guideline for the Treatment of Posttraumatic Stress Disorder b. Guidelines for Providers of Psychological Services to Ethnic, Linguistic and
Culturally Diverse Populations c. Guidelines for Psychological Practice with Boys and Men d. Guidelines for Psychological Practice with Girls and Women e. Guidelines for Psychological Practice with Lesbian, Gay and Bisexual Clients f. Guidelines for Psychological Practice with Older Adults g. Guidelines for Psychological Practice with Transgender and Gender
Nonconforming People h. Guidelines for Assessment and Intervention with Persons with Disabilities i. Multicultural Guidelines: An Ecological Approach to Context, Identity, and
Intersectionality
C Supervision Agreement
D Rotation Agreement and Summary Forms a. Rotation Agreement b. Rotation Summary c. Assessment Cases Summary
E Internship Evaluation Timeline
F Summary of Internship Hours a. First Quarter Summary of Internship Hours b. Mid-Year Summary of Internship Hours c. Third Quarter Summary of Internship Hours d. Final Summary of Internship Hours
G Doctoral Intern Performance Evaluation a. Intern Self-Evaluation b. Doctoral Intern Performance Evaluation (used for 1st quarter & mid-year) c. Year-End Doctoral Intern Performance Evaluation
H Evaluation of Supervisors a. Evaluation of Supervisor b. Supervisor Rating Form
I Evaluation of Internship
J Evaluation of Professional Presentation
K COVID-19 Modifications to Community Reach Center Training and Recruitment
L Temporary Telesupervision and Remote Learning Policy
M Handbook Signature Page
Community Reach Center – Internship Handbook 4
Community Reach Center is a comprehensive community mental health center,
which provides services to residents of Adams County, excluding the city of Aurora.
The county is adjacent to and immediately north of Denver. As of the most recent
annual report, the Center served over 21,000 unduplicated consumers. The Center
offers services to children, adolescents, adults, and families. Services are available
for persons experiencing difficulties ranging from school challenges to severe and
persistent mental illness.
Values
We embrace and RESPECT the DIVERSITY of our COMMUNITY.
We create a SAFE environment that encourages INNOVATION.
We focus on building lasting RELATIONSHIPS, EXCELLENCE and COMPASSION.
We demonstrate good STEWARDSHIP and GRATITUDE.
Our Mission
“To enhance the health of our community.”
CENTER’S COMMITMENT TO THE DOCTORAL INTERNSHIP PROGRAM
Community Reach Center exists for the purpose of providing high quality mental health services
to the citizens of Adams County, Colorado. This purpose includes a broader responsibility to
participate in the training of doctoral students in psychology in order to advance and improve the
field of community mental health. It is our belief that interns significantly enhance the quality of
a service-providing program and contribute vitality, new perspectives, and considerable expertise.
At the Center, we believe the optimal environment for interns to transition from student to
professional is under the supervision and guidance of an experienced licensed psychologist. In
keeping with these beliefs, the Community Reach Center has developed an American
Psychological Association (APA) accredited psychology internship program for graduate students
who have completed all course work necessary for a doctorate in psychology.
Questions related to the program’s accreditation status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation American Psychological Association
750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: [email protected]
Web: http://www.apa.org/ed/accreditation
Community Reach Center – Internship Handbook 5
CLINICAL PROGRAMS AND DIVISIONS The following is a non-exhaustive list of programs and services available to clients through the Center. The list is organized by clinical divisions and programs.
❖OUTPATIENT SERVICES❖ The Outpatient Services division is comprised of the six outpatient clinics in Adams County, located in the following cities: Brighton, Broomfield, Commerce City, Northglenn, Thornton, and Westminster. This division also includes: PSYCHOLOGICAL SERVICES (DOCTORAL
INTERNSHIP; TESTING TEAM; PRACTICUM STUDENT TRAINING), Intake, and Case Management.
❖CHILDREN AND FAMILY SERVICES❖ The Children and Family Services division is comprised of teams focused on providing care to youth and families. This division includes four School Based Therapy teams, Day Treatment, IRSS Team (In-home Resiliency and Support Services), and Early Childhood Services
❖RESILIENCY AND RECOVERY SERVICES❖ The Resiliency and Recovery Services division houses a variety of programs to support clients needing ongoing, long-term support. This division includes Peer Specialists, Rainbow Center, Psychosocial Rehab (PSR), Vocational Services, OASIS (Older Adult Specialized Services), ACT (Assertive Community Treatment), and PREP (First Episode of Psychosis program). It also houses programs that provide on-going support services for clients in residential settings: HUD Housing, Respite Services, Crestone Place (ACF level of care), and Mesa House (independent living).
❖INTENSIVE SERVICES❖ The Intensive Services division houses programs focused on high-risk consumers who are often in need of several services; these programs include: Stages; IRT/Detox; Justice, Accountability, and Recovery team (Adult and Adolescent forensic therapy team); MAT (Medical Assisted Therapy) and the Emergency Services continuum (Hospital Alternative Program, Mobile Response Team, Behavioral Health Urgent Care).
❖MEDICAL SERVICES❖ Medical Services are provided to all programs at the agency, with a focus on Psychiatric Services.
Community Reach Center – Internship Handbook 6
LOCATIONS Doctoral internship primary outpatient rotations are housed at one of the designated office locations (❖).
ADMINISTRATIVE CAMPUS 1870 W. 122ND AVE., STE. 100 WESTMINSTER, CO 80234
BEHAVIORAL HEALTH URGENT CARE 2551 W. 84TH AVE., STE. 2 WESTMINSTER, CO 80031
BRIGHTON OUTPATIENT & INTAKE 1850 E. EGBERT ST., STE. 200 BRIGHTON, CO 80601
BROOMFIELD OUTPATIENT & INTAKE 100 SPADER WAY, ST. 267 BROOMFIELD, CO 80020
CENTER FOR DETOX SERVICES 2551 W. 84TH AVE. WESTMINSTER, CO 80031
❖ COMMERCE CITY OUTPATIENT ❖ 4371 E. 72ND AVE. COMMERCE CITY, CO 80022
EARLY CHILDHOOD SERVICES 8889 FOX DR., STE. B THORNTON, CO 80260
MARGARET CARPENTER CENTER 8801 LIPAN ST. THORNTON, CO 80260
MOUNTAINLAND PEDIATRICS 8889 FOX DR., STE. A THORNTON, CO 80260
❖ NORTHGLENN OUTPATIENT ❖ 11285 HIGHLINE DR. NORTHGLENN, CO 80233
❖ THORNTON OUTPATIENT & CENTRAL INTAKE ❖ 8989 HURON ST. THORNTON, CO 80260
WESTMINSTER OUTPATIENT 3031 W. 76TH AVE. WESTMINSTER, CO 80030
CLIENT POPULATION: DEMOGRAPHICS
21, 424 unduplicated consumers served in Fiscal Year 2019, including:
AGE
RACE
YOUTH (0-17) 36% AFRICAN AMERICAN 5% ADULT (18-59) 60% AMERICAN INDIAN 6% SENIOR (60+) 4% ASIAN 2% CAUCASIAN 61% HISPANIC 36% NATIVE HAWAIIAN 0.6%
Total exceeds 100% to reflect individuals who endorsed multiple categories.
Number of consumers served per municipality:
BRIGHTON 1,707 FEDERAL HEIGHTS 509 WESTMINSTER 3,871
COMMERCE CITY 2,060 NORTHGLENN 1,506 OTHER 3,083
DENVER 3,027 THORNTON 4,988 UNSPECIFIED 673
Community Reach Center – Internship Handbook 7
DOCTORAL INTERNSHIP PROGRAM
he goal of our psychology internship program is to prepare doctoral students in clinical and counseling psychology to provide psychological services in public mental health, managed care, and private sector settings. Our model is the scholar-practitioner model with a generalist focus and opportunities for specialization. We expect that the interns
will begin the training year with knowledge of the theories, research, and models of general psychology, in addition to having basic clinical skills in therapy and assessment.
During the internship year, interns are expected to increase their knowledge of clinical psychology and their ability to intervene in ways that are sensitive to the level of the client’s psychopathology, ethnic or cultural background, and legal or ethical factors. Because Community Reach Center holds a contract with the State of Colorado to provide mental health services to Medicaid consumers living within the county boundaries, all interns gain experience with managed care. In addition, experience is gained with various insurance companies and fee-for-service situations. Interns are expected to be functioning at a beginning doctoral level by the end of internship.
There are five full-time, one-year, Generalist training internship positions at Community Reach Center. Interns are paid an annual stipend of $27,500. For qualifying Bilingual (English/Spanish) interns, an additional 10% pay differential is offered to compensate for language skills competency. Bilingual interns matched with the internship program must pass a language proficiency exam, provided by the agency, to qualify for compensation. Interns are expected to function and be treated as full professional members of the team. The 2020-2021 training year will begin on July 27, 2020 and end on July 23, 2021.
Financial and Other Benefit Support
Annual Stipend/Salary for Full-time Interns $27,500*
Annual Stipend/Salary for Half-time Interns N/A
Program Provides access to medical insurance for intern? YES
Trainee contribution to cost required? YES MONTHLY PAYROLL DEDUCTION
Coverage of family member(s) available? YES
Coverage of legally married partner available? YES
Coverage of domestic partner available? YES
Hours of Annual Paid Personal Time Off (PTO and/or Vacation) 160 ACCRUED AT A RATE OF
13.33 HOURS PER MONTH Hours of Annual Paid Sick Leave N/A - SEE PTO
In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?
YES
Other Benefits: 9 PAID HOLIDAYS: NEW YEAR’S DAY, MARTIN LUTHER KING DAY, PRESIDENT’S DAY, MEMORIAL DAY,
INDEPENDENCE DAY, LABOR DAY, THANKSGIVING DAY, DAY AFTER THANKSGIVING, CHRISTMAS DAY; DENTAL INSURANCE; LIFE &
ACCIDENTAL DEATH AND DISMEMBERMENT INSURANCE; SHORT & LONG TERM DISABILITY; 401K RETIREMENT PLAN; CAFETERIA FLEXIBLE BENEFITS PLAN; EMPLOYEE ASSISTANCE PROGRAM
*Additional 10% pay differential is provided for interns who pass a language proficiency exam qualifying them to provide clinical services in Spanish.
T
Community Reach Center – Internship Handbook 8
Initial Post-Internship Positions (Aggregated Tally for Past 3 Cohorts: 2016-2019)
Total # of interns who were in the 3 cohorts 15
Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree
0
PD EP
Community mental health center 1 6
Federally qualified health center 0 0
Independent primary care facility/clinic 0 0
University counseling center 0 0
Veterans Affairs medical center 1 0
Military health center 0 0
Academic health center 0 0
Other medical center or hospital 0 0
Psychiatric hospital 0 0
Academic university/department 0 1
Community college or other teaching setting 0 0
Independent research institution 0 0
Correctional facility 0 0
School district/system 0 0
Independent practice setting 0 5
Not currently employed 0 0
Changed to another field 0 0
Other: Neuropsychology Practice 0 1
Unknown 0 0 Note: “PD” – Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table is counted only one time; former trainees working in more than one setting are listed for the setting that represents the primary position.
Community Reach Center – Internship Handbook 9
INTERNSHIP ROTATIONS Each intern has a licensed psychologist who serves as primary supervisor for his or her clinical work for the duration of the training year. Supervision is provided for all rotations.
Primary Rotation The primary rotation is 25 hours per week, spread across Monday-Friday, for the duration of the year. The primary assignment is at one of the outpatient office sites and includes provision of individual, family and group therapy. Approximately 3-4 hours per week is allotted for individual supervision, team meetings, and meetings with team managers. This full-year assignment allows interns the opportunity to develop a sense of stability and professional identity. It also promotes continuity of client care and experience providing intermediate and long-term treatment, though brief therapy is emphasized. Interns will additionally develop skills reflecting agency values and practice, including collaborative documentation, trauma-
informed care, Trust Edge, and Feedback Informed Treatment. Each site offers the intern generalist training by providing a caseload of children (ages 7 and older), adolescents, families, and adults. Interns have a furnished individual office space with a computer dedicated to their use. All necessary software for administrative tasks and access to the agency’s medical record system are supplied. Additionally, interns receive administrative support, including assistance with scheduling, client check in/out, phone calls (e.g., appointment reminders, rescheduling/cancelling appointments), and letter writing/mailing.
Testing and Evaluation Rotation Each intern will serve as a testing consultant for one or more clinical programs within the agency, providing support to staff by participating in collaborative care team meetings,
discussing the purpose and applications of psychological testing, collaborating with staff to identify consumers who will benefit from psychological testing and to determine medical necessity of testing. Interns complete 10 testing assignments over the course of the training year. Assignments will vary, ranging from comprehensive test batteries to testing with a narrow scope of evaluation (limited battery), and may include observation-based parent-child interactional evaluations. Some assignments may not involve client contact but will be individually tailored to support development of specific assessment-related competencies. Referrals for psychological testing are received from internal clinical staff as well as external sources such as social services and the legal system. Test batteries are individually tailored to suit each case, depending on the presenting concerns and reason for referral. Over 40 different tests are available for use, and training is provided on all available measures over the
course of the training year. Interns must demonstrate evidence of Rorschach training (either Exner’s Comprehensive System or R-PAS) prior to beginning internship; R-PAS will be emphasized during the internship year. Training and supervision are provided weekly during a three-hour assessment seminar and supplemental individual supervision with a licensed psychologist. Informal case consultation is a weekly component of the rotation; additionally, interns contribute to four didactic trainings over the course of the year by distributing relevant research articles and leading discussion of them, and each intern completes one formal case presentation with research articles incorporated.
Community Reach Center – Internship Handbook 10
Minor Rotations To complement and broaden the training gained from the primary and testing rotations, each intern is required to complete the following three rotations of 75-100 hours each:
Emergency Services Rotation (96 hours) This rotation includes working with the continuum of Emergency Services at Community Reach Center. Interns have opportunities to work side-by-side with staff in a variety of emergency services interventions, including walk-in crisis stabilization services, hospital step-down services, and/or crisis evaluations for psychiatric hospitalization. Duties include fielding crisis phone calls, conducting evaluations, and providing crisis support services for consumers at-risk for psychiatric hospitalization. The rotation is scheduled for one 8-hour day per week for 12 consecutive weeks.
SPMI Rotation (100 hours) The purpose of this rotation is to focus on developing interns’ confidence and competence in
providing clinical services to consumers with severe and persistent mental illness (SPMI). A wide variety of services throughout the agency are available for this rotation and options for SPMI rotations are reviewed with interns at the beginning of the training year. An illustrative, but non-exhaustive, list of SMPI rotations developed by previous interns follows:
❖ EMDR: Basic Training, clinical practice, group consultation, and individual supervision ❖ Trauma Systems Therapy: home-based family intervention with the In-Home Resiliency and
Support Services team ❖ Psychosocial Rehabilitation ❖ Addictive Behaviors and Personality Disorders ❖ Dialectical Behavior Therapy and other intensive outpatient therapy groups ❖ Group therapy with clients involved with Community Reach Center’s Justice, Accountability,
and Recovery program ❖ Dual Diagnosis/Substance Abuse Intervention ❖ Prevention and Recovery in Early Psychosis
Elective Rotation (75 hours) The training faculty at Community Reach Center value individual tailoring of the program to address each incoming intern’s particular interests and goals for internship. The elective rotation is a prime example of this, as it provides interns with the opportunity to pursue a specialty interest of their choice. Interns are introduced to all psychology faculty members and possible supervisors early in the year, and each intern receives faculty support in custom-
designing this component of the training experience. A non-exhaustive list of clinical and non-clinical examples of past interns’ Elective Rotation descriptions follows:
❖ Emotion-Focused Couples Therapy ❖ Early Childhood Services ❖ Group Therapy ❖ CIT (Crisis Intervention Team) Training for community partners ❖ Parenting and Family Interventions ❖ Culturally responsive work group participation, staff trainings, focused caseload ❖ Bilingual Clinical Services: caseload of clients for whom services are provided in Spanish +
participation in Spanish Consultation Group (facilitated in Spanish)
Community Reach Center – Internship Handbook 11
Additional Internship Experiences Interns are expected to develop and provide one two-hour presentation on a clinically relevant professional topic to staff at the agency. In addition, interns present two clinical case presentations (one previously mentioned under Testing Rotation) and one professional topic during intern didactic seminar to the intern cohort and program faculty.
Additionally, we strive to offer all interested interns with the opportunity to serve in the role of supervisor. Specific opportunities will vary depending upon the number of practicum students on-site in a given year and may include provision of individual and/or group supervision to trainees. All interns participate in a monthly supervision didactic seminar and receive individual and group supervision of supervision.
Interns at Community Reach Center gain experience providing clinical services for clients who represent a range of diversity dimensions (e.g., gender, race, ethnicity, sexual orientation, physical ability, age, religious/spiritual orientation). Training faculty are committed to providing clinical training that is inclusive and encourages responsive practices, humility, and sensitivity toward others along all domains of identity. The program is committed to cultivating an environment that supports open and respectful dialogue, exchange of ideas, self-reflection, and promotion of social justice. Through diversity-focused readings and trainings, discussions with supervisors, peers, and co-workers, and direct services with clients, we will explore how individual differences, worldviews, biases, and our own life experiences inform and impact the work we do.
TRAINING AND SUPERVISION Interns spend five to seven hours each week in training activities and group supervision, in addition to two hours per week of individual supervision, all facilitated by a licensed psychologist. Interns are required to attend their outpatient office team meetings and encouraged to attend agency in-service trainings. Time is also allotted on a weekly basis for intern cohort time; each cohort determines how to structure and use this time, which can include informal case consultation, providing support to one another, etc.
The following is a partial list of training activities:
❖ Two hours weekly of individual supervision with primary supervisor (a licensed psychologist). The primary supervisor carries clinical responsibility for the intern’s cases. All areas of the intern’s work are discussed in supervision. To allow for depth of training, the primary clinical supervisor remains consistent throughout the training year.
❖ One hour monthly of individual supervision with the Director of Internship. Supervision with the Director of Internship frequently focuses on topics related to professional development and overall internship progress.
Community Reach Center – Internship Handbook 12
❖ Two hours weekly of didactic seminar/group supervision with Chief Psychologist and/or Director of Internship. Staff psychologists and other mental health professionals provide trainings to interns in their areas of expertise. A schedule of topics is proposed at the start of the year, and refined with intern feedback, to structure didactic trainings in a variety of topics. Trainings cover a wide variety of topics, with particular emphasis on expanding interns’ knowledge and skill base relevant to the clinical population served at Community Reach Center. One meeting per month is dedicated to supervision didactics and supervision of supervision. Topics related to culturally responsive clinical practice, advocacy, and social justice are incorporated throughout the training year.
❖ Three hours weekly* of assessment seminar led by the Director of Internship. Assessment seminar is composed of didactic trainings on specific measures and topics related to psychological testing (e.g., ethical concerns related to psychological testing, cultural considerations, tips for engaging children in testing, facilitating effective feedback sessions, etc.) and weekly group supervision and case consultation. *One meeting per month is substituted with work time for assessment cases and informal case consultation.
❖ Additional Supervision. Interns receive additional supervision for each rotation, including testing, SPMI, emergency services, and the elective rotation.
❖ Two hours a week in Intern Time. Two hours per week are devoted intern cohort time. Interns may use this time for informal case consultation, discussions relevant to their professional development, support during times of challenge, celebration during times of accomplishment, etc. Interns determine as a cohort how to best utilize this time to enhance their training year
Assessment seminar was the highlight of my experience when I completed this internship program myself nearly twenty years ago, and it remains the highlight of my work week now as Director of Training. My mission as facilitator of this training seminar is to foster critical thinking and active, engaged clinical dialogue. I am not seeking to foster practice identical to my own, but rather to foster professionals who are skilled in knowing, articulating, and justifying how and why they practice the way they do. I take very seriously the importance of staying abreast of advances in our field and ensuring interns have exposure to and awareness of the most recent assessment literature. We will learn and respect the science behind our work. Just as important, for the areas that entail subjectivity, opinion, and personal style, I strive to create a safe and supportive environment in which we embrace active dialogue and debate. In assessment seminar we challenge one another’s assumptions, respectfully delve into areas of disagreement, and honor and celebrate variations in perspective and opinion; in doing so, we grow together in our clinical knowledge and understanding of self while simultaneously enhancing competence in practice.
~ Laurie Schleper, Ph.D., Director of Internship Training
Community Reach Center – Internship Handbook 13
PSYCHOLOGY FACULTY
INTERNSHIP / TESTING TEAM FACULTY
NAME POSITION THEORETICAL
ORIENTATION AREAS OF INTEREST
Lisa Puma, PhD, LP* University of Akron, 1996
Chief Psychologist, Clinical Director, Outpatient Services
Humanistic Interpersonal
LGBTQ Personality Disorders Psych Assessment Supervision
Laurie Schleper, PhD, LP Colorado State University, 2003
Director of Internship Training
Existential Cognitive Behavioral
Psych Assessment Children/Adolescents Autism Spectrum Trauma Health Psychology
Crystal Wildes, PhD, LP* Illinois School of Professional Psychology, Argosy-Chicago, 2012
Psychologist Integrative Cognitive Behavioral Psychodynamic Systems
Trauma Psych Assessment EMDR Play Therapy Parenting, Families
* Serves as a primary clinical supervisor to interns. Serves as secondary clinical supervisor to all interns.
ADJUNCTIVE PROGRAM FACULTY
NAME POSITION THEORETICAL
ORIENTATION AREAS OF INTEREST
Abigail Tucker, PsyD, LP* Nova Southeastern University, 2005
Chief Clinical Officer
Cognitive Behavioral Emergency & Disaster Response Mental Health Police Psychology Forensics
Cameron Cannon, PhD, LP* University of Denver, 2013
Manager, Westminster Outpatient
Cognitive Behavioral Constructivist
Feedback Informed Treatment Staff/Org. Development Psychology/Theology Integration Treatment Outcomes
Erin Caughman, PsyD, LP University of Denver, 2017
Therapist, Northglenn Outpatient
Behavioral (ACT/DBT) Community Mental Health Generalist ACT, DBT Telepsychology
Community Reach Center – Internship Handbook 14
ADJUNCTIVE PROGRAM FACULTY, cont.
NAME POSITION THEORETICAL ORIENTATION AREAS OF INTEREST
Janae Gray, PhD, LP University of Northern Colorado, 2016
Therapist, Commerce City Outpatient
Interpersonal incorporating DBT and emotion-focused therapy
Relational issues, CFT work, integrated care, anxiety disorders, trauma
Jill Atkinson, PsyD, LP California School of Professional Psychology-Los Angeles, 1994
Director, Population Health & Integrated Care
Cognitive Behavioral Trauma Children and Families Personality Disorders
Scott Sorensen, PsyD, LP Illinois School of Professional Psychology at Argosy University-Chicago, 2005
Crisis Therapist, Hospital Alternative Program
Integrative with an emphasis on Family Systems and Client-Centered
Personality Couples Therapy Male Issues
PSYCHOLOGIST CANDIDATES (Post-Doctoral Staff)
NAME POSITION THEORETICAL ORIENTATION AREAS OF INTEREST
Julia Core, PsyD Azusa Pacific University, 2020
Therapist, Northglenn Outpatient
Interpersonal/ Trauma-Informed
EMDR/Trauma, LBTQ+, EFT/Couples, Teens and adults
Kyle Simon, PsyD Chicago School of Professional Psychology, 2018
Therapist, Center for Detox Treatment
Humanistic-Existential, Integrative (ACT, Mindfulness, Systemic)
Addiction/Substance Use, Trauma, Systemic oppression, Sociocultural determinants of health
Victoria Bernard, PsyD Adler University, 2019
Therapist, Northglenn Outpatient
Relational/Feminist Trauma/PTSD, Sexual violence, LGBTQ+ Community, EMDR
Community Reach Center – Internship Handbook 15
TRAINING MODEL AND PHILOSOPHY
The training program at Community Reach Center offers supervised experience to
students from professional clinical and counseling psychology programs. The philosophy
of the training program includes:
❖ An emphasis on the professional, scholar-practitioner model
❖ A generalist rather than specialist focus
❖ A developmental approach in which enhancement of basic skills is followed
by a focus on specialized needs
❖ A commitment to the use of direct observation in training including the use
of audiotaping, videotaping and co-therapy.
TRAINING MODEL
We recognize that psychologists are generally not employed publicly just to do psychotherapy, so we offer training in supervision, consultation, and assessment as well. We also provide opportunities in outcome/program development and evaluation.
We believe the optimal environment for interns to transition from student to professional is under the supervision and guidance of experienced licensed psychologists. We provide individual and group supervision. Audio and videotapes of therapy sessions are used in supervision, and sometimes the supervisor may be
the co-therapist. We use the developmental model of supervision, focusing first on enhancement of basic skills, and transitioning to the special needs of the intern. Training includes academic presentation and opportunities for co-therapy and observation.
The goal of the Internship is to prepare doctoral students for professional service delivery in public mental health, managed care, or some other private service delivery setting. Our training is generalist with some opportunities for specialization.
We expect that interns will begin the training year with
knowledge of the theories, research and models of general psychology, in addition to having
basic clinical skills in therapy and assessment. During the Internship, interns are expected to
“I love being part of student training.
Very rarely will someone
experience the kind of rapid
professional growth that happens in
their final years of training. It is a ton
of fun and an absolute privilege to
be part of that. I appreciate the
energy and fresh perspectives
students bring to our programs and
really enjoy seeing how quickly they
become valued members of their
teams. I take a developmental,
collaborative approach to
supervision, emphasizing client
feedback, developing strong
therapeutic alliances, and monitoring
progress towards goals. I also think
laughter is great medicine, so prefer
to try and find a bit of humor and
fun in our work together.”
Cameron Canon, Ph.D., LP,
Program Manager
Community Reach Center – Internship Handbook 16
increase their knowledge of clinical psychology and their ability to intervene in ways that are
sensitive to the level of the clients’ psychopathologies, ethnic or cultural factors, and legal or
ethical factors. Interns are also expected to develop a continuing self-monitoring process by
which their impact on clients, staff and peers is recognized and areas in need of continuing
education are identified and corrected. We expect interns to be functioning at a doctoral level
by the end of internship.
Community Reach Center offers a number of unique training experiences. Interns will have
opportunities to work with a wide variety of clients in their outpatient office, and further
expand their clinical exposure and experience through the minor rotations. Interns work as
an integral member of a number of different clinical teams, gaining experience in collaboration
with internal mental health providers and external community partners. The training year is
designed to develop interns’ clinical effectiveness with a variety of ages and presenting
concerns in addition to enhancing their diagnostic skills, risk assessment and crisis
intervention skills, psychosocial assessment (i.e., interview/intake) skills, and effectiveness
working with clients who have severe and persistent mental illness. Interns round out the
required components of the program by selecting from a specialized area of focus reflective
of their personal goals and interests. In addition, interns will have the opportunity to perform
psychological assessments with diverse populations and gain experience contributing to the
training and development of fellow staff members.
What I love about my job and working at Community Reach Center is
bringing what people learn in the classroom or research into actual
clinical practice. I get inspired watching students develop their voices
and helping people find meaning in their work. I believe we do our best
work when we can be authentic and valued for who we are and my
job as a supervisor is to create an environment that gets us all to our
best selves.
Lisa Puma, PhD, LP
Chief Psychologist, Director, Outpatient Services
Community Reach Center – Internship Handbook 17
INTERN GOALS AND REQUIREMENTS
1. Individualized Learning Program The Center expects each intern to learn specific skills as covered in this section on goals. However, the training program provides flexibility in terms of individual training needs. For instance, interns are encouraged to choose from a wide selection for their SPMI and elective rotations.
2. Intake and Clinical Interviewing Skills Interns are expected to become proficient with interview-based intake assessments. Professional intake interviews (psychosocial assessments) will include:
❖ Demographic data ❖ Presenting problem(s) ❖ Mental status exam ❖ Medical conditions ❖ Drug/alcohol concerns ❖ Assessment of suicide/homicide risk ❖ Precipitating factors and symptoms ❖ Individual psychiatric history
❖ Family history ❖ Support systems ❖ Strengths ❖ Cultural Formulation ❖ Risk assessment ❖ DSM-5 diagnosis ❖ Treatment recommendations ❖ Case management needs
Our Center format for compiling and organizing this information is presented during orientation. This skill is refined over time in supervision. Interns are expected to engage in collaborative documentation during the intake with the client to provide the best care possible.
3. Brief Therapy Skills Interns will be able to clearly articulate a theoretical framework and be comfortable with various models of brief therapy, including time effective therapy. They will be able to establish and maintain a therapeutic relationship and form appropriate treatment plans and effectively timed interventions. They will complete necessary paperwork in a professional and timely manner. Seminars early in the training year, and later as needed, will expose interns to different models and applications.
4. Longer-term Therapy Skills Interns will be able to discriminate when longer-term therapy is the most appropriate mode of treatment. They will be able to articulate a theoretical framework of longer-term therapy and translate that into effective interventions. Seminars will address longer-term therapy theories, methods, and issues.
5. Group Therapy Skills Interns are encouraged to co-facilitate groups with experienced clinicians. There is a wide variety of groups offered and each general outpatient group usually runs for 1 to 1½ hours. Interns are expected to have an active role in leading the group, have good working relationships with their co-facilitators and share the administrative duties required of the group. They will be able to clearly articulate a theoretical framework of group therapy and be able to translate that theory into practice
Community Reach Center – Internship Handbook 18
6. Consultation/Outreach Skills Interns will demonstrate theoretical knowledge of consultation models and will be able to apply theory to practice. They are encouraged to manage administrative and program development/evaluation issues effectively. They will demonstrate facility with public visibility, agency representation, presentation and public relations. They will demonstrate the ability to coordinate services with other professionals and agencies.
7. Emergency Services/Crisis Intervention Interns are required to complete 96 hours (i.e., 1 day a week for 12 consecutive weeks) with the Emergency Services Team, providing phone and face-to-face contact with local residents and/or clients in crisis. Intensive training and on-site supervision are provided during this rotation. Experienced, licensed staff train interns, modeling and teaching appropriate assessment, intervention, and referral techniques. Interns work with licensed emergency services therapists, first observing, and then being observed handling crisis situations. By the end of this rotation, interns will be able to quickly identify and clarify the nature of the client’s presenting problem, perform basic mental status exams and accurately assess the risk of suicide/homicide/grave disability. They will be able to quickly identify environmental stressors and support systems and will be able to assess for clients’ strengths and weaknesses. Interns will design appropriate short-term treatment plans with follow up as needed using community and agency resources as indicated.
8. Assessment/Psychodiagnostic Testing Skills Interns will learn to effectively consult with referral sources and clients about assessment-related topics and results. Interns will complete 10 psychological evaluation assignments and receive assessment-related training via assessment seminar and individual supervision. Interns will write clear, concise reports answering specific referral questions. Interns will develop appropriate test batteries to reflect the presenting concern(s) and purpose of an evaluation. Interns will gain experience in determining medical necessity for this in-depth level of adjunctive clinical service and will develop skills in conducting culturally responsive evaluations.
Test batteries may include: ❖ Clinical interview and mental status exam ❖ Intelligence measure (e.g., WPPSI-IV, WISC-V, WAIS-IV) ❖ Objective personality test (e.g., MMPI-2, MMPI-A, MCMI-IV, PAI, PAI-A) ❖ Performance-based and/or projective personality tests (Rorschach, TAT/CAT, Roberts-2,
projective drawings, sentence completion.) ❖ Various other specialized tests and inventories (e.g., CPT-3, Vineland-3, TSI-2, etc.) ❖ Integrated, comprehensive written report (approx. 10-12 pages in length) ❖ Interactive feedback session to discuss results
9. Therapy for Clients with Severe and Persistent Mental Illness (SPMI) Interns may choose from a wide selection of services and sites for this rotation. Interns will become proficient and comfortable working with clients who present with severe and persistent mental illness, recognizing the major diagnostic categories and understanding appropriate interventions.
Community Reach Center – Internship Handbook 19
10. Supervision Skills Interns will act as professional role models with any persons they supervise and will demonstrate understanding of and adherence to ethical standards. They will understand various models of supervision, including the Developmental Model. When they have supervisees, they will aid them in diagnostic and treatment issues, establish a supportive yet challenging learning environment, and develop a good supervisory relationship respecting individual differences. There are typically opportunities to supervise doctoral practicum students and Master’s level externs. Interns receive didactic training on supervision and participate in supervision of supervision.
11. Adherence to Ethical Standards/Development of a Professional Identity Interns will demonstrate a working knowledge of and adherence to the APA ethical guidelines. Interns will be aware of and appropriately function within pertinent Colorado laws governing professional practice. In initial sessions with clients, interns will review the Center’s legal and ethical statement and obtain signatures on appropriate Disclosure Statements. During all contact with clients, interns will demonstrate concern and advocacy for client welfare and implement ethical clinical practices. Interns will be proactive in seeking consultation related to ethical concerns when they arise.
12. Work with Diverse Populations Interns will be sensitive to and be able to evaluate the special needs of diverse populations. They will become cognizant of available community resources and will make referrals when appropriate. They will become aware of their own implicit attitudes and how these affect the therapy process. They will demonstrate theoretical knowledge and the ability to use effective techniques with special populations. Discussion of multicultural considerations in providing clinical service is embedded throughout the training program, including individual supervision, group supervision, intern didactic training seminars, and agency-wide training for all staff members.
13. Variety of Training Experiences Interns learn through a variety of modalities. Experiential learning is supported and refined through giving and receiving supervision, didactic instruction, observation, modeling, and receiving feedback on an ongoing basis. It is expected that interns regularly participate in audio and videotaping, co-therapy, and case presentation. Interns learn from each other, as well as from training staff. Interns are required to attend internship-specific training seminars and are further encouraged to attend training workshops and professional seminars provided for staff at Community Reach Center and within the community.
Community Reach Center – Internship Handbook 20
TRAINING MEETINGS AND PROFESSIONAL DEVELOPMENT
The Center places a strong emphasis on excellence in training. After completing a week-long orientation, interns are provided a weekly three-hour testing seminar, two-hour afternoon didactic seminar/group supervision, and an opportunity to attend Reach Center in-service trainings. Interns also contribute to the training and development of their peers and fellow staff members by providing one all-staff professional training presentation and at least two additional trainings for the intern cohort. Weekly afternoon didactic seminars are held on a variety of topics, focusing on approaches to treating the clients seen at Community Reach Center. Topics vary each year depending upon the training interests and needs of the intern cohort. Examples include:
❖ Treatment of Trauma ❖ Vicarious Trauma/Vicarious
Posttraumatic Growth ❖ Grief and Loss ❖ Multigenerational Work Force ❖ Family therapy and Parenting
Interventions
❖ Gender Identity and Expression ❖ Overview of Eye Movement Desensitization and
Reprocessing ❖ Personality Disorders ❖ Dialectical Behavioral Therapy ❖ Faith & Spirituality ❖ Testifying in Court
Assessment-specific trainings are provided in the weekly assessment seminar. Instrument-specific trainings are provided for the 40+ measures used at the agency; examples of additional training topics include:
❖ Culturally and Linguistically Responsive Practices in Psychological Assessment
❖ Ethical and Legal Considerations in Psychological Assessment
❖ Parent-Child Interactional Evaluations
❖ Tips for Assessing Child & Adolescent Clients ❖ Assessment as a Career Choice ❖ Difficult Differential Diagnosis ❖ Integrating Objective & Projective Test Data ❖ Therapeutic and Effective Delivery of
Assessment Feedback
Intern attendance is encouraged at Reach Center in-service trainings. Topics from previous training years included:
❖ Neurobiology of Play Therapy ❖ Principles of Addiction Treatment ❖ Attachment Focused Interventions ❖ Complex PTSD ❖ Trauma-Focused CBT ❖ Sexual Trauma in Children &
Adolescents
❖ Disaster Field Response Training ❖ Assessment & Diagnosis of Substance Use
Disorders in Adolescents ❖ Understanding Human Trafficking Victims and
Creating a Proactive Response ❖ Working with Families and Loved Ones Through
the Coming Out Process
Additionally, interns are invited to participate in clinical consultation groups as available throughout the year (e.g., Spanish Consultation Group, Family Therapy Consultation Group).
Community Reach Center – Internship Handbook 21
SUPERVISION The internship program takes a developmental approach to training and supervision. Interns are viewed as colleagues-in-training with consideration given for each intern’s individual needs and skill level. The year is viewed as transitional in that interns move from the role of student to the role of professional. The supervisors are committed to helping that transition be as stress-free as possible. Interns are encouraged to use the year to challenge themselves in the supportive environment of the training program.
The Center supports a variety of therapeutic approaches within a framework that maintains the therapist-client relationship is central to effective intervention. If the intern and the supervisor are to grow professionally and personally, this relationship must be one of mutual trust, respect, honesty, and commitment to sustaining the relationship. The intent is not to pressure trainees to prematurely solidify their current theoretical orientations, but rather to encourage an open and honest examination of their developing view.
The primary supervisor for each intern is a licensed psychologist
who carries clinical responsibility for the intern’s cases. This
supervisor provides 2.0 hours of individual supervision per week.
All areas of the intern’s work are discussed in supervision. The
supervisor can also serve as advocate and consultant and can
assist the intern in decisions related to professional development.
Interns are required to bring video and/or audio of therapy
sessions, at least one time per month, to supervision with their
primary supervisor. In addition, the intern has one hour of
individual supervision with the Director of Internship Training
each month. This time is frequently focused on professional
development and overall internship progress; however, can also
include supervision on independent projects or supplemental supervision on therapy cases.
Interns also receive additional supervision for each rotation, including testing, SPMI, emergency
services, and the elective rotation.
Interns will also participate in group supervision with the core training faculty. This supervision
provides peer support and an opportunity to discuss clinical and administrative issues, as well
as the experience and process of the internship year. Interns are exposed on a regular basis to
other staff members with experience and expertise in a wide variety of areas. Interns may co-
lead therapy groups with other clinicians and have time set aside to receive supervision from
the co-leader. Interns are exposed on a regular basis to a range of role models and theoretical
orientations. Exposure to different orientations encourages interns to expand their perspectives
and to hone their case conceptualization skills. In addition to supervisory experiences, interns
are encouraged to keep abreast of current clinical literature.
I feel honored to be part of the
training team. I appreciate the
collaborative work that we do as
a team and with our psych
interns. We take pride in
providing our interns with a
supportive environment that
facilitates growth by meeting
them where they are
developmentally in order to
challenge, as well as provide
support. It is a privilege to watch
interns grow in their sense of
competence, confidence, and
independence throughout their
time at Community Reach
Center. I feel lucky to have a
supervisory role as I continue to
learn from each intern's unique
expertise and experience that in
turn enriches my professional
growth.
- Crystal Wildes, Psy.D., LP
Staff Psychologist
Community Reach Center – Internship Handbook 22
EXAMPLES OF INTERN SCHEDULES Two sample schedules are provided below; however, schedules are largely determined by interns, will vary at different points of the year, and will reflect individual differences in rotations/clinical activities.
INTERN 1: COMPLETING EMERGENCY SERVICES ROTATION (SPLIT CELLS = ALTERNATING WEEKS) M T W TH F
8:00 Intern Time
Emergency Services
Outpt Office Outpt
Office
Outpatient Office Testing session
or Testing consult
time
Testing: Report writing
8:30
9:00
Assessment Seminar
9:30
10:00 Sup with TD
Outpatient Team Meeting Outpt
Office 10:30
11:00 Lunch Lunch
11:30
12:00 Lunch & travel Lunch
Didactic Seminar
Outpatient Office
Lunch & travel 12:30
1:00 Sup w/Primary
Supervisor
Emergency Services
Meet w/Outpt Manager 1:30
2:00 Intern Time
Outpatient Office
2:30
Outpatient Office
3:00 Travel 3:30
Outpatient Office 4:00
4:30
5:00
INTERN 2: COMPLETING SPMI & ELECTIVE ROTATIONS, FINISHED WITH ES ROTATION M T W TH F
8:00 Intern Time
Testing session
or Testing consult
time
Testing: Report writing
Sup w/Primary Supervisor
Elective: Early Child. Serv.
SPMI: Dual
Dx Grp Outpt Office
8:30
9:00
Assessment Seminar
9:30
Outpt Office Outpt Office
10:00
10:30
11:00 Lunch & Travel Lunch Outpt Team Mtg
11:30 Lunch
12:00 Lunch & Travel Lunch
Didactic Seminar
Outpt Office
Lunch 12:30 Sup
with TD 1:00
Outpt Office
Testing/ Report writing
Outpt Office
1:30
Outpt Office
2:00 Intern Time
2:30
3:00 Travel 3:30
SPMI: Seeking Safety Group
Outpt Office 4:00 Meet w/Outpt Manager 4:30
5:00
Community Reach Center – Internship Handbook 23
EVALUATIONS AND COMMUNICATION WITH ACADEMIC PROGRAMS
ix weeks into the training year, primary rotations are informally evaluated to see if they
are meeting interns’ needs. If there are difficulties, a structured procedure is followed
to address any concerns and is overseen by the Director of Internship. Interns are
formally evaluated at three points during the internship year: at first quarter, mid-year, and
upon completion of the internship. Formal evaluations are completed by primary clinical
supervisors and the Director of Internship (for assessment cases and professional
development). Interns also meet with training program faculty at third-quarter to review
progress and to assist in planning for the remaining portion of internship. To ensure that
Community Reach Center is meeting interns’ training needs, interns will complete a mid- year
and year-end evaluation of the internship training program and of primary and secondary
supervision experiences. We encourage informal feedback and evaluative comments and
thoughts throughout the internship year. Formal mid-year and year-end evaluations of each intern’s performance are completed by the primary supervisor, and by the Director of Internship for assessment work, and are provided to the respective graduate school (or as requested by each program). The Director of Internship requests formal mid-year and year-end written evaluations of the internship program and supervisors from each intern. Informal evaluations of individual and program performance are expected to take place in individual and group supervision throughout the year. Direct observation of skills is emphasized, including live and/or videotape observation of competencies being formally evaluated.
For each rotation, interns are provided with forms to define their goals and desired skill
attainment. Interns are encouraged to operationalize these goals in order to objectively
measure progress. Each intern will discuss goals for the rotation with the Director of
Internship Training and with their primary supervisor. Part of the mid-year evaluation process
is a review of progress on all rotations and steps are taken to adjust as needed. Rotation
agreement forms are used to outline goals and how hours will be spent for the Assessment,
SPMI, and Elective rotations, and rotation summary forms are submitted upon completion.
Evaluation of the Emergency Services rotation is also included as part of the intern’s
evaluation at mid-year and year-end.
The Director of Internship Training initiates contact with the intern’s academic program
during the internship year as needed. The mid-year and year-end formal evaluations of
interns are submitted to academic training directors with a letter summarizing internship
progress. At the end of the year, a letter is sent to the academic program summarizing the
intern’s participation in the training program.
S
Community Reach Center – Internship Handbook 24
COMPETENCY-BASED PERFORMANCE EVALUATION Subject areas highlighted below reflect focus areas for the training program. Bulleted items are specific competencies formally evaluated at first quarter, mid-year, and year-end.
RESEARCH
❖ Demonstrates the substantially independent ability to critically evaluate and disseminate research or other scholarly activities at the local, regional, or national level.
ETHICAL AND LEGAL STANDARDS
❖ Independently monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation.
❖ Knowledgeable of and acts in accordance with the current version of APA Ethical Principles of Psychologists and Code of Conduct and relevant professional standards and guidelines.
❖ Knowledgeable of and acts in accordance with relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels.
❖ Demonstrates specific ability to implement standards on confidentiality, child/elder abuse reporting, Tarasoff, suicidal risk situations, treatment of minors, and dual-role relationships.
❖ Recognizes ethical dilemmas as they arise and applies ethical decision-making processes to resolve ethical dilemmas.
❖ Conducts self in an ethical manner in all professional activities.
INDIVIDUAL AND CULTURAL DIVERSITY
❖ Demonstrates an understanding of how own personal/cultural history, attitudes, and biases may affect how intern understands and interacts with people different from oneself.
❖ Demonstrates knowledge of the current theoretical and empirical knowledge base related to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
❖ Demonstrates the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles. This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews conflict with one’s own identities, values and/or worldviews.
❖ Demonstrates the ability to independently apply knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.
PROFESSIONAL VALUES AND ATTITUDES
❖ Behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
❖ Engages in self-reflection regarding one’s personal and professional functioning. Demonstrates awareness of personal issues and their potential impact on one’s work. Engages in activities to maintain and improve performance, well-being, and professional effectiveness.
❖ Actively seeks and demonstrates openness and responsiveness to feedback and supervision.
❖ Responds professionally in increasingly complex situations with a greater degree of independence as intern progresses across levels of training.
Community Reach Center – Internship Handbook 25
PROFESSIONALISM
❖ Displays ability to function successfully in stressful situations.
❖ Demonstrates ability to manage multiple and/or competing assignments.
❖ Meets expectations of level of productivity.
❖ Develops and maintains effective relationships with a wide range of clients, colleagues, organizations and communities.
❖ Manages difficult communication; possesses advanced interpersonal skills.
❖ Completes projects in a timely manner; meets deadlines.
❖ Avoids missing appointments, coming late to meetings; adheres to scheduling expectations.
COMMUNICATION AND INTERPERSONAL SKILLS
❖ Develops and maintains effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
❖ Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated; demonstrates thorough grasp of professional language and concepts.
❖ Presents information clearly, coherently and at an appropriate level for the audience.
❖ Demonstrates effective interpersonal skills and the ability to manage difficult communication well.
ASSESSMENT
❖ Selects and applies assessment methods that draw from empirical literature and reflect the science of measurement and psychometrics; collects relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
❖ Demonstrates accurate use of test measures. Adheres to standardized administration, scores test data in a manner consistent with authors’ guidelines and instructions, and accurately reports test results.
❖ Accurately interprets assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases and distinguishing the aspects of assessment that are subjective from those that are objective.
❖ Reports are structured clearly and organized in a fashion that is clear, concise, and fosters comprehension and accessibility for the referral source. Communicates in written document the implications of the assessment results in an accurate and effective manner sensitive to a range of audiences.
❖ Communicates orally the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.
❖ Effectively manages assessment caseload. Records are complete and timely. Evaluation turnaround times meet expectations. Feedback sessions are provided promptly after assessments are completed.
INTERVENTION
❖ Establishes and maintains effective relationships with the recipients of psychological services.
❖ Develops evidence-based intervention plans specific to the service delivery goals.
❖ Implements interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
Community Reach Center – Internship Handbook 26
❖ Demonstrates the ability to apply the relevant research literature to clinical decision making.
❖ Displays clinical skills with a wide variety of clients and uses good judgment even in difficult or unexpected situations.
❖ Modifies and adapts evidence-based approaches effectively when a clear evidence-base is lacking.
❖ Evaluates intervention effectiveness and adapts intervention goals and methods consistent with ongoing evaluation.
❖ Caseload management – initiates and terminates therapy appropriately. Takes proactive steps toward completion of services when warranted and requests cases as needed to ensure adequate caseload.
SUPERVISION
❖ Demonstrates knowledge of supervision models and practices.
❖ Applies knowledge of supervision models and practices in direct or simulated practice with psychology trainees or other health professionals.
❖ Understands the ethical, legal, and contextual issues of the supervisor role.
CONSULTATION AND INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS
❖ Demonstrates knowledge and respect for the roles and perspectives of other professions.
❖ Applies knowledge of the roles and perspectives of other professions in direct or simulated consultation with individuals and their families, other health care professionals, inter-professional groups, or systems related to health and behavior.
❖ Determines situations that require different role functions and shifts roles accordingly to meet referral needs.
Community Reach Center – Internship Handbook 27
PROBLEM SOLVING, DISCIPLINARY ACTION, AND DUE PROCESS
he Director of Internship Training and supervising psychologist encourage open
discussion of problems interns may experience with their training. Interns are
encouraged to bring up any concerns, complaints, or constructive feedback to their
supervisors and program managers. The Director of Internship Training and Chief
Psychologist meet with interns regularly in their weekly didactic seminar/group supervision
and invite identification of potential problem areas. The Director of Internship Training and
Chief Psychologist are also available to intervene with interns, supervisors, or administration
as needed. If interns have a problem with the Director of Internship Training that cannot be
resolved directly, they should speak to the Chief Psychologist, Human Resources Director, or
Chief Clinical Officer responsible for oversight of the Psychological Services and Internship
Team.
Regular evaluation and feedback occur informally in supervision. If a supervisor finds an
intern has deficiencies in basic skills, the supervisor will arrange for specific training
experiences to improve the intern’s skills. For example, extra supervision and co-therapy
experiences may be offered, or the intern may be assigned relevant reading, and more
practice opportunities may be arranged. Internship is an opportunity to learn new skills and
become more proficient in previously learned skills. We expect progress, not perfection. If
an intern is not making adequate progress in professional skills, is behaving unethically, or is
inadequately monitoring personal functioning, this will be discussed among the Core Faculty
responsible for overseeing the internship program. The supervisor with the concern will
complete a focused performance evaluation of the competency area(s) of concern and will
create a development plan to foster improved competency or a remediation plan if concerns
are related to denoted items on the performance evaluation form that reflect heightened
concern for client welfare.
Competency Development Plan: A developmental plan, titled Intern Focus Plan for Competency Development, lists area(s) identified by a supervisor in need of enhanced development and tasks the intern is expected to complete as well as supervisory and training support faculty will provide to enhance performance in specified area(s). A deadline for completion will be listed on the plan and focused re-evaluation of performance will occur after the deadline. A development plan is intended to support intern development and is not considered punitive.
❖ Successful resolution of performance by the specified deadline will result in
formal conclusion of the development plan; unsuccessful resolution of
performance by the specified deadline will result in creation of a formal
Remediation Plan and graduate program notification.
Remediation Plan: A remediation plan is considered a higher level of intervention and represents a higher level of concern regarding intern performance than a Developmental Plan. A remediation plan entails a detailed description of areas of
T
Community Reach Center – Internship Handbook 28
concern, a list of tasks the intern is expected to complete and specifies supervisory and training support faculty will provide to enhance performance in specified area(s). A deadline for completion will be listed on the plan and focused re-evaluation of performance will occur upon the deadline. Creation of a remediation plan will result in formal graduate program notification as well as notification to Community Reach Center’s Department of Human Resources. The purpose of a remediation plan is to foster intern development as well as communicate considerable concern regarding intern performance. Most commonly, a remediation plan identifies specific training activities to be completed by the intern to address areas of concern (e.g., focused readings, online training, supplemental supervision sessions); however, a remediation plan may entail schedule modification or reduction of direct service activities until improvement is observed.
❖ Successful resolution of performance by the specified deadline will result in
formal conclusion of the remediation plan, although monitoring of
performance and supervisory support to address the area of initial concern
may continue throughout the remainder of internship.
❖ Unsuccessful resolution of performance by the specified deadline will result in
a faculty meeting with the intern, to include the intern’s primary clinical
supervisor, the Director of Internship Training, and the Chief Psychologist.
Unsuccessful resolution of a remediation plan may result in the intern being
placed on probation (a time-limited, remediation-oriented, more closely
supervised training period, typically with reduced work activities to allow
focused time for remediation), suspension of direct service activities,
administrative leave, or dismissal from the training program.
NOTE: If the identified problem is so severe or persistent that continuing internship
would be harmful to either the intern or the intern’s consumers (e.g., unethical or
illegal behavior), the intern will be counseled out of internship or formally dismissed.
If an intern feels aggrieved by an adverse performance evaluation or a decision to place on
probation or dismiss, the intern may submit their grievance in writing to the Director of
Internship Training within 7 calendar days of the incident or action. The intern must specify
why the action is considered unjustified and include any supporting documentation.
Psychology Faculty will meet with the intern, investigate the intern’s concern(s), and provide
written communication of next steps within 3 calendar days. If further consultation with the
intern’s graduate program, Community Reach Center’s Department of Human Resources,
and/or APPIC is necessary, the intern will be provided with written Notice of Review and
notified of consultations in progress. Training faculty will then make a binding decision and
provide the intern with a written statement of the conclusion within 7 calendar days of
providing the Notice of Review.
(See Community Reach Center Employee Handbook for further information)
Community Reach Center – Internship Handbook 29
RIGHTS AND RESPONSIBILITIES Expectations of Community Reach Center interns will include the following:
1. To behave according to the guidelines established by the APA “Ethical Principles of
Psychologists and Code of Conduct.”
2. To behave in accordance with the laws and regulations of the State of Colorado.
3. To conduct oneself in a professional, appropriate manner that is congruent with the
standards and expectations of the Center (including reasonable dress code). Also, to
integrate these standards as a professional psychologist into one’s repertoire of
behaviors, and to be aware of the impact one’s behaviors have on colleagues.
4. To responsibly meet training expectations by developing competencies in intakes,
paperwork, group therapy, consultation and outreach, crisis intervention,
psychodiagnostic assessment, work with SPMI population, and diverse populations.
5. To make appropriate use of supervision and other training formats through such
behaviors as arriving on time and being prepared, taking full advantage of the learning
opportunities, and maintaining an openness to learning and effectively accepting and
using constructive feedback.
6. To be able to manage personal stress, which includes tending to personal needs,
recognizing the possible need for professional help, accepting feedback regarding this,
and seeking help if indicated.
7. To give professionally appropriate feedback to peers and training staff regarding the
impact of their behaviors, and to the training program regarding the impact of the
training experience.
8. To actively participate in the training, service, and overall activities of Reach Center, with
the end goal of being able to provide services across a range of clinical activities.
In general, the Community Reach Center will provide trainees with the opportunity to work
in a setting conducive to the acquisition of skills and knowledge required for a beginning
professional.
Community Reach Center – Internship Handbook 30
The rights of trainees will include:
1. The right to a clear statement of general rights and responsibilities upon entry into the
Internship Program.
2. The right to clear statements of standards upon which the trainee is to be evaluated at
mid-year and upon completion of training.
3. The right to be trained by professional who behave in accordance with the APA Ethical
Guidelines.
4. The right and privilege of being treated with professional respect, as well as being
recognized for the training and experience attained prior to participation in the training
program.
5. The right to on-going evaluation that is specific, respectful, and pertinent.
6. The right to engage in an on-going evaluation of the training experience.
7. The right to initiate an informal resolution of problems that might arise in the training
experience through a request to the individual concerned, the Director of Internship
Training, Chief Psychologist, and/or the training staff as a whole.
8. The right to due process to deal with problems after informal resolution has failed or to
determine when rights have been infringed upon.
9. The right to request assistance in job search and application.
10. The right of privacy and respect of one’s personal life.
11. The right to expect that the training faculty will try to make reasonable accommodations
to meet any special training needs and that the training faculty will consult with the
Center’s Human Resource Director regarding requested accommodations.
Community Reach Center – Internship Handbook 31
APPENDIX A
APA Ethical Principles of Psychologists and Code of Conduct
Interns are expected to be familiar with, and comply fully with,
APA Ethical Principles of Psychologists and Code of Conduct. Please review this document in its entirety prior to signing the Handbook Signature page.
Community Reach Center – Internship Handbook 32
Appendix A\principles.pdf (Paper copy of handbook has this document inserted here.)
Community Reach Center – Internship Handbook 33
APPENDIX B
APA Practice Guidelines
Community Reach Center – Internship Handbook 34
Clinical Practice Guideline for the Treatment of Depression Across Three Age Cohorts
❖
Clinical Practice Guideline for the Treatment of Posttraumatic Stress Disorder
❖
Guidelines for Assessment of and Intervention with Persons with Disabilities
❖
Guidelines for Providers of Psychological Services to Ethnic,
Linguistic and Culturally Diverse Populations
❖
Guidelines for the Practice of Telepsychology
❖
Guidelines for Psychological Practice for People with Low-Income and Economic
Marginalization
❖
Guidelines for Psychological Practice with Boys and Men
❖
Guidelines for Psychological Practice with Girls and Women
❖
Guidelines for Psychological Practice with Lesbian, Gay and Bisexual Clients
❖
Guidelines for Psychological Practice with Older Adults
❖
Guidelines for Psychological Practice with Transgender and Gender Nonconforming People
❖
Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality,
2017
(Intern electronic copy of handbook has hyperlinks to the above documents.)
Interns are referred to the above APA Practice Guidelines for review and discussion, and are
strongly encouraged to incorporate APA Practice Guidelines into their clinical work. Please review these documents prior to signing the Handbook Signature page.
Community Reach Center – Internship Handbook 35
APPENDIX C
Supervision Agreement
Interns complete the supervision agreement early in their supervisory relationship
with primary and secondary supervisors. Open and honest dialogue is encouraged, at
the outset of the relationship and ongoing throughout the duration of the relationship,
regarding expectations held by both supervisor and supervisee of both parties.
Community Reach Center – Internship Handbook 36
SUPERVISION AGREEMENT
Supervisee agrees to:
1. Communicate in an honest and open manner while respecting confidentiality.
2. Strive to give it your best – Actively participate.
3. Take responsibility for accomplishments, actions and mistakes.
4. Come prepared with cases, questions, joys, concerns, etc. and willingness to grow. Whenever
possible, please videotape feedback sessions and bring to group and/or individual supervision for
discussion.
5. Work towards building a mutually accountable and supportive relationship with supervisor.
6. Periodically evaluate the effectiveness of supervision and mutually determine areas for
improvement.
7. Adhere to relevant ethical, legal, and agency standards (as set forth in APA's Ethical Principles of
Psychologists and Code of Conduct, state and federal law, CRC Employee Manual, and CRC
Policies). Initiate discussion of ethical and/or legal dilemmas as they arise.
1. Other: Participate in Telesupervision via interactive video conferencing as an alternative to in-
person meetings in context of the COVID-19 pandemic and physical distancing recommendations.
Abide by the Community Reach Center Temporary Telesupervision and Virtual Training Policy.
8. ________________________________________________________________________________
________________________________________________________________________________
Supervisor agrees to:
2. Communicate in an honest and open manner while respecting confidentiality.
3. Strive to give it your best – Actively participate.
4. Take responsibility for accomplishments, actions and mistakes.
5. Come prepared with feedback, questions, joys, concerns, etc. and a willingness to grow.
6. Work toward building a mutually accountable and supportive relationship with supervisee.
7. Periodically evaluate the effectiveness of supervision and mutually determine areas for
improvement.
8. Adhere to, and provide guidance around, ethical, legal, and agency standards.
9. Take notes during supervision.
10. In order to ensure quality supervision and professional development, your supervisor may discuss
supervisory matters with Psychology Faculty as needed.
11. Other: Provide Telesupervision via interactive video conferencing as an alternative to in-person
meetings in context of the COVID-19 pandemic and physical distancing recommendations. Abide
by the Community Reach Center Temporary Telesupervision and Virtual Training Policy.
12. ________________________________________________________________________________
________________________________________________________________________________
_____________________________________ _______________________________
Supervisee/Date Supervisor/Date
Community Reach Center – Internship Handbook 37
APPENDIX D
Rotation Agreement and Summary
Assessment Cases Summary
Rotation Agreements should be completed no later than 10/26/20 for the SPMI,
Elective, and Assessment rotations; these are used to outline goals and proposed
activities/hours for completing rotation requirements.
Rotation Summaries should be completed no later than 7/22/21 for the SPMI,
Elective, and Assessment Rotations; these are used to document goals worked on and
hours completed to fulfill rotation requirements. The Assessment Cases Summary to
document assessment cases completed is also due no later than 7/22/21.
Community Reach Center – Internship Handbook 38
COMMUNITY REACH CENTER DOCTORAL INTERNSHIP
ROTATION AGREEMENT
Intern:
Supervisor*:
Rotation: SPMI Elective Assessment
Rotation Training Goals: (Please be as specific as possible)
Description of how goals will be met (Estimate hours spent in each activity):
Upon completion of this form, please review and discuss goals with Director of Training.
_________________________________ _________________________________
Intern Date Rotation Supervisor Date
_________________________________
Internship Director Date
*If there will not be a specific rotation supervisor, signature by primary supervisor is acceptable.
Community Reach Center – Internship Handbook 39
COMMUNITY REACH CENTER DOCTORAL INTERNSHIP
ROTATION SUMMARY
Intern:
Supervisor*:
Rotation: SPMI Elective Assessment
Rotation training goals (Be specific):
Description of how goals were met (Include hours spent in each activity):
The following readings were completed as part of elective rotation. If no readings were required,
please indicate response as not applicable:
Upon completion of rotation, provide signed form to Director of Internship.
_________________________________ _________________________________
Intern Date Rotation Supervisor Date
_________________________________
Internship Director Date
*If there will not be a specific rotation supervisor, signature by primary supervisor is acceptable.
Community Reach Center – Internship Handbook 40
COMMUNITY REACH CENTER DOCTORAL INTERNSHIP
ASSESSMENT ROTATION SUMMARY OF CASES
Intern:
Supervisor:
Consumer age Test date Report signed date Feedback date File Submitted
Full #1
Full #2
Full #3
Full #4
Full #5
Full #6
Full #7
Full #8
Full #9
Full #10
______________________________________________
Intern Date
______________________________________________
Assessment Rotation Supervisor Date
Community Reach Center – Internship Handbook 41
APPENDIX E
Internship Evaluation Timeline
Provides an overview of evaluations and documentation of hours to submit at first quarter, mid-year, third quarter, and year-end.
Community Reach Center – Internship Handbook 42
INTERNSHIP EVALUATION TIMELINE
2020-2021
Due Date Type of
Evaluation
Evaluation
Process Required Documents
Monday,
October 26
3 Month/
1st Quarter
Formal and
Written
Self-evaluation: reviewed with primary
and secondary supervisors
Performance Evaluation completed by
and reviewed with primary and
secondary supervisors
First Quarter Summary of Internship
Hours and Progress
Meet with Core Internship Faculty
to discuss progress
Monday,
January 25
6 Month/
Mid-Year
Formal and
Written
Self-evaluation: reviewed with primary
and secondary supervisors
Performance Evaluation completed by
and reviewed with primary and
secondary supervisors
Evaluation of primary supervisor
Evaluation of secondary supervisor
Evaluation of internship program
Mid-Year Summary of Internship Hours
and Progress
Supplemental form: Any form required
by graduate program, completed by
primary supervisor and/or Training
Director
Performance evaluation completed by primary and
assessment supervisors is sent to graduate program, along
with a letter written by the Director of Training
summarizing internship progress.
Monday,
April 26
9 Month/
3rd Quarter Informal
Third Quarter Summary of Internship
Hours and Progress Meet with Core Internship Faculty
to discuss progress
Thursday,
July 22
12 Month/
Final
Formal and
Written
Self-evaluation: reviewed with primary
and secondary supervisors
Performance Evaluation completed by
and reviewed with primary and
secondary supervisors
Evaluation of primary supervisor
Evaluation of secondary supervisor
Evaluation of internship program
SPMI Rotation Summary
Elective Rotation Summary
Assessment Rotation Summary and
Summary of Cases
Final Summary of Hours
Supplemental form: Any form required
by graduate program completed by
primary supervisor and/or Training
Director
Final performance evaluation is sent to graduate program,
along with a letter from the Director of Training
summarizing internship progress.
Interns who successfully complete internship:
Graduate School Director of Training will receive letter
confirming successful completion and a copy of intern’s
certificate of completion.
Community Reach Center – Internship Handbook 43
APPENDIX F
Summary of Internship Hours:
First Quarter Summary of Internship Hours
Mid-Year Summary of Internship Hours
Third Quarter Summary of Internship Hours
Final Summary of Internship Hours
A summary of hours completed for the primary, assessment,
SPMI, elective, and emergency services rotations quarterly.
First Quarter Summary is due 10/26/2020.
Mid-Year Summary is due 1/25/2021.
Third Quarter Summary is due 4/26/2021.
Final Summary is due 7/22/2021.
Community Reach Center – Internship Handbook 44
Community Reach Center Doctoral Internship Program
First Quarter Summary of Internship Hours
Intern:________________________________________
Progress on Primary Outpatient Rotation:
Current caseload: _____ Children _____ Adolescents _____ Adults
Outpatient Direct Hours completed_________ Outpatient Indirect Hours completed_________
Progress on Assessment Rotation:
# of Full Evals complete_________ # of Short Evals complete _________
# of Full Evals in progress _______ # of Short Evals in progress _______
Progress on SPMI Rotation:
(Check and skip remainder of section if complete)
Hours completed____________ Hours remaining____________
Progress on Emergency Services Rotation:
(Check and skip remainder of section if complete)
Hours completed____________ Hours remaining____________
Progress on Elective Rotation:
(Check and skip remainder of section if complete)
Hours completed____________ Hours remaining____________
A. TOTAL HOURS DIRECT SERVICES:
________ Direct Hours (e.g., therapy, intake, assessment, emergency services participation, etc.)
________ Of the total Direct Hours, please list the # of Direct Hours provided via Telehealth
B. TOTAL HOURS INDIRECT SERVICES:
_________ Indirect Hours (e.g., note writing, case consultation, supervision, seminars, team meetings, etc)
TOTAL HOURS TO DATE (A + B): ____________
_______________________________________________ __________________________
Intern Signature Date
_______________________________________________ __________________________
Supervisor Date
_______________________________________________ __________________________
Training Director Date
Community Reach Center – Internship Handbook 45
Community Reach Center Doctoral Internship Program
Mid-Year Summary of Internship Hours
Intern:________________________________________
Progress on Primary Outpatient Rotation:
Current caseload: _____ Children _____ Adolescents _____ Adults
Outpatient Direct Hours completed_________ Outpatient Indirect Hours completed_________
Progress on Assessment Rotation:
# of Full Evals complete_________ # of Short Evals complete _________
# of Full Evals in progress _______ # of Short Evals in progress _______
Progress on SPMI Rotation:
(Check and skip remainder of section if complete)
Hours completed____________ Hours remaining____________
Progress on Emergency Services Rotation:
(Check and skip remainder of section if complete)
Hours completed____________ Hours remaining____________
Progress on Elective Rotation:
(Check and skip remainder of section if complete)
Hours completed____________ Hours remaining____________
A. TOTAL HOURS DIRECT SERVICES:
________ Direct Hours (e.g., therapy, intake, assessment, emergency services participation, etc.)
________ Of the total Direct Hours, please list the # of Direct Hours provided via Telehealth
B. TOTAL HOURS INDIRECT SERVICES:
_________ Indirect Hours (e.g., note writing, case consultation, supervision, seminars, team meetings, etc)
TOTAL HOURS TO DATE (A + B): ____________
_______________________________________________ __________________________
Intern Signature Date
_______________________________________________ __________________________
Supervisor Date
_______________________________________________ __________________________
Training Director Date
Community Reach Center – Internship Handbook 46
Community Reach Center Doctoral Internship Program
Third Quarter Summary of Internship Hours
Intern:________________________________________
Progress on Primary Outpatient Rotation:
Current caseload: _____ Children _____ Adolescents _____ Adults
Outpatient Direct Hours completed_________ Outpatient Indirect Hours completed_________
Progress on Assessment Rotation:
# of Full Evals complete_________ # of Short Evals complete _________
# of Full Evals in progress _______ # of Short Evals in progress _______
Progress on SPMI Rotation:
(Check and skip remainder of section if complete)
Hours completed____________ Hours remaining____________
Progress on Emergency Services Rotation:
(Check and skip remainder of section if complete)
Hours completed____________ Hours remaining____________
Progress on Elective Rotation:
(Check and skip remainder of section if complete)
Hours completed____________ Hours remaining____________
A. TOTAL HOURS DIRECT SERVICES:
________ Direct Hours (e.g., therapy, intake, assessment, emergency services participation, etc.)
________ Of the total Direct Hours, please list the # of Direct Hours provided via Telehealth
B. TOTAL HOURS INDIRECT SERVICES:
_________ Indirect Hours (e.g., note writing, case consultation, supervision, seminars, team meetings, etc)
TOTAL HOURS TO DATE (A + B): ____________
_______________________________________________ __________________________
Intern Signature Date
_______________________________________________ __________________________
Supervisor Date
_______________________________________________ __________________________
Training Director Date
Community Reach Center – Internship Handbook 47
Community Reach Center
Doctoral Psychology Internship Program
Final Summary of Internship Hours
Intern:________________________________________
Outpatient Rotation Direct Service Hours completed____________
Indirect Service Hours completed___________
Assessment Rotation:
# of Full Evals complete_________ # of Short Evals complete ___________
SPMI Rotation Hours completed___________
Emergency Services Rotation Hours completed___________
Elective Rotation Hours completed___________
Supervision with primary clinical supervisor Total hours of supervision___________
Hours In Person________ Hours via Telesupervision________
Verification signature by primary supervisor: ________________________________
Individual supervision with secondary/assessment supervisor: Total hours of sup.__________
Hours In Person________ Hours via Telesupervision________
Verification signature by secondary supervisor: ________________________________
Additional supervision with a licensed psychologist: Total hours of sup.__________
Hours In Person________ Hours via Telesupervision________
Verification signature by supervisor: ________________________________
Additional supervision with another staff member (e.g., Outpatient Manager, Emergency Services
Supervisor, etc.):
Hours completed___________
Verification signature by supervisor: ________________________________
Hours completed___________
Verification signature by supervisor: ________________________________
Hours completed___________
Community Reach Center – Internship Handbook 48
A. TOTAL HOURS DIRECT SERVICES:
________ Direct Hours (e.g., therapy, intake, assessment, emergency services participation, etc.)
________ Of the total Direct Hours, please list the # of Direct Hours provided via Telehealth
B. TOTAL HOURS INDIRECT SERVICES:
_________ Indirect Hours (e.g., note writing, case consultation, supervision, seminars, team meetings, etc)
TOTAL HOURS TO DATE (A + B): ____________
_______________________________________________ __________________________
_______________________________________________ __________________________
Intern Signature Date
_______________________________________________ __________________________
Supervisor Date
_______________________________________________ __________________________
Training Director Date
Community Reach Center – Internship Handbook 49
APPENDIX G
Intern Self-Evaluation
Doctoral Intern Performance Evaluation
Year-End Intern Performance Evaluation
The self-evaluation form is used by the intern to self-evaluate performance and competencies at first
quarter, mid-year, and year-end. The Doctoral Intern Performance Evaluation form is used by primary
and secondary supervisors to provide their evaluation of intern performance/competencies at first
quarter and mid-year. The Year-End Intern Performance Evaluation form is used by primary and
secondary supervisors to provide their evaluation of intern performance/competencies at year-end.
First Quarter Evaluation is due 10/26/20 and is intended to open dialogue between intern/supervisor.
Mid-Year Evaluation is due 1/25/21 and a copy is sent to the intern’s Graduate Program.
Year-End Evaluation is due 7/22/21 and a copy is sent to the intern’s Graduate Program.
Community Reach Center – Internship Handbook 50
COMMUNITY REACH CENTER
Doctoral Intern Performance Evaluation
Self-Evaluation of Profession-Wide Competencies
Intern: ___________________________ Date of Evaluation: _________________
Evaluation Period: 1st Quarter Mid-Year Year-End
5 = POSTGRADUATE LEVEL Professional mastery of all elements of item rated. Consistently
demonstrates skills commensurate with those expected from a psychologist
who can treat clients effectively and independently, and pass test for
licensure.
4 = ADVANCED INTERN, READY
FOR POSTDOCTORAL LEVEL
Skills commensurate with those expected from someone who is able to treat
clients well and work independently in most situations.
3 = INTERN LEVEL
(MID-YEAR INTERN LEVEL)
Intern Level. Basic skills are present. Intern is learning well and generally
making good decisions.
2 = BEGINNING INTERN LEVEL
(INTERNSHIP ENTRY LEVEL)
Ready for Internship. May exhibit basic knowledge, skills, or abilities;
however, close supervision is necessary and improved competency is
needed. Critical items (identified with ) necessitate formal remediation
plan whereas remaining items may be addressed in a either a formal or
informal remediation plan.
1 = NOVICE Not at level necessary for entry into internship. Competency is weak or
intern lacks experience in the area assessed. Formal remediation and
notification of training program is required.
A MINIMUM YEAR-END RATING OF “3” ON ALL ITEMS IS REQUIRED FOR SUCCESSFUL COMPLETION OF INTERNSHIP.
RESEARCH 1 2 3 4 5
1. Demonstrates the substantially independent ability to critically
evaluate and disseminate research or other scholarly activities at the
local, regional, or national level.
ETHICAL AND LEGAL STANDARDS 1 2 3 4 5
1. Knowledgeable of and acts in accordance with the current version
of: the APA Ethical Principles of Psychologists and Code of Conduct;
relevant laws, regulations, rules, and policies governing health service
psychology at the organizational, local, state, regional, and federal
levels; and relevant professional standards and guidelines.
2. Demonstrates specific ability to implement standards on
confidentiality, child/elder abuse reporting, Tarasoff, suicidal risk
situations, treatment of minors, and dual-role relationships.
3. Recognizes ethical dilemmas as they arise and applies ethical
decision-making processes in order to resolve ethical dilemmas.
4. Conducts self in an ethical manner in all professional activities.
INDIVIDUAL AND CULTURAL DIVERSITY 1 2 3 4 5
1. Demonstrates an understanding of how own personal/cultural
history, attitudes, and biases may affect how s/he understands and
interacts with people different from her/himself.
2. Demonstrates knowledge of the current theoretical and empirical
knowledge base related to addressing diversity in all professional
activities including research, training, supervision/consultation, and
service.
Community Reach Center – Internship Handbook 51
3. Demonstrates the ability to integrate awareness and knowledge of
individual and cultural differences in the conduct of professional roles.
This includes the ability to apply a framework for working effectively
with areas of individual and cultural diversity not previously
encountered. Also included is the ability to work effectively with
individuals whose group membership, demographic characteristics, or
worldviews create conflict with her/his own.
4. Demonstrates the ability to independently apply her/his knowledge
and approach in working effectively with the range of diverse
individuals and groups encountered during internship.
PROFESSIONAL VALUES AND ATTITUDES 1 2 3 4 5
1. Behaves in ways that reflect the values and attitudes of psychology,
including integrity, deportment, professional identity, accountability,
lifelong learning, and concern for the welfare of others.
2. Engages in self-reflection regarding one’s personal and
professional functioning. Demonstrates awareness of personal issues
and their potential impact on her/his work. Engages in activities to
maintain and improve performance, well-being, and professional
effectiveness.
3. Actively seeks and demonstrates openness and responsiveness to
feedback and supervision.
4. Responds professionally in increasingly complex situations with a
greater degree of independence as s/he progresses across levels of
training.
PROFESSIONALISM 1 2 3 4 5
A. Stress Tolerance/Time Management
1. Displays ability to function successfully in stressful situations.
2. Demonstrates ability to manage multiple and/or competing
assignments.
3. Meets expectations of level of productivity.
B. Relational/Interpersonal
1. Develops and maintains effective relationships with a wide range of
clients, colleagues, organizations and communities.
2. Manages difficult communication; possesses advanced interpersonal
skills.
C. Reliability/Conscientiousness
1. Completes projects in a timely manner; meets deadlines.
2. Avoids missing appointments, coming late to meetings; adheres to
scheduling expectations.
COMMUNICATION AND INTERPERSONAL SKILLS 1 2 3 4 5
1. Develops and maintains effective relationships with a wide range of
individuals, including colleagues, communities, organizations,
supervisors, supervisees, and those receiving professional services.
2. Produces and comprehends oral, nonverbal, and written
communications that are informative and well-integrated;
demonstrates thorough grasp of professional language and concepts.
Community Reach Center – Internship Handbook 52
3. Presents information clearly, coherently and at an appropriate level
for the audience.
4. Demonstrates effective interpersonal skills and the ability to manage
difficult communication well.
SUPERVISION 1 2 3 4 5
1. Demonstrates knowledge of supervision models and practices.
2. Applies knowledge of supervision models and practices in direct or
simulated practice with psychology trainees or other health
professionals.
3. Understands the ethical, legal, and contextual issues of the supervisor
role.
INTERVENTION 1 2 3 4 5
1. Establishes and maintains effective relationships with the recipients
of psychological services.
2. Develops evidence-based intervention plans specific to the service
delivery goals.
3. Implements interventions informed by the current scientific literature,
assessment findings, diversity characteristics, and contextual variables.
4. Demonstrates the ability to apply the relevant research literature to
clinical decision making.
5. Displays clinical skills with a wide variety of clients and uses good
judgment even in difficult or unexpected situations.
6. Modifies and adapts evidence-based approaches effectively when a
clear evidence-base is lacking.
7. Evaluates intervention effectiveness and adapts intervention goals
and methods consistent with ongoing evaluation.
8. Caseload management – initiates and terminates therapy
appropriately. Takes proactive steps toward completion of services
when warranted and requests cases as needed to ensure adequate
caseload.
CONSULTATION AND
INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS 1 2 3 4 5
1. Demonstrates knowledge and respect for the roles and perspectives
of other professions.
2. Applies knowledge of the roles and perspectives of other professions
in direct or simulated consultation with individuals and their families,
other health care professionals, inter-professional groups, or systems
related to health and behavior.
3. Determines situations that require different role functions and shifts
roles accordingly to meet referral needs.
ASSESSMENT 1 2 3 4 5
1. Selects and applies assessment methods that draw from empirical
literature and reflect the science of measurement and psychometrics;
collects relevant data using multiple sources and methods appropriate
to the identified goals and questions of the assessment as well as
relevant diversity characteristics of the service recipient.
Community Reach Center – Internship Handbook 53
2. Demonstrates accurate use of test measures. Adheres to
standardized administration, scores test data in a manner consistent with
author’s guidelines and instructions, and accurately reports test results.
3. Accurately interprets assessment results, following current research
and professional standards and guidelines, to inform case
conceptualization, classification, and recommendations, while guarding
against decision-making biases, distinguishing the aspects of
assessment that are subjective from those that are objective.
4. Reports are structured clearly and organized in a fashion that is clear,
concise, and fosters comprehension and accessibility for the referral
source. Communicates in written document the implications of the
assessment results in an accurate and effective manner sensitive to a
range of audiences.
5. Communicates orally the findings and implications of the
assessment in an accurate and effective manner sensitive to a range of
audiences.
6. Effectively manages assessment caseload. Records are complete
and timely. Evaluation turnaround times meet expectations. Feedback
sessions are provided promptly after assessments are completed.
INTERNSHIP PERFORMANCE 1 2 3 4 5
OVERALL RATING FOR INTERNSHIP TRAINING
COMMENTS BY INTERN
INTERN DATE
SUPERVISOR DATE
DIRECTOR OF TRAINING DATE
Community Reach Center – Internship Handbook 54
COMMUNITY REACH CENTER
Doctoral Intern Performance Evaluation
Evaluation of Profession-Wide Competencies
Intern: ___________________________ Date of Evaluation: _________________
Evaluator: ___________________________ Evaluation Period: 1st Quarter Mid-Year
5 = POSTGRADUATE LEVEL Professional mastery of all elements of item rated. Consistently
demonstrates skills commensurate with those expected from a psychologist
who can treat clients effectively and independently, and pass test for
licensure.
4 = ADVANCED INTERN, READY
FOR POSTDOCTORAL LEVEL
Skills commensurate with those expected from someone who is able to treat
clients well and work independently in most situations.
3 = INTERN LEVEL
(MID-YEAR INTERN LEVEL)
Intern Level. Basic skills are present. Intern is learning well and generally
making good decisions.
2 = BEGINNING INTERN LEVEL
(INTERNSHIP ENTRY LEVEL)
Ready for Internship. May exhibit basic knowledge, skills, or abilities;
however, close supervision is necessary and improved competency is
needed. Critical items (identified with ) necessitate formal remediation
plan whereas remaining items may be addressed in a either a formal or
informal remediation plan.
1 = NOVICE Not at level necessary for entry into internship. Competency is weak or
intern lacks experience in the area assessed. Formal remediation and
notification of training program is required.
A MINIMUM YEAR-END RATING OF “3” ON ALL ITEMS IS REQUIRED FOR SUCCESSFUL COMPLETION OF INTERNSHIP.
RESEARCH 1 2 3 4 5
1. Demonstrates the substantially independent ability to critically
evaluate and disseminate research or other scholarly activities at the
local, regional, or national level.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
ETHICAL AND LEGAL STANDARDS 1 2 3 4 5
1. Knowledgeable of and acts in accordance with the current version
of: the APA Ethical Principles of Psychologists and Code of Conduct;
relevant laws, regulations, rules, and policies governing health service
psychology at the organizational, local, state, regional, and federal
levels; and relevant professional standards and guidelines.
2. Demonstrates specific ability to implement standards on
confidentiality, child/elder abuse reporting, Tarasoff, suicidal risk
situations, treatment of minors, and dual-role relationships.
3. Recognizes ethical dilemmas as they arise and applies ethical
decision-making processes in order to resolve ethical dilemmas.
4. Conducts self in an ethical manner in all professional activities.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
Community Reach Center – Internship Handbook 55
INDIVIDUAL AND CULTURAL DIVERSITY 1 2 3 4 5
1. Demonstrates an understanding of how own personal/cultural
history, attitudes, and biases may affect how s/he understands and
interacts with people different from her/himself.
2. Demonstrates knowledge of the current theoretical and empirical
knowledge base related to addressing diversity in all professional
activities including research, training, supervision/consultation, and
service.
3. Demonstrates the ability to integrate awareness and knowledge of
individual and cultural differences in the conduct of professional roles.
This includes the ability to apply a framework for working effectively
with areas of individual and cultural diversity not previously
encountered. Also included is the ability to work effectively with
individuals whose group membership, demographic characteristics, or
worldviews create conflict with her/his own.
4. Demonstrates the ability to independently apply her/his knowledge
and approach in working effectively with the range of diverse
individuals and groups encountered during internship.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
PROFESSIONAL VALUES AND ATTITUDES 1 2 3 4 5
1. Behaves in ways that reflect the values and attitudes of psychology,
including integrity, deportment, professional identity, accountability,
lifelong learning, and concern for the welfare of others.
2. Engages in self-reflection regarding one’s personal and
professional functioning. Demonstrates awareness of personal issues
and their potential impact on her/his work. Engages in activities to
maintain and improve performance, well-being, and professional
effectiveness.
3. Actively seeks and demonstrates openness and responsiveness to
feedback and supervision.
4. Responds professionally in increasingly complex situations with a
greater degree of independence as s/he progresses across levels of
training.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
PROFESSIONALISM 1 2 3 4 5
A. Stress Tolerance/Time Management
1. Displays ability to function successfully in stressful situations.
2. Demonstrates ability to manage multiple and/or competing
assignments.
3. Meets expectations of level of productivity.
Community Reach Center – Internship Handbook 56
B. Relational/Interpersonal
1. Develops and maintains effective relationships with a wide range of
clients, colleagues, organizations and communities.
2. Manages difficult communication; possesses advanced interpersonal
skills.
C. Reliability/Conscientiousness
1. Completes projects in a timely manner; meets deadlines.
2. Avoids missing appointments, coming late to meetings; adheres to
scheduling expectations.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
COMMUNICATION AND INTERPERSONAL SKILLS 1 2 3 4 5
1. Develops and maintains effective relationships with a wide range of
individuals, including colleagues, communities, organizations,
supervisors, supervisees, and those receiving professional services.
2. Produces and comprehends oral, nonverbal, and written
communications that are informative and well-integrated;
demonstrates thorough grasp of professional language and concepts.
3. Presents information clearly, coherently and at an appropriate level
for the audience.
4. Demonstrates effective interpersonal skills and the ability to manage
difficult communication well.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
SUPERVISION 1 2 3 4 5
1. Demonstrates knowledge of supervision models and practices.
2. Applies knowledge of supervision models and practices in direct or
simulated practice with psychology trainees or other health
professionals.
3. Understands the ethical, legal, and contextual issues of the supervisor
role.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
Community Reach Center – Internship Handbook 57
INTERVENTION 1 2 3 4 5
1. Establishes and maintains effective relationships with the recipients
of psychological services.
2. Develops evidence-based intervention plans specific to the service
delivery goals.
3. Implements interventions informed by the current scientific literature,
assessment findings, diversity characteristics, and contextual variables.
4. Demonstrates the ability to apply the relevant research literature to
clinical decision making.
5. Displays clinical skills with a wide variety of clients and uses good
judgment even in difficult or unexpected situations.
6. Modifies and adapts evidence-based approaches effectively when a
clear evidence-base is lacking.
7. Evaluates intervention effectiveness and adapts intervention goals
and methods consistent with ongoing evaluation.
8. Caseload management – initiates and terminates therapy
appropriately. Takes proactive steps toward completion of services
when warranted and requests cases as needed to ensure adequate
caseload.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
CONSULTATION AND
INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS 1 2 3 4 5
1. Demonstrates knowledge and respect for the roles and perspectives
of other professions.
2. Applies knowledge of the roles and perspectives of other professions
in direct or simulated consultation with individuals and their families,
other health care professionals, inter-professional groups, or systems
related to health and behavior.
3. Determines situations that require different role functions and shifts
roles accordingly to meet referral needs.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
Community Reach Center – Internship Handbook 58
Assessment section completed by Laurie Schleper, PhD, supervisor for Psychological Assessment rotation.
ASSESSMENT 1 2 3 4 5
1. Selects and applies assessment methods that draw from empirical
literature and reflect the science of measurement and psychometrics;
collects relevant data using multiple sources and methods appropriate
to the identified goals and questions of the assessment as well as
relevant diversity characteristics of the service recipient.
2. Demonstrates accurate use of test measures. Adheres to
standardized administration, scores test data in a manner consistent with
author’s guidelines and instructions, and accurately reports test results.
3. Accurately interprets assessment results, following current research
and professional standards and guidelines, to inform case
conceptualization, classification, and recommendations, while guarding
against decision-making biases, distinguishing the aspects of
assessment that are subjective from those that are objective.
4. Reports are structured clearly and organized in a fashion that is clear,
concise, and fosters comprehension and accessibility for the referral
source. Communicates in written document the implications of the
assessment results in an accurate and effective manner sensitive to a
range of audiences.
5. Communicates orally the findings and implications of the
assessment in an accurate and effective manner sensitive to a range of
audiences.
6. Effectively manages assessment caseload. Records are complete
and timely. Evaluation turnaround times meet expectations. Feedback
sessions are provided promptly after assessments are completed.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
COMMENTS FROM ASSESSMENT SUPERVISOR:
Community Reach Center – Internship Handbook 59
INTERNSHIP PERFORMANCE 1 2 3 4 5
OVERALL RATING FOR INTERNSHIP TRAINING
ALL COMPETENCIES ARE ACCEPTABLE; NO FOCUS PLAN OR FORMAL REMEDIATION NECESSARY
ALL COMPETENCIES ARE ACCEPTABLE AND NO FORMAL REMEDIATION IS REQUIRED; FOCUS PLAN
DEVELOPED TO ENHANCE COMPETENCY IN IDENTIFIED AREA(S) BY NEXT REVIEW PERIOD.
FORMAL REMEDIATION IS NECESSARY. ATTACH FORMAL REMEDIATION PLAN.
RECOMMENDATIONS
OTHER COMMENTS
COMMENTS BY INTERN
INTERN DATE
SUPERVISOR DATE
DIRECTOR OF TRAINING DATE
Community Reach Center – Internship Handbook 60
COMMUNITY REACH CENTER
Doctoral Intern Performance Evaluation
Year-End Evaluation of Profession-Wide Competencies
Intern: ___________________________ Date of Evaluation: _________________
Evaluator: ___________________________
5 = POSTGRADUATE LEVEL Professional mastery of all elements of item rated. Consistently
demonstrates skills commensurate with those expected from a psychologist
who can treat clients effectively and independently, and pass test for
licensure.
4 = ADVANCED INTERN, READY
FOR POSTDOCTORAL LEVEL
Skills commensurate with those expected from someone who is able to treat
clients well and work independently in most situations.
3 = INTERN LEVEL
(MID-YEAR INTERN LEVEL)
Intern Level. Basic skills are present. Intern is learning well and generally
making good decisions.
2 = BEGINNING INTERN LEVEL
(INTERNSHIP ENTRY LEVEL)
Ready for Internship. May exhibit basic knowledge, skills, or abilities;
however, close supervision is necessary and improved competency is
needed. Critical items (identified with ) necessitate formal remediation
plan whereas remaining items may be addressed in a either a formal or
informal remediation plan.
1 = NOVICE Not at level necessary for entry into internship. Competency is weak or
intern lacks experience in the area assessed. Formal remediation and
notification of training program is required.
A MINIMUM YEAR-END RATING OF “3” ON ALL ITEMS IS REQUIRED FOR SUCCESSFUL COMPLETION OF INTERNSHIP.
RESEARCH 1 2 3 4 5
1. Demonstrates the substantially independent ability to critically
evaluate and disseminate research or other scholarly activities at the
local, regional, or national level.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
ETHICAL AND LEGAL STANDARDS 1 2 3 4 5
1. Knowledgeable of and acts in accordance with the current version
of: the APA Ethical Principles of Psychologists and Code of Conduct;
relevant laws, regulations, rules, and policies governing health service
psychology at the organizational, local, state, regional, and federal
levels; and relevant professional standards and guidelines.
2. Demonstrates specific ability to implement standards on
confidentiality, child/elder abuse reporting, Tarasoff, suicidal risk
situations, treatment of minors, and dual-role relationships.
3. Recognizes ethical dilemmas as they arise and applies ethical
decision-making processes in order to resolve ethical dilemmas.
4. Conducts self in an ethical manner in all professional activities.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
Community Reach Center – Internship Handbook 61
INDIVIDUAL AND CULTURAL DIVERSITY 1 2 3 4 5
1. Demonstrates an understanding of how own personal/cultural
history, attitudes, and biases may affect how s/he understands and
interacts with people different from her/himself.
2. Demonstrates knowledge of the current theoretical and empirical
knowledge base related to addressing diversity in all professional
activities including research, training, supervision/consultation, and
service.
3. Demonstrates the ability to integrate awareness and knowledge of
individual and cultural differences in the conduct of professional roles.
This includes the ability to apply a framework for working effectively
with areas of individual and cultural diversity not previously
encountered. Also included is the ability to work effectively with
individuals whose group membership, demographic characteristics, or
worldviews create conflict with her/his own.
4. Demonstrates the ability to independently apply her/his knowledge
and approach in working effectively with the range of diverse
individuals and groups encountered during internship.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
PROFESSIONAL VALUES AND ATTITUDES 1 2 3 4 5
1. Behaves in ways that reflect the values and attitudes of psychology,
including integrity, deportment, professional identity, accountability,
lifelong learning, and concern for the welfare of others.
2. Engages in self-reflection regarding one’s personal and
professional functioning. Demonstrates awareness of personal issues
and their potential impact on her/his work. Engages in activities to
maintain and improve performance, well-being, and professional
effectiveness.
3. Actively seeks and demonstrates openness and responsiveness to
feedback and supervision.
4. Responds professionally in increasingly complex situations with a
greater degree of independence as s/he progresses across levels of
training.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
PROFESSIONALISM 1 2 3 4 5
A. Stress Tolerance/Time Management
1. Displays ability to function successfully in stressful situations.
2. Demonstrates ability to manage multiple and/or competing
assignments.
3. Meets expectations of level of productivity.
Community Reach Center – Internship Handbook 62
B. Relational/Interpersonal
1. Develops and maintains effective relationships with a wide range of
clients, colleagues, organizations and communities.
2. Manages difficult communication; possesses advanced interpersonal
skills.
C. Reliability/Conscientiousness
1. Completes projects in a timely manner; meets deadlines.
2. Avoids missing appointments, coming late to meetings; adheres to
scheduling expectations.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
COMMUNICATION AND INTERPERSONAL SKILLS 1 2 3 4 5
1. Develops and maintains effective relationships with a wide range of
individuals, including colleagues, communities, organizations,
supervisors, supervisees, and those receiving professional services.
2. Produces and comprehends oral, nonverbal, and written
communications that are informative and well-integrated;
demonstrates thorough grasp of professional language and concepts.
3. Presents information clearly, coherently and at an appropriate level
for the audience.
4. Demonstrates effective interpersonal skills and the ability to manage
difficult communication well.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
SUPERVISION 1 2 3 4 5
1. Demonstrates knowledge of supervision models and practices.
2. Applies knowledge of supervision models and practices in direct or
simulated practice with psychology trainees or other health
professionals.
3. Understands the ethical, legal, and contextual issues of the supervisor
role.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
Community Reach Center – Internship Handbook 63
INTERVENTION 1 2 3 4 5
1. Establishes and maintains effective relationships with the recipients
of psychological services.
2. Develops evidence-based intervention plans specific to the service
delivery goals.
3. Implements interventions informed by the current scientific literature,
assessment findings, diversity characteristics, and contextual variables.
4. Demonstrates the ability to apply the relevant research literature to
clinical decision making.
5. Displays clinical skills with a wide variety of clients and uses good
judgment even in difficult or unexpected situations.
6. Modifies and adapts evidence-based approaches effectively when a
clear evidence-base is lacking.
7. Evaluates intervention effectiveness and adapts intervention goals
and methods consistent with ongoing evaluation.
8. Caseload management – initiates and terminates therapy
appropriately. Takes proactive steps toward completion of services
when warranted and requests cases as needed to ensure adequate
caseload.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
CONSULTATION AND
INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS 1 2 3 4 5
1. Demonstrates knowledge and respect for the roles and perspectives
of other professions.
2. Applies knowledge of the roles and perspectives of other professions
in direct or simulated consultation with individuals and their families,
other health care professionals, inter-professional groups, or systems
related to health and behavior.
3. Determines situations that require different role functions and shifts
roles accordingly to meet referral needs.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
Community Reach Center – Internship Handbook 64
Assessment section completed by Laurie Schleper, PhD, supervisor for Psychological Assessment rotation.
ASSESSMENT 1 2 3 4 5
1. Selects and applies assessment methods that draw from empirical
literature and reflect the science of measurement and psychometrics;
collects relevant data using multiple sources and methods appropriate
to the identified goals and questions of the assessment as well as
relevant diversity characteristics of the service recipient.
2. Demonstrates accurate use of test measures. Adheres to standardized
administration, scores test data in a manner consistent with author’s
guidelines and instructions, and accurately reports test results.
3. Accurately interprets assessment results, following current research
and professional standards and guidelines, to inform case
conceptualization, classification, and recommendations, while guarding
against decision-making biases, distinguishing the aspects of
assessment that are subjective from those that are objective.
4. Reports are structured clearly and organized in a fashion that is clear,
concise, and fosters comprehension and accessibility for the referral
source. Communicates in written document the implications of the
assessment results in an accurate and effective manner sensitive to a
range of audiences.
5. Communicates orally the findings and implications of the assessment
in an accurate and effective manner sensitive to a range of audiences.
6. Effectively manages assessment caseload. Records are complete
and timely. Evaluation turnaround times meet expectations. Feedback
sessions are provided promptly after assessments are completed.
Basis of Assessment:
Discussion in supervision
Direct observation: Live observation
Videotape
Audiotape
Feedback from staff
Role play
Review of written work
Co-facilitation/Co-therapy
Review of raw test data
Case Presentation or Staff Training
Other (specify):________________
COMMENTS FROM ASSESSMENT SUPERVISOR:
Community Reach Center – Internship Handbook 65
INTERNSHIP PERFORMANCE 1 2 3 4 5
OVERALL RATING FOR INTERNSHIP TRAINING
ALL COMPETENCIES ARE ACCEPTABLE FOR INTERNSHIP COMPLETION.
NOT ALL COMPETENCIES ARE ACCEPTABLE FOR INTERNSHIP COMPLETION.
RECOMMENDATIONS
OTHER COMMENTS
COMMENTS BY INTERN
INTERN DATE
SUPERVISOR DATE
DIRECTOR OF TRAINING DATE
Community Reach Center – Internship Handbook 66
APPENDIX H
Evaluation of Supervisor
Supervisor Feedback Form
Both forms are used to provide written feedback and facilitate verbal feedback from supervisee to
primary and secondary/assessment supervisors. These are completed at mid-year and year-end.
Community Reach Center – Internship Handbook 67
Doctoral Psychology Internship Program
EVALUATION OF SUPERVISOR
Intern:
Supervisor:
Type of Supervision: Primary Secondary Assessment
Type of Evaluation: Mid-Year Year-End
Please type your answers to the following questions:
1. Describe the development of your relationship with your supervisor, including both positive and negative
aspects of the relationship.
2. What are the supervisor’s strengths and weaknesses? (e.g., availability, clinical knowledge and
experience, ability to communicate and stimulate thoughtful treatment approaches).
Community Reach Center – Internship Handbook 68
3. Describe your needs and expectations from supervision and discuss how they were or were not met.
4. How did your supervisor encourage the development of your professional identity?
Additional thoughts/comments:
By signing below, we agree to have reviewed this evaluation in its entirety and discussed our supervisory
relationship.
___________________________ _____________________________
Intern Signature Date Supervisor Signature Date
Community Reach Center – Internship Handbook 69
Community Reach Center SUPERVISOR FEEDBACK FORM – Evaluation by Supervisee
Supervisor_________________________Intern_________________________Date_________
N/A-Not applicable to this supervisor
1-Behavior never observed
2-Behavior rarely observed
3-Behavior often observed
4-Behavior typically observed
5-Behavior consistently/always observed
General
Interest/commitment N/A 1 2 3 4 5
Knowledge of areas being supervised N/A 1 2 3 4 5
Structure
Promptness/reliability N/A 1 2 3 4 5
Meeting times regularly scheduled N/A 1 2 3 4 5
Available for consultation as needed between scheduled meetings N/A 1 2 3 4 5
Arranges for back-up supervision during absences N/A 1 2 3 4 5
Personal Characteristics:
Demonstrates respect for intern, clients and colleagues N/A 1 2 3 4 5
Open to feedback from intern N/A 1 2 3 4 5
Creates/maintains emotionally safe environment for intern N/A 1 2 3 4 5
Interpersonal Characteristics:
Gives regular, clear feedback verbally in supervision meetings N/A 1 2 3 4 5
Identifies both strengths and areas of growth in intern N/A 1 2 3 4 5
Addresses personal issues that may impact professional work
(i.e., countertransference) in respectful, supportive manner N/A 1 2 3 4 5
Maintains appropriate professional boundaries N/A 1 2 3 4 5
Demonstrates empathy and use of relevant self-disclosure
w/in supervisory relationship (practices what is preached) N/A 1 2 3 4 5
Written Material:
Reports reviewed and returned within one week of receipt N/A 1 2 3 4 5
Progress notes reviewed with feedback w/in one day of receipt N/A 1 2 3 4 5
Written feedback consistent w/verbal discussions/feedback N/A 1 2 3 4 5
Conceptualization:
Assists in development of cohesive conceptualization of a case N/A 1 2 3 4 5
Provides input consistent w/developmental needs of intern N/A 1 2 3 4 5
Uses/encourages use of specific cases as examples of larger issues N/A 1 2 3 4 5
Refers intern to other resources (colleagues, research) where appropriate N/A 1 2 3 4 5
Ethical Concerns:
Highlights potential client risk areas and assists in determining
appropriate action needed N/A 1 2 3 4 5
Notices and processes w/intern any diversity issues w/particular
clients, including referral to additional resources if needed N/A 1 2 3 4 5
Assists in identifying agency and community resources to address
client care and case management needs N/A 1 2 3 4 5
Professional Responsibility:
Uses case examples to foster awareness of impact particular beliefs,
personality or other personal characteristics have on clinical work N/A 1 2 3 4 5
Models conscientious, ethical, and responsible professional practice N/A 1 2 3 4 5
Review Date:___________ Intern Signature:__________________________________
Supervisor Signature:______________________________
Community Reach Center – Internship Handbook 70
APPENDIX I
Evaluation of Internship
Completed by interns at mid-year and year-end to offer feedback
about the internship training program.
Community Reach Center – Internship Handbook 71
COMMUNITY REACH CENTER Evaluation of Internship
Date of Evaluation:__________________ Evaluation Period: (Mid-Year / End of Year)
Rating Scale:
5 – Superior: Significant positive influence on my training and clinical work
4 – Excellent: Room for improvement but no serious failings, positively influenced my
training
3 – Average: Only satisfied the minimum requirements; some positive impact
2 – Below Average: Did not meet some of the guidelines established by the APA or as implied
by internship materials; no positive impact on my training
1 – Poor: Did not meet many of the guidelines established by the APA or as implied
by internship materials; negative impact on my training
PRIMARY ROTATION 1 2 3 4 5
1. Caseload is diverse in terms of population and
appropriate in terms of size
2. Various orientations are accepted and allowed equal
audience
3. Peer acceptance and collegiality
4. Support by fellow team members
5. Rotation met my expectations
6. Program Manager was a resource that was available as
needed
7. Team Meetings were beneficial
8. Contribution to my internship experience
Comments:
Community Reach Center – Internship Handbook 72
ELECTIVE ROTATION (LIST):__________________ 1 2 3 4 5
1. Assistance was provided that aided in the selection and
procuring of the elective rotation
2. Quality of supervision
3. Peer acceptance and collegiality
4. Support by fellow team members
5. Contribution to my internship experience
Comments:
EMERGENCY SERVICES/CRISIS ROTATION 1 2 3 4 5
1. Initial training was sufficient for beginning crisis work
2. Quality of supervision
2. Levels of experience and comfort were considered in
assigning crisis cases to be handled independently
3. Peer acceptance and collegiality
4. Support by fellow team members
5. Contribution to my internship experience
Comments:
SPMI ROTATION (LIST)_______________________ 1 2 3 4 5
1. Assistance was provided that aided in the selection and
procuring of an SPMI rotation
2. Quality of supervision
3. Levels of experience and comfort were considered in
assigning cases
4. Peer acceptance and collegiality
5. Support by fellow team members
6. Contribution to my internship experience
Community Reach Center – Internship Handbook 73
Comments:
TESTING SEMINAR/ROTATION 1 2 3 4 5
1. Fostered integration of previous knowledge with new
information/experience gained from lectures, supervision &
peer feedback
2. Supervisor was available for individual consultation/
supervision (either remedial or advanced) to ensure my
professional growth
3. Supervisor was open to feedback, other orientations, and
differing points of view
4. Seminar increased my competence in case
conceptualization and report writing
5. Contribution to my internship experience
Comments:
AFTERNOON SEMINAR 1 2 3 4 5
1. Fostered integration of previous knowledge with new
information/experience gained from lectures and
discussions
2. Presenters were well-prepared and knowledgeable
3. Reciprocal learning was encouraged, fostered, modeled
and fostered by supervisors
4. Use of resources/personnel for presentations
5. Contribution to my internship experience
Comments:
Community Reach Center – Internship Handbook 74
PRIMARY SUPERVISION 1 2 3 4 5
1. Fostered integration of previous knowledge with new
information/experience gained from readings, clinical work,
supervision & colleagues
2. Supervisor challenged me in an appropriate manner to
look at personal/professional issues that may affect my
clinical work, professional growth, and relationships with
colleagues
3. Supervisor was open to feedback
4. Maintained appropriate boundaries
5. Personality issues/differences affect on supervision
6. Contribution to my internship experience
Comments:
SECONDARY SUPERVISION 1 2 3 4 5
1. Fostered integration of previous knowledge with new
information/experience gained from readings, clinical work,
supervision & colleagues
2. Supervisor challenged me in an appropriate manner to
look at personal/professional issues that may affect my
clinical work, professional growth, and relationships with
colleagues
3. Supervisor was open to feedback
4. Maintained appropriate boundaries
5. Could tailor supervision to ensure my own
professional/personal growth.
6. Personality issues/differences affect on supervision
7. Contribution to my internship experience
Community Reach Center – Internship Handbook 75
Comments:
OVERALL INTERNSHIP EXPERIENCE 1 2 3 4 5
1. Facilities/Supplies
(Offices, computers, therapeutic games, etc)
2. My opinion/experience/clinical skill is valued and taken
into account
3. I felt respected and esteemed as a person
4. My values/beliefs/experience were respected
5. My experience has been commensurate with that
expressed in the internship material
6. Overall contribution to my professional growth
Comments:
Community Reach Center – Internship Handbook 76
APPENDIX J
Evaluation of Professional Presentation
Completed by faculty members in attendance for the intern’s all-staff presentation.
Copies of evaluation forms will be provided to the intern following the presentation.
Community Reach Center – Internship Handbook 77
Community Reach Center Doctoral Internship
Evaluation of Professional Presentation
Intern: _____________________________________________________________
Presentation Title: ____________________________________________________
Faculty Evaluating: ____________________________________________________
Date: _________________
1. The presentation was clinically useful for Reach Center clinicians.
1 2 3 4 5
Strongly Disagree Neutral Agree Strongly Disagree Agree
2. The presenter offered relevant clinical case examples. 1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree
3. The presentation was clear and well-organized.
1 2 3 4 5 Strongly Disagree Neutral Agree Strongly
Disagree Agree
4. The presentation was delivered in a professional manner.
1 2 3 4 5 Strongly Disagree Neutral Agree Strongly
Disagree Agree
5. The presenter encouraged questions and allowed for audience participation.
1 2 3 4 5
Strongly Disagree Neutral Agree Strongly Disagree Agree
Comments/Suggestions:
Community Reach Center – Internship Handbook 78
APPENDIX K
COVID-19 Modifications to Community Reach Center Training and Recruitment
Community Reach Center – Internship Handbook 79
COVID-19 Modifications to Community Reach Center Training and Recruitment
As an essential business, Community Reach Center has remained open and has maintained its ability to provide clinical services without interruption. Our Leadership team engages in frequent communication with state and local health authorities for consultation on best practices and is regularly reviewing all posted guidelines. As guidelines from the Colorado Department of Public Health and Environment (CDPHE) and the Governor’s Office are updated, corresponding updates are made to Community Reach Center policies and practices. Additionally, Community Reach Center’s Internship Program follows the guidelines offered by APPIC by implementing the following guiding principles: Safety, Equity, Ethics, and Science. Psychology Interns at Community Reach Center are considered essential workers, although careful consideration is given to intern status when determining appropriate requirements and expectations. The following summary of current and anticipated changes to Community Reach Center agency-wide and internship-specific operations is provided; however, future circumstances may require additional modifications not yet implemented or foreseen. Impact on Onboarding, Service Delivery and Internship Rotations Orientation Agency orientation is currently limited to critical activities for on-site participation and is provided in one day on-site as opposed to the typical three days. Additionally, orientation will be provided to the intern group only (without additional new hires) to limit the number of participants and allow physical distancing in large meeting rooms. Intern orientation will be provided via a hybrid model of in-person and virtual activities. All in-person activities will be scheduled in large meeting spaces with plenty of space for physical distancing. All Internship Rotations: In response to the Governor’s stay-at-home order and public health guidance, most agency services and all intern services were redirected to Telehealth in March 2020. Interns were able to transition to telehealth service provision off-site during the stay-at-home order. Interns were provided with telehealth access, training, and supervision. As public health recommendations have eased a bit and the county is no longer under a stay-at-home order, Community Reach Center has incorporated in-person Essential Services and on-site telehealth services. Essential Services include in-person service delivery for individuals who cannot access telehealth options or are presenting with acuity that would benefit from in-person service delivery. Each intern will review their caseload with their primary supervisor to identify any individuals meeting threshold for Essential Services. 2020-2021 interns will be issued agency laptops equipped with technology to facilitate implementation of interactive video telehealth services. Zoom account access under the agency’s business agreement and thus meeting criteria for HIPAA compliance is also provided.
Community Reach Center – Internship Handbook 80
As of July 2020, interns continue to predominantly provide clinical services via telehealth, with in-person services implemented for consumers meeting criteria for Essential Services. It is anticipated that future practice will continue to be a hybrid of telehealth and in-person services, as is guided by clinical need and public health recommendations. If public health concern increases, services can readily shift to increased utilization of telehealth and may include a shift to off-site telehealth services if the Governor issues another stay-at-home order. Group therapy is being provided via telehealth only at this time. As of July 2020, agency staff are transitioning back to on-site work (including telehealth service provision). Clinical service delivery continues to prioritize telehealth services, but with staff located on-site. As public health concerns are continually assessed, interns may be granted permission to complete some internship activities from off-site. All work time spent off-site requires prior approval by the Director of Internship and a typed summary at day-end accounting for work activities completed off-site. Interns are not to schedule any clinical service outside of standard business hours. This is not a change in expectation of intern schedules but please note this expectation applies to all services, including telehealth. Psychological Assessment Rotation Psychological testing services were suspended in March 2020 in response to public health guidelines regarding physical distancing and safe practices. As of July 2020, psychological testing services remain temporarily suspended. Safety measures, such as a testing office equipped with sneeze guard and adequate physical space, are currently in progress and the program expects to provide in-person testing in the near future for components of an evaluation that cannot be adequately completed through alternate means. When possible, remote methods will be implemented (for example, for self-report measures, interviewing, and feedback sessions). Emergency Services Rotation Crisis Services are considered critical services for our consumers and these were not interrupted by COVID-19; however, intern on-site participation in the Emergency Services continuum of services was modified upon the Governor’s issuance of a stay-at-home order. For the 2020-2021 training year, crisis training for interns will be progressive, starting with significant teaching, scaffolding, and support, and gradually moving toward a greater degree of independence with risk assessment and crisis intervention. Training faculty will continually assess public health concerns and advised practices to determine ideal medium(s) for facilitating training in emergency services. If deemed appropriate, alternate activities may be utilized to supplement or substitute in-person participation with walk-in crisis services. SPMI and Elective Rotations The SPMI and Elective Rotations allow for significant custom-tailoring to reflect individual intern interests and preferences. The impact of COVID-19 will vary depending upon the nature of rotation focus and planned activities. Interns will be supported in developing their SPMI and Elective rotations in a manner that allows flexibility and uninterrupted training should an increase in safety precautions be needed.
Community Reach Center – Internship Handbook 81
Didactics/ Seminar Trainings As of July 2020, internship didactics and seminar trainings are being provided virtually via interactive video conferencing with limited inclusion of in-person meetings in large meeting rooms when more suitable to the training. In-person options will be discussed with the intern cohort and intern comfort and preference, in combination with agency procedures based on public health guidance, will guide decision making. Please review Appendix L: Telesupervision and Remote Learning Policy. Supervision Standard practice at Community Reach Center is in-person supervision; however, to mitigate traffic in-office and allow for physical distancing, use of telesupervision during the COVID-19 pandemic will be implemented when appropriate and supportive of intern training needs. The preferred modality for telesupervision is interactive video conferencing, with telephone-based consultation implemented as needed but not as standard practice. Each intern and supervisor pair will discuss preferences and comfort level, with strong consideration given to the intern’s preference regarding in-person, telesupervision, and/or a mixture of the two over the course of the year. Ongoing discussion regarding current status of public health recommendations and the implications of physical distancing guidance for supervision will be discussed. Please review Appendix L: Telesupervision and Remote Learning Policy. Impact on Agency Operations/Procedures and Staff Requirements Facility entrances are locked with screening at the door prior to entrance for all visitors. Clients coming in for therapy appointments are screened on the phone in advance of their visit when possible and at the door of the outpatient facility. Clients exhibiting or endorsing symptoms are asked to return home and call to reschedule when they are symptom free. When clients are being rescheduled, we are following up with phone calls to ensure safety. The Center is providing alcohol-based hand sanitizers throughout the workplace and in common areas. The Center is following CDC and CDPHE guidance on cleaning and disinfecting common surfaces and signs are clearly posted in each of our office waiting areas regarding infection control practices. All offices and facilities are to provide clients and their families with a place to wash or disinfect their hands, tissues, and trash receptacles. Clients are asked to wash their hands or use hand sanitizer prior to beginning their appointment. All surfaces will be disinfected a minimum of once per each shift and further as needed. All agency staff are to follow CDC and CDPHE guidelines on social distancing and handwashing. Staff are required to wear face covering while working in clinics. Staff are not to report to work if they are sick. All staff must take their temperature prior to coming to work and if above 100.4 call their manager, who will find alternative coverage, if necessary. Staff will continue self-monitoring for other symptoms of illness. For circumstances that may be unique and require special consideration, staff are advised to contact Community Reach Center’s Human Resources Department for consultation.
Community Reach Center – Internship Handbook 82
Impact on Internship Recruitment and Selection Community Reach Center will implement virtual intern recruitment for the 2020-2021 application season, including the following practices: Review of applications will take into consideration the possible impact of COVID-19 on applicants’ accrual of hours and clinical experiences. While our preference for 500 or more direct services hours and a minimum of 5 psychological evaluations remains intact, we will review applications reflecting fewer than 500 direct services hours and/or fewer than 5 psychological evaluations. Applicants are asked to include a statement in their cover letter outlining the impact of COVID-19 on planned clinical activities and describe any alternate learning activities substituted for originally planned activities. Telehealth service provision will be considered equivalent to in-person service provision when reviewing application numbers and applicant training experiences. All interviews will be conducted virtually. Our preference will be interactive video conferencing via Zoom; however, telephone interview requests will be granted. To ensure fairness to all applicants, no on-site interviews, tours, or visits will be conducted. We will offer a virtual Q&A hour with current interns and will provide pre-recorded videos providing applicants with an overview of our program and answers to commonly asked questions. Summary As the COVID-19 pandemic evolves, please anticipate there will likely be continued flexibility and adaptability needed to ensure continued service provision and continued intern training. Should there be significant changes to any of the above temporary protocols, an update will be promptly provided to psychology interns and their graduate school Directors of Training.
Community Reach Center – Internship Handbook 83
APPENDIX L
Temporary Telesupervision and Remote Learning Policy
Community Reach Center – Internship Handbook 84
COMMUNITY REACH CENTER PSYCHOLOGY INTERNSHIP TEMPORARY TELESUPERVISION AND REMOTE LEARNING POLICY
Effective 04/03/2020, Updated 7/9/2020
In the context of CDC disease prevention recommendations for social distancing, telesupervision and didactic seminar training via interactive video conferencing will temporarily be allowed as an alternative to face-to-face supervision of doctoral interns and physical attendance to training seminars. • The rationale for the temporary use of telesupervision and interactive video conferencing for didactic training seminars is to allow adequate social distancing measures and reduce demands for face-to-face meetings in compliance with CDC recommended disease prevention measures during the Covid-19 pandemic. If needed, telephone-based supervision may be substituted as needed if either party is unable to access interactive video conferencing. Staff are to limit the sharing of protected health information if utilizing cell phone(s) and are not to leave voicemail messages containing any protected health information on personal voicemail systems. • The interactive videoconferencing platform being used by Community Reach Center is HIPAA compliant and requires secure log-in utilizing a new passcode for every meeting. Only Zoom (using a communityreachcenter.org email account) and phones are HIPAA compliant. Use of personal Zoom accounts, GotoMeeting, Skype, WebEx, Google Hangout, Facetime etc. are not permitted. • The Center has provided training resources to facilitate use of the technology, including detailed description of system requirements and step-by-step instructions for use. Compliance with agency protocols for use of the technology is expected. Please note Community Reach Center Supervisors and Information Technology staff are available to assist. • Primary supervisors are advised to prioritize the health and safety of doctoral interns. Supervisors will follow Colorado Department of Public Health and Environment (CDPHE) guidelines when determining appropriateness of face-to-face meetings with interns. Supervisors will also elicit intern preference and comfort level regarding telesupervision. • If telesupervision is implemented, supervisors will proactively attend to and discuss with interns the potential impact of technology on the supervisory relationship and any modifications to expectations or responsibilities for both supervisor and supervisee. • Primary clinical supervisors maintain full professional responsibility for intern supervisee’s clinical cases and are expected to remain in close contact with interns. Additional coverage is available and interns can always reach a licensed manager or director to assist with imminent needs. • The Director of Internship Training is offering cell phone accessibility Monday-Friday, 8am-5pm and can be reached as needed to assist with non-scheduled consultation and crisis assistance.
Community Reach Center – Internship Handbook 85
• The use of interactive video conferencing through a secure platform will allow availability of supervision and seminar training to be unimpacted by social distancing measures. Scheduling and documentation requirements for telesupervision are identical to those for face-to-face supervision. Should a supervisor experience limited availability for scheduling due to illness, limited childcare while schools are closed, care of a family member, etc., please notify the Director of Internship Training. The Director of Internship is available to provide supplementary individual supervision for interns as needed. • Consistent supervision and didactic training seminar attendance remains an expectation of the internship program. Interns are advised to be proactive in speaking with the Director of Internship if personal factors prohibit attendance. • Supervisors and interns are reminded that each performance evaluation must be based in part on direct observation. Discussion of methods for implementing direct observation in context of recent changes to service modality is advised. Supervisors are strongly encouraged to incorporate live observation of all service modalities being utilized by supervisees, including telehealth live observation (with client consent).
Community Reach Center – Internship Handbook 86
APPENDIX M
Handbook Signature Page
Community Reach Center – Internship Handbook 87
Community Reach Center Doctoral Internship 2020-2021
Agency orientation: The Psychology Interns are provided with formal new employee orientation
at the beginning of the training year led by the department of Human Resources. The interns are
oriented to the agency’s policies and procedures, regulatory guidelines, complete a TB test,
participate in mandatory fingerprinting procedures, and are informed about the benefits package
(e.g., paid time off, medical and dental insurance). Interns are provided with an agency handbook
and complete all required classroom-based and on-line trainings.
By the end of the first two weeks of the internship program, the intern will have met with the
assigned manager of the primary rotation (outpatient team). The outpatient manager will review
team expectations and orient the intern to the office location.
Training program: During the first two weeks of the internship, interns are provided an
internship training handbook which specifies: internship training philosophy; all intern specific
policies and procedures; rotation and training program goals; evaluation forms; APA Ethical
Code and relevant practice guidelines; and other information regarding useful resources and
internship expectations. Interns are responsible for reviewing information in the internship
training handbook in its entirety.
Additional agency training: During the first two months of internship, interns will complete
supplemental agency trainings as assigned by the training department in Relias. Deadlines for
completion are listed on the site, and interns are expected to comply with these deadlines.
Professional behavior: Interns are expected to advocate for their training needs and desires and
be active participants in the internship experience. Interns are expected to be prepared for
seminars and contribute to discussions at the level expected for doctoral interns. Interns are
expected to follow agency policies regarding professional behavior and dress code.
I have read and understand the internship training handbook and completed the new employee
orientation. I understand I am expected to be familiar with, and comply fully with, all Colorado,
agency, and training program requirements. I understand that if I have questions, I can ask the
Director of Internship Training for clarification.
________________________________
Printed Name
________________________________ _________________
Signature Date
________________________________ _________________
Laurie Schleper, PhD, LP Date
Director of Internship Training