UNIVERSITY OF CALIFORNIA, DAVIS · 7/1/2019 · internship program that provides advanced training in the areas of direct evidence-based, developmentally appropriate, and culturally-sensitive

UNIVERSITYOFCALIFORNIA,DAVISSCHOOLOFMEDICINEDept.ofPsychiatryandBehavioralSciences

CLINICALCHILDPSYCHOLOGYDOCTORALINTERNSHIPTRAININGPROGRAM

2019–2020

UCDMedicalCenter,Dept.ofPsychiatryandBehavioralSciences

SacramentoCountyChildandAdolescentPsychiatricServices

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TABLEOFCONTENTS ProgramDescriptionandAdministration 3ProgramValues 4Location 5CAPSClinicStaff 7CAPSClinicPopulation 7CompetenciesandLearningElements 9TrainingActivitiesandExpectations 13ClinicalTrainingDescription 15Supervision 18DidacticSeminarsandCaseConferences 19AdditionalEducationalOpportunities 21Appointment,Stipend,andBenefits 21AccreditationStatus 22EligibilityandApplicationProcedures 22SelectionProcedures 23Non-DiscriminationPractices 24PerformanceEvaluation 24MaintenanceofRecords 25TrainingProgramContactInformation 25Appendices 27A)SampleTrainingCalendar 28B)SampleDidacticSchedules 29CoreInterventionandAssessmentSeminar 29DiversitySeminar 34C)PerformanceEvaluationPolicy 36D)InternSelf-Evaluation 37E)InternPerformanceEvaluation 39F)SupervisorEvaluation 43G)ProgramEvaluation 46H)DueProcessProcedures 48I)GrievanceProcedures 55J)TrainingStructure 56K)TrainingStaffBiographies 57

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PROGRAMDESCRIPTIONANDADMINISTRATION

TheUCDavisMedicalCenter,locatedinSacramento,California,isanintegrated,academichealthsystemthatisconsistentlyrankedamongthenation’stopmedicalschools.WithintheUCDavisSchoolofMedicine,theDepartmentofPsychiatryandBehavioralScienceshasastrong collaborative relationship with Sacramento County’s Department of Health andHumanServices.Ourdoctoralinternshipprograminclinicalchildpsychologyoffersinternsthebestofbothworlds: training from a strong academic approach that emphasizes evidence-basedtreatmentwithin the context of providing complex clinicalwork in a communitymentalhealth outpatient setting. Alongside UC Davis Clinical Faculty, postdoctoral psychologyfellows,aswellaspsychiatryresidentsandfellows,ourclinicalchildpsychologyinternswillreceivetheirtrainingandprovidedirectpsychologicalservicesattheSacramentoCountyChild and Adolescent Psychiatric Services (CAPS) Clinic, which serves diverseSacramentoCountyMedi-Cal/EPSDTchildandfamilyrecipients.

UCDavisClinicalFaculty

TrainingDirectorCarlinaR.Wheeler,Ph.D.

AssistantTrainingDirectorElizabethS.Loyola,Psy.D.

AdditionalSupervisingPsychologists

StaceyPeerson,Ph.D.RichelleLong,Ph.D.

MargaretBezmalinovic,Psy.D.

CAPSMedicalDirectorRobertHorst,M.D.

SacramentoCountyChildandFamilyMentalHealth

CAPSProgramCoordinatorTriciaWatters,L.C.S.W.

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PROGRAMVALUES

1. LeadPerson-CenteredCareinthebestway,atthebesttime,inthebestplace,andwiththebestteam

2. ReimagineEducationbycultivatingdiverse,transdisciplinary,life-longlearnerswhowillleadtransformationinhealthcaretoadvancewell-beingandequityforall

3. AccelerateInnovativeResearchtoimprovelivesandreducetheburdenofdiseasethroughthediscovery,implementationanddisseminationofnewknowledge

4. ImprovePopulationHealththroughtheuseofbigdataandprecisionhealth5. TransformOurCulturebyengagingeveryonewithcompassionandinclusion,by

inspiringinnovativeideas,andbyempoweringeachother6. PromoteSustainabilitythroughsharedgoals,balancedprioritiesandinvestments

inourworkforceandinourcommunity

OurMissionToprovideaculturallycompetentsystemofcarethatpromotesholisticrecovery,optimum

health,andresiliency

OurVisionWeenvisionacommunitywherepersonsfromdiversebackgroundsacrossthelifecontinuum

havetheopportunitytoexperienceoptimumwellness.

OurValuesRespect,Compassion,Integrity•Clientand/orFamilyDriven•EqualAccessforDiverse

Populations•CulturallyCompetent,Adaptive,ResponsiveandMeaningful•PreventionandEarlyIntervention•FullCommunityIntegrationandCollaboration•CoordinatedNearHomeandinNaturalSettings•Strength-BasedIntegratedandEvidence-BasedPractices•Innovative

andOutcome-DrivenPracticesandSystems•Wellness,Recovery,andResilienceFocus

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LOCATION

WelcometoSacramento,thestatecapitolofCalifornia!

“Sacramentoisthecultural,economic,educationalandgovernmentalhubofagreatermetropolitanareathatspanssixcounties...NamedbyNewsweekmagazineasoneofthetenbestcitiesinthecountry,itsresidentsenjoyabeautifulcityteemingwithtreesandan

unsurpassedqualityofliferichinculture,entertainmentandoutdoorrecreation.”

§ Population:508,529(city)andmorethantwomillioninmetropolitanarea§ Climate:Mediterranean.Mildyear-roundwithdrysummerswithlittlehumidityanda

cooler/wetseasonfromOctoberthroughApril§ Attractions:Largeparks,a23-mileriverparkwayandbiketrail,historicneighborhoods,

andarangeofculturalattractions;Sacramentoiscentrallylocated,withmanyiconiccitiesandbeautifullandscapeswithina3-hour-driveradius

§ Sacramentoboastsarichculturalandethnicdiversitythatisembracedatannualfestivalsandcelebrations.NamedAmerica’smostethnicallyandraciallyintegratedcitybyTimemagazine,Sacramentois“proudtobeacitywhereeveryoneisintheminority.”

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TheUCDavisDepartmentofPsychiatryandBehavioralSciencesislocatedinSacramento,California,approximately20mileseastofthemainUCDaviscampus.

TheCAPSClinicislocatedattheGraniteRegionalPark(GRP),whichislessthan5milesawayfrom theUCDMedical Center campus. TheGRPprovides a fishingpond, nearbywalkingpaths,outdoorbenches,soccerfields,andanewlyconstructedskatepark.TheCAPSClinicisalsolocatednearalightrailstationthatprovidesfrequentshuttleservices.Businesshoursare from8:00am–5:00pm, therefore interns arenot expected toworkoutsidebusinesshours,unlessotherarrangementshavebeenmadewiththeintern’ssupervisors.

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CAPSCLINICSTAFFTheCAPSClinicisstaffedbyfourfull-timeUCDavisfacultypsychologistsandthreeboard-certified child psychiatrists. It is the primary training site for our doctoral psychologyinterns, as well as UC Davis’ postdoctoral psychology and psychiatry fellows. MedicalstudentsandpsychiatryresidentsinpsychiatryalsocompleterotationsattheCAPSClinic.At our training site, there is a strong collaborative atmosphere and emphasis oninterdisciplinaryteamworkwithcounty-employedmasters-levelcliniciansandpsychiatricnurses.Ourtraineesdevelopstrongworkingrelationshipswithanumberofprofessionalswithinthecommunitythatlastbeyondtheirtrainingyear.

CAPSCLINICPOPULATIONTheCAPSClinicisacounty-operatedoutpatientcommunitymentalhealthclinicforroughly275infants,children,adolescents,andtransitional-agedyouth(ages0to21-years-old),whoreceivetherapy,psychologicaltesting,and/ormedicationmanagementservices.TheCAPSClinic solely serves children and adolescents who havemental health coverage throughCalifornia’sstate-fundedhealthcareprogram,Medi-Cal/EPSDT.Theseclientspresentwithawiderangeofcomplexdiagnosticconcerns.Mostofourclientsand their families strugglewithmultiple environmental stressors including low income,unemployment, poor social support, and/or family history of mental health oralcohol/substanceabuseproblems.Oftentimes,ourclientsandtheirfamilymembershavealso experienced complex developmental trauma, maltreatment (neglect or abuse),exposuretootheradversechildhoodexperiences,andmaybeinvolvedwithChildProtectiveServices (CPS). Clientsmayalsobe involvedwith the juvenile justice systemandareonprobation.Inaddition,manyofourclientsexperiencedifficultiesinthelearningenvironmentandareprovided special educations services (i.e., 504 Behavior Plan or IEP). Clients representdiverse ethnic and racial backgrounds such as African American, Asian, Caucasian, andLatinowhomaybefirst-or-second-generationimmigrants.

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CurrentClientDemographics

0 - 532%

6 - 822%

9 - 1116%

12 - 1414%

15 - 1713%

18+3%

AGE

1%3%

23%

24%24%

25%

RACE

AmericanIndian/Native

Asian/PacificIslander

AfricanAmerican

Caucasian

Other

Unknown

53%47%

GENDER

Male

Female

177

96

48 6

135

91 98

9 5

181

0

50

100

150

200

(N= 846)

DIAGNOSIS

Adjustment Anxiety ADHD Bipolar Conduct

Depressive PTSD Psychotic Other Unknown

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COMPETENCIESANDLEARNINGELEMENTS The primary goal of the one-year UC Davis Clinical Child Doctoral Internship TrainingProgram is to promote professional development and prepare interns for independentpracticeasclinicalchildpsychologistswhowillcontributebothtothewelfareofsocietyandto theprofession.Ourclinical child trainingprogramsubscribes toapractitioner-scholarmodel, which emphasizes knowledge of current research to guide assessment andintervention. The clinical psychology training program is a challenging and dynamicinternshipprogramthatprovidesadvancedtrainingintheareasofdirectevidence-based,developmentally appropriate, and culturally-sensitive clinical service, professionaldevelopment,ethicaldecision-making,andscholarlyinquiry.Overthecourseoftheone-yearUCDavisClinicalChildDoctoralInternshipProgram,internswillreceivetrainingandsupervisedexperienceintherapeuticinterventions(e.g.,individual,family,dyadic,andgrouptherapy),psychologicaltesting(e.g.,comprehensivepsychologicalevaluations,intakeassessments,andbriefpsychologicalscreening),andconsultation(e.g.,tointernalprovidersandtolocalagencies/schools).ItisexpectedthattheinternswilldevelopcompetenciesinarangeofareasoutlinedbytheAssociation of State and Provincial Psychology Boards (ASPPB), the Association ofPsychology Postdoctoral and Internship Centers (APPIC), the American PsychologicalAssociation (APA), the Commission on Accreditation (CoA), and the APA Standards ofAccreditation(SoA)HealthServicePsychology(HSP).Thesecompetenciesinclude:

1) Intervention

a. Establishrapport,demonstrateempathy,elicitparticipationandcooperation,andattendtothecontentandprocessofclinicalinteractions.

b. Establish and maintain effective relationships with the recipients ofpsychological services, andmaintain therapeutic boundaries, separate ownissuesfromthoseoftheclient.

c. Develop evidence-based intervention plans specific to the service deliverygoalsutilizingclientinputandidentifiedgoalsoftreatment.

d. Implement interventions informed by the current scientific literature,assessmentfindings,diversitycharacteristics,andcontextualvariables.

e. Develop intervention skills in a range ofmodalities (i.e., individual, family,dyadic,andgrouptherapy).

f. Demonstratetheabilitytoseekoutandapplytherelevantresearchliteratureto inform clinical decision making, treatment modalities, and interventionskillstosuccessfullyassisttheclientsinreachingtreatmentgoals.

g. Modifyandadaptevidence-basedapproacheseffectivelywhenaclearevidence-baseislacking.

h. Evaluateinterventioneffectiveness,andadaptinterventiongoalsandmethodsconsistentwithongoingevaluation.

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i. Assesshighriskbehaviors,andrecommendinterventionstomaintainsafetyofclientsandothers.

j. Keeptimely,clear,relevantprogressnotesthatdocumentserviceinafashioncompliantwiththefundingsource(e.g.Medi-Cal)requirements.

k. Developabilitytoprovideclinicalcasemanagementasappropriateandlinkclientandclient’sfamilytoavailableresourcesinthecommunity.

2) Assessment

a. Gain flexibility in conducting different types of clinical interviews (i.e.,structured, semi-structured, unstructured), behavioral observations, andmental status examinations to gather necessary information to reach adifferentialdiagnosisandaclearunderstandingofthedynamicssustainingthepresentingproblem.

b. Developcompetencyinselectingandapplyingsocio-culturalandage-appropriateassessmentmethodsthatdrawfromthebestavailableempiricalliteratureandthatreflectthescienceofmeasurementandpsychometrics;collectrelevantdatausingmultiplesourcesandmethodsappropriatetotheidentifiedgoalsandquestionsoftheassessmentaswellasrelevantdiversitycharacteristicsoftheservicerecipient.

c. Interpretassessmentresults,followingcurrentresearchandprofessionalstandardsandguidelines,toinformcaseconceptualization,classification,andrecommendations,whileguardingagainstdecision-makingbiases,distinguishingtheaspectsofassessmentthataresubjectivefromthosethatareobjective.

d. Communicateorallyandinwrittendocumentsthefindingsandimplicationsoftheassessmentinanaccurateandeffectivemannersensitivetoarangeofaudiences.

e. Writeasufficientnumberofintegratedpsychologicalassessmentreportsinatimely fashion to demonstrate ability to synthesize testing data anddevelopmental knowledge with patient history, family SES, and culturalbackgroundand lead toa clear conceptualizationand thoughtful treatmentandschool-specificrecommendations.

f. Demonstrate current knowledge of diagnostic classification systems,functional and dysfunctional behaviors, including consideration of clientstrengthsandpsychopathology.

g. Demonstrateunderstandingofhumanbehaviorwithinitscontext(e.g.,family,social,societalandcultural).

h. Demonstrate the ability to apply the knowledge of functional anddysfunctional behaviors including context to the assessment and/ordiagnosticprocess.

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3) EthicalandLegalStandards

a. DemonstrateknowledgeofandactsinaccordancewiththeAPAEthicalPrinciplesandCodeofConduct.

b. Demonstrateknowledgeofandactsinaccordancewithallorganizational,local,state(CA),regionalandfederallaws,regulation,rulesandpoliciesrelevanttohealthservicepsychologists.

c. Consultwithsupervisoronethicalissuesorpotentialissuesinclinicalwork.d. Recognizeethicaldilemmasastheyarise,andapplyethicaldecision-making

processesinordertoresolvethedilemmas.e. Knowandfollowspecificandappropriateproceduresforassessingdangerto

selforothers,managingaggressiveclients,reportingchild,elder,dependentadult,and/orspousalabuse.

f. Demonstratesethicalconductinallprofessionalactivitiesandwithclients,co-workers,andothers.

4) IndividualandCulturalDiversity

a. Demonstrateawarenessandunderstandingofhowtheirownpersonal/culturalhistory,attitudes,andbiasesmayaffecthowtheyunderstandandinteractwithpeopledifferentfromthemselves.

b. Demonstrateknowledgeofthecurrenttheoreticalandempiricalknowledgebaseasitrelatestoaddressingdiversityinallprofessionalactivitiesincludingresearch,training,supervision/consultation,andservice.

c. Demonstratetheabilitytointegrateawarenessandknowledgeofindividualandculturaldifferencesintheconductofprofessionalroles(e.g.,research,services,andotherprofessionalactivities).Thisincludestheabilityapplyaframeworkforworkingeffectivelywithareasofindividualandculturaldiversitynotpreviouslyencounteredoverthecourseoftheircareers(e.g.,sensitivitytoandrespectforcultural,ethnic,religious,gender,sexuality,andfinancialdiversity).Alsoincludedistheabilitytoworkeffectivelywithindividualswhosegroupmembership,demographiccharacteristics,orworldviewscreateconflictwiththeirown.

d. Demonstratetheabilitytoindependentlyapplytheirknowledgeandapproachinworkingflexiblyandeffectivelywiththerangeofdiverseindividualsandgroupsencounteredduringinternship.

e. Considerallsuchdiversityinselectingandinterpretingtestdata,selectingappropriatediagnoses,selectingappropriatetreatments,andinmakingreferralstothecommunity.

5) Research

a. Demonstratethesubstantiallyindependentabilitytocriticallyevaluateanddisseminateresearchorotherscholarlyactivities(e.g.,caseconference,

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presentation,publications)atthelocal(includingthehostinstitution),regional,ornationallevel.

b. Seekoutscholarlyliteraturetoinformandguideclinicaldecisions,treatmentselectionsandquestionstosupervisors.

c. Consider relevant personality and psychotherapy theory and research inclinicalthinkingandsupervision.

d. Understandproblemsand/ordiagnosticcategorieswithinanevidence-basedtheoretical conceptual framework that guides hypothesis generationregardingappropriateassessmentand/ortreatmentstrategies.

6) ProfessionalValuesandAttitudes

a. Behaveinwaysthatreflectthevaluesandattitudesofpsychology,includingintegrity,deportment,professionalidentity,accountability,lifelonglearning,andconcernforthewelfareofothers.

b. Challengeselfanddemonstrateasinceredesiretolearnbyengaginginself-reflection, participating in trainings, seeking out additional input andknowledge.

c. Activelyapplylearningfrombothsupervisionandseminarstomaintainandimproveperformance,well-being,andprofessionaleffectiveness.

d. Developawarenessofownstrengths,limitations,andpersonalstresslevelandseekoutneededassistancetobehaveinaprofessionalmanner.

e. Respondprofessionallyinincreasinglycomplexsituationswithagreaterdegreeofindependenceastheyprogressacrosslevelsoftraining.

7) ConsultationandInterdisciplinary/InterprofessionalSkills

a. Becomefamiliarwithmultidisciplinarysettingsanddemonstrateknowledgeandrespectfortherolesandperspectivesofotherprofessions.

b. Apply thisknowledge indirect (orsimulated)consultationwith individualsandtheirfamilies,otherhealthcareprofessionals, interprofessionalgroups,orsystemsrelatedtohealthandbehavior.

c. Developproductiveworkingrelationshipswithotherdisciplinesinvolvedintreatmentofclientsincludingmembersofmulti-disciplinaryteam,clinicians,medicalprofessionals,psychiatrists,schoolstaff,andCPSworkers.

d. Educateotherdisciplineson thevalue and limitationsofpsychological testdataandresearch.

8) Supervision

a. Develop and demonstrate knowledge of different theories and practices ofsupervisionmodels.

b. Applysupervisionknowledgeindirectorsimulatedpracticewithotherhealthprofessionals.Examplesofdirectorsimulatedpracticeofsupervisioninclude,

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but are not limited to, role-played supervision with others, and peersupervisionwithothertrainees.

c. Routinely approach supervisionwith a list of topics to discuss, prepare topresent cases with needed supporting materials (e.g., completed charts,reports,notes,rawassessmentmaterials)andusefeedbacktoimproveclinicaleffectiveness.

d. Activelyseekanddemonstrateopennessandresponsivenesstofeedbackandsupervision.

e. Seekoutimmediatesupervisioninresponsetoclinicalrisksappropriately.

9) CommunicationandInterpersonalSkills

a. Develop effective communication and interpersonal skills in order toworkwellasateammember,bydemonstratingappropriateprofessionaldemeanorandboundaries.

b. Developandmaintaineffectiverelationshipswithawiderangeofindividuals,includingcolleagues,communities,organizations,supervisors,supervisees,andthosereceivingprofessionalservices.

c. Produceandcomprehendoral,nonverbal,andwrittencommunicationsthatareinformativeandwell-integrated;demonstrateathoroughgraspofprofessionallanguageandconcepts.

d. Demonstrateanabilitytoeffectivelymanagedifficultcommunication(e.g.,discussissuesastheyariseandresolveconflictdirectly,quickly,andappropriatelywithinternalstaff,externalproviders,peers,andsupervisors).

10) Self-Care

a. Managepersonalstressand/oremotionalresponses inawaythatdoesnotresult in inferior professional services to the client or interfere with jobresponsibilities.

b. Refinetimemanagementskillsinordertoprioritizeclinical,administrative,andtrainingduties.

TRAININGACTIVITIESANDEXPECTATIONS Doctoral interns at the CAPS Clinic provide several important services to ourclients.Followingadevelopmentallyappropriate,culturallysensitive,andtrauma-informedsystemsapproachtoclientcare,internsdevelopcompetenciesthroughoutthetrainingyearinordertocoordinateandcollaboratewithseveralprofessionalsinvolvedintheclient’scare,including those working in the mental health, medical, academic, and legaldomains.SacramentoCountyhasadeepcommitmenttoprovidingtreatmentthat“meetsclientswheretheyare,”whichallowsproviderstotailortheirinterventionstoeachclient.

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Interns provide short- and long-term individual and family therapy, which are typicallyprovidedattheclinic.Internsalsocompleteintakeservicesfortwo-monthassessments(todeterminemedi-caleligibility),medicationmanagementclients,andpsychologicaltesting.Inaddition, theyconductextensivepsychologicalassessments.During thecourseof theirtraining year, interns also participate on and may have the chance to co-facilitatetheComprehensiveMultidisciplinaryAssessmentTeam(CMAT) that is ledbyour facultypsychologistsandpost-doctoralfellowsattheCAPSClinic.Internsalsohavetheopportunitytoobserveandco-facilitatetherapygroups.Lastly,internswillhaveopportunitiestoprovideconsultationand/orbriefpsychologicalscreeningwithintheCAPSClinicandwithoutsideproviders.

1. Average40hoursperweekforabout50weeks(2000internshiphourstotal)

a. 10-15Hours/Week:DirectClinicalService(Face-to-Face)§ 10to12IndividualandFamilyPsychotherapycasesoverthecourse

oftheyear§ CaseManagement(ongoing)§ 1to2IntakeAssessments(monthly,asavailable)§ 3to5PsychologicalTestingcasesoverthecourseoftheyear§ 3to4Consultationand/orBriefPsychologicalScreeningcasesover

thecourseoftheyear§ 1to2TherapyGroup(s)(forclientsand/orcaregivers)§ 1ComprehensiveMultidisciplinaryAssessmentTeam(CMAT)caseor

CMATConsult(basedoninterestandexperience)§ Infant-ParentMentalHealthCases(basedoninterestandexperience)

b. 10-14Hours/Week:IndirectClinicalService(NotFace-to-Face)

§ PsychologicalScreeningandTesting(scoring,interpretation,report-writing)

§ CaseManagement,Consultation,andFamilyCollateralServices(viaphone)

§ ClinicalDocumentation(progressnotes,psychosocialassessments)

c. 5-8Hours/Week:IndirectService§ 4to7hours:TrainingSeminars/Didactics/CaseConferences§ 1to2hours:Non-billableservices(i.e.,managingappointments,

emails,literaturereviews,administrativeduties)§ 2hours/month:Staffmeetings

d. 4.25–4.5Hours/Week:Supervision

§ 2hours:IndividualTherapySupervisionandIndividualAssessmentSupervision

§ 1.25to1.5hours:ClinicalGroupSupervisionandSupervisionofSupervision(alternatingweeks)

§ 1hour:PsychologyTeamGroupSupervision

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Productivityreferstothepercentageoftimethataclinicianspendsengaginginservicesthatare“billable.”AspartofthecontractwithUCDavis,SacramentoCountyexpectsthatmentalhealthprovidersfromUCDavismaintainan80%rateofproductivitypermonth.Therefore,itisexpectedthat80%ofaclinician’stotaltimeatacliniceachweekisspentonservicesthatcanbebilledtoMedi-Cal. Forexample,ifaclinicianworks40hoursperweekattheCAPSClinic,thentheyareexpectedtobillfor32hourseachweek,whichis80%of40hours.Because the clinical child doctoral interns are balancing their direct clinical servicewithseveralhours’worthofsupervision,seminars,didactics,andcaseconferenceseachweek,theirproductivityiscalculatedoutofa32-hour,ratherthan40-hour,workweek.Therefore,clinicalpsychologyinternsareresponsibleforspending64%oftheirtimeengagedindirect,billableclinicalactivity.Thesebillableactivitiesincludethoseoutlinedaboveincluding:a)DirectClinicalServiceandb)IndirectClinicalServices.Interns are expected to complete clinical documentation using AVATAR, our onlinedocumentation system (i.e., progress notes within 48 working hours, treatment plans,psychosocial assessment paperwork, etc.) in a timely manner consistent with bothprofessionalexpectationsandspecificcounty/clinicguidelines.Alldocumentationwillbereviewedandco-signedbytheirsupervisors.

CLINICALTRAININGDESCRIPTION TherapyThereareonlyafewclinicsinSacramentoCountyinwhichpsychologists,doctoralinterns,andpostdoctoralfellowsinpsychologyareemployed.Assuch,theCAPSClinicoftenreceivesreferralsfortherapycasesthatareconsideredmorecomplexandinneedofclinicianswithahigherleveloftraining.Ingeneral,eachinternisexpectedtomaintainaworkloadofapproximately10to12therapyclientsthroughoutthetrainingyearwhoareseenonroughlyaweeklybasis.SacramentoCountyMedi-Cal/EPSDT does not restrict therapy providers to using specific theoreticalorientationsortechniquesintheirworkwithclients.Assuch,providerscandeterminethetypeoftreatmentmodality(individual,family,dyadic,group)andintervention(i.e.FamilySystems,CPP,ARC,TF-CBT,CBT,DBT,ACT,FFT, Interpersonal,Psychodynamic,etc.) thatwillfitbestwitheachclient.Inaddition,therearenolimitsonhowoftenorforhowlongcliniciansworkwiththeirclients.Thus,clinicianscanchoosethefrequencyanddurationoftherapyservicesaswell.Ifclinicallyappropriateandapprovedbytheintern’ssupervisor,interns candeterminewhere theywould like tomeetwith their clients (i.e.,CAPSClinic,school,home,church,localcafé,etc.).However,theyarenotexpectedtohavemorethantwofieldappointmentsinagivenweek.Atthistime,UCDstaffhavetousetheirpersonalvehiclestodeliverclinicalcareinthecommunityandarenotreimbursedformileage.

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Typically,cliniciansalso§ Coordinate care with caregivers, family members, teachers, CPS case managers,

juvenilejusticestaff,pediatricians,psychiatrists,andothermentalhealthproviders.§ Attendschoolmeetings(i.e.,I.E.P.’s).§ Attendmedicationmanagementsessions.§ Observeclientsatschoolorhome.

GroupTherapyThecountyallowsthepsychologyteamtodevelop,implement,andfacilitategrouptherapyprogramstoaddresstheevolvingneedsoftheclinic.Wetypicallyofferaseriesofthreetofourgroupspertrainingyear.Pastgroupshaveincluded:socialskills,angermanagement(with Aggression Replacement Training components), and coping skills (with DialecticalBehavior Therapy components). Parallel parenting groups are typically offered (withcomponentsoftheIncredibleYears).Internswillacquiretrainingexperienceinobserving,participating in, and co-facilitating ongoing client and/or parent groups with staffpsychologistsandotherclinicians.ElizabethS.Loyola,Psy.D.overseesthegrouptherapyservices.Itisexpectedthateachinternwillgettheopportunitytoco-facilitateagroupatthebeginningofthetrainingyearwithapost-doctoralfellow,inpreparationforco-facilitating1to2groupswiththeotherinternbytheendofthetrainingyear. PsychologicalAssessmentTheCAPSClinic’spsychologicalassessmentservicesareinhighdemandgiventhereareonlyafewclinicsinSacramentoCountythatconductpsychologicalassessmentsforindividualswith Medi-Cal. Our assessment services often incorporate a Collaborative/TherapeuticAssessment(C/TA)approach.Typically,assessmentsconductedattheCAPSClinicarequiteextensiveandofteninclude:

§ Interviewswiththecaregiver(s),client,therapist,psychiatrist,teachers,and/orCPSworker.

§ Reviewofrecordsregardingtheclient’smentalandmedicalhealth,academic,andCPSinvolvementhistory.

§ Observationoftheclientatanothersetting(i.e.,school).§ Observationoftheclientwithcaregiver(s).§ Administrationofself-reportmeasurestothecaregiver(s),teachers,orotheradults

whoknowtheclientwell.§ Administrationofprojectiveandobjectivepersonalitymeasurestotheclient.§ Administration of cognitive, academic, and neuropsychological measures to the

client.§ Feedback session with client, caregiver(s), and mental health providers and

sometimesschoolstaffandCPScaseworkers.§ Completionofacomprehensivepsychologicalreportandschoolsummaryreport.

Due to their extensive and complex nature psychological assessments, the following areanticipated:

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§ Eachassessmentcanrequireapproximately30hoursofwork.§ Interns are expected to complete roughly3 to 5 assessmentswithin the doctoral

trainingyear.§ Internsaretypicallyassigned1assessmentcaseatatimeforthefirsthalfoftheyear,

andthenwillbeassigned2assessmentscasesatatimefortheremainderoftheyear.§ Although the Child ACCESS team authorizes us to work on an assessment for 4

months,itisanticipatedthatinternscompleteeachassessmentwithinabout3to4months.

§ Baseduponthereferralquestion,measureswetypicallyuseinclude:v AcademicAchievement(WRAT,KTEA,WIAT)v Caregiver/Teacherratingforms(BASC,BRIEF,Conners,ABAS,TSCYC)v Drawings(KineticFamily,House-Tree-Person,D-A-P)v ExecutiveFunctioning,MemoryandAttention(D-KEFS,CEFI,BRIEF,Conners[K-CPT,CPT,CATA],CMS,CVLT,WMS,WRAML)

v Intellectual/CognitiveFunctioning(WISC,WASI,WAIS,WPPSI,KBIT,TONI)v PervasiveDevelopmentalDelayScreeners(ASRS,ASDS,ASQ,CARS,SCQ)v PersonalityMeasures(M-PACI,MACI,MMPI-A,MMPI,PAI-A)v RelationalMeasures(MIM,ParentingStressInventory,StressIndexforParentsofAdolescents,ParentingRelationshipQuestionnaire)

v Risk(JessnessInventory,RiskInventoryandStrengthsEvaluation)v Self-Report Symptom Checklists (BASC, Beck Youth Inventory, CDI, RCMAS,MASC,POMS,RSI,ARES,ADES,EQ-i:YV)

v SensoryProcessingScreeners(SensoryProfileQuestionnaire)v SocialProblemSolving(Roberts-2)v Trauma(TSCC,TSCYC,UCLA-PTSD-RI,MyWorstExperienceScale,TraumaandAttachmentBeliefScale)

v Projective(Rorschach,RotterIncompleteSentencesBlank)v NeuropsychologicalMeasures(NEPSY,RBANS,Beery’sVMI)v Receptive/ExpressiveLanguage(CELF,PPVT,EVT)v Occupational/CareerInterest(Self-DirectedSearch)

Consultationand/orBriefPsychologicalScreening Interns will receive specific training prior to providing brief screening and consultationserviceswithclinicianswithintheCAPSClinic(aswellasfromoutsideagencies)inordertoclarifydiagnosticquestionsortomonitortreatmentprogress.Theinternsareresponsiblefor scoring and interpreting a range of self-report measures (i.e., BASC, Beck YouthInventories) that the trained clinician and/or intern administered. The intern thencompletesabrief3to6pagereportbeforemeetingwiththereferringclinician(and/orclientandhis/herfamily)toreviewtestresultsandrecommendations.ThisserviceiscurrentlysupervisedbyCarlinaR.Wheeler,Ph.D..

§ Eachbriefscreeningand/orconsultationassessmentcanrequireapproximately10-15hoursofwork.

§ Internsareexpectedtocompleteroughly3to4briefscreeningassessmentswithinthedoctoraltrainingyear.

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SUPERVISION AllprimarysupervisorsofinternsareUniversityofCaliforniaDavis,MedicalCenterclinicalfacultymemberswhohavedoctoraldegrees inClinicalorCounselingPsychologyandarelicensedtopracticeinthestateofCalifornia.Theyarerequiredtohaveactive,valid,licenses,freeofanydisciplinaryactionwiththeCaliforniaBoardofPsychology. InaccordancewithregulationssetbyAPPIC,APA,SoA,CoA,andtheCaliforniaBoardofPsychology,ourtrainingprogramprovidesdoctoralinternswithaminimumof4hoursofsupervisionperweek(2hours of individual supervision and 2.25 to 2.5 hours of group supervision). Recurring,protectedtimeisscheduledforsupervisiontoensureconsistencyandpredictabilityofthesupervisiontime,aswellastheavailabilityofsupervisors.Supervisorsalsohavean“open-door”policy,inwhichinternsareencouragedtoseekoutsupervisionand/orconsultationoutsideofthedesignatedsupervisionhour.InaccordancewithCAregulation,supervisorsareavailableatalltimestheinternisaccruingsupervisedprofessionalexperience(SPE).

§ PrimaryTherapySupervision:Doctoralinternsareassignedoneofthesupervisingpsychologists as their primary therapy supervisor, with whom they meet on anindividualandweeklybasisfor1hourtodiscusstheirtherapyclients.Inaddition,theprimary therapy supervisor will be responsible for co-signing progress notes fortherapyclients,overseeingotheradministrativeduties,reviewingtheoveralltrainingprogram,anddiscussingprofessionaldevelopment-relatedissues.

§ Assessment Supervision: Doctoral interns are assigned one of the supervisingpsychologists as their primary assessment supervisor, with whom they meetindividually for 1 hour each week to discuss assessment clients. The assessmentsupervisorisresponsibleforco-signingprogressnotesforscreeningandassessmentclients. Assessment supervision also provides the opportunity to discuss variousissues that pertain to the roles and responsibilities of an evaluator (e.g.,responsibility,expectations,ethicalconcerns,interprofessionalrelationships,etc.).

§ ClinicalGroupSupervision:Onalternatingweeks, the internswillmeetwith thecounty clinicians and post-doctoral fellows for group supervision for 1.25 hours.Internswillbeasked tobringcase-relatedmaterial toengage incaseconsultationopportunities.ThisgroupsupervisionisfacilitatedbyTriciaWatters,LCSW.

§ PsychologyTeamGroupSupervision:Thepurposeofthisgroupsupervisionistospend time as a teamon aweekly basis discussing a variety of issues,while alsofosteringasenseofcommunity,buildingrelationships,andincreasingsocializationacrosstheteam.Eachmeetingwillhaveeitherafocusedtopicfortheteamtodiscussand/orincludeacaseconference.Thesetopicstypicallywillfallunderthefollowingcategories:LawandEthics,Research,IndividualandCulturalDiversity,Trauma,andSelf-Care.Thefocusisoftenonemergentinterprofessionalissues.WhileDr.RichelleLong facilitates the Psychology Team Group Supervision, interns and fellows areprovidedopportunitiestoleadtheteamgroupsupervisionthroughouttheyear.

§ Supervision of Supervision: Interns have the opportunity to engage in peersupervision and training opportunities to develop their skills in providingsupervision. As part of the training program, interns will receive supervision of

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supervision twice per month, along with the post-doctoral fellows. Accordingly,internsmaybegintomeetwithfellowsforsupervisionofaspecifictherapyand/orassessment cases, under the supervision of one of the supervising psychologists.Supervision of Supervision is facilitated by Drs. Stacey Peerson andMargaretBezmalinovic.

DIDACTICSEMINARSANDCASECONFERENCES All ofour required core seminarsmeetona regularbasis throughout theentire trainingyear. As part of the internship, we are committed to providing our interns withopportunitiestolearnfrompsychologistswhohaveexperiencewithawiderangeofclientsin a varietyof treatment settings.As such, our seminars are facilitatedby theprogram’ssupervising psychologists aswell as several volunteer clinical facultymemberswho areemployedwithUCDavisorthroughouttheSacramentoarea.Didacticseminarsandcasesconferenceaimtoprovideadditionaltrainingin:

§ Theoriesandeffectivemethodsofpsychologicalassessment,diagnosis,andinterventions

§ Consultation,programevaluation,supervision,and/orteaching§ Strategiesofscholarlyinquiry§ Professionalconduct,ethics,law,andrelatedstandards§ Issuesofculturalandindividualdiversity

CoreInternshipSeminars§ OrientationSeminar:Duringthefirstcouplemonthsofthetrainingyear,theinterns

willparticipateinanOrientationTrainingtoreviewtheInternManual,APAEthicsCode,aswellastheUCDandCAPSClinicPolicies.Thesupervisingpsychologists,aswellasthepostdoctoralfellowsrotatethroughfacilitatingthisseminar,whichalsoprovides foundational didactic training on assessment services, diagnosticformulation, group therapy interventions, the phases of treatment, treatmentplanning,andgoal-setting. InternswillalsoattendSacramentoCountytrainingstolearn specific documentation requirements and how to complete onlinedocumentationusingAVATARduringtheirfirstmonthoftraining.

§ Intervention Seminar: This seminar meets on a weekly basis throughout thetraining year and provides a special focus on evidence-based practices that areeffectivewithourclinicpopulation(listedbelow).

o GroupTherapyo Parent-ChildInteractionTherapy(PCIT)o Trauma-FocusedCognitiveBehaviorTherapy(TF-CBT)o FunctionalFamilyTherapy(FFT)

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Inaddition,eachinternwillbeabletodeveloptheirownseminar(withastatementof training goals and objectives, an outline of relevant literature, audio/videomaterial,data,andquestionsforthegroup),andpresentittothegrouptowardtheendofthetrainingyear.Theintern’sprimarysupervisorandassessmentsupervisorwillbeabletoassisttheminpreparingfortheirfinalproject.

§ Assessment Seminar: This seminar meets on a monthly to bi-monthly basis

throughout the training year. This seminar is facilitated by the supervisingpsychologists(andco-facilitatedbythepostdoctoralfellows),whoprovidedidactictraining on the selection, administration, scoring and interpretation of commonlyusedassessmentmeasuresattheCAPSClinic.Inaddition,latterseminarswillfocusontopicsrelevanttotheinterns’assessmentcases.

DiversitySeminar

§ Carlina R. Wheeler, Ph.D. leads this seminar twice per month throughout thetrainingyear*,whichprovidesanenvironmenttobravelyexploredifferentaspectsofindividualdiversityanddiscusscases(Arao&Clemens,2013).AlthoughtheDiversitySeminar isrequiredforthe internsandfellows,othercliniciansarealso invitedtoattendthisseminarinordertofurtherenrichanddiversifythediscussions.Aprimarygoal for internswill be to improve their understanding of individual and culturaldiversity,theroleitplaysinclientinteractions,andhowtoreplacefearandmistrustwithculturalhumility,mutualunderstanding,andrespect.Internswillbeprovidedaspace to learn the RESPECTFUL Model (D’Andrea & Daniels, 1997; 2001) andADDRESSINGModel (Hays, 1996) todeepen their insight intohoweach aspect oftheiridentityinfluencestheirpersonalperspectiveandapproachtoclientcare.*For the 19-20 training year, the Diversity Seminar will be held twice a month,beginninginJanuaryandendinginJune.

ComprehensiveMultidisciplinaryAssessmentTeam(CMAT)

§ This team-based assessment is unique to the CAPS Clinic. Members of the teamincludeoneortwopsychologistsandachildpsychiatrist,aswellasdoctoralinternsandfellowsinpsychologyandpsychiatryandrotatingmedicalstudents.Theteam’spsychologistsandpsychologyfellowstaketheleadinconductinglive,comprehensivepsychological assessments behind a one-way mirror. These assessments areconductedwithchildrenandadolescentswithextremelycomplexpresentationswhoare referred to the team by mental health and medical professionals within thecommunity. Oftentimes these clients’ clinical presentations are complicated byseriousmedicalproblemsand/orsevereenvironmentalstressors.Basedoninterestand demonstrated competency in assessment skills, interns may have theopportunitytoleadaCMATorco-facilitateaCMATwiththeirAssessmentSupervisororpostdoctoralfellow.

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ADDITIONALEDUCATIONALOPPORTUNITIESThereareadditionaleducationalopportunitiesforinternstoattendtrainingsrequiredforourpost-doctoralfellows(AdvancedAssessmentSeminarandZerotoFiveSeminar).Basedoninterninterestandabilitytomeetclinicalexpectations,internsmaybeabletoobserveand gain clinical exposure to these various educational opportunities. In addition, otheropportunitiesareavailablefromthedepartment,including: UCDavisSchoolofMedicineGrandRounds

§ InternsareinvitedtoattendtheDepartment’sbimonthlygrandrounds.Typicallythepsychology teamwill attendgrand roundpresentations that are applicable toourclinicpopulation. InternswhohavecompletedtheirdissertationdefensescanalsosubmittheirtopicstothetrainingcommitteetobeconsideredforGrandRounds.

M.I.N.D.InstituteSpeakerSeries

§ TheUCDavisMINDInstitute’sDistinguishedLecturerSeriesofferspubliclecturesbynationally and internationally-recognized researchers in neurodevelopmentaldisorders.These monthlypresentations are intended for both specialists andcommunitymembers.Alllecturesarefreeandopentothepublicandnoreservationsarenecessary(seatingislimited).

APPOINTMENT,STIPEND,ANDBENEFITSTwo applicants will be accepted for the 2019 - 2020 training year. Clinical internshipappointments are full-time (average 40-hour week) for one year. Our doctoral internsacquireatotalof2000supervisedhoursduringthetrainingyearinordertoqualifyforvarious states’ licensure requirements.Upon successful completion, the doctoral clinicalchildpsychologyinternwillbeawardedacertificateofinternshipcompletionfromtheUCDavisSchoolofMedicine.Clinicalmoonlightingisnotpermitted.2019–2020TrainingYear:July1,2019-June30,2020Internsreceiveastipendof$25,600forthetrainingyear.Applicablefederalandstatetaxesand social security deductions are withheld. Interns receive approximately 24 days ofvacation,including12daysofsicktimeperyear,andpaidholidays(approximately12daysoffperyearforcountyandfederalholidays).Atthistime,wearepleasedtoofferourinternsUCDMid-LevelHealthandWelfarebenefits.Employeeshiredtowork100percenttimeforatleastthreemonths(butforlessthanoneyear)areeligibleforthefollowingMid-Level Benefits: choice ofmedical plans, legal, disability, life, and accident insurance, tax-saving programs, and family care resources. For more information about the Mid-Levelbenefitsplan,pleasevisit:http://ucnet.universityofcalifornia.edu/compensation-and-benefits/eligibility/index.html

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Our interns share an officewith each having their own designatedworkspace, personalcomputer,voicemail,email (UCDandSacramentoCounty),administrativeassistance,andfullaccesstotheUCDavislibrariesandassociatedservices.Theinternsalsohaveaccesstoart/play therapymaterials. In addition, interns can reserve a number of therapy offices,observation rooms (with one-way mirror and audio/visual equipment), and thepsychologicaltestingofficetoprovideconfidential,directserviceswithCAPSClinicclients.

ACCREDITATIONSTATUSAtthistime,ourinternshiptrainingprogramisamemberoftheAssociationofPsychologyPostdoctoral and Internship Centers (APPIC). Our program is also accredited by theAmerican Psychological Association (APA), on-contingency status. Any questions aboutaccreditation may be addressed to: Office of Accreditation, American PsychologicalAssociation,750FirstStreet,NE,Washington,DC20002.Telephone:(202)336-5979.OurprogramwillbeparticipatingintheNationalMatchingService(NMS).Our2019-2020NationalMatchingService(NMS)ProgramNumberis245711.Theinternshiptrainingprogram agrees to abide by the recruitment and ranking policies. More specifically, noperson at this training facilitywill solicit, accept, or use any ranking-related informationfromanyinternapplicant.

ELIGIBILITYANDAPPLICATIONPROCEDURESApplicantscurrentlyenrolledatanAPA-accreditedgraduateuniversityfromaclinicalorcounseling psychology are preferred, although strong applicants from non-accreditedprograms will be considered. Applicants from educational psychology programs with astrongemphasisinclinicaltrainingwillalsobeconsidered.Priortotheinterview,applicantsmusthavecompletedatleast3yearsofgraduateleveltraining, 500 hours of doctoral level supervised intervention hours, all doctoralcoursework as required, pass their academic program’s comprehensive exams, beacceptedintodoctoralcandidacy,andhaveanaccepteddissertationproposalbeforethebeginning of the internship. Successful applicants will have acquired doctoral levelexperience with children and adolescents and have written at least three child oradolescentintegratedpsychologicalassessmentreportsand/orcompleted100hoursofAssessmentInterventions.The UCD Clinical Child Doctoral Internship program utilizes the uniform applicationdevelopedbytheAssociationofPsychologyPostdoctoralandInternshipCenters(APPIC).OurNationalMatchingService(NMS)ProgramNumberis245711.Pleasesubmitonlythe APPI online application located on the APPIC website (www.appic.org). Follow thedirections detailed on the APPICwebsite for submitting your application and uploading

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additionaldocumentsrequestedbelow.Yourapplicationwillbeconsideredcompleteuponreceiptofthefollowing: AcompletedAPPICUniformApplication(APPI)

Acoverletter

AcurrentCurriculumVitae

Transcriptsofallgraduatelevelcoursework

Apsychologicalevaluationofachildoradolescentwithallidentifyinginformationremoved

Threelettersofrecommendations-onefromcurrentgraduateschoolfaculty,andpreferablytwofrompracticumplacementsupervisors

OurapplicationdeadlineisFridayNovember30,2018(11:59PM,EST).

SELECTIONPROCEDURESIntern selection is made by a committee comprised of the training director and thesupervisingtrainingpsychologists.Applicantsareratedonthebasisoftheirclinicaltraining(i.e.,assessmentandtherapy),academiccoursework,letterofrecommendation,clinicalandresearchinterests,progresstowarddissertationcompletion,andstatedgoalsforinternship.Strong writing skills are also favorably evaluated, as evidenced by the APPI essays andredactedpsychologicalreport.Thoseprospectivecandidatesassessedbythecommitteetoholdinterestsandgoalsmostcloselymatchingthoseopportunitiesofferedbyourprogramwillbeaskedtoparticipateinanon-siteinterview.ProspectivecandidateswillbenotifiedviaemailbyFridayDecember21,2018whetherornottheywillbegrantedaninterviewwiththetrainingdirectorandsupervisors.Duringtheinterview, candidates will also have the opportunity to meet with the current doctoralinterns,postdoctoral fellows, clinical staff, and tour the clinic. Interviewswill beheldonFridayJanuary11,2019andFridayJanuary25,2019.Interviewsarerequiredandweighheavily in the matching process, as this provides an opportunity for program staff andapplicants to determine fit. In addition, the program values applicants who are able todemonstrateanabilitytobalancestronginterpersonalskillswithprofessionalism.Shouldeconomicorotherreasonsinterferewithahighlyrankedcandidate’sabilitytotravelforanin-person interview, a case-by-casedecisionwill bemadeby training staff to arrangeanalternativevideo/phoneinterview.Interviewswillonlybeofferedtoapplicantswhohavesubmittedacompleteapplicationandonlyaftertheseapplicationshavebeenscreenedbythefaculty.ApplicantswhowishtobeconsideredforinterviewsshouldsubmitapplicationmaterialspriortoNovember30,2018.

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The internship trainingprogramagrees to abideby theAPPICpolicy regardingoffersoracceptances.Morespecifically,nopersonatthistrainingfacilitywillsolicit,accept,oruseanyranking-relatedinformationfromanyinternapplicant. IfyouencounterviolationsoftheAPPIC policy, please consider discussing itwith your academic training director andreporting the violation to APPIC Standards and Review Committee by completing aComplaint Form at: http://www.appic.org/Forms/APPIC-Standards-Review-ASARC-Complaint-Form.

NON-DISCRMINATIONPRACTICESTheUniversityofCalifornia,Davis,doesnotdiscriminateonthebasisofrace,color,nationalorigin, religion, sex, gender identity, pregnancy (including pregnancy, childbirth, andmedical conditions related topregnancyor childbirth),physicalormentaldisability, age,medical condition (cancer related or genetic characteristics), ancestry, marital status,citizenship,sexualorientation,orserviceintheuniformedservices(includesmembership,applicationformembership,performanceofservice,applicationforservice,orobligationforservice in the uniformed services) status as a Vietnam-era veteran or special disabledveteran, in accordance with all applicable state and federal laws, and with universitypolicy.AsrequiredbyTitleIX,theUniversityofCalifornia,Davis,doesnotdiscriminateonthebasisofsexinitseducationalprograms,admissions,employmentorotheractivities.InquiriesrelatedtoTitleIXandtoSection34CFR§106.9maybereferredtotheTitleIXcoordinator:WendiDelmendoMarkHall,FourthFloorOneShieldsAve.,Davis,California,95616530-752-9466

Inquiriesmayalsobedirectedto:AssistantSecretaryforCivilRightsoftheDeptofEducationSanFranciscoOfficeU.S.DepartmentofEducation50BealeSt.,Suite7200SanFrancisco,California,94105-1813415-486-5555

PERFORMANCEEVALUATIONTheevaluationprocessisapproachedinamannertoprovidetimelyfeedbacktoandfromtheinterninordertoensuretraininggoalsandexpectationsarebeingmet.Atthebeginningof the internship year, interns complete a self-assessment of their experience relative totrainingobjectivesoftheinternship(seeAppendixD).Theinitialself-assessmentopensadialogueabouttheintern’sstrengthsandspecifictrainingareasofgrowth.Theinternsarealsoencouragedtoidentifyaspecificcompetencytofurtherdevelopthroughoutthetrainingyear.

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Progress ismonitored throughout the internship year, however,more formal verbal andwritten feedbackprovidedat themid-yearpoint (December)andendof theyear (June).Duringthesebiannualevaluations,theinternwillmeetwitheachsupervisorand/ortrainingdirectortoreviewtheInternPerformanceEvaluationcompletedbythesupervisorandtheSupervisorEvaluationcompletedbytheintern(seeAppendixEandF,respectively).Theseevaluationsareused toprovideanopportunity to communicate the intern’sprogress. Inaddition,theSupervisorEvaluationallowstheinterntospecifywhattheinternwouldlikemore(orlessof)fromthesupervisor.Attheendoftheinternshipyear,summativefeedbackisgiventotheinternduringtheirfinalPerformanceEvaluationinJune.

Lastly,aProgramEvaluationisprovidedtotheinternstocompleteduringthemiddleandendofthetrainingyear(DecemberandJune).Thisevaluationallowsourinternstobroadlyevaluate program strengths and areas for growth. Our Performance Evaluation Policy isfurtherdescribedinAppendixC.

Seriousconcernsregardinganintern’sperformancewillbeaddressedthroughdueprocessprocedures(seeAppendixH).Internsarestronglyencouragedtoaddressgrievancesrelatedto training, supervision, or evaluation with their primary supervisor first and resolveconcernsinformally.FormalproceduresaredescribedinAppendixI.

MAINTENANCEOFRECORDSPerCommissionofAccreditation(CoA)requirements,ourprogramhasaconfidentialsystemformaintaining internrecords.Hardcopiesof internrecordsarestored inaconfidential,lockedfilingcabinetandelectronicallystoredinasharefolderwithonlythetrainingdirectorwhohasaccesstothisfolder.Thetrainingdirectorisresponsibleforstoringthisinformation.Thisfileisalsosharedwithadministrative/clericalstaffwhomayassistinorganizingbothhardcopyandelectronic charts.Complete recordswill alsohaveaccess to these recordsduringon-sitereviewbysitevisitors.Allrecordswillbemaintainedindefinitely,including:CertificatesofCompletion; InternEvaluations(2peryear foreach intern);DescriptionofTrainingExperiencesforEachInternshipYear.

TRAININGPROGRAMCONTACTINFORMATION

DetailedinformationaboutourprogramisavailableinonourUCDaviswebpage:

https://health.ucdavis.edu/psychiatry/education/child_psychology/internship.html

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Foradditionalinformation,pleasecontact:

UniversityofCalifornia,DavisMedicalCenterDepartmentofPsychiatryandBehavioralSciences

ClinicalChildPsychologyTrainingProgram2230StocktonBlvd.Sacramento,CA95817-1419KoriFeinstein,TrainingOffice:(916)734-2614

Dr.CarlinaR.Wheeler,TrainingDirector:(916)875-1183

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APPENDICESA)SampleTrainingCalendar 28B)SampleDidacticSchedules 29CoreInterventionandAssessmentSeminar 29DiversitySeminar 34C)PerformanceEvaluationPolicy 36D)InternSelf-Evaluation 37E)InternPerformanceEvaluation 39F)SupervisorEvaluation 43G)ProgramEvaluation 46H)DueProcessProcedures 48I)GrievanceProcedures 55J)TrainingStructure 56K)StaffBiographies 57

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APPENDIXA-SAMPLETRAININGCALENDAR*Activitiesinredareoptional

Monday Tuesday Wednesday Thursday Friday310:00–11:15ClinicalGroupSupervision1:00–2:00TherapySupervision

4

58:15–9:45CMAT10:30–12:00InterventionSeminar12:00–1:00PsychTeamGroupSupervision

61:00–2:00AssessmentSupervision

7

1010:00–11:30SupervisionofSupervision1:00–2:30TherapySupervision

11

128:15–9:45CMAT10:30–12:00InterventionSeminar12:00–1:00PsychTeamGroupSupervision1:00–2:30DiversitySeminar


1411:30–12:30GrandRounds

1710:00–11:15ClinicalGroupSupervision1:00–2:30TherapySupervision

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198:15–9:45CMAT10:30–12:00InterventionSeminar12:00–1:00PsychTeamGroupSupervision


21

2410:00–11:30SupervisionofSupervision1:00–2:30TherapySupervision

25

268:15–9:45CMAT10:30–12:00AssessmentSeminar12:00–1:00PsychTeamGroupSupervision1:00–2:30DiversitySeminar


2811:30–12:30GrandRounds

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APPENDIXB-SAMPLEDIDACTICSCHEDULES

CoreInterventionandAssessmentSeminarsAllinternsarerequiredtoattendtheweeklyinternshipdidacticseries.Allseminars,unlessotherwiseindicated,areheldintheCAPSConferenceRoomfrom11:00amto12:00pmonWednesday mornings. See the Internship Handout for abstracts and learning objectivesassociatedwitheachscheduledpresentation. Date Topic Presenter7/1/19 OrientationSeminar

Welcome,ReviewInternManualBOPForms/SupervisionAdministrative

TrainingFaculty

7/2/19 OrientationSeminarProgramOverviewTrainingSeminarsandDidacticsAssessmentConsultationandInterprofessional/InterdisciplinarySkillsEthicalandLegalIssuesCulturalandIndividualDiversity

Dr.Wheeler

7/3/199am-4pm

OrientationSeminarAVATARTraining-CWS

SacramentoCounty

7/4/19 NOSEMINAR-HOLIDAY --7/5/19 OrientationSeminar

CommunicationandInterpersonalSkillsSupervisionSelf-CareProfessionalValuesandAttitudesInterventionResearch

Dr.LongDr.Peerson

7/8/198am-12pm

OrientationSeminarUCDNewEmployeeWelcome(NEW)

UCDMC

7/9/198:30am

OrientationSeminarDocumentationTrainingPt.1

SacramentoCounty

7/10/198:30am

2:00pm

OrientationSeminarDocumentationTrainingPt.2PsychTestingMaterials

SacramentoCountyDr.Wheeler

7/11/199am-11am

OrientationSeminarAVATARTraining-ProviderServiceRequest

SacramentoCounty

7/15/1911am-1pm

OrientationSeminarAVATARTraining-Scheduler

SacramentoCounty

7/16/19 OrientationSeminarCAPSDocumentationTraining

Dr.Loyola

7/17/19 InterventionSeminar TriciaWatters

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10:30am-12pm1:30pm

RiskAssessment&Management-MandatedReportingandWorkingwithDifficultClientsAssessmentSeminarQ-Interactive,MHS,WPSOverview

Dr.Long

7/24/1910am-11am11:30am-1pm

InterventionSeminarMoodDisorders-Depression,Bipolar,andDMDDMINDPresentationASDandTrauma

Dr.PeersonDr.Loyola(MINDInstitute)

7/31/191:30pm

InterventionSeminarAnxietyDisordersAssessmentSeminarPhasesofAssessmentProcess-Part1

Dr.LoyolaDr.Wheeler

8/6/199am-2:30pm

OrientationSeminarCANSTraining

SacramentoCounty

8/7/191:30pm

InterventionSeminarTrauma:DifferentialDiagnosisAssessmentSeminarPhasesofAssessmentProcess-Part2

Dr.BobDr.Wheeler

8/14/191:30pm

InterventionSeminarTrauma:TreatmentPlanningAssessmentSeminarReportWriting

Dr.ContrerasDr.Wheeler

8/21/191:30pm

AssessmentSeminarGivingFeedbacktoChildren&Families

Dr.Long

8/28/191:30pm

InterventionSeminarGroupTherapy:IntroductionAssessmentSeminarQ-InteractiveOverview

Dr.LoyolaDr.Burns

9/4/191:30pm

InterventionSeminarGroupTherapy:GroupFactorsAssessmentSeminarCognitiveFunctioning:Q-InteractivePractice

Dr.LoyolaDr.Long

9/11/1910:00am

InterventionSeminarGroupTherapy:RoleofGroupFacilitators

Dr.Loyola

9/18/19 InterventionSeminar:PCITOverviewandAssessment

Dr.Long

9/25/19 InterventionSeminar:PCITWeb-BasedCourse:Modules1-3

Dr.Long

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10/2/192:00pm

InterventionSeminar:PCITWeb-BasedCourse:Module4Trauma-InformedCareSeminarApproachestoAssessingTraumainChildren

Dr.LongDr.Long

10/9/192:00pm

InterventionSeminar:PCITCodingandCoachingTrauma-InformedCareSeminarImpactofTraumaonAssessmentResults

Dr.LongDr.Long

10/16/192:00pm

InterventionSeminar:PCITWeb-BasedCourse:Modules5–6Trauma-InformedCareSeminarTherapeuticInterventionsandTreatmentPlanning

Dr.LongDr.Long

10/23/192:00pm

InterventionSeminar:PCITTeaching/CodingCDISkills(RelationshipEnhancement)Trauma-InformedCareSeminarAdaptationstoTherapeuticInterventions

Dr.LongDr.Long

10/30/101:00pm

2:00pm

InterventionSeminar:PCITWeb-BasedCourse:Modules7–8Adv.AssessmentSeminar:NeuropsychologicalFunctioningTrauma-InformedCareSeminarSittingwithTrauma

Dr.LongDr.HaenerDr.Long

11/6/191:00pm

InterventionSeminar:PCITTeaching/CodingPDISkillsAdv.AssessmentSeminar:NeuropsychologicalFunctioning

Dr.LongDr.Haener

11/13/191:00pm

InterventionSeminar:PCITWeb-BasedCourse:Module9Adv.AssessmentSeminar:NeuropsychologicalFunctioning

Dr.LongDr.Haener

11/20/191:00pm

InterventionSeminar:PCITTroubleshooting:WorkingwithResistanceAdv.AssessmentSeminar:NeuropsychologicalFunctioning

Dr.LongDr.Haener

11/27/19 NOSEMINAR-HOLIDAY --12/4/19 InterventionSeminar:PCIT

Web-BasedCourse:Modules10-11Dr.Long

12/11/19 InterventionSeminar:PCITPuttingitAllTogether

Dr.Long

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12/18/19 InterventionSeminar:PCITCaseConsultation

Dr.Long

12/25/19 NOSEMINAR-HOLIDAY --1/1/20 NOSEMINAR-HOLIDAY --1/8/20 InterventionSeminar:TF-CBT

IntroductionDr.Loyola

1/15/20 InterventionSeminar:TF-CBTApplicationofTF-CBT

Dr.Loyola

1/22/20 InterventionSeminar:TF-CBTModificationsofTF-CBT

Dr.Loyola

1/29/20 AssessmentSeminarNeurodevelopmentalSeries

Dr.Haener

2/5/20 InterventionSeminar:TF-CBTApplicationofTF-CBT

Dr.Loyola

2/12/20 NOSEMINAR-HOLIDAY --2/19/20 InterventionSeminar:TF-CBT

CasePresentationDr.Loyola

2/26/20 AssessmentSeminarNeurodevelopmentalSeries

Dr.Haener

3/4/20 InterventionSeminar:TF-CBTCasePresentation

Dr.Loyola

3/11/20 InterventionSeminar:TF-CBTCaseConsultation

Dr.Loyola


Dr.Loyola

3/25/20 AssessmentSeminarMeasuresofPersonalityFunctioning

Dr.Peerson


Dr.Loyola

4/8/20 InterventionSeminar:FFTOverviewandAssessment

Dr.Wheeler

4/15/20 InterventionSeminar:FFTEngagementandMotivation-Pt.1

Dr.Wheeler

4/22/20 InterventionSeminar:FFTEngagementandMotivation-Pt.2

Dr.Wheeler

4/29/20 AssessmentSeminarCulturalCompetenceinAssessment

Dr.Peerson

5/6/20 InterventionSeminar:FFTBehaviorChange

Dr.Wheeler

5/13/20 InterventionSeminar:FFTGeneralizationandTermination

Dr.Wheeler

5/20/20 InterventionSeminar:FFTCaseConsultation

Dr.Wheeler

5/27/20 AssessmentSeminarComplexEthicalandLegalIssues

Dr.Peerson

6/3/20 InterventionSeminar:FFTCaseConsultation

Dr.Wheeler

6/10/20 InterventionSeminar Intern1

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10am11am

FinalProjectAssessmentSeminarFinalProject

Intern2

6/17/2010am11am

InterventionSeminarFinalProjectAssessmentSeminarFinalProject

Intern2Intern1

6/24/20 EndofYearInternAppreciationLuncheon AllFaculty

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SAMPLEDIVERSITYTRAININGSEMINAR

2019-20202ndand4thWednesday12:30pm–2:00pm

DescriptionØ Participantswillbeprovidedanenvironmenttobravelydiscusscasesandexplore

differentaspectsoftheirowndiversity(Arao&Clemens,2013).Aprimarygoalforparticipantswillbetoimprovetheirunderstandingofdiversity,theroleitplaysinclient interactions, andhow to replace fear andmistrustwith cultural humility,mutualunderstanding,andrespect.

Goals

Ø LearneachletteroftheRESPECTFULModel(D’Andrea&Daniels,1997;2001)andADDRESSINGModel(Hays,1996),whateachlettermeansforthemandhoweachaspectinfluencestheirpersonalperspectiveandapproachtoclientcare.

Ø Exploretheirownpersonalbiasesandhowthosebiasesaffecttheirperspectiveandtheirrelationshipswithclientsandcolleagues.

Ø Exploredifferentaspectsofdiversityinordertohaveadeeperunderstandingofpeoplewhoaredifferentfromthemselves.

Ø LearnhoweachaspectoftheRESPECTFUL/ADDRESSINGModelaffectstheirclient’spsychologicaldevelopmentandimplicationsforclinicalpractice.

SeminarScheduleTime 2ndTuesday 4thTuesday12:30pm-12:50pm

GroupDiscussionaboutRecentEvents

GroupDiscussionaboutRecentEvents

12:50pm-1:10pm Self-AssessmentActivity Self-AssessmentActivity1:10pm-1:30pm TopicOverview TopicReview1:30pm-2:00pm Self-Reflection ClinicalApplications

*scheduleisslightlymodifiedforthe19-20TrainingYearduetoinstructorbeingonleave DATE TOPIC DESCRIPTIONJanuary-Week2

Introduction SeminarOutline,GroupRules/Values,KeyConcepts,RESPECTFULModel,DSMCulturalFormulation

January-Week4

(R)ReligionandSpirituality

Beliefs,Practices,ReligiousPrejudice

February-

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Week2 (E)Economic/Class

BackgroundOccupation,Education,Ethnicity,Lifestyle,Classism,InvisibleWorkingPoor

February-Week4

(S)SexualIdentityandGender

GenderIdentity,GenderRoles/Socialization,SexualOrientation,Heterosexism,Sexism

March-Week2

(P)PersonalStyle/PsychologicalMaturity

Structural-DevelopmentalTheories,Intellect,Insight,Morality,Social/Interpersonal,Elitism

March-Week4

(E)Ethnic,Cultural,andRacialIdentity

Language,Values,Traditions,Worldview,NationalOrigin,Biologicalvs.Socio-PoliticalPerspectives,Racism,EthnicPrejudice

April-Week2

(C)ChronologicalStage/Age/LifespanChallenges

Maturation,LifespanDevelopment,PhysicalHealth,GenerationalDifferences,Ageism

April-Week4

(T)TraumaandThreatstoOne’sPersonalWell-Being

PsychologicalHealth,OrganicFactors,ChronicStress,Power/Privilege,CopingSkills,Self-Esteem,SocialSupport,DenialofTrauma’sImportance

May-Week2

(F)FamilyBackground,HistoryandDynamics

FamilyOrganization/Structure,FamilyInfluencesonIdentity,FailuretoConsider

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APPENDIXC-PERFORMANCEEVALUATIONPOLICY

TheUCDavisClinicalChildPsychologyInternshiprequiresthatinternsdemonstrateminimumlevelsof achievement across all training competencies and training elements. Interns are formallyevaluatedbytheirprimarysupervisor(with input fromtheirothersupervisors)twiceduringthetrainingyear(DecemberandJune).Evaluationsareconductedusingastandardratingform. Theevaluationformincludesinformationabouttheinterns’performanceregardingalloftheexpectedtrainingelements.Supervisorsareexpectedtoreviewtheseevaluationswiththeinternsandprovideanopportunity fordiscussion if the internhasquestionsorconcernsabout the feedback.TheUCDavisClinicalChildPsychologyInternshiprequiresthatinternsreceiveaminimumof4totalhoursof supervision each week, with 2 of those hours being individual, face-to-face with a licensedpsychologist.Aminimumlevelofachievement(MLA)oneachevaluationisdefinedasaminimumratingof“3”foreachelementforthemid-yearevaluationperiodandaminimumratingof“4”foreachelementforthesecondandthirdevaluationperiod.Internswhoachievethislevelofcompetenceareconsideredpreparedforentrylevelindependentpracticeandlicensure.Theratingscaleforeachevaluationisona5-pointLikertscale,withthefollowingratingvalues:1=SignificantDevelopmentNeeded,2=Basic,3=Competent,4=HighCompetence,5=Advanced.IfaninternreceivesascorelessthantheMLA(3onthefirstevaluationora4onthefinalevaluation)onanoverallareaofcompetency,orifsupervisorshavereasontobeconcernedaboutthestudent’sperformanceorprogress,theprogram’sDueProcessprocedureswillbeinitiated.TheDueProcessguidelinescanbefoundintheInternshipManual.Internsmustreceiveanaverageratingof4oraboveonalloverallcompetencyareasduringtheirsecondandfinalevaluationtosuccessfullycompletetheprogram. Additionally,allUCDavisClinicalChildPsychologyinternsareexpectedtocomplete2000hoursoftrainingduringtheinternshipyear.Meetingthehoursrequirementandobtainingsufficientratingsonallevaluationsdemonstratesthattheinternhasprogressedsatisfactorilythroughandcompletedtheinternshipprogram.InternevaluationsandcertificatesofcompletionaremaintainedindefinitelybytheTrainingDirector.Feedbacktotheinterns’homedoctoralprogramisprovidedattheendofeachofthethreeevaluationperiods.Ifsuccessfulcompletionoftheprogramcomesintoquestionatanypointduringtheinternshipyear,orifaninternentersintotheformalreviewstepoftheDueProcessproceduresduetoagrievancebyasupervisororaninadequateratingonanevaluation,thehomedoctoralprogramwillalsobecontactedwithin30days.Inadditiontotheevaluationsdescribedabove,internsmustcompleteaself-evaluationformatthebeginningofthetrainingyearandduringthetwoevaluationperiodsthroughoutthetrainingyear.Additionally,internswillcompleteanevaluationoftheirsupervisor(s)twotimesduringthetrainingyear.Aprogramevaluationwillalsobecompletedtwiceduring the trainingyear(DecemberandJune), inordertoprovidefeedbackthatwill informanychangesor improvements inthetrainingprogram.

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APPENDIXD-INTERNSELF-EVALUATION

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APPENDIXE-INTERNPERFORMANCEEVALUATION

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APPENDIXF-SUPERVISOREVALUATION

SUPERVISOREVALUATIONFORM

AcademicYear:_________________

SuperviseeName SupervisionPeriod MidYear EndofYearSupervisorName DateofEvaluation

Purpose: Toprovidethesupervisorwithanunderstandingofhis/herjobperformanceinrelationtothesupervisee,tosuggestareasforimprovement,topermitthestudenttoofferfeedbacktothesupervisorinawrittenformthatisbasedonaset of clearly and previously-established criteria, and to increase thesupervisor’scompetenceasasupervisor.

PerformanceLevelRatingScale:

Basedoncurrentassessmentandprogressofsupervisionandexpectationsofsupervisee:

3– Muchmoreofthisisneeded 2– Itwouldbedesirabletohavesomewhatmore 1– Itwouldbedesirabletohavealittlemore 0– Thisareaissatisfactory N/A- NotApplicable-noopportunitytorate

Directions: UtilizingtheRatingScaleabove,checktheappropriatenumberonthelineprovidedattheendofeachitem.

EvaluationItems

Supervisorisableto:

-3-

-2-

-1-

-0-

N/A

1 Beflexibleandresponsivetoyourchangingneeds

2 Establishanatmosphereofacceptanceandpsychologicalsafety

3 Callattentiontoerrorsinatactfulmanner 4 Recognizeandaccommodatetoyourlevelof

experienceandstyleoflearning

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5 Refrainfromindiscriminateuseofpraise 6 Provideopportunitiesforyoutoquestion,

challengeordoubt

7 Encourageyoutoexploretheimplicationsofyourinterventions

8 Encourageyoutoformulateyourunderstandingofthecasematerial

9 Makespecificsuggestionswhenyouneedthem

10 Notfosterunduedependenceonyourpart 11 Whenasked,presentaclear,theoretical

rationaleforsuggestions

12 Clearlyinformyouoflegalissues 13 Clearlyinformyouofethicalissues 14 Besensitivetotherequirementsplacedon

youbyyouragency

15 Admiterrorsand/orlimitationswithoutunduedefensiveness

16 Bespecificandconcreteincomments 17 Facilitateyourunderstandingof

countertransferencereactionstoyourclients

18 Seekconsultationwhenitisneeded 19 Summarizeand/orhighlightmajorpointsof

supervisorysession

20 Bereachedincaseofemergencies 21 Helpyouformulatethedynamicsofthe

client

22 Listensensitivelytoyou 23 Helpclarifyanddefinethenatureof

problem(s)youarehavinginyourwork

24 Beclearaboutthelimitsofthesupervisoryrelationship

25 Dealexplicitlywiththeformalevaluationprocess

26 Throughrole-playingorothersuitabletechniques,tohelpyoumoreeffectivelyintervenewithyourclient

27 Bestraightforwardwithyouregardingareasinwhichyouneedimprovement

28 Beclearwithyouaboutthedifferencesbetweensupervisionandpsychotherapy

29 Maintainanappropriatefocusinyoursessions

30 “Bethere”tomeetyourneedsandnotimposehis/herissuesonyou

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31 Beopentodiscussinganydifficultiesbetweenthetwoofyouwhicharehinderingyourlearning

32 Clearlydefinethenature,structure,expectations,andlimitationsofthesupervisoryrelationship

33 Makedecisionsandtakeresponsibilitywhenappropriate

34 Makeyoufeels/hegenuinelywanttohelpyoulearn

35 Beagoodrolemodelforyou 36 Provideyouwithgeneralknowledgeabout

professionalpsychology

37 Besensitiveandadaptivetothestressesyouareexperiencingasanintern

Summarizethesupervisor’sstrengthsandweaknessesasyoucurrentlyviewthemandmakesuggestionsforwaysinwhichyoursupervisorcouldfurtherfacilitateyourlearning.

Hall-Marley(2001)developedthisSupervisorFeedbackformasaninstrumenttoprovidefeedbacktosupervisorsonthetrainee’sexperienceofsupervision. Theformconsistsofsectionsincludingatmospherefor learning,supervisionstyle,supervisionconduct,andsupervisionimpact.Itisrecommendedasupervisorfeedbackformbeusedaminimumoftwotimesduringthetrainingyearandideally,morefrequently.Itisatoolinestablishingadialogueandafeedbackloopwhichshouldenhancethesupervisoryalliance.

©SusanHall-Marley,2001

AlsoincludedinAppendicesofFalender,C.A.,&Shafranske,E.P.(2004).ClinicalSupervision:ACompetency-basedApproach.Washington,D.C.:APA.

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APPENDIXG-PROGRAMEVALUATION

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APPENDIXH-DUEPROCESSPROCEDURESProceduresforIdentifyingandManaging

Performanceand/orCompetency-RelatedIssues(AdaptedfromAPPICDueProcessGuidelines)

Introduction

ThisformprovidesUCD-CAPStraineesandstaffwithanoverviewoftheidentificationandmanagementoftraineeproblemsandconcerns.Wheneverasupervisorbecomesawareofatrainee’sproblemareathatdoesnotappearresolvablebytheusualsupervisorysupportandintervention,thefollowingprocedureswill be followed. These procedures provide the trainee (intern/fellow) and staff with a definition ofcompetence problems, a listing of possible sanctions, and an explicit discussion of the due processprocedures. Also included are important considerations in the remediation of performance-relatedand/orcompetency-basedproblems.

ThisDueProcessDocumentisdividedintothefollowingsections:I. Definitions:Providesbasicorgeneraldefinitionsoftermsandphrasesusedthroughoutthedocument.II. DueProcessGeneralGuidelines:Providesanoverviewofhowtheprograminformstraineesaboutour

DueProcessproceduresandothergeneralexpectations.III. ProceduresforRespondingtoaTrainee’sProblematicBehavior:Providesourbasicprocedures,

notificationprocess,andthepossibleremediationorsanctioninterventions.IV. AppealsProcedures:Providesthestepsforanappealprocessrelatedtoastaff-initiatedDueProcess

procedures.

I. Definitions

TraineeThroughoutthisdocument,theterm“trainee”isusedtodescribeanypersonintrainingwhoisworkingintheagencyincludingadoctoralinternorpostdoctoralfellow.

TrainingCoordinator(TC)

Throughoutthisdocument,theterm“trainingcoordinator”isusedtodescribethestaffmemberswhooverseethatspecifictraininggroup’sactivities.ForthedoctoralinternsthisistheTrainingDirector(TD)andforthepostdoctoralfellowsthisistheTrainingDirectorandAssistantTrainingDirector(ATD).IncertaincircumstancestheTCsmayconsultwiththeCAPSClinicMedicalDirectorforadditionalguidance.

StaffMemberThroughoutthisdocument,theterm“staffmember”isusedtodescribestaffthatarenotdirectlyinvolvedinthetrainees’training,butinteractwiththemwithinaprofessionalcapacity.Thistypicallyincludesotherclinicstaff(i.e.,clinicalandadministrativestaff),butmayalsoincludeotherprofessionalswithwhomthetraineesengagewithonasemi-regularbasis(i.e.,socialworkers,cliniciansfromotheragencies,etc.).

TrainingStaff

Throughoutthisdocumenttheterm“trainingstaff”isusedtodescribestaffdirectlyinvolvedinthetrainees’training.ThiscanincludeTCs,supervisingpsychologists,othercontributors(VolunteerClinicalFacultywhoproviderecurringdidacticsandcaseconferences),andtheCAPSClinicprogramcoordinator.

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TrainingCommitteeThroughoutthisdocumenttheterm“trainingcommittee”isusedtodescribetheformalmeetingthatoccursoncepermonth,inwhichtheTCsandsupervisingpsychologistsmeettodiscusstrainingandprogrammatic-relatedissues.

DueProcess

Thebasicmeaningofdueprocessistoinformandtoprovideaframeworktorespond,actordispute.Dueprocessensuresthatdecisionsabouttraineesarenotarbitraryorpersonallybased.ItrequiresthattheTrainingProgramidentifyspecificprocedureswhichareappliedtoalltrainees’complaints,concernsandappeals.

Performanceand/orCompetenceProblemsPerformanceand/orcompetenceproblemsaredefinedbroadlyasaninterferenceinprofessionalfunctioningwhichisreflectedinoneormoreofthefollowingways:

1) Aninabilityand/orunwillingnesstoacquireandintegrateprofessionalstandardsintoone’srepertoireofprofessionalbehavior;

2) Aninabilitytoacquireprofessionalskillsinordertoreachanacceptablelevelofcompetency;and/or

3) Aninabilitytocontrolpersonalstress,interpersonaldifficulties,psychologicalproblems,and/orexcessiveemotionalreactionsthatinterferewithprofessionalfunctioning.

Traineesmayexhibitbehaviors,attitudesorcharacteristicswhich,whileofconcernandrequiringremediation,arenotunexpectedorexcessiveforprofessionalsintraining.Professionaljudgmentisappliedtodeterminewhenatrainee’sbehaviorbecomesproblematicratherthanaconcern(basedontheprofession’sstandards).Suchproblemsaretypicallyidentifiedwhentheyincludeoneormoreofthefollowingcharacteristics:

1) Thetraineedoesnotacknowledge,understand,oraddresstheproblemwhenitisidentified;

2) Theproblemisnotmerelyareflectionofaskilldeficitwhichcanberectifiedbyacademicordidactictrainingoradditionalsupervision;

3) Thequalityofservicesdeliveredbyatraineeissufficientlynegativelyaffected;4) Theproblemisnotrestrictedtooneareaofprofessionalfunctioning;5) Adisproportionateamountoftimeandattentionbytrainingpersonnelisrequired;

and/or,6) Thetrainee’sbehaviordoesnotchangeasafunctionoffeedback,remediationefforts,

and/ortime.

II. DueProcess:GeneralGuidelines

Dueprocessensuresthatdecisionsabouttraineesarenotarbitraryorpersonallybased.Itrequiresthatthetrainingprogramidentifyspecificevaluativeprocedures,whichareappliedtoalltrainees,andprovideappropriateappealproceduresavailabletothetrainee.Allstepsneedtobeappropriatelydocumentedandimplemented.Generaldueprocessguidelinesinclude:

1. Duringtheorientationperiod,traineeswillreceiveinwritingUCD-CAPS’expectationsrelatedto

professionalfunctioning.TheTCwilldiscusstheseexpectationsinbothgroupandindividualsettings.

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2. Theproceduresforevaluation,includingwhenandhowevaluationswillbeconductedwillbedescribed.Suchevaluationswilloccuratmeaningfulintervalsinatimelymanner.

3. Thevariousproceduresandactionsinvolvedindecision-makingregardingtheproblembehaviorortraineeconcernswillbedescribedandprovidedinwriting.Suchproceduresareincludedinthetraineehandbook.Thetraineehandbookisprovidedtothetraineesandreviewedduringorientation.

4. UCD-CAPSwillcommunicateearlyandoftenwiththetraineeandwhenneededthetrainee’sgraduateprogramifanysuspecteddifficultiesthataresignificantlyinterferingwithperformanceareidentified.

5. TheTCswillinstitute,whenappropriate,aremediationsupportplanforidentifiedissues,includingatimeframeforexpectedremediationandconsequencesofnotrectifyingtheissues.

6. Ifatraineewantstoinstituteanappealprocess,thisdocumentdescribesthestepsofhowatraineemayofficiallyappealthistrainingprogram'saction(s).

7. UCD-CAPSdueprocessprocedureswillensurethattraineeshavesufficienttime(asdescribedinthisdueprocessdocument)torespondtoanyactiontakenbytheprogrambeforetheprogram’simplementation.

8. Whenevaluatingormakingdecisionsaboutatrainee’sperformance,UCD-CAPSstaffwilluseinputfrommultipleprofessionalsources.

9. TheTCswilldocumentinwritingandprovidetoallrelevantparties,theactionstakenbytheprogramandtherationaleforallactions.

III. ProcedurestoRespondtoProblematicBehavior

A.BasicProcedures

Ifatraineereceivesan“SignificantDevelopmentNeeded”rating(1)ora“Basic”rating(2)duringthe secondor third evaluationperiod fromanyof the evaluation sources in anyof themajorcategoriesofevaluation,orifastaffmemberhasconcernsaboutanintern’sbehavior(e.g.,ethicalor legal violations, professional incompetence), some or all of the procedures below will beinitiatedinthefollowingorder:

1) Insomecases,itmaybeappropriateforthestaffmemberortrainingstafftospeakdirectlytothetraineeabouthisorherconcerns.Inothercases,aconsultationwiththeTCswillbewarranted.Thisdecisionismadeatthediscretionofthestaffmember,trainingstaff,ortraineewhohasconcerns.

2) OncetheTCshavebeeninformedofthespecificconcerns,theywilldetermineifandhowtoproceedwiththeconcernsraised.TheTCswillcommunicatetheirdecisioninwritingtothetrainingstaffortraineewhohasconcernswithin5businessdays.

3) IfthestaffmemberortrainingstaffwhobringstheconcerntotheTCsisnotthetrainee’ssupervisor,theTDwilldiscusstheconcernwiththetrainee’ssupervisor(s).

4) IftheTDandprimarysupervisordeterminethattheallegedbehaviorinthecomplaint,ifvalidand/orproven,wouldconstituteaseriousviolation,theTCswillinformthestaffmemberwhoinitiallybroughtthecomplaint.

5) TheTCswillmeettogetherorwiththeTrainingCommitteetodiscusstheperformanceratingintheevaluationortheconcernandpossiblecoursesofactiontobetakentoaddresstheissueswithin10workingdays.

6) TheTCs,supervisor(s),and/orMedicalDirectormaymeettodiscusspossiblecoursesofaction.7) ThetraineewillbeprovidedanopportunitytomeetwiththeTCstoaddressraisedconcerns

regardingthetrainee’sbehavior(e.g.ethical,legal,and/orprofessionalcompetence)and/or“1”

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duringallevaluationperiodsor“2”ratingsduringthesecondorthirdevaluationperiodsontheevaluationform.

8) AnytimeadecisionismadebytheTCsaboutatrainee’strainingprogramorstatusintheagency,theTCswillinformthetraineeinwritingandwillmeetwiththetraineetoreviewthedecisionwithin5workingdays.Thismeetingmayincludetheintern’ssupervisor(s)and/orMedicalDirector.

9) Theinternmaychoosetoaccepttheconditionsormaychoosetochallengetheaction.TheproceduresforchallengingtheactionarepresentedbelowinsectionIV.

10) Iftheinternacceptsthedecision,anyformalactiontakenbytheTrainingProgramwillbecommunicatedinwritingtothetrainee’sgraduateprogram.Thisnotificationindicatesthenatureoftheconcernandthespecificactionsimplementedtoaddresstheconcern.

B.NotificationProcedurestoAddressProblematicBehaviororPerformance

Itisimportanttohavemeaningfulwaystoaddresscompetenceproblemsoncetheyhavebeenidentified. In implementing remediation or sanction interventions, the training staff must becarefultobalancetheneedsofthetrainee,theclientsinvolved,othermembersofthetrainingcohort,thetrainingstaff,andotheragencypersonnel.Oncetheconcernhasbeenbroughttotheattention of the TCs, and/or a supervisor, the trainee will meet with the TCs and theirsupervisor(s) within 10 working days to discuss the concern. Within 5 working days of themeeting,oneofthefollowingwillbeissuedtothetrainee.TheDirectorofClinicalTrainingatthetrainee’sgraduateprogramwillalsobenotified.

1) Verbalwarningtothetraineeemphasizestheneedtodiscontinuetheinappropriatebehaviorunderdiscussion.Norecordofthisactioniskept.

2) Writtenacknowledgement(RemediationSupportPlan)tothetraineeformallyacknowledges:

a)ThattheTCsareawareofandconcernedwiththeperformanceorcompetenceproblem;b)Thattheconcernhasbeenbroughttotheattentionofthetrainee;c)ThattheTCswillworkwiththetraineetorectifytheproblemorskilldeficitsbyidentifyinggoalsandobjectives,and;d)Thatthebehaviorsassociatedwiththeproblemarenotsignificantenoughtowarrantmoreseriousaction.e)Thewrittenacknowledgementwillberemovedfromthetrainee’sfilewhenthetraineeadequatelyaddressestheconcernsandsuccessfullycompletestheinternship/fellowshiptrainingprogram.

3) Writtenwarning(RemediationPlan)tothetraineeindicatestheneedtodiscontinueaninappropriateactionorbehavior.Dependingonthespecificperformanceorconduct-relatedissue,aRemediationPlanmayfollowaRemediationSupportPlaniftheoutlinedgoalsandobjectivesarenotcompletedwithinareasonableoragreeduponamountoftime.Thisletterwillcontain:

a)adescriptionofthetrainee’sunsatisfactoryperformanceorproblematicbehavior;b)actionsthatmustbetakenbythetraineetocorrecttheunsatisfactoryperformanceorproblematicbehavior;c)thetimelineforcorrectingtheproblem;d)whatactionwillbetakeniftheproblemisnotcorrected;and,e)notificationthatthetraineehastherighttorequestareviewofthisaction(seeDueProcess:AppealsProcedures).

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Acopyofthiswrittenwarningwillbekeptinthetrainee’sfile.Considerationmaybegiventoremovingthisletterattheendoftheinternship/fellowshipbytheTCsinconsultationwiththetrainee’s supervisor(s) and/or Medical Director. If the letter is to remain in the file,documentationshouldcontainthepositionstatementsofthepartiesinvolvedinthedispute.

C.RemediationandSanctionAlternatives

TheimplementationofaRemediationSupportPlanoraRemediationPlanwithpossiblesanctionsshould occur only after careful deliberation and thoughtful considerationof the TCs, relevantmembersofthetrainingstaffand/ortheMedicalDirector.Theremediationandsanctionslistedbelowmaynotnecessarilyoccurinthatorder.Theseverityoftheproblematicbehaviorplaysaroleinthelevelofremediationorsanction.

1) Schedule modification is a time-limited, remediation-oriented closely supervised period oftrainingdesigned toreturn the trainee toamore fully functioningstate.Modifyinga trainee’sschedule isanaccommodationmade toassist the trainee incompletingoutlinedgoalsand/orresponding to personal reactions to environmental stress, with the full expectation that thetraineewillcompletetheinternship/fellowshiptrainingprogram.ThisperiodwillincludemorecloselyscrutinizedsupervisionconductedbytheregularsupervisorinconsultationwiththeTCs.Several possible and perhaps concurrent courses of action may be included in modifying aschedule.Theseinclude:

a)increasingtheamountofsupervision,eitherwiththesameordifferentsupervisors;b)changingtheformat,emphasis,and/orfocusofsupervision;c)recommendingpersonaltherapy;d)reducingorredistributionofthetrainee’sclinicalorotherworkload;e)requiringspecificacademiccoursework.

The length that a schedule modification will be in effect will be determined by the TCs inconsultationwiththesupervisor(s)and/ortheMedicalDirector.Theterminationoftheschedulemodification period will be determined, after discussions with the trainee, by the TCs inconsultationwiththesupervisor(s)and/ortheMedicalDirector.

2) Probationisalsoatimelimited,remediation-oriented,morecloselysupervisedtrainingperiod.Itspurpose is toassess theabilityof thetraineetocomplete the internship/fellowshipandtoreturnthetraineetoamorefullyfunctioningstate.ProbationdefinestherelationshipthattheTCssystematicallymonitorforaspecificlengthoftimethedegreetowhichthetraineeaddresses,changes and/or otherwise improves the performance of competency-related problematicbehavior.Thetraineeisinformedoftheprobationinawrittenstatement,whichincludes:

a)thespecificbehaviorsassociatedwiththe“1”or“2”ratingand/orraisedconcern;b)therecommendationsforrectifyingtheproblem;c)thetimeframefortheprobationperiodduringwhichtheproblemisexpectedtobeameliorated,and;d)theprocedurestoascertainwhethertheproblemhasbeenappropriatelyrectified.

IftheTCsdeterminethattherehasnotbeensufficientimprovementinthetrainee’sbehaviortoremove the probation ormodified schedule, then the TCswill discusswith the supervisor(s)

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and/ortheMedicalDirectorpossiblecoursesofactiontobetaken.TheTCswillcommunicatetothetraineeinwritingthattheconditionsforrevokingtheprobationormodifiedschedulehavenotbeenmet.ThisnoticewillincludethecourseofactiontheTCshavedecidedtoimplement.These may include continuation of the remediation efforts for a specified time period orimplementationofanalternativeaction.Additionally,theTCswillcommunicatetotheMedicalDirectorandifapplicable,theDirectorofClinicalTrainingatthetrainee’sgraduateprogram,thatif the trainee’s behavior does not change, the trainee will not successfully complete theinternship/fellowshiptrainingprogram.

3) SuspensionofDirectServiceActivitiesrequiresadeterminationthatthewelfareofthetrainee’sclientorconsulteehasbeenjeopardized.Therefore,directserviceactivitieswillbesuspendedforaspecifiedperiodoftimeasdeterminedbytheTCsinconsultationwiththeMedicalDirector.Atthe end of the suspension period, the trainee’s supervisor in consultation with the TCs andMedicalDirectorwillassessthetrainee’scapacityforeffectivefunctioninganddeterminewhendirectservicecanberesumed.

4) AdministrativeLeaveinvolvesthetemporarywithdrawalfromallresponsibilitiesandprivilegesintheagency.IftheProbationperiod,SuspensionofDirectServiceActivities,orAdministrativeLeave interfereswith the successful completion of the required supervised hours needed forcompletionoftheinternship/fellowshiptrainingprogram,thiswillbenotedinthetrainee’sfileandthetrainee’sacademicprogramwillbeinformed.TheTCswillinformthetraineeoftheeffectstheadministrativeleavewillhaveonthetrainee’sstipendandaccrualofbenefits.

5) Dismissal from the internship/fellowship program involves the permanentwithdrawal of allagencyresponsibilitiesandprivileges.Whenspecificinterventionsdonot,afterareasonabletimeperiodand/oragreedupontimeperiod,rectifythecompetenceproblemsandthetraineeseemsunableorunwillingtoalterher/hisbehavior,theTCswilldiscusswiththeMedicalDirectorthepossibility of termination from the training program or dismissal from the agency. Notice ofdismissalfromtheprogramwillbeprovidedtothetraineeinatimelymannerandwillallowthetrainee8businessdaystoexercisehis/herappealsrights.IfthefinaldecisionmadebytheTCs,supervisor(s), andMedicalDirector is todismiss the trainee from theprogram, thisdismissalbecomeseffectiveimmediatelyfollowingnoticeofthefinaldecision.althoughthetraineeEitheradministrative leave or dismissal would be invoked in cases of severe violations of statejurisprudenceregulations,theAPACodeofEthics,orwhenimminentphysicalorpsychologicalharm to a client is a significant concern, or when the trainee is unable to complete theinternship/fellowshipprogramduetophysical,mentaloremotionalillness.Whenatraineehasbeendismissed,theTCswillcommunicatetothetrainee’sacademicprogramthatthetraineehasnotsuccessfullycompletedtheinternshiporfellowshipprogram.

6) Immediate Dismissal involves the immediate permanent withdrawal of all agencyresponsibilitiesandprivileges.ImmediatedismissalwouldbeinvokedbutisnotlimitedtocasesofsevereviolationsoftheAPACodeofEthics,orwhenimminentphysicalorpsychologicalharmtoa client is amajor factor, or the trainee isunable to complete the trainingprogramdue tophysical,mentaloremotionalillness.Inaddition,intheeventatraineecompromisesthewelfareofaclient(s)orthecampuscommunitybyanaction(s)whichgeneratesgraveconcernfromtheTCs,thesupervisor(s),ortheMedicalDirectormayimmediatelydismissthetraineefromCAPS.This dismissal may bypass steps identified in notification procedures (Section IIB) andremediation and sanctions alternatives (Section IIC).When a trainee has been dismissed, theMedicalDirectorandTCswillcommunicatetothetrainee'sacademicdepartmentthatthetraineehasnotsuccessfullycompletedthetrainingprogram.

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IV.AppealsProcedures

In the event that a trainee does not agree with any of the aforementioned notifications,remediation,orsanctions–thefollowingappealproceduresshouldbefollowed:

1) Thetraineeshouldfileaformalappealinwritingwithallsupportingdocuments,withtheMedicalDirector.Thetraineemustsubmitthisappealwithin5workingdaysfromtheirnotificationofanyoftheabove(notification,remediation,orsanctions).

2) Within threeworking days of receipt of a formal written appeal from a trainee, theMedicalDirectorwillconsultwiththeTCsand/orthemembersoftheTrainingCommitteeandthendecidewhethertoimplementaReviewPanelorrespondtotheappealwithoutaPanelbeingconvened.

3) IntheeventthatatraineeisfilingaformalappealinwritingtodisagreewithadecisionthathasalreadybeenmadebytheReviewPanelandsupportedbytheMedicalDirector,thenthatappealis reviewed by the Medical Director in consultation with the CAPS Management Team. TheMedicalDirectorwilldetermineifanewReviewPanelshouldbeformedtoreexaminethecase,orifthedecisionoftheoriginalReviewPanelisupheld.SeebelowforfurtherdetailoftheReviewPanelprocess.ReviewPanelandProcessIf the formal decisionmade by theTCs ormembers of the training staff is challenged by thetrainee,theReviewPanelprocesswillbeginasdelineatedbelow.TheReviewPanelisthefinalstep in the decision-making process and members of this panel have final discretion of theoutcomeoftheappeal.

a)Whenneeded, aReviewPanelwill be convenedbyTCs.ThePanelwill consistof two staffmembersselectedbytheTCs, theTCs,andthetrainee involved inthedispute.TheReviewPanelwillalsoextendatleastonestepbeyondtheTCsbyincludingtheMedicalDirector.Thetraineehastherighttohearallfactswiththeopportunitytodisputeorexplainthebehaviorofconcern.

b)Withinfive(5)workdays,anappealshearingwillbeconductedinwhichthechallengeisheardandrelevantmaterialpresented.Withinthree(3)workdaysofthecompletionofthereview,theReviewPanel submits awritten report to theTCs, including any recommendations forfurtheraction.RecommendationsmadebytheReviewPanelwillbemadebymajorityvote.

c)Withinthree(3)workdaysofreceiptoftherecommendation,theTCswilleitheracceptorrejecttheReviewPanel’srecommendations.IftheTCsrejectthePanel’srecommendations,duetoanincompleteorinadequateevaluationofthedispute,theTCsmayreferthematterbacktotheReview Panel for further deliberation and revised recommendations or maymake a finaldecision.

d)IfreferredbacktothePanel,thePanelwillreportbacktotheTCswithinfive(5)workdaysofthereceiptof theTCs’ requestof furtherdeliberations.TheTCs thenmakea finaldecisionregardingwhatactionistobetaken.

e)TheTCsinformthetraineeandifnecessarythetrainingprogramofthedecisionsmade.f)IfthetraineedisputestheReviewPanel’sfinaldecision,thetraineehastherighttocontacttheDepartmentofHumanResourcesatUCDavistodiscussthesituation.

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APPENDIXI-GRIEVANCEPROCEDURES

DueProcessProceduresforHandlingInternandFellowGrievancesGrievanceProceduresareimplementedinsituationsinwhichaninternorfellowraisesaconcernaboutasupervisororotherfacultymember,trainee,ortheinternshiporfellowshiptrainingprogram.Theseguidelinesareintendedtoprovidethetraineewithameanstoresolveperceivedconflicts.Traineeswhopursuegrievancesingoodfaithwillnotexperienceanyadverseprofessionalconsequences.Forsituationsinwhichatraineeraisesagrievanceaboutasupervisor,staffmember,trainee,orthetrainingprogram:InformalReviewFirst,thetraineeshouldraisetheissueassoonasfeasiblewiththeinvolvedsupervisor,staffmember,othertrainee,orTCsinanefforttoresolvetheprobleminformally.FormalReviewIf themattercannotbesatisfactorilyresolvedusing informalmeans, the traineemaysubmita formalgrievance in writing to the TCs. If the TCs are the object of the grievance, the grievance should besubmitted toanothermemberof theTrainingCommitteeand/or theMedicalDirector.The individualbeinggrievedwillbeaskedtosubmitaresponseinwriting.TheTCs(orTrainingCommitteememberorMedicalDirector,ifappropriate)willmeetwiththetraineeandtheindividualbeinggrievedwithin10workingdays.Insomecases,theTCsorTrainingCommitteememberorMedicalDirectormaywishtomeetwiththetraineeandtheindividualbeinggrievedseparatelyfirst.Thegoalofthejointmeetingistodevelopaplanofactiontoresolvethematter.Theplanofactionwillinclude:

a) thebehaviorassociatedwiththegrievance;b) thespecificstepstorectifytheproblem;and,c) proceduresdesignedtoascertainwhethertheproblemhasbeenappropriatelyrectified.

TheTCsorTrainingCommitteememberorMedicalDirectorwilldocumenttheprocessandoutcomeofthemeeting. The trainee and the individual being grievedwill be asked to report back to theTCs orTrainingCommitteememberorMedicalDirectorinwritingwithin10workingdaysregardingwhethertheissuehasbeenadequatelyresolved.Iftheplanofactionfails,theTCsorTrainingCommitteememberorMedicalDirectorwillconveneareviewpanelconsistingofhim/herselfandatleasttwoothermembersof theTrainingCommitteewithin10workingdays.Thetraineemayrequestaspecificmemberof theTrainingCommitteetoserveonthereviewpanel.Thereviewpanelwillreviewallwrittenmaterialsandhaveanopportunitytointerviewthepartiesinvolvedoranyotherindividualswithrelevantinformation.Thereviewpanelhasfinaldiscretionregardingoutcome.Ifthereviewpaneldeterminesthatagrievanceagainstastaffmembercannotberesolvedinternallyorisnotappropriatetoberesolvedinternally,thentheissuewillbeturnedovertotheemployeragencyinorder to initiate thedueprocessproceduresoutlined in theemploymentcontract. If thereviewpaneldeterminesthatthegrievanceagainstthestaffmemberpotentiallycanberesolvedinternally,thereviewpanelwilldevelopasecondactionplanthatincludesthesamecomponentsasabove.TheTCsorTrainingCommitteememberorMedicalDirectorwilldocumenttheprocessandoutcomeofthepanelmeeting.Thetraineeandtheindividualbeinggrievedwillagainbeaskedtoreportbackinwritingregardingwhetherthe issue has been adequately resolvedwithin 10working days. The panelwill reconvenewithin 10working days to again review written documentation and determine whether the issue has beenadequatelyresolved.Iftheissueisnotresolvedbythesecondmeetingofthepanel,theissuewillbeturnedovertotheemployeragencyinordertoinitiatethedueprocessproceduresoutlinedintheemploymentcontract.

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APPENDIXJ-TRAININGSTRUCTURETrainingStructureAsasmaller trainingprogram, theTDserves inprogrammatic, training/teaching,andsupervisoryroles. Inaddition, supervising psychologists also contribute to the development of training seminars and otheropportunities. Volunteer Clinical Faculty (VCF) are a vital part of the training program by providingprofessionaldevelopmentsupervisionorongoinginstructionoftheprogram’sdidacticsandcaseconferences.Theprimarymembersofthetrainingstaffarelistedbelow:

PsychologyProgramDirectorStaceyPeerson,Ph.D.

TrainingDirector

CarlinaR.Wheeler,Ph.D.

AssistantTrainingDirectorElizabethS.Loyola,Psy.D.

AdditionalSupervisingPsychologists

StaceyPeerson,Ph.D.RichelleLong,Ph.D.

MargaretBezmalinovic,Psy.D.(VCF)

OtherContributorsTriciaWatters,LCSW

Asacommitmenttostrengtheningthetrainingprogramandfosteringgrowthinthestaffastrainingdirectors,supervisors,and/orteachers/trainers,theUCD-CAPSstaffparticipateinmonthlymeetings.Onceamonth,thefourstaffpsychologists(notincludingVCF)participateinanhourandahalfTrainingCommittee.TheTrainingCommitteemeetingsensureconsistentcommunicationbetweensupervisorystaffaboutallmattersrelatedtothe trainees and the training program. The agenda is set by the TD, however, other supervisory staff areencouraged to raise any issues that are relevant todiscuss together.An intern representativealsohas theopportunitytoattendthefirst15minutesoftheTrainingCommittee.Typicallyeachinternwillgetalternatingopportunities to participate as an intern representative. The intern representative can utilize this time toprovidefeedbackabouttheprogramorraiseanyconcernsthathe/shewouldlikethetrainingstafftodiscussduringtheTrainingCommittee.Additionally, the five supervisingpsychologistsattendanhourandhalfmonthlySupervisorConsultationMeeting to communicate about the observed strengths and/or challenges that arise in the supervisoryrelationship.Thistimealsoaimstodevelopandmaintaincompetenceassupervisorsbyreviewingthevariousvalues,standards,andlegalrequirementsforsupervisorsofdoctoralleveltrainees.

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APPENDIXK-STAFFBIOGRAPHIESCarlinaRamirezWheeler,Ph.D.Dr. Wheeler is clinical faculty at the UC Davis Medical Center, Department of Psychiatry and BehavioralSciences,ChildandAdolescentPsychiatry,whereshealsocompletedherpostdoctoralclinical training.Sheearnedherdoctoratedegree inclinicalpsychology,withadualemphasis inChildandFamilyandForensicPsychology,atthePacificGraduateSchoolofPsychology-PaloAltoUniversity.SheiscredentialedasaHealthServicePsychologistbyTheNationalRegister.Dr.WheelerprovidesarangeofdirectclinicalservicesasapsychologistattheSacramentoCountyChildandFamilyMentalHealthProgram.SheistheTrainingDirectorfortheAPA-AccreditedClinicalChildPsychologyDoctoralInternshipProgramandCo-TrainingDirectoroftheAPPIC-member Clinical Child Psychology Postdoctoral Fellowship Program. In addition, she serves as theinstructorfortheUCDavisPsychiatryResidencyProgram’sIntroductiontoPsychologicalAssessmentSeminarandChildandAdolescentPsychiatryFellowshipProgram’sFamilyTherapySeminar.ShesupervisesadvancedchildpsychiatryresidentsintheirFamilyTherapyrotation.Dr.Wheelerhasaspecializedbackgroundinprovidingclinicalserviceswithsystems-involvedyouthstemmingbacktoherpositionasagrouphomeresidentialcounselorin2007.Herclinical,teaching,andresearchinterestsinclude: multiculturalism, diversity issues, and acculturative stress; developmental psychopathology; risk,resilience,andposttraumaticgrowth;trauma/maltreatment;attachmentandfamilysystemstheory;strength-based, comprehensive psychological assessment; and prevention/early intervention programdevelopmentandoutcomesresearch.Dr.Wheelerhasreceivedspecializedtrainingandsupervisioninarangeofevidence-basedpractices(e.g.,Trauma-FocusedCBT,FunctionalFamilyTherapy,Child-ParentPsychotherapy,Parent-Child Interaction Therapy, Incredible Years, Aggression Replacement Training, and Acceptance andCommitmentTherapy)andhasdedicatedhercareertobringingtheseservicestochildrenandfamiliesfromunderserved,low-income,anddiversecommunities.StaceyPeerson,Ph.D.Dr.StaceyPeersonbeganworkingintheDepartmentofPsychiatryandBehavioralSciencesin2001asaclinicalintern,andcompletedherpostdoctoraltrainingthefollowingyear.Dr.StaceyPeersonreceivedherdoctoratedegreefromUCSantaBarbara,andwasfortunatetobeabletocontinueherinterestinresearchwithchildrenandfamilieswhohaveexperiencedtraumaticstress,andcomplexdevelopmentaltrauma.Priortograduateschool,Dr. Peersonwas an elementary school teacher and laterwas involved in academic research in thespecialeducationdepartmentatUCSantaBarbaraforfouryears.SheistheleadpsychologistintheChild&AdolescentsPsychiatryServicesClinic (CAPS). Inaddition to training, teachingandsupervisingdevelopingclinicalpsychologists,Dr.Peersonprovidesdirectservicetochildrenbetweentheagesof0to21,andtheirfamilies,includingcomprehensivepsychologicalevaluations,therapy,andscreeningandconsultationwiththe0to5population.Shehasalsobeeninvolvedinassessingchildrenandadolescentsinacutepsychiatriccrises.

Herclinical trainingandexperiencehas focusedprimarilyon theassessmentandtreatmentofabusedandneglected children, including those in the 0 to 5 population, prevention/early intervention, programdevelopment,ChildParentPsychotherapy(CPP),reflectivesupervision,diversityissues,parentingstress,theimpact of Adverse Childhood Experiences (ACEs) in young children and their families, and the training ofdevelopingchildpsychologists.ShewasselectedtoparticipateintheInfant-ParentMentalHealthPostgraduateCertificateProgram&FellowshipthroughUniversityofMassachusettsBoston,inwhichshebecamecertifiedinTouchpoints,NewbornBehavioralObservationssystem,FussyBabyandothermodalities.Additionally,Dr.PeersoncompletedtrainingthroughtheHarrisEarlyChildhoodMentalHealthReflectiveFacilitatorsTrainingatUCSanFranciscoBenioffChildren’sHospital,Oakland. Shequalifies forEndorsement for Infant-MentalHealthandReflectiveSupervisionthroughtheStateofCalifornia.

RichelleLong,Ph.D.Dr.LongisachildclinicalpsychologistandassistantprofessorattheUCDavisMedicalCenter,DepartmentofPsychiatryandBehavioralSciences,ChildandAdolescentPsychiatry.Shecompletedhergraduatetrainingin

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counselingpsychologyatTheUniversityofMemphisandreceivedspecializedtrainingintraumainformedcareasapostdoctoralfellowatChildren’sHospitalLosAngeleswhereshealsocompletedaLeadershipEducationin Neurodevelopmental and Related Disabilities (LEND) fellowship. Dr. Long provides comprehensivepsychologicalservicestochildrenfrom0-21andtheirfamiliesattheSacramentoCountyChildren’sMentalHealthClinic.Inadditiontoprovidingtherapy,psychologicalassessment,screening,andconsultation,shealsoprovidestrainingopportunitiesandsupervisionforthepostdoctoralpsychologyfellowsintheClinicalChildPostdoctoralPsychologyProgramatUCDavis.ThroughDr.Long’seducationandtraining,shehasgainedspecializedtraininginworkingwithchildrenofallageswhohaveexperiencedvariousformsofpsychologicaltraumaincludingworkingwithinfantsandyoungchildren. Her clinical, teaching, and research interests include: the impact of early adversity on childdevelopment;interventionsforcomplextraumadisordersinchildrenandadolescents;trainingpsychologistsindevelopingbasiccompetenceintreatingpsychologicaltrauma;riskforabuseinchildrenwithdevelopmentaldisabilities;providingservices to fosteredandadoptedchildren;comprehensive treatment forsurvivorsofhumantrafficking;incorporatingcultureanddiversityintotherapeuticpractice;therapeuticassessment;andprogram evaluation. Dr. Long has received specialized training and supervision in several evidence-basedpractices including Child-Parent Psychotherapy, Trauma-Focused CBT, Parent-Child Interaction Therapy,IncredibleYears,andSeekingSafety.ElizabethSolomonLoyola,Psy.D.Dr.ElizabethLoyola isachildclinicalpsychologistandassistantprofessorat theUCDavisMedicalCenter,DepartmentofPsychiatryandBehavioralSciences,ChildandAdolescentPsychiatry,whereshealsocompletedher postdoctoral training. Dr. Loyola completed her graduate training in clinical psychology at the PGSP-StanfordPsyDConsortium,whereshefocusedherstudiesonchildrenandfamilies.Shecurrentlyprovidesarange of psychological services to youth ages0-21 and their families at the SacramentoCountyChildren’sMentalHealthClinic.Inaddition,Dr.LoyolaisinvolvedinleadingSocialSkillsgroupsattheUCDavisMINDInstitute.SheisalsoinvolvedinongoingresearchrelatedtoAutismSpectrumDisorderwiththeAutismandDevelopmentalDisabilitiesClinicthroughStanfordUniversitySchoolofMedicine.Throughout graduate school, Dr. Loyola’s clinical and research interests focused on complex trauma,neurodevelopmentaldisorders,andpsychologicalassessment. Dr.Loyolaremainsinterestedontheuniqueintersectionofthesethreeareasandthecomplexitiesofprovidingathoroughassessmenttoyouthwithtraumahistories, developmental disabilities, and other mental health symptoms (e.g. psychosis). Dr. Loyola hasreceivedspecializedtraininginevidencebasedtreatmentforyouthwithahistoryoftrauma,inparticular,sheisacertifiedtherapistinTraumaFocusedCBT.Additionally,Dr.Loyolahasaninterestinandhassoughtoutspecifictraininginprovidinggrouptherapytochildren,adolescents,andadultswithavarietyofpresentingproblems.Dr.Loyolaalsohasaninterestinteachingandsupervision.SheprovidestrainingopportunitiesandsupervisionforthepostdoctoralpsychologyfellowsintheClinicalChildPostdoctoralPsychologyProgramatUCDavis.Sheco-facilitatestheRorschachSeminarforthefellowsandoverseesthegrouptherapycomponentoftheirtrainingyear.Shealsosupervisesgraduatestudents,researchassistants,andoutsidevolunteersattheMINDInstitute.MargaretBezmalinovic,Psy.D.Dr.MargaretBezmalinovic is a clinicalpsychologistand facilitatesourgroup supervision. She receivedherDoctorateinPsychologyfromtheGraduateSchoolofAppliedandProfessionalPsychology(GSAPP)atRutgersUniversity.Shecompletedherdoctoral internshipat theDepartmentofPsychiatryUniversityofCaliforniaDavisMedicalCenterandwentontodoaPost-DoctoralFellowshipatUniversityofCaliforniaDavisCounselingandPsychologicalServices.Shehasbeeninprivatepracticeforover10years,primarilyprovidingindividualpsychotherapytoadults.Clinically,sheisinterestedintheintersectionbetweenmindandbody,includingintraumaandchronicpain.Locally,shehasbeeninvolvedwithvariousorganizationsincludingtheSacramentoValleyPsychologicalAssociationandtheSacramentoPsychoanalyticSociety.

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UNIVERSITY OF CALIFORNIA, DAVIS · 7/1/2019 · internship program that provides advanced training in the areas of direct evidence-based, developmentally appropriate, and culturally-sensitive