Practicum OrientationClinical FO PsyD Program2010-2011

Department of Applied Professional Practice

Hello and Congratulations!

Dr. Romita Sillitti, Director of TrainingDr. Romita Sillitti, Director of Training #4119 (312) 467-2168#4119 (312) 467-2168

Dr. Kelly Neville, Associate Director of TrainingDr. Kelly Neville, Associate Director of Training #4128 (312) 467-8619#4128 (312) 467-8619

Ms. Katie Bowes, APP Department ManagerMs. Katie Bowes, APP Department Manager All paperwork should still be obtained and turned in to All paperwork should still be obtained and turned in to

her on the third floor of 325 North Wells Street. her on the third floor of 325 North Wells Street.

Today’s Discussion

Part I: Forms and DeadlinesPart I: Forms and Deadlines Brief review of documents that both you and your supervisor Brief review of documents that both you and your supervisor

will be completingwill be completing

Part II: Practicum/Internship Overview Part II: Practicum/Internship Overview Basic reminders about requirements and professional Basic reminders about requirements and professional

behavior/ comportmentbehavior/ comportment Discussion of what to expect throughout the training yearDiscussion of what to expect throughout the training year Common issues that arise on internship and methods for Common issues that arise on internship and methods for

problem solving and conflict resolution problem solving and conflict resolution

Part III: How to Make the Most of SupervisionPart III: How to Make the Most of Supervision What to expect in this relationship & strategies to maximize What to expect in this relationship & strategies to maximize

learninglearning

Training Timeline

Begin Academic Program

1st Practicum Experience

2nd Practicum Experience

3rd Practicum Experience

Internship Application Process

Complete Dissertation

Internship

Licensure

Strategies for Success

Be mindful of the training timeline and involved logistics.

If you are struggling with any issues, reach out to APP in the early stages… we are here to help.

At the onset, begin documenting your hours. This will be a huge asset for you come licensure time.

Part I:

Forms and Logistics

APP Point Person

Either Dr. Sillitti or Dr. Neville will be assigned to you as your designated “point person” You will be emailed this information by July 1st

While you are always welcome to contact either individual with any questions or concerns, the “point person” will be your main contact throughout the practicum process

APP Professional Training Database

APP will be implementing a new software system at the onset of the Fall semester

All forms will now be required to be submitted electronically, this applies to all parties (e.g., student, on-site supervisor, seminar leader)

More detailed information and trainings will be available closer to the system launch

Required DocumentsRequired Documents

Training Forms

Training Agreement: due within TWO WEEKS of start date

Hour Log: due at the end of each semester

Student Evaluation: site supervisor AND seminar leader due at the end of each semester

Site Evaluation: turned in by

student within two weeks of end date

Hour Log

The PsyD Hour Log has been revised to facilitate The PsyD Hour Log has been revised to facilitate filling out the APPIC internship applicationfilling out the APPIC internship application

Gradually build up to 40-60% direct client contactGradually build up to 40-60% direct client contact

Obtain approximately 250-300 hours after first Obtain approximately 250-300 hours after first semestersemester

Total hours at the completion of practicumTotal hours at the completion of practicum 280 direct client 280 direct client At least 700 total hours At least 700 total hours

Hour Documentation

Accurate documentation of your hours is crucial for a number of reasons

Hour Log Tracking Templates University of Kentucky example (

http://education.uky.edu/EDP/content/counseling-psych-practicum-guidelines)

Another FO template will be available via the eGo page starting July 1st

APP highly recommends that you preview the APPIC internship application and process APPIC Website (http://www.appic.org/)

APPIC Internship Application Example (

http://www.appic.org/match/5_3_match_application.html)

Training Agreement

The only written contract between you and The only written contract between you and the sitethe site

Provides the opportunity to Provides the opportunity to Review expectations Review expectations To develop a shared understanding of your To develop a shared understanding of your

role on site, role on site, Outline short-term and long-term goals, Outline short-term and long-term goals,

responsibilities, etc.responsibilities, etc.

Training Agreement: Important Reminders Provide your supervisor’s e-mailProvide your supervisor’s e-mail

Clarify expectations for “in/out” times, set training Clarify expectations for “in/out” times, set training days, procedures for “calling out,” lunch hours, days, procedures for “calling out,” lunch hours, weekend hours, etc. weekend hours, etc.

Identify the number of days you will be allotted for Identify the number of days you will be allotted for vacation time vacation time

Fill out all sections and have your supervisor sign!Fill out all sections and have your supervisor sign!

Practicum Evaluations

Evaluation forms need to be submitted electronically Evaluation forms need to be submitted electronically by your supervisor twice per yearby your supervisor twice per year

You should review the evaluation with your You should review the evaluation with your supervisor and sign before submissionsupervisor and sign before submission

Final practicum grades are obtained by combining Final practicum grades are obtained by combining seminar leader and site supervisor evaluationsseminar leader and site supervisor evaluations

You will receive “In Progress” (IP) as a grade until all You will receive “In Progress” (IP) as a grade until all forms are submitted, reviewed, and processedforms are submitted, reviewed, and processed

Site Evaluation

Due within two weeks of your end dateDue within two weeks of your end date

Your opportunity to provide candid, Your opportunity to provide candid, “confidential” feedback about your site in a “confidential” feedback about your site in a constructive and appropriate mannerconstructive and appropriate manner

Your ratings and comments will be used to Your ratings and comments will be used to review site quality and as a resource for review site quality and as a resource for future students as they research sitesfuture students as they research sites

Diagnostic Focus

Must complete 8 full batteries if completing a diagnostic focus practicum, 4 if blended

A full battery involves: an interview mental status exam record review/collateral information a cognitive instrument (including full and short forms) at least one personality measure (objective and/or

projective--no specific requirements for projective since many of them are at sites that will not use projective)

at least one forensic instrument if possible (could include a measure w/Forensic norms--i.e. MMPI)

Voluntary Forms

PsyD student survey: 2 part electronic survey that will cover:

What resources did you use during practicum search?

Which ones were most helpful to you?What resources do you think would have been

helpful, but were not available?Words of Wisdom

Consent to be contacted by students searching for practicum (December)

FAQs

What happens if I don’t have enough hours when I What happens if I don’t have enough hours when I turn in the mid-year hour log?turn in the mid-year hour log?

Should my supervisor be logging my hours too?Should my supervisor be logging my hours too?

Can I make up hours over holiday breaks?Can I make up hours over holiday breaks?

What if I finish 700 hours before the agreed upon end What if I finish 700 hours before the agreed upon end date on my training agreement?date on my training agreement?

What will make me competitive for internship?What will make me competitive for internship?

Preparing for Internship

The internship application process is highly competitive The internship application and match process is run by

the Association for Psychology Postdoctoral and Internship Centers (APPIC)

2010 APPIC Match Statistics

To better understand the process, you are encouraged to visit the APPIC website and review the involved information and statistics

More competitive applicants typically have more direct client hours and a greater number of completed assessment batteries

APPIC Statistics Snapshot (APPIC, 2010)

Site Name Lowest # of Written Batteries

Highest # of Written Batteries

Kane County Diagnostic Center 36 n/a

Bexar County Juvenile Probation Department

31 39

Liberty Healthcare Ltd-Forensic Psychology Training Program

22 51

While the minimum for a diagnostic practicum is 8 full batteries, you are highly encouraged to exceed that number

Additionally, successfully matched internship applicants often exceed the minimum required hours on site

Part II:

Overview and Expectations

Discussion

Expectations for the training year Professional comportment What the year might look like… What the training experience might feel like… Acknowledging that the training year involves

a developmental process When to reach out to APP

Training Overview

YOU can expect . . .YOU can expect . . . YOUR SITE can expect . . .YOUR SITE can expect . . .

To gain clinical experience with To gain clinical experience with populations that have high risk populations that have high risk factors for criminal behavior, factors for criminal behavior, recidivism, or court involvementrecidivism, or court involvement To develop foundational clinical To develop foundational clinical skills for competent and ethical skills for competent and ethical professional practice: including professional practice: including interviewing, assessment, relational, interviewing, assessment, relational, and therapeutic intervention skills and therapeutic intervention skills For licensure track students: To For licensure track students: To gain clinical hours required for gain clinical hours required for Illinois licensureIllinois licensureTo receive quality supervision for To receive quality supervision for your clinical work and support as you your clinical work and support as you develop your professional identitydevelop your professional identity

You to take on clinical and You to take on clinical and administrative responsibilities within administrative responsibilities within the agencythe agency You to be accountable and to You to be accountable and to demonstrate an appropriate work ethic demonstrate an appropriate work ethic You to maintain high standard of You to maintain high standard of ethical and professional behavior ethical and professional behavior You to be an active participant in You to be an active participant in your learning: i.e. to ask questions in your learning: i.e. to ask questions in supervision, candidly discuss your supervision, candidly discuss your clinical work, be open to feedback, and clinical work, be open to feedback, and take initiative to become a team player take initiative to become a team player within the organization within the organization

1. At First… 2. Mid-year… 3. Further along… Motivation High, Acquiring Skills Vacillate between very confident to unconfident and confused Consistent, occasional doubt though not immobilizing Autonomy Dependent, Structure, Positive Feedback Autonomy and dependency-resistance to supervisor Solid belief in judgment Awareness High self-focus, Limited awareness, Apprehensive about Evaluation Empathy development, Enmeshment can occur Client-focused and one’s own reactions

1. At First… 2. Mid-year… 3. Further along…

Motivation High, Acquiring Skills

Vacillate between very confident to unconfident and confused

Consistent, occasional doubt though not immobilizing

Autonomy Dependent, Structure, Positive Feedback

Autonomy and dependency-resistance to supervisor

Solid belief in judgment

Awareness High self-focus, Limited awareness, Apprehensive about Evaluation

Empathy development, Enmeshment can occur

Client-focused and one’s own reactions

Evaluation and AnxietyEvaluation and Anxiety

Evaluation in helping professions hits close to Evaluation in helping professions hits close to homehome

Power differentialPower differential

Anxiety related to work with clients and work Anxiety related to work with clients and work with supervisor, which affectswith supervisor, which affects Supervisee learningSupervisee learning Supervisee performanceSupervisee performance Supervisee-supervisor interactionsSupervisee-supervisor interactions

Bernard & Goodyear, 2004Bernard & Goodyear, 2004

You

The Mental Health Field

The Chicago School

Future Students

Professional Comportment: Professional Comportment: Keep in Mind . . . .Keep in Mind . . . .

Professional Comportment

Recall that you are a guest on siteRecall that you are a guest on site

Training entails a full range of responsibilitiesTraining entails a full range of responsibilities

Boundaries: Difference between personal and Boundaries: Difference between personal and professional selfprofessional self

Be aware of your presentation outside of Be aware of your presentation outside of school/practicum: Facebook, MySpace, school/practicum: Facebook, MySpace, Google, Blogging, etc.Google, Blogging, etc.

Conflict ResolutionConflict Resolution

Practicum Seminar Leader

Student

Site Supervisor

AppliedProfessional

Practice

You should ABSOLUTELY come to You should ABSOLUTELY come to APP if... APP if... You are not receiving supervisionYou are not receiving supervision

You are receiving poor supervision You are receiving poor supervision (i.e. focused upon administrative tasks)(i.e. focused upon administrative tasks)

You are overworked or underworkedYou are overworked or underworked

You have ethical concerns or dilemmasYou have ethical concerns or dilemmas

Any perceived harassment or hostile work environmentAny perceived harassment or hostile work environment

You are overwhelmed and experiencing academic, emotional, You are overwhelmed and experiencing academic, emotional, or behavioral disturbancesor behavioral disturbances

Other Problems that Arise: Other Problems that Arise:

Supervisor or Seminar Leader ComplaintsSupervisor or Seminar Leader Complaints Supervisor complaints about professional Supervisor complaints about professional

comportmentcomportment

Poor use of supervisionPoor use of supervision

Lack of clinical developmentLack of clinical development

Personality conflictsPersonality conflicts

Conflicts between recommendations made by site Conflicts between recommendations made by site supervisor and practicum seminar leadersupervisor and practicum seminar leader

Conflict ResolutionConflict Resolution

11stst step: Gather information step: Gather information

22ndnd step: Problem Solve & Promote self- step: Problem Solve & Promote self-advocacyadvocacy

33rdrd step: Follow up & Intervene step: Follow up & Intervene

Joint meeting Remediation Plan SAC-PC ReferralJoint meeting Remediation Plan SAC-PC Referral

Part III:

Making the Most of Your Supervision

Supervision Vignettes

You are sitting in supervision and your supervisor picks up the phone while you are asking a question to address an emergency situation on the unit and tells you that supervision will need to be rescheduled? This is the fifth time something like this has happened . . . .

Your supervisor goes off on tangents as you talk about your case. After awhile, he has discussed stories from his own clinical past, and gives you his opinion about the public policies related to mental illness. All of this information is interesting, but your supervision hour is over and you still have questions. This seems to happen in almost every session . . .

Supervision Vignettes

During supervision, your supervisor asks you about your recent break up with a long term partner . . . .

Your client makes an inappropriate statement toward you and you were told at the beginning of practicum to report it within 24 hours. However, you were rushing to get to class and forgot to notify anyone. When you realize your mistake, it is over the 24 hour point ….

You feel attracted to one of your clients and find yourself thinking about them more frequently during the week. . . .

Has the simultaneous purposes of enhancing the professional functioning of the more junior person, monitoring the quality of professional services offered to the clients that is seen, and serves as the gatekeeper for those who are to enter the particular profession (Bernard &

Goodyear, 2004)

Foster the supervisee’s professional development and identity

To ensure client welfare and the provision of quality services

Self-assessment of one’s interest and motivation for receiving supervision

To what degree do you consider supervision to be…An opportunity for learningAn inconvenienceA restrictionAn imposition

Pearson, 2004

Qualities conducive to the successful use of supervision cannot be separated for qualities necessary to become and effective counselor

What are some characteristics that you attribute to competent therapists?

Study surveyed both supervisors and supervisees, the most important qualities involved (Vespia et al., 2002): Demonstrate willingness to grow Takes responsibility for consequences of behavior Actively participates in supervision sessions Demonstrates respect and appreciation for individual

differences Demonstrates understanding of own personal dynamics

as they relate to therapy and supervision

Pearson, 2004

What kinds of students have been most successful and satisfied in supervision at this site?

What are some of the behaviors and qualities you value most in your work with supervisees?

How do you see your role in promoting these positive characteristics and interactions?

Theory-based Models Influenced by supervisor’s theoretical orientation;

focus on specific counseling skills from different theoretical orientations

Murphy & Kaffenbergr, 2007

Developmental Models Beginning, intermediate, advanced; from rigid and

shallow to competence and self-assured Stoltenberg & Delworth,1987

Integrative Models Focuses on social roles Three supervisory roles, three areas for skill-

building Discrimination Model, Bernard & Goodyear, 2004

Provides options that supervisors use when training student counselors throughout their clinical field experiences

Emphasizes three roles of the supervisor:1. Teacher-Provide information, instruction, direction2. Counselor-Focus on interpersonal and intrapersonal interactions3. Consultant-Relate as colleagues in the exchange of information and ideas

Emphasizes four foci for supervision:1. Intervention-what specific interventions are implemented to address client

concerns? 2. Conceptualization-how well does the student counselor understand the

needs of the client?3. Personalization-what personal counseling style does the student use, and

are they area of boundaries, transference, counter-transference?4. Professional behaviors and standards-does the student counselor model

professional and ethical behavior at all times in interactions with students, parents, teachers, and other school-based personnel?

Identify counseling interactions

Identify appropriate interventions

Teach, demonstrate, or model interventions

Explain rationale behind strategies

Explore trainee’s feeling during counseling and/or supervision sessions

Facilitate self-exploration of awareness, identity, concerns, etc.

Encourage brainstorming of strategies

Provide alternative interventions and conceptualizations

Allow trainee to structure the supervision session

Bernard & Goodyear, 2004

Tracking and monitoring student’s work

Providing regular and consistent feedback

Offering suggestions for improvement

Restricting relationship to supervision

Pearson, 2004

Offering suggestions for dealing with specific therapeutic situations

Providing practical support through modeling and coaching

Giving emotional support through reassurance and encouragement

Delivering feedback in a constructive wayBeing proficient as a therapist

Responsive to needs and interestsEmpathicSupportive and ChallengingAvailableDedicated to trainee’s professional growthEthicalProvides constructive feedback

The initial meeting can set the tone of the relationship Prepare for this meeting

Experience and education Theoretical orientation Client population Perceived strengths and weaknesses Goals for professional growth and skill development Perceived barriers Specialized interests Hopes for supervision

Be mindful of the degree to which they communicate the “desirable qualities of supervisees”

Pearson, 2004

Enter with a plan

Be prepared to be flexible for any plans or expectations the supervisor may present Similar to the counseling process, spontaneity,

surprises, and challenges are natural parts of the supervision process

Being able to anticipate supervisor behaviors, potential sources of anxiety and conflict, and understanding common dynamics of the supervision process help you to be more proactive and less reactive

Pearson, 2004

Three common occurrences in supervision

Counselor anxiety

Transference and countertransference

Parallel process

Ladany et al., 1996

What supervisees fail to disclose

90% failed to disclose negative feelings 90% failed to disclose negative feelings towards a supervisortowards a supervisor

44% failed to disclose clinical mistakes44% failed to disclose clinical mistakes

36% failed to disclose negative reactions to 36% failed to disclose negative reactions to the clientthe client

25% failed to disclose thoughts or feelings of 25% failed to disclose thoughts or feelings of attraction towards the clientattraction towards the client

Ladany et al., 1996Ladany et al., 1996

Why Supervisee Fails to DiscloseWhy Supervisee Fails to Disclose

62%: perceived to be unimportant62%: perceived to be unimportant

51%: negative feelings such as 51%: negative feelings such as shame/embarrassmentshame/embarrassment

50%: poor alliance with supervisor50%: poor alliance with supervisor

46%: impression management46%: impression management

An “Active Supervisee” Should:An “Active Supervisee” Should:

Discuss roles, expectations, learning styleDiscuss roles, expectations, learning style Discuss supervisor’s style, teaching, Discuss supervisor’s style, teaching,

supervision philosophysupervision philosophy Define goalsDefine goals

Clearly stated, observable outcomes, specific Clearly stated, observable outcomes, specific action steps to reach goal, specific procedures action steps to reach goal, specific procedures for evaluation (formative/summative), goals for evaluation (formative/summative), goals may shift throughout the training yearmay shift throughout the training year

Pearson, 2004

Knowing what to expect and what to promote in supervision empowers students to make the most of an ideal situation, and perhaps make the best of one that is less than ideal

Recommendations Be proactive Be flexible Ask for what you need; do not demand it Take responsibility for learning and growing in supervision Self-assessment and reflection are useful tools for improving

as a counselor Avoid blaming, focus on planning and problem-solving Instead of focusing on what your supervisor does not provide,

ask what you can learn from your supervisor

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Shafranske, E., Sigmon, S., Stoltenberg, C., & Grus, C. (2004).  Defining competencies in psychology supervision: A consensus statement.  Journal of Clinical Psychology, 60,

 Falender, C. A. & Shafranske, Edward P. (2008). Best Practices of Supervision (pp. 3-15). In C. A.

Falender & E. P. Shafranske (Eds.), Casebook for clinical supervision: A competency-based approach. Washington, DC: American Psychological Association. 

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