apa accredited doctoral psychology internship intern handbook...2020/07/07 · apa accredited...

APA Accredited Doctoral Psychology Internship Intern Handbook

Updated 7/7/2020

Laurie Schleper, PhD Director of Internship

Lisa Puma, PhD Chief Psychologist

Director, Outpatient Services Division

Community Reach Center 1870 W. 122nd Ave., Ste. 100

Westminster, CO 80234

Community Reach Center – Internship Handbook 2

TABLE OF CONTENTS

Community Reach Center 4 Center’s Commitment to the Doctoral Internship Program 4 Clinical Programs and Divisions 5 Locations Client Population

6 6

Doctoral Internship Program

7

Financial and Other Benefit Support 7 Initial Post-Internship Positions Internship Rotations

8 9

Training and Supervision 11 Psychology Faculty

13

Training Model and Philosophy

15

Intern Goals and Requirements

17

Training Meetings and Professional Development

20

Supervision

21

Examples of Intern Schedules

22

Evaluation and Communication with Academic Programs

23

Competency-Based Performance Evaluation 24 Problem Solving, Disciplinary Action and Due Process 27 Rights and Responsibilities 29 Appendices: A-M


Appendices Index A APA Ethical Principles of Psychologists and Code of Conduct

B APA Practice Guidelines: a. Clinical Practice Guideline for the Treatment of Posttraumatic Stress Disorder b. Guidelines for Providers of Psychological Services to Ethnic, Linguistic and

Culturally Diverse Populations c. Guidelines for Psychological Practice with Boys and Men d. Guidelines for Psychological Practice with Girls and Women e. Guidelines for Psychological Practice with Lesbian, Gay and Bisexual Clients f. Guidelines for Psychological Practice with Older Adults g. Guidelines for Psychological Practice with Transgender and Gender

Nonconforming People h. Guidelines for Assessment and Intervention with Persons with Disabilities i. Multicultural Guidelines: An Ecological Approach to Context, Identity, and

Intersectionality

C Supervision Agreement

D Rotation Agreement and Summary Forms a. Rotation Agreement b. Rotation Summary c. Assessment Cases Summary

E Internship Evaluation Timeline

F Summary of Internship Hours a. First Quarter Summary of Internship Hours b. Mid-Year Summary of Internship Hours c. Third Quarter Summary of Internship Hours d. Final Summary of Internship Hours

G Doctoral Intern Performance Evaluation a. Intern Self-Evaluation b. Doctoral Intern Performance Evaluation (used for 1st quarter & mid-year) c. Year-End Doctoral Intern Performance Evaluation

H Evaluation of Supervisors a. Evaluation of Supervisor b. Supervisor Rating Form

I Evaluation of Internship

J Evaluation of Professional Presentation

K COVID-19 Modifications to Community Reach Center Training and Recruitment

L Temporary Telesupervision and Remote Learning Policy

M Handbook Signature Page

https://www.apa.org/ptsd-guideline/

https://www.apa.org/pi/oema/resources/policy/provider-guidelines

https://www.apa.org/pi/oema/resources/policy/provider-guidelines

https://www.apa.org/pi/disability/resources/assessment-disabilities


Community Reach Center is a comprehensive community mental health center,

which provides services to residents of Adams County, excluding the city of Aurora.

The county is adjacent to and immediately north of Denver. As of the most recent

annual report, the Center served over 21,000 unduplicated consumers. The Center

offers services to children, adolescents, adults, and families. Services are available

for persons experiencing difficulties ranging from school challenges to severe and

persistent mental illness.

Values

We embrace and RESPECT the DIVERSITY of our COMMUNITY.

We create a SAFE environment that encourages INNOVATION.

We focus on building lasting RELATIONSHIPS, EXCELLENCE and COMPASSION.

We demonstrate good STEWARDSHIP and GRATITUDE.

Our Mission

“To enhance the health of our community.”

CENTER’S COMMITMENT TO THE DOCTORAL INTERNSHIP PROGRAM

Community Reach Center exists for the purpose of providing high quality mental health services

to the citizens of Adams County, Colorado. This purpose includes a broader responsibility to

participate in the training of doctoral students in psychology in order to advance and improve the

field of community mental health. It is our belief that interns significantly enhance the quality of

a service-providing program and contribute vitality, new perspectives, and considerable expertise.

At the Center, we believe the optimal environment for interns to transition from student to

professional is under the supervision and guidance of an experienced licensed psychologist. In

keeping with these beliefs, the Community Reach Center has developed an American

Psychological Association (APA) accredited psychology internship program for graduate students

who have completed all course work necessary for a doctorate in psychology.

Questions related to the program’s accreditation status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association

750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: [email protected]

Web: http://www.apa.org/ed/accreditation

mailto:[email protected]

http://www.apa.org/ed/accreditation


CLINICAL PROGRAMS AND DIVISIONS The following is a non-exhaustive list of programs and services available to clients through the Center. The list is organized by clinical divisions and programs.

❖OUTPATIENT SERVICES❖ The Outpatient Services division is comprised of the six outpatient clinics in Adams County, located in the following cities: Brighton, Broomfield, Commerce City, Northglenn, Thornton, and Westminster. This division also includes: PSYCHOLOGICAL SERVICES (DOCTORAL

INTERNSHIP; TESTING TEAM; PRACTICUM STUDENT TRAINING), Intake, and Case Management.

❖CHILDREN AND FAMILY SERVICES❖ The Children and Family Services division is comprised of teams focused on providing care to youth and families. This division includes four School Based Therapy teams, Day Treatment, IRSS Team (In-home Resiliency and Support Services), and Early Childhood Services

❖RESILIENCY AND RECOVERY SERVICES❖ The Resiliency and Recovery Services division houses a variety of programs to support clients needing ongoing, long-term support. This division includes Peer Specialists, Rainbow Center, Psychosocial Rehab (PSR), Vocational Services, OASIS (Older Adult Specialized Services), ACT (Assertive Community Treatment), and PREP (First Episode of Psychosis program). It also houses programs that provide on-going support services for clients in residential settings: HUD Housing, Respite Services, Crestone Place (ACF level of care), and Mesa House (independent living).

❖INTENSIVE SERVICES❖ The Intensive Services division houses programs focused on high-risk consumers who are often in need of several services; these programs include: Stages; IRT/Detox; Justice, Accountability, and Recovery team (Adult and Adolescent forensic therapy team); MAT (Medical Assisted Therapy) and the Emergency Services continuum (Hospital Alternative Program, Mobile Response Team, Behavioral Health Urgent Care).

❖MEDICAL SERVICES❖ Medical Services are provided to all programs at the agency, with a focus on Psychiatric Services.


LOCATIONS Doctoral internship primary outpatient rotations are housed at one of the designated office locations (❖).

ADMINISTRATIVE CAMPUS 1870 W. 122ND AVE., STE. 100 WESTMINSTER, CO 80234

BEHAVIORAL HEALTH URGENT CARE 2551 W. 84TH AVE., STE. 2 WESTMINSTER, CO 80031

BRIGHTON OUTPATIENT & INTAKE 1850 E. EGBERT ST., STE. 200 BRIGHTON, CO 80601

BROOMFIELD OUTPATIENT & INTAKE 100 SPADER WAY, ST. 267 BROOMFIELD, CO 80020

CENTER FOR DETOX SERVICES 2551 W. 84TH AVE. WESTMINSTER, CO 80031

❖ COMMERCE CITY OUTPATIENT ❖ 4371 E. 72ND AVE. COMMERCE CITY, CO 80022

EARLY CHILDHOOD SERVICES 8889 FOX DR., STE. B THORNTON, CO 80260

MARGARET CARPENTER CENTER 8801 LIPAN ST. THORNTON, CO 80260

MOUNTAINLAND PEDIATRICS 8889 FOX DR., STE. A THORNTON, CO 80260

❖ NORTHGLENN OUTPATIENT ❖ 11285 HIGHLINE DR. NORTHGLENN, CO 80233

❖ THORNTON OUTPATIENT & CENTRAL INTAKE ❖ 8989 HURON ST. THORNTON, CO 80260

WESTMINSTER OUTPATIENT 3031 W. 76TH AVE. WESTMINSTER, CO 80030

CLIENT POPULATION: DEMOGRAPHICS

21, 424 unduplicated consumers served in Fiscal Year 2019, including:

AGE

RACE

YOUTH (0-17) 36% AFRICAN AMERICAN 5% ADULT (18-59) 60% AMERICAN INDIAN 6% SENIOR (60+) 4% ASIAN 2% CAUCASIAN 61% HISPANIC 36% NATIVE HAWAIIAN 0.6%

Total exceeds 100% to reflect individuals who endorsed multiple categories.

Number of consumers served per municipality:

BRIGHTON 1,707 FEDERAL HEIGHTS 509 WESTMINSTER 3,871

COMMERCE CITY 2,060 NORTHGLENN 1,506 OTHER 3,083

DENVER 3,027 THORNTON 4,988 UNSPECIFIED 673


DOCTORAL INTERNSHIP PROGRAM

he goal of our psychology internship program is to prepare doctoral students in clinical and counseling psychology to provide psychological services in public mental health, managed care, and private sector settings. Our model is the scholar-practitioner model with a generalist focus and opportunities for specialization. We expect that the interns

will begin the training year with knowledge of the theories, research, and models of general psychology, in addition to having basic clinical skills in therapy and assessment.

During the internship year, interns are expected to increase their knowledge of clinical psychology and their ability to intervene in ways that are sensitive to the level of the client’s psychopathology, ethnic or cultural background, and legal or ethical factors. Because Community Reach Center holds a contract with the State of Colorado to provide mental health services to Medicaid consumers living within the county boundaries, all interns gain experience with managed care. In addition, experience is gained with various insurance companies and fee-for-service situations. Interns are expected to be functioning at a beginning doctoral level by the end of internship.

There are five full-time, one-year, Generalist training internship positions at Community Reach Center. Interns are paid an annual stipend of $27,500. For qualifying Bilingual (English/Spanish) interns, an additional 10% pay differential is offered to compensate for language skills competency. Bilingual interns matched with the internship program must pass a language proficiency exam, provided by the agency, to qualify for compensation. Interns are expected to function and be treated as full professional members of the team. The 2020-2021 training year will begin on July 27, 2020 and end on July 23, 2021.

Financial and Other Benefit Support

Annual Stipend/Salary for Full-time Interns $27,500*

Annual Stipend/Salary for Half-time Interns N/A

Program Provides access to medical insurance for intern? YES

Trainee contribution to cost required? YES MONTHLY PAYROLL DEDUCTION

Coverage of family member(s) available? YES

Coverage of legally married partner available? YES

Coverage of domestic partner available? YES

Hours of Annual Paid Personal Time Off (PTO and/or Vacation) 160 ACCRUED AT A RATE OF

13.33 HOURS PER MONTH Hours of Annual Paid Sick Leave N/A - SEE PTO

In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?

YES

Other Benefits: 9 PAID HOLIDAYS: NEW YEAR’S DAY, MARTIN LUTHER KING DAY, PRESIDENT’S DAY, MEMORIAL DAY,

INDEPENDENCE DAY, LABOR DAY, THANKSGIVING DAY, DAY AFTER THANKSGIVING, CHRISTMAS DAY; DENTAL INSURANCE; LIFE &

ACCIDENTAL DEATH AND DISMEMBERMENT INSURANCE; SHORT & LONG TERM DISABILITY; 401K RETIREMENT PLAN; CAFETERIA FLEXIBLE BENEFITS PLAN; EMPLOYEE ASSISTANCE PROGRAM

*Additional 10% pay differential is provided for interns who pass a language proficiency exam qualifying them to provide clinical services in Spanish.

T


Initial Post-Internship Positions (Aggregated Tally for Past 3 Cohorts: 2016-2019)

Total # of interns who were in the 3 cohorts 15

Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree

0

PD EP

Community mental health center 1 6

Federally qualified health center 0 0

Independent primary care facility/clinic 0 0

University counseling center 0 0

Veterans Affairs medical center 1 0

Military health center 0 0

Academic health center 0 0

Other medical center or hospital 0 0

Psychiatric hospital 0 0

Academic university/department 0 1

Community college or other teaching setting 0 0

Independent research institution 0 0

Correctional facility 0 0

School district/system 0 0

Independent practice setting 0 5

Not currently employed 0 0

Changed to another field 0 0

Other: Neuropsychology Practice 0 1

Unknown 0 0 Note: “PD” – Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table is counted only one time; former trainees working in more than one setting are listed for the setting that represents the primary position.


INTERNSHIP ROTATIONS Each intern has a licensed psychologist who serves as primary supervisor for his or her clinical work for the duration of the training year. Supervision is provided for all rotations.

Primary Rotation The primary rotation is 25 hours per week, spread across Monday-Friday, for the duration of the year. The primary assignment is at one of the outpatient office sites and includes provision of individual, family and group therapy. Approximately 3-4 hours per week is allotted for individual supervision, team meetings, and meetings with team managers. This full-year assignment allows interns the opportunity to develop a sense of stability and professional identity. It also promotes continuity of client care and experience providing intermediate and long-term treatment, though brief therapy is emphasized. Interns will additionally develop skills reflecting agency values and practice, including collaborative documentation, trauma-

informed care, Trust Edge, and Feedback Informed Treatment. Each site offers the intern generalist training by providing a caseload of children (ages 7 and older), adolescents, families, and adults. Interns have a furnished individual office space with a computer dedicated to their use. All necessary software for administrative tasks and access to the agency’s medical record system are supplied. Additionally, interns receive administrative support, including assistance with scheduling, client check in/out, phone calls (e.g., appointment reminders, rescheduling/cancelling appointments), and letter writing/mailing.

Testing and Evaluation Rotation Each intern will serve as a testing consultant for one or more clinical programs within the agency, providing support to staff by participating in collaborative care team meetings,

discussing the purpose and applications of psychological testing, collaborating with staff to identify consumers who will benefit from psychological testing and to determine medical necessity of testing. Interns complete 10 testing assignments over the course of the training year. Assignments will vary, ranging from comprehensive test batteries to testing with a narrow scope of evaluation (limited battery), and may include observation-based parent-child interactional evaluations. Some assignments may not involve client contact but will be individually tailored to support development of specific assessment-related competencies. Referrals for psychological testing are received from internal clinical staff as well as external sources such as social services and the legal system. Test batteries are individually tailored to suit each case, depending on the presenting concerns and reason for referral. Over 40 different tests are available for use, and training is provided on all available measures over the

course of the training year. Interns must demonstrate evidence of Rorschach training (either Exner’s Comprehensive System or R-PAS) prior to beginning internship; R-PAS will be emphasized during the internship year. Training and supervision are provided weekly during a three-hour assessment seminar and supplemental individual supervision with a licensed psychologist. Informal case consultation is a weekly component of the rotation; additionally, interns contribute to four didactic trainings over the course of the year by distributing relevant research articles and leading discussion of them, and each intern completes one formal case presentation with research articles incorporated.


Minor Rotations To complement and broaden the training gained from the primary and testing rotations, each intern is required to complete the following three rotations of 75-100 hours each:

Emergency Services Rotation (96 hours) This rotation includes working with the continuum of Emergency Services at Community Reach Center. Interns have opportunities to work side-by-side with staff in a variety of emergency services interventions, including walk-in crisis stabilization services, hospital step-down services, and/or crisis evaluations for psychiatric hospitalization. Duties include fielding crisis phone calls, conducting evaluations, and providing crisis support services for consumers at-risk for psychiatric hospitalization. The rotation is scheduled for one 8-hour day per week for 12 consecutive weeks.

SPMI Rotation (100 hours) The purpose of this rotation is to focus on developing interns’ confidence and competence in

providing clinical services to consumers with severe and persistent mental illness (SPMI). A wide variety of services throughout the agency are available for this rotation and options for SPMI rotations are reviewed with interns at the beginning of the training year. An illustrative, but non-exhaustive, list of SMPI rotations developed by previous interns follows:

❖ EMDR: Basic Training, clinical practice, group consultation, and individual supervision ❖ Trauma Systems Therapy: home-based family intervention with the In-Home Resiliency and

Support Services team ❖ Psychosocial Rehabilitation ❖ Addictive Behaviors and Personality Disorders ❖ Dialectical Behavior Therapy and other intensive outpatient therapy groups ❖ Group therapy with clients involved with Community Reach Center’s Justice, Accountability,

and Recovery program ❖ Dual Diagnosis/Substance Abuse Intervention ❖ Prevention and Recovery in Early Psychosis

Elective Rotation (75 hours) The training faculty at Community Reach Center value individual tailoring of the program to address each incoming intern’s particular interests and goals for internship. The elective rotation is a prime example of this, as it provides interns with the opportunity to pursue a specialty interest of their choice. Interns are introduced to all psychology faculty members and possible supervisors early in the year, and each intern receives faculty support in custom-

designing this component of the training experience. A non-exhaustive list of clinical and non-clinical examples of past interns’ Elective Rotation descriptions follows:

❖ Emotion-Focused Couples Therapy ❖ Early Childhood Services ❖ Group Therapy ❖ CIT (Crisis Intervention Team) Training for community partners ❖ Parenting and Family Interventions ❖ Culturally responsive work group participation, staff trainings, focused caseload ❖ Bilingual Clinical Services: caseload of clients for whom services are provided in Spanish +

participation in Spanish Consultation Group (facilitated in Spanish)


Additional Internship Experiences Interns are expected to develop and provide one two-hour presentation on a clinically relevant professional topic to staff at the agency. In addition, interns present two clinical case presentations (one previously mentioned under Testing Rotation) and one professional topic during intern didactic seminar to the intern cohort and program faculty.

Additionally, we strive to offer all interested interns with the opportunity to serve in the role of supervisor. Specific opportunities will vary depending upon the number of practicum students on-site in a given year and may include provision of individual and/or group supervision to trainees. All interns participate in a monthly supervision didactic seminar and receive individual and group supervision of supervision.

Interns at Community Reach Center gain experience providing clinical services for clients who represent a range of diversity dimensions (e.g., gender, race, ethnicity, sexual orientation, physical ability, age, religious/spiritual orientation). Training faculty are committed to providing clinical training that is inclusive and encourages responsive practices, humility, and sensitivity toward others along all domains of identity. The program is committed to cultivating an environment that supports open and respectful dialogue, exchange of ideas, self-reflection, and promotion of social justice. Through diversity-focused readings and trainings, discussions with supervisors, peers, and co-workers, and direct services with clients, we will explore how individual differences, worldviews, biases, and our own life experiences inform and impact the work we do.

TRAINING AND SUPERVISION Interns spend five to seven hours each week in training activities and group supervision, in addition to two hours per week of individual supervision, all facilitated by a licensed psychologist. Interns are required to attend their outpatient office team meetings and encouraged to attend agency in-service trainings. Time is also allotted on a weekly basis for intern cohort time; each cohort determines how to structure and use this time, which can include informal case consultation, providing support to one another, etc.

The following is a partial list of training activities:

❖ Two hours weekly of individual supervision with primary supervisor (a licensed psychologist). The primary supervisor carries clinical responsibility for the intern’s cases. All areas of the intern’s work are discussed in supervision. To allow for depth of training, the primary clinical supervisor remains consistent throughout the training year.

❖ One hour monthly of individual supervision with the Director of Internship. Supervision with the Director of Internship frequently focuses on topics related to professional development and overall internship progress.


❖ Two hours weekly of didactic seminar/group supervision with Chief Psychologist and/or Director of Internship. Staff psychologists and other mental health professionals provide trainings to interns in their areas of expertise. A schedule of topics is proposed at the start of the year, and refined with intern feedback, to structure didactic trainings in a variety of topics. Trainings cover a wide variety of topics, with particular emphasis on expanding interns’ knowledge and skill base relevant to the clinical population served at Community Reach Center. One meeting per month is dedicated to supervision didactics and supervision of supervision. Topics related to culturally responsive clinical practice, advocacy, and social justice are incorporated throughout the training year.

❖ Three hours weekly* of assessment seminar led by the Director of Internship. Assessment seminar is composed of didactic trainings on specific measures and topics related to psychological testing (e.g., ethical concerns related to psychological testing, cultural considerations, tips for engaging children in testing, facilitating effective feedback sessions, etc.) and weekly group supervision and case consultation. *One meeting per month is substituted with work time for assessment cases and informal case consultation.

❖ Additional Supervision. Interns receive additional supervision for each rotation, including testing, SPMI, emergency services, and the elective rotation.

❖ Two hours a week in Intern Time. Two hours per week are devoted intern cohort time. Interns may use this time for informal case consultation, discussions relevant to their professional development, support during times of challenge, celebration during times of accomplishment, etc. Interns determine as a cohort how to best utilize this time to enhance their training year

Assessment seminar was the highlight of my experience when I completed this internship program myself nearly twenty years ago, and it remains the highlight of my work week now as Director of Training. My mission as facilitator of this training seminar is to foster critical thinking and active, engaged clinical dialogue. I am not seeking to foster practice identical to my own, but rather to foster professionals who are skilled in knowing, articulating, and justifying how and why they practice the way they do. I take very seriously the importance of staying abreast of advances in our field and ensuring interns have exposure to and awareness of the most recent assessment literature. We will learn and respect the science behind our work. Just as important, for the areas that entail subjectivity, opinion, and personal style, I strive to create a safe and supportive environment in which we embrace active dialogue and debate. In assessment seminar we challenge one another’s assumptions, respectfully delve into areas of disagreement, and honor and celebrate variations in perspective and opinion; in doing so, we grow together in our clinical knowledge and understanding of self while simultaneously enhancing competence in practice.

~ Laurie Schleper, Ph.D., Director of Internship Training


PSYCHOLOGY FACULTY

INTERNSHIP / TESTING TEAM FACULTY

NAME POSITION THEORETICAL

ORIENTATION AREAS OF INTEREST

Lisa Puma, PhD, LP* University of Akron, 1996

Chief Psychologist, Clinical Director, Outpatient Services

Humanistic Interpersonal

LGBTQ Personality Disorders Psych Assessment Supervision

Laurie Schleper, PhD, LP Colorado State University, 2003

Director of Internship Training

Existential Cognitive Behavioral

Psych Assessment Children/Adolescents Autism Spectrum Trauma Health Psychology

Crystal Wildes, PhD, LP* Illinois School of Professional Psychology, Argosy-Chicago, 2012

Psychologist Integrative Cognitive Behavioral Psychodynamic Systems

Trauma Psych Assessment EMDR Play Therapy Parenting, Families

* Serves as a primary clinical supervisor to interns. Serves as secondary clinical supervisor to all interns.

ADJUNCTIVE PROGRAM FACULTY

NAME POSITION THEORETICAL

ORIENTATION AREAS OF INTEREST

Abigail Tucker, PsyD, LP* Nova Southeastern University, 2005

Chief Clinical Officer

Cognitive Behavioral Emergency & Disaster Response Mental Health Police Psychology Forensics

Cameron Cannon, PhD, LP* University of Denver, 2013

Manager, Westminster Outpatient

Cognitive Behavioral Constructivist

Feedback Informed Treatment Staff/Org. Development Psychology/Theology Integration Treatment Outcomes

Erin Caughman, PsyD, LP University of Denver, 2017

Therapist, Northglenn Outpatient

Behavioral (ACT/DBT) Community Mental Health Generalist ACT, DBT Telepsychology


ADJUNCTIVE PROGRAM FACULTY, cont.

NAME POSITION THEORETICAL ORIENTATION AREAS OF INTEREST

Janae Gray, PhD, LP University of Northern Colorado, 2016

Therapist, Commerce City Outpatient

Interpersonal incorporating DBT and emotion-focused therapy

Relational issues, CFT work, integrated care, anxiety disorders, trauma

Jill Atkinson, PsyD, LP California School of Professional Psychology-Los Angeles, 1994

Director, Population Health & Integrated Care

Cognitive Behavioral Trauma Children and Families Personality Disorders

Scott Sorensen, PsyD, LP Illinois School of Professional Psychology at Argosy University-Chicago, 2005

Crisis Therapist, Hospital Alternative Program

Integrative with an emphasis on Family Systems and Client-Centered

Personality Couples Therapy Male Issues

PSYCHOLOGIST CANDIDATES (Post-Doctoral Staff)

NAME POSITION THEORETICAL ORIENTATION AREAS OF INTEREST

Julia Core, PsyD Azusa Pacific University, 2020


Interpersonal/ Trauma-Informed

EMDR/Trauma, LBTQ+, EFT/Couples, Teens and adults

Kyle Simon, PsyD Chicago School of Professional Psychology, 2018

Therapist, Center for Detox Treatment

Humanistic-Existential, Integrative (ACT, Mindfulness, Systemic)

Addiction/Substance Use, Trauma, Systemic oppression, Sociocultural determinants of health

Victoria Bernard, PsyD Adler University, 2019


Relational/Feminist Trauma/PTSD, Sexual violence, LGBTQ+ Community, EMDR


TRAINING MODEL AND PHILOSOPHY

The training program at Community Reach Center offers supervised experience to

students from professional clinical and counseling psychology programs. The philosophy

of the training program includes:

❖ An emphasis on the professional, scholar-practitioner model

❖ A generalist rather than specialist focus

❖ A developmental approach in which enhancement of basic skills is followed

by a focus on specialized needs

❖ A commitment to the use of direct observation in training including the use

of audiotaping, videotaping and co-therapy.

TRAINING MODEL

We recognize that psychologists are generally not employed publicly just to do psychotherapy, so we offer training in supervision, consultation, and assessment as well. We also provide opportunities in outcome/program development and evaluation.

We believe the optimal environment for interns to transition from student to professional is under the supervision and guidance of experienced licensed psychologists. We provide individual and group supervision. Audio and videotapes of therapy sessions are used in supervision, and sometimes the supervisor may be

the co-therapist. We use the developmental model of supervision, focusing first on enhancement of basic skills, and transitioning to the special needs of the intern. Training includes academic presentation and opportunities for co-therapy and observation.

The goal of the Internship is to prepare doctoral students for professional service delivery in public mental health, managed care, or some other private service delivery setting. Our training is generalist with some opportunities for specialization.

We expect that interns will begin the training year with

knowledge of the theories, research and models of general psychology, in addition to having

basic clinical skills in therapy and assessment. During the Internship, interns are expected to

“I love being part of student training.

Very rarely will someone

experience the kind of rapid

professional growth that happens in

their final years of training. It is a ton

of fun and an absolute privilege to

be part of that. I appreciate the

energy and fresh perspectives

students bring to our programs and

really enjoy seeing how quickly they

become valued members of their

teams. I take a developmental,

collaborative approach to

supervision, emphasizing client

feedback, developing strong

therapeutic alliances, and monitoring

progress towards goals. I also think

laughter is great medicine, so prefer

to try and find a bit of humor and

fun in our work together.”

Cameron Canon, Ph.D., LP,

Program Manager


increase their knowledge of clinical psychology and their ability to intervene in ways that are

sensitive to the level of the clients’ psychopathologies, ethnic or cultural factors, and legal or

ethical factors. Interns are also expected to develop a continuing self-monitoring process by

which their impact on clients, staff and peers is recognized and areas in need of continuing

education are identified and corrected. We expect interns to be functioning at a doctoral level

by the end of internship.

Community Reach Center offers a number of unique training experiences. Interns will have

opportunities to work with a wide variety of clients in their outpatient office, and further

expand their clinical exposure and experience through the minor rotations. Interns work as

an integral member of a number of different clinical teams, gaining experience in collaboration

with internal mental health providers and external community partners. The training year is

designed to develop interns’ clinical effectiveness with a variety of ages and presenting

concerns in addition to enhancing their diagnostic skills, risk assessment and crisis

intervention skills, psychosocial assessment (i.e., interview/intake) skills, and effectiveness

working with clients who have severe and persistent mental illness. Interns round out the

required components of the program by selecting from a specialized area of focus reflective

of their personal goals and interests. In addition, interns will have the opportunity to perform

psychological assessments with diverse populations and gain experience contributing to the

training and development of fellow staff members.

What I love about my job and working at Community Reach Center is

bringing what people learn in the classroom or research into actual

clinical practice. I get inspired watching students develop their voices

and helping people find meaning in their work. I believe we do our best

work when we can be authentic and valued for who we are and my

job as a supervisor is to create an environment that gets us all to our

best selves.

Lisa Puma, PhD, LP

Chief Psychologist, Director, Outpatient Services


INTERN GOALS AND REQUIREMENTS

1. Individualized Learning Program The Center expects each intern to learn specific skills as covered in this section on goals. However, the training program provides flexibility in terms of individual training needs. For instance, interns are encouraged to choose from a wide selection for their SPMI and elective rotations.

2. Intake and Clinical Interviewing Skills Interns are expected to become proficient with interview-based intake assessments. Professional intake interviews (psychosocial assessments) will include:

❖ Demographic data ❖ Presenting problem(s) ❖ Mental status exam ❖ Medical conditions ❖ Drug/alcohol concerns ❖ Assessment of suicide/homicide risk ❖ Precipitating factors and symptoms ❖ Individual psychiatric history

❖ Family history ❖ Support systems ❖ Strengths ❖ Cultural Formulation ❖ Risk assessment ❖ DSM-5 diagnosis ❖ Treatment recommendations ❖ Case management needs

Our Center format for compiling and organizing this information is presented during orientation. This skill is refined over time in supervision. Interns are expected to engage in collaborative documentation during the intake with the client to provide the best care possible.

3. Brief Therapy Skills Interns will be able to clearly articulate a theoretical framework and be comfortable with various models of brief therapy, including time effective therapy. They will be able to establish and maintain a therapeutic relationship and form appropriate treatment plans and effectively timed interventions. They will complete necessary paperwork in a professional and timely manner. Seminars early in the training year, and later as needed, will expose interns to different models and applications.

4. Longer-term Therapy Skills Interns will be able to discriminate when longer-term therapy is the most appropriate mode of treatment. They will be able to articulate a theoretical framework of longer-term therapy and translate that into effective interventions. Seminars will address longer-term therapy theories, methods, and issues.

5. Group Therapy Skills Interns are encouraged to co-facilitate groups with experienced clinicians. There is a wide variety of groups offered and each general outpatient group usually runs for 1 to 1½ hours. Interns are expected to have an active role in leading the group, have good working relationships with their co-facilitators and share the administrative duties required of the group. They will be able to clearly articulate a theoretical framework of group therapy and be able to translate that theory into practice


6. Consultation/Outreach Skills Interns will demonstrate theoretical knowledge of consultation models and will be able to apply theory to practice. They are encouraged to manage administrative and program development/evaluation issues effectively. They will demonstrate facility with public visibility, agency representation, presentation and public relations. They will demonstrate the ability to coordinate services with other professionals and agencies.

7. Emergency Services/Crisis Intervention Interns are required to complete 96 hours (i.e., 1 day a week for 12 consecutive weeks) with the Emergency Services Team, providing phone and face-to-face contact with local residents and/or clients in crisis. Intensive training and on-site supervision are provided during this rotation. Experienced, licensed staff train interns, modeling and teaching appropriate assessment, intervention, and referral techniques. Interns work with licensed emergency services therapists, first observing, and then being observed handling crisis situations. By the end of this rotation, interns will be able to quickly identify and clarify the nature of the client’s presenting problem, perform basic mental status exams and accurately assess the risk of suicide/homicide/grave disability. They will be able to quickly identify environmental stressors and support systems and will be able to assess for clients’ strengths and weaknesses. Interns will design appropriate short-term treatment plans with follow up as needed using community and agency resources as indicated.

8. Assessment/Psychodiagnostic Testing Skills Interns will learn to effectively consult with referral sources and clients about assessment-related topics and results. Interns will complete 10 psychological evaluation assignments and receive assessment-related training via assessment seminar and individual supervision. Interns will write clear, concise reports answering specific referral questions. Interns will develop appropriate test batteries to reflect the presenting concern(s) and purpose of an evaluation. Interns will gain experience in determining medical necessity for this in-depth level of adjunctive clinical service and will develop skills in conducting culturally responsive evaluations.

Test batteries may include: ❖ Clinical interview and mental status exam ❖ Intelligence measure (e.g., WPPSI-IV, WISC-V, WAIS-IV) ❖ Objective personality test (e.g., MMPI-2, MMPI-A, MCMI-IV, PAI, PAI-A) ❖ Performance-based and/or projective personality tests (Rorschach, TAT/CAT, Roberts-2,

projective drawings, sentence completion.) ❖ Various other specialized tests and inventories (e.g., CPT-3, Vineland-3, TSI-2, etc.) ❖ Integrated, comprehensive written report (approx. 10-12 pages in length) ❖ Interactive feedback session to discuss results

9. Therapy for Clients with Severe and Persistent Mental Illness (SPMI) Interns may choose from a wide selection of services and sites for this rotation. Interns will become proficient and comfortable working with clients who present with severe and persistent mental illness, recognizing the major diagnostic categories and understanding appropriate interventions.


10. Supervision Skills Interns will act as professional role models with any persons they supervise and will demonstrate understanding of and adherence to ethical standards. They will understand various models of supervision, including the Developmental Model. When they have supervisees, they will aid them in diagnostic and treatment issues, establish a supportive yet challenging learning environment, and develop a good supervisory relationship respecting individual differences. There are typically opportunities to supervise doctoral practicum students and Master’s level externs. Interns receive didactic training on supervision and participate in supervision of supervision.

11. Adherence to Ethical Standards/Development of a Professional Identity Interns will demonstrate a working knowledge of and adherence to the APA ethical guidelines. Interns will be aware of and appropriately function within pertinent Colorado laws governing professional practice. In initial sessions with clients, interns will review the Center’s legal and ethical statement and obtain signatures on appropriate Disclosure Statements. During all contact with clients, interns will demonstrate concern and advocacy for client welfare and implement ethical clinical practices. Interns will be proactive in seeking consultation related to ethical concerns when they arise.

12. Work with Diverse Populations Interns will be sensitive to and be able to evaluate the special needs of diverse populations. They will become cognizant of available community resources and will make referrals when appropriate. They will become aware of their own implicit attitudes and how these affect the therapy process. They will demonstrate theoretical knowledge and the ability to use effective techniques with special populations. Discussion of multicultural considerations in providing clinical service is embedded throughout the training program, including individual supervision, group supervision, intern didactic training seminars, and agency-wide training for all staff members.

13. Variety of Training Experiences Interns learn through a variety of modalities. Experiential learning is supported and refined through giving and receiving supervision, didactic instruction, observation, modeling, and receiving feedback on an ongoing basis. It is expected that interns regularly participate in audio and videotaping, co-therapy, and case presentation. Interns learn from each other, as well as from training staff. Interns are required to attend internship-specific training seminars and are further encouraged to attend training workshops and professional seminars provided for staff at Community Reach Center and within the community.


TRAINING MEETINGS AND PROFESSIONAL DEVELOPMENT

The Center places a strong emphasis on excellence in training. After completing a week-long orientation, interns are provided a weekly three-hour testing seminar, two-hour afternoon didactic seminar/group supervision, and an opportunity to attend Reach Center in-service trainings. Interns also contribute to the training and development of their peers and fellow staff members by providing one all-staff professional training presentation and at least two additional trainings for the intern cohort. Weekly afternoon didactic seminars are held on a variety of topics, focusing on approaches to treating the clients seen at Community Reach Center. Topics vary each year depending upon the training interests and needs of the intern cohort. Examples include:

❖ Treatment of Trauma ❖ Vicarious Trauma/Vicarious

Posttraumatic Growth ❖ Grief and Loss ❖ Multigenerational Work Force ❖ Family therapy and Parenting

Interventions

❖ Gender Identity and Expression ❖ Overview of Eye Movement Desensitization and

Reprocessing ❖ Personality Disorders ❖ Dialectical Behavioral Therapy ❖ Faith & Spirituality ❖ Testifying in Court

Assessment-specific trainings are provided in the weekly assessment seminar. Instrument-specific trainings are provided for the 40+ measures used at the agency; examples of additional training topics include:

❖ Culturally and Linguistically Responsive Practices in Psychological Assessment

❖ Ethical and Legal Considerations in Psychological Assessment

❖ Parent-Child Interactional Evaluations

❖ Tips for Assessing Child & Adolescent Clients ❖ Assessment as a Career Choice ❖ Difficult Differential Diagnosis ❖ Integrating Objective & Projective Test Data ❖ Therapeutic and Effective Delivery of

Assessment Feedback

Intern attendance is encouraged at Reach Center in-service trainings. Topics from previous training years included:

❖ Neurobiology of Play Therapy ❖ Principles of Addiction Treatment ❖ Attachment Focused Interventions ❖ Complex PTSD ❖ Trauma-Focused CBT ❖ Sexual Trauma in Children &

Adolescents

❖ Disaster Field Response Training ❖ Assessment & Diagnosis of Substance Use

Disorders in Adolescents ❖ Understanding Human Trafficking Victims and

Creating a Proactive Response ❖ Working with Families and Loved Ones Through

the Coming Out Process

Additionally, interns are invited to participate in clinical consultation groups as available throughout the year (e.g., Spanish Consultation Group, Family Therapy Consultation Group).


SUPERVISION The internship program takes a developmental approach to training and supervision. Interns are viewed as colleagues-in-training with consideration given for each intern’s individual needs and skill level. The year is viewed as transitional in that interns move from the role of student to the role of professional. The supervisors are committed to helping that transition be as stress-free as possible. Interns are encouraged to use the year to challenge themselves in the supportive environment of the training program.

The Center supports a variety of therapeutic approaches within a framework that maintains the therapist-client relationship is central to effective intervention. If the intern and the supervisor are to grow professionally and personally, this relationship must be one of mutual trust, respect, honesty, and commitment to sustaining the relationship. The intent is not to pressure trainees to prematurely solidify their current theoretical orientations, but rather to encourage an open and honest examination of their developing view.

The primary supervisor for each intern is a licensed psychologist

who carries clinical responsibility for the intern’s cases. This

supervisor provides 2.0 hours of individual supervision per week.

All areas of the intern’s work are discussed in supervision. The

supervisor can also serve as advocate and consultant and can

assist the intern in decisions related to professional development.

Interns are required to bring video and/or audio of therapy

sessions, at least one time per month, to supervision with their

primary supervisor. In addition, the intern has one hour of

individual supervision with the Director of Internship Training

each month. This time is frequently focused on professional

development and overall internship progress; however, can also

include supervision on independent projects or supplemental supervision on therapy cases.

Interns also receive additional supervision for each rotation, including testing, SPMI, emergency

services, and the elective rotation.

Interns will also participate in group supervision with the core training faculty. This supervision

provides peer support and an opportunity to discuss clinical and administrative issues, as well

as the experience and process of the internship year. Interns are exposed on a regular basis to

other staff members with experience and expertise in a wide variety of areas. Interns may co-

lead therapy groups with other clinicians and have time set aside to receive supervision from

the co-leader. Interns are exposed on a regular basis to a range of role models and theoretical

orientations. Exposure to different orientations encourages interns to expand their perspectives

and to hone their case conceptualization skills. In addition to supervisory experiences, interns

are encouraged to keep abreast of current clinical literature.

I feel honored to be part of the

training team. I appreciate the

collaborative work that we do as

a team and with our psych

interns. We take pride in

providing our interns with a

supportive environment that

facilitates growth by meeting

them where they are

developmentally in order to

challenge, as well as provide

support. It is a privilege to watch

interns grow in their sense of

competence, confidence, and

independence throughout their

time at Community Reach

Center. I feel lucky to have a

supervisory role as I continue to

learn from each intern's unique

expertise and experience that in

turn enriches my professional

growth.

- Crystal Wildes, Psy.D., LP

Staff Psychologist


EXAMPLES OF INTERN SCHEDULES Two sample schedules are provided below; however, schedules are largely determined by interns, will vary at different points of the year, and will reflect individual differences in rotations/clinical activities.

INTERN 1: COMPLETING EMERGENCY SERVICES ROTATION (SPLIT CELLS = ALTERNATING WEEKS) M T W TH F

8:00 Intern Time

Emergency Services

Outpt Office Outpt

Office

Outpatient Office Testing session

or Testing consult

time

Testing: Report writing

8:30

9:00

Assessment Seminar

9:30

10:00 Sup with TD

Outpatient Team Meeting Outpt

Office 10:30

11:00 Lunch Lunch

11:30

12:00 Lunch & travel Lunch

Didactic Seminar

Outpatient Office

Lunch & travel 12:30

1:00 Sup w/Primary

Supervisor

Emergency Services

Meet w/Outpt Manager 1:30

2:00 Intern Time

Outpatient Office

2:30

Outpatient Office

3:00 Travel 3:30

Outpatient Office 4:00

4:30

5:00

INTERN 2: COMPLETING SPMI & ELECTIVE ROTATIONS, FINISHED WITH ES ROTATION M T W TH F

8:00 Intern Time

Testing session

or Testing consult

time

Testing: Report writing

Sup w/Primary Supervisor

Elective: Early Child. Serv.

SPMI: Dual

Dx Grp Outpt Office

8:30

9:00

Assessment Seminar

9:30

Outpt Office Outpt Office

10:00

10:30

11:00 Lunch & Travel Lunch Outpt Team Mtg

11:30 Lunch

12:00 Lunch & Travel Lunch

Didactic Seminar

Outpt Office

Lunch 12:30 Sup

with TD 1:00

Outpt Office

Testing/ Report writing

Outpt Office

1:30

Outpt Office

2:00 Intern Time

2:30

3:00 Travel 3:30

SPMI: Seeking Safety Group

Outpt Office 4:00 Meet w/Outpt Manager 4:30

5:00


EVALUATIONS AND COMMUNICATION WITH ACADEMIC PROGRAMS

ix weeks into the training year, primary rotations are informally evaluated to see if they

are meeting interns’ needs. If there are difficulties, a structured procedure is followed

to address any concerns and is overseen by the Director of Internship. Interns are

formally evaluated at three points during the internship year: at first quarter, mid-year, and

upon completion of the internship. Formal evaluations are completed by primary clinical

supervisors and the Director of Internship (for assessment cases and professional

development). Interns also meet with training program faculty at third-quarter to review

progress and to assist in planning for the remaining portion of internship. To ensure that

Community Reach Center is meeting interns’ training needs, interns will complete a mid- year

and year-end evaluation of the internship training program and of primary and secondary

supervision experiences. We encourage informal feedback and evaluative comments and

thoughts throughout the internship year. Formal mid-year and year-end evaluations of each intern’s performance are completed by the primary supervisor, and by the Director of Internship for assessment work, and are provided to the respective graduate school (or as requested by each program). The Director of Internship requests formal mid-year and year-end written evaluations of the internship program and supervisors from each intern. Informal evaluations of individual and program performance are expected to take place in individual and group supervision throughout the year. Direct observation of skills is emphasized, including live and/or videotape observation of competencies being formally evaluated.

For each rotation, interns are provided with forms to define their goals and desired skill

attainment. Interns are encouraged to operationalize these goals in order to objectively

measure progress. Each intern will discuss goals for the rotation with the Director of

Internship Training and with their primary supervisor. Part of the mid-year evaluation process

is a review of progress on all rotations and steps are taken to adjust as needed. Rotation

agreement forms are used to outline goals and how hours will be spent for the Assessment,

SPMI, and Elective rotations, and rotation summary forms are submitted upon completion.

Evaluation of the Emergency Services rotation is also included as part of the intern’s

evaluation at mid-year and year-end.

The Director of Internship Training initiates contact with the intern’s academic program

during the internship year as needed. The mid-year and year-end formal evaluations of

interns are submitted to academic training directors with a letter summarizing internship

progress. At the end of the year, a letter is sent to the academic program summarizing the

intern’s participation in the training program.

S


COMPETENCY-BASED PERFORMANCE EVALUATION Subject areas highlighted below reflect focus areas for the training program. Bulleted items are specific competencies formally evaluated at first quarter, mid-year, and year-end.

RESEARCH

❖ Demonstrates the substantially independent ability to critically evaluate and disseminate research or other scholarly activities at the local, regional, or national level.

ETHICAL AND LEGAL STANDARDS

❖ Independently monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation.

❖ Knowledgeable of and acts in accordance with the current version of APA Ethical Principles of Psychologists and Code of Conduct and relevant professional standards and guidelines.

❖ Knowledgeable of and acts in accordance with relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels.

❖ Demonstrates specific ability to implement standards on confidentiality, child/elder abuse reporting, Tarasoff, suicidal risk situations, treatment of minors, and dual-role relationships.

❖ Recognizes ethical dilemmas as they arise and applies ethical decision-making processes to resolve ethical dilemmas.

❖ Conducts self in an ethical manner in all professional activities.

INDIVIDUAL AND CULTURAL DIVERSITY

❖ Demonstrates an understanding of how own personal/cultural history, attitudes, and biases may affect how intern understands and interacts with people different from oneself.

❖ Demonstrates knowledge of the current theoretical and empirical knowledge base related to addressing diversity in all professional activities including research, training, supervision/consultation, and service.

❖ Demonstrates the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles. This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews conflict with one’s own identities, values and/or worldviews.

❖ Demonstrates the ability to independently apply knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.

PROFESSIONAL VALUES AND ATTITUDES

❖ Behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.

❖ Engages in self-reflection regarding one’s personal and professional functioning. Demonstrates awareness of personal issues and their potential impact on one’s work. Engages in activities to maintain and improve performance, well-being, and professional effectiveness.

❖ Actively seeks and demonstrates openness and responsiveness to feedback and supervision.

❖ Responds professionally in increasingly complex situations with a greater degree of independence as intern progresses across levels of training.


PROFESSIONALISM

❖ Displays ability to function successfully in stressful situations.

❖ Demonstrates ability to manage multiple and/or competing assignments.

❖ Meets expectations of level of productivity.

❖ Develops and maintains effective relationships with a wide range of clients, colleagues, organizations and communities.

❖ Manages difficult communication; possesses advanced interpersonal skills.

❖ Completes projects in a timely manner; meets deadlines.

❖ Avoids missing appointments, coming late to meetings; adheres to scheduling expectations.

COMMUNICATION AND INTERPERSONAL SKILLS

❖ Develops and maintains effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.

❖ Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated; demonstrates thorough grasp of professional language and concepts.

❖ Presents information clearly, coherently and at an appropriate level for the audience.

❖ Demonstrates effective interpersonal skills and the ability to manage difficult communication well.

ASSESSMENT

❖ Selects and applies assessment methods that draw from empirical literature and reflect the science of measurement and psychometrics; collects relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.

❖ Demonstrates accurate use of test measures. Adheres to standardized administration, scores test data in a manner consistent with authors’ guidelines and instructions, and accurately reports test results.

❖ Accurately interprets assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases and distinguishing the aspects of assessment that are subjective from those that are objective.

❖ Reports are structured clearly and organized in a fashion that is clear, concise, and fosters comprehension and accessibility for the referral source. Communicates in written document the implications of the assessment results in an accurate and effective manner sensitive to a range of audiences.

❖ Communicates orally the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

❖ Effectively manages assessment caseload. Records are complete and timely. Evaluation turnaround times meet expectations. Feedback sessions are provided promptly after assessments are completed.

INTERVENTION

❖ Establishes and maintains effective relationships with the recipients of psychological services.

❖ Develops evidence-based intervention plans specific to the service delivery goals.

❖ Implements interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.


❖ Demonstrates the ability to apply the relevant research literature to clinical decision making.

❖ Displays clinical skills with a wide variety of clients and uses good judgment even in difficult or unexpected situations.

❖ Modifies and adapts evidence-based approaches effectively when a clear evidence-base is lacking.

❖ Evaluates intervention effectiveness and adapts intervention goals and methods consistent with ongoing evaluation.

❖ Caseload management – initiates and terminates therapy appropriately. Takes proactive steps toward completion of services when warranted and requests cases as needed to ensure adequate caseload.

SUPERVISION

❖ Demonstrates knowledge of supervision models and practices.

❖ Applies knowledge of supervision models and practices in direct or simulated practice with psychology trainees or other health professionals.

❖ Understands the ethical, legal, and contextual issues of the supervisor role.

CONSULTATION AND INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS

❖ Demonstrates knowledge and respect for the roles and perspectives of other professions.

❖ Applies knowledge of the roles and perspectives of other professions in direct or simulated consultation with individuals and their families, other health care professionals, inter-professional groups, or systems related to health and behavior.

❖ Determines situations that require different role functions and shifts roles accordingly to meet referral needs.


PROBLEM SOLVING, DISCIPLINARY ACTION, AND DUE PROCESS

he Director of Internship Training and supervising psychologist encourage open

discussion of problems interns may experience with their training. Interns are

encouraged to bring up any concerns, complaints, or constructive feedback to their

supervisors and program managers. The Director of Internship Training and Chief

Psychologist meet with interns regularly in their weekly didactic seminar/group supervision

and invite identification of potential problem areas. The Director of Internship Training and

Chief Psychologist are also available to intervene with interns, supervisors, or administration

as needed. If interns have a problem with the Director of Internship Training that cannot be

resolved directly, they should speak to the Chief Psychologist, Human Resources Director, or

Chief Clinical Officer responsible for oversight of the Psychological Services and Internship

Team.

Regular evaluation and feedback occur informally in supervision. If a supervisor finds an

intern has deficiencies in basic skills, the supervisor will arrange for specific training

experiences to improve the intern’s skills. For example, extra supervision and co-therapy

experiences may be offered, or the intern may be assigned relevant reading, and more

practice opportunities may be arranged. Internship is an opportunity to learn new skills and

become more proficient in previously learned skills. We expect progress, not perfection. If

an intern is not making adequate progress in professional skills, is behaving unethically, or is

inadequately monitoring personal functioning, this will be discussed among the Core Faculty

responsible for overseeing the internship program. The supervisor with the concern will

complete a focused performance evaluation of the competency area(s) of concern and will

create a development plan to foster improved competency or a remediation plan if concerns

are related to denoted items on the performance evaluation form that reflect heightened

concern for client welfare.

Competency Development Plan: A developmental plan, titled Intern Focus Plan for Competency Development, lists area(s) identified by a supervisor in need of enhanced development and tasks the intern is expected to complete as well as supervisory and training support faculty will provide to enhance performance in specified area(s). A deadline for completion will be listed on the plan and focused re-evaluation of performance will occur after the deadline. A development plan is intended to support intern development and is not considered punitive.

❖ Successful resolution of performance by the specified deadline will result in

formal conclusion of the development plan; unsuccessful resolution of

performance by the specified deadline will result in creation of a formal

Remediation Plan and graduate program notification.

Remediation Plan: A remediation plan is considered a higher level of intervention and represents a higher level of concern regarding intern performance than a Developmental Plan. A remediation plan entails a detailed description of areas of

T


concern, a list of tasks the intern is expected to complete and specifies supervisory and training support faculty will provide to enhance performance in specified area(s). A deadline for completion will be listed on the plan and focused re-evaluation of performance will occur upon the deadline. Creation of a remediation plan will result in formal graduate program notification as well as notification to Community Reach Center’s Department of Human Resources. The purpose of a remediation plan is to foster intern development as well as communicate considerable concern regarding intern performance. Most commonly, a remediation plan identifies specific training activities to be completed by the intern to address areas of concern (e.g., focused readings, online training, supplemental supervision sessions); however, a remediation plan may entail schedule modification or reduction of direct service activities until improvement is observed.

❖ Successful resolution of performance by the specified deadline will result in

formal conclusion of the remediation plan, although monitoring of

performance and supervisory support to address the area of initial concern

may continue throughout the remainder of internship.

❖ Unsuccessful resolution of performance by the specified deadline will result in

a faculty meeting with the intern, to include the intern’s primary clinical

supervisor, the Director of Internship Training, and the Chief Psychologist.

Unsuccessful resolution of a remediation plan may result in the intern being

placed on probation (a time-limited, remediation-oriented, more closely

supervised training period, typically with reduced work activities to allow

focused time for remediation), suspension of direct service activities,

administrative leave, or dismissal from the training program.

NOTE: If the identified problem is so severe or persistent that continuing internship

would be harmful to either the intern or the intern’s consumers (e.g., unethical or

illegal behavior), the intern will be counseled out of internship or formally dismissed.

If an intern feels aggrieved by an adverse performance evaluation or a decision to place on

probation or dismiss, the intern may submit their grievance in writing to the Director of

Internship Training within 7 calendar days of the incident or action. The intern must specify

why the action is considered unjustified and include any supporting documentation.

Psychology Faculty will meet with the intern, investigate the intern’s concern(s), and provide

written communication of next steps within 3 calendar days. If further consultation with the

intern’s graduate program, Community Reach Center’s Department of Human Resources,

and/or APPIC is necessary, the intern will be provided with written Notice of Review and

notified of consultations in progress. Training faculty will then make a binding decision and

provide the intern with a written statement of the conclusion within 7 calendar days of

providing the Notice of Review.

(See Community Reach Center Employee Handbook for further information)


RIGHTS AND RESPONSIBILITIES Expectations of Community Reach Center interns will include the following:

1. To behave according to the guidelines established by the APA “Ethical Principles of

Psychologists and Code of Conduct.”

2. To behave in accordance with the laws and regulations of the State of Colorado.

3. To conduct oneself in a professional, appropriate manner that is congruent with the

standards and expectations of the Center (including reasonable dress code). Also, to

integrate these standards as a professional psychologist into one’s repertoire of

behaviors, and to be aware of the impact one’s behaviors have on colleagues.

4. To responsibly meet training expectations by developing competencies in intakes,

paperwork, group therapy, consultation and outreach, crisis intervention,

psychodiagnostic assessment, work with SPMI population, and diverse populations.

5. To make appropriate use of supervision and other training formats through such

behaviors as arriving on time and being prepared, taking full advantage of the learning

opportunities, and maintaining an openness to learning and effectively accepting and

using constructive feedback.

6. To be able to manage personal stress, which includes tending to personal needs,

recognizing the possible need for professional help, accepting feedback regarding this,

and seeking help if indicated.

7. To give professionally appropriate feedback to peers and training staff regarding the

impact of their behaviors, and to the training program regarding the impact of the

training experience.

8. To actively participate in the training, service, and overall activities of Reach Center, with

the end goal of being able to provide services across a range of clinical activities.

In general, the Community Reach Center will provide trainees with the opportunity to work

in a setting conducive to the acquisition of skills and knowledge required for a beginning

professional.


The rights of trainees will include:

1. The right to a clear statement of general rights and responsibilities upon entry into the

Internship Program.

2. The right to clear statements of standards upon which the trainee is to be evaluated at

mid-year and upon completion of training.

3. The right to be trained by professional who behave in accordance with the APA Ethical

Guidelines.

4. The right and privilege of being treated with professional respect, as well as being

recognized for the training and experience attained prior to participation in the training

program.

5. The right to on-going evaluation that is specific, respectful, and pertinent.

6. The right to engage in an on-going evaluation of the training experience.

7. The right to initiate an informal resolution of problems that might arise in the training

experience through a request to the individual concerned, the Director of Internship

Training, Chief Psychologist, and/or the training staff as a whole.

8. The right to due process to deal with problems after informal resolution has failed or to

determine when rights have been infringed upon.

9. The right to request assistance in job search and application.

10. The right of privacy and respect of one’s personal life.

11. The right to expect that the training faculty will try to make reasonable accommodations

to meet any special training needs and that the training faculty will consult with the

Center’s Human Resource Director regarding requested accommodations.


APPENDIX A

APA Ethical Principles of Psychologists and Code of Conduct

Interns are expected to be familiar with, and comply fully with,

APA Ethical Principles of Psychologists and Code of Conduct. Please review this document in its entirety prior to signing the Handbook Signature page.


Appendix A\principles.pdf (Paper copy of handbook has this document inserted here.)


APPENDIX B

APA Practice Guidelines


Clinical Practice Guideline for the Treatment of Depression Across Three Age Cohorts

❖

Clinical Practice Guideline for the Treatment of Posttraumatic Stress Disorder

❖

Guidelines for Assessment of and Intervention with Persons with Disabilities

❖

Guidelines for Providers of Psychological Services to Ethnic,

Linguistic and Culturally Diverse Populations

❖

Guidelines for the Practice of Telepsychology

❖

Guidelines for Psychological Practice for People with Low-Income and Economic

Marginalization

❖

Guidelines for Psychological Practice with Boys and Men

❖

Guidelines for Psychological Practice with Girls and Women

❖

Guidelines for Psychological Practice with Lesbian, Gay and Bisexual Clients

❖

Guidelines for Psychological Practice with Older Adults

❖

Guidelines for Psychological Practice with Transgender and Gender Nonconforming People

❖

Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality,

2017

(Intern electronic copy of handbook has hyperlinks to the above documents.)

Interns are referred to the above APA Practice Guidelines for review and discussion, and are

strongly encouraged to incorporate APA Practice Guidelines into their clinical work. Please review these documents prior to signing the Handbook Signature page.


APPENDIX C

Supervision Agreement

Interns complete the supervision agreement early in their supervisory relationship

with primary and secondary supervisors. Open and honest dialogue is encouraged, at

the outset of the relationship and ongoing throughout the duration of the relationship,

regarding expectations held by both supervisor and supervisee of both parties.


SUPERVISION AGREEMENT

Supervisee agrees to:

1. Communicate in an honest and open manner while respecting confidentiality.

2. Strive to give it your best – Actively participate.

3. Take responsibility for accomplishments, actions and mistakes.

4. Come prepared with cases, questions, joys, concerns, etc. and willingness to grow. Whenever

possible, please videotape feedback sessions and bring to group and/or individual supervision for

discussion.

5. Work towards building a mutually accountable and supportive relationship with supervisor.

6. Periodically evaluate the effectiveness of supervision and mutually determine areas for

improvement.

7. Adhere to relevant ethical, legal, and agency standards (as set forth in APA's Ethical Principles of

Psychologists and Code of Conduct, state and federal law, CRC Employee Manual, and CRC

Policies). Initiate discussion of ethical and/or legal dilemmas as they arise.

1. Other: Participate in Telesupervision via interactive video conferencing as an alternative to in-

person meetings in context of the COVID-19 pandemic and physical distancing recommendations.

Abide by the Community Reach Center Temporary Telesupervision and Virtual Training Policy.

8. ________________________________________________________________________________

________________________________________________________________________________

Supervisor agrees to:

2. Communicate in an honest and open manner while respecting confidentiality.

3. Strive to give it your best – Actively participate.

4. Take responsibility for accomplishments, actions and mistakes.

5. Come prepared with feedback, questions, joys, concerns, etc. and a willingness to grow.

6. Work toward building a mutually accountable and supportive relationship with supervisee.

7. Periodically evaluate the effectiveness of supervision and mutually determine areas for

improvement.

8. Adhere to, and provide guidance around, ethical, legal, and agency standards.

9. Take notes during supervision.

10. In order to ensure quality supervision and professional development, your supervisor may discuss

supervisory matters with Psychology Faculty as needed.

11. Other: Provide Telesupervision via interactive video conferencing as an alternative to in-person

meetings in context of the COVID-19 pandemic and physical distancing recommendations. Abide

by the Community Reach Center Temporary Telesupervision and Virtual Training Policy.

12. ________________________________________________________________________________

________________________________________________________________________________

_____________________________________ _______________________________

Supervisee/Date Supervisor/Date


APPENDIX D

Rotation Agreement and Summary

Assessment Cases Summary

Rotation Agreements should be completed no later than 10/26/20 for the SPMI,

Elective, and Assessment rotations; these are used to outline goals and proposed

activities/hours for completing rotation requirements.

Rotation Summaries should be completed no later than 7/22/21 for the SPMI,

Elective, and Assessment Rotations; these are used to document goals worked on and

hours completed to fulfill rotation requirements. The Assessment Cases Summary to

document assessment cases completed is also due no later than 7/22/21.


COMMUNITY REACH CENTER DOCTORAL INTERNSHIP

ROTATION AGREEMENT

Intern:

Supervisor*:

Rotation: SPMI Elective Assessment

Rotation Training Goals: (Please be as specific as possible)

Description of how goals will be met (Estimate hours spent in each activity):

Upon completion of this form, please review and discuss goals with Director of Training.

_________________________________ _________________________________

Intern Date Rotation Supervisor Date

_________________________________

Internship Director Date

*If there will not be a specific rotation supervisor, signature by primary supervisor is acceptable.



ROTATION SUMMARY

Intern:

Supervisor*:

Rotation: SPMI Elective Assessment

Rotation training goals (Be specific):

Description of how goals were met (Include hours spent in each activity):

The following readings were completed as part of elective rotation. If no readings were required,

please indicate response as not applicable:

Upon completion of rotation, provide signed form to Director of Internship.

_________________________________ _________________________________

Intern Date Rotation Supervisor Date

_________________________________

Internship Director Date

*If there will not be a specific rotation supervisor, signature by primary supervisor is acceptable.



ASSESSMENT ROTATION SUMMARY OF CASES

Intern:

Supervisor:

Consumer age Test date Report signed date Feedback date File Submitted

Full #1

Full #2

Full #3

Full #4

Full #5

Full #6

Full #7

Full #8

Full #9

Full #10

______________________________________________

Intern Date

______________________________________________

Assessment Rotation Supervisor Date


APPENDIX E

Internship Evaluation Timeline

Provides an overview of evaluations and documentation of hours to submit at first quarter, mid-year, third quarter, and year-end.


INTERNSHIP EVALUATION TIMELINE

2020-2021

Due Date Type of

Evaluation

Evaluation

Process Required Documents

Monday,

October 26

3 Month/

1st Quarter

Formal and

Written

Self-evaluation: reviewed with primary

and secondary supervisors

Performance Evaluation completed by

and reviewed with primary and

secondary supervisors

First Quarter Summary of Internship

Hours and Progress

Meet with Core Internship Faculty

to discuss progress

Monday,

January 25

6 Month/

Mid-Year

Formal and

Written






Evaluation of primary supervisor

Evaluation of secondary supervisor

Evaluation of internship program

Mid-Year Summary of Internship Hours

and Progress

Supplemental form: Any form required

by graduate program, completed by

primary supervisor and/or Training

Director

Performance evaluation completed by primary and

assessment supervisors is sent to graduate program, along

with a letter written by the Director of Training

summarizing internship progress.

Monday,

April 26

9 Month/

3rd Quarter Informal

Third Quarter Summary of Internship

Hours and Progress Meet with Core Internship Faculty

to discuss progress

Thursday,

July 22

12 Month/

Final

Formal and

Written






Evaluation of primary supervisor

Evaluation of secondary supervisor

Evaluation of internship program

SPMI Rotation Summary

Elective Rotation Summary

Assessment Rotation Summary and

Summary of Cases

Final Summary of Hours

Supplemental form: Any form required

by graduate program completed by

primary supervisor and/or Training

Director

Final performance evaluation is sent to graduate program,

along with a letter from the Director of Training

summarizing internship progress.

Interns who successfully complete internship:

Graduate School Director of Training will receive letter

confirming successful completion and a copy of intern’s

certificate of completion.


APPENDIX F

Summary of Internship Hours:

First Quarter Summary of Internship Hours


Third Quarter Summary of Internship Hours

Final Summary of Internship Hours

A summary of hours completed for the primary, assessment,

SPMI, elective, and emergency services rotations quarterly.

First Quarter Summary is due 10/26/2020.

Mid-Year Summary is due 1/25/2021.

Third Quarter Summary is due 4/26/2021.

Final Summary is due 7/22/2021.


Community Reach Center Doctoral Internship Program

First Quarter Summary of Internship Hours

Intern:________________________________________

Progress on Primary Outpatient Rotation:

Current caseload: _____ Children _____ Adolescents _____ Adults

Outpatient Direct Hours completed_________ Outpatient Indirect Hours completed_________

Progress on Assessment Rotation:

# of Full Evals complete_________ # of Short Evals complete _________

# of Full Evals in progress _______ # of Short Evals in progress _______

Progress on SPMI Rotation:

(Check and skip remainder of section if complete)

Hours completed____________ Hours remaining____________

Progress on Emergency Services Rotation:



Progress on Elective Rotation:



A. TOTAL HOURS DIRECT SERVICES:

________ Direct Hours (e.g., therapy, intake, assessment, emergency services participation, etc.)

________ Of the total Direct Hours, please list the # of Direct Hours provided via Telehealth

B. TOTAL HOURS INDIRECT SERVICES:

_________ Indirect Hours (e.g., note writing, case consultation, supervision, seminars, team meetings, etc)

TOTAL HOURS TO DATE (A + B): ____________

_______________________________________________ __________________________

Intern Signature Date

_______________________________________________ __________________________

Supervisor Date

_______________________________________________ __________________________

Training Director Date




Intern:________________________________________






















_______________________________________________ __________________________


_______________________________________________ __________________________

Supervisor Date

_______________________________________________ __________________________




Third Quarter Summary of Internship Hours

Intern:________________________________________






















_______________________________________________ __________________________


_______________________________________________ __________________________

Supervisor Date

_______________________________________________ __________________________



Community Reach Center

Doctoral Psychology Internship Program

Final Summary of Internship Hours

Intern:________________________________________

Outpatient Rotation Direct Service Hours completed____________

Indirect Service Hours completed___________

Assessment Rotation:

# of Full Evals complete_________ # of Short Evals complete ___________

SPMI Rotation Hours completed___________

Emergency Services Rotation Hours completed___________

Elective Rotation Hours completed___________

Supervision with primary clinical supervisor Total hours of supervision___________

Hours In Person________ Hours via Telesupervision________

Verification signature by primary supervisor: ________________________________

Individual supervision with secondary/assessment supervisor: Total hours of sup.__________


Verification signature by secondary supervisor: ________________________________

Additional supervision with a licensed psychologist: Total hours of sup.__________


Verification signature by supervisor: ________________________________

Additional supervision with another staff member (e.g., Outpatient Manager, Emergency Services

Supervisor, etc.):

Hours completed___________












_______________________________________________ __________________________

_______________________________________________ __________________________


_______________________________________________ __________________________

Supervisor Date

_______________________________________________ __________________________



APPENDIX G

Intern Self-Evaluation

Doctoral Intern Performance Evaluation

Year-End Intern Performance Evaluation

The self-evaluation form is used by the intern to self-evaluate performance and competencies at first

quarter, mid-year, and year-end. The Doctoral Intern Performance Evaluation form is used by primary

and secondary supervisors to provide their evaluation of intern performance/competencies at first

quarter and mid-year. The Year-End Intern Performance Evaluation form is used by primary and

secondary supervisors to provide their evaluation of intern performance/competencies at year-end.

First Quarter Evaluation is due 10/26/20 and is intended to open dialogue between intern/supervisor.

Mid-Year Evaluation is due 1/25/21 and a copy is sent to the intern’s Graduate Program.

Year-End Evaluation is due 7/22/21 and a copy is sent to the intern’s Graduate Program.


COMMUNITY REACH CENTER


Self-Evaluation of Profession-Wide Competencies

Intern: ___________________________ Date of Evaluation: _________________

Evaluation Period: 1st Quarter Mid-Year Year-End

5 = POSTGRADUATE LEVEL Professional mastery of all elements of item rated. Consistently

demonstrates skills commensurate with those expected from a psychologist

who can treat clients effectively and independently, and pass test for

licensure.

4 = ADVANCED INTERN, READY

FOR POSTDOCTORAL LEVEL

Skills commensurate with those expected from someone who is able to treat

clients well and work independently in most situations.

3 = INTERN LEVEL

(MID-YEAR INTERN LEVEL)

Intern Level. Basic skills are present. Intern is learning well and generally

making good decisions.

2 = BEGINNING INTERN LEVEL

(INTERNSHIP ENTRY LEVEL)

Ready for Internship. May exhibit basic knowledge, skills, or abilities;

however, close supervision is necessary and improved competency is

needed. Critical items (identified with ) necessitate formal remediation

plan whereas remaining items may be addressed in a either a formal or

informal remediation plan.

1 = NOVICE Not at level necessary for entry into internship. Competency is weak or

intern lacks experience in the area assessed. Formal remediation and

notification of training program is required.

A MINIMUM YEAR-END RATING OF “3” ON ALL ITEMS IS REQUIRED FOR SUCCESSFUL COMPLETION OF INTERNSHIP.

RESEARCH 1 2 3 4 5

1. Demonstrates the substantially independent ability to critically

evaluate and disseminate research or other scholarly activities at the

local, regional, or national level.

ETHICAL AND LEGAL STANDARDS 1 2 3 4 5

1. Knowledgeable of and acts in accordance with the current version

of: the APA Ethical Principles of Psychologists and Code of Conduct;

relevant laws, regulations, rules, and policies governing health service

psychology at the organizational, local, state, regional, and federal

levels; and relevant professional standards and guidelines.

2. Demonstrates specific ability to implement standards on

confidentiality, child/elder abuse reporting, Tarasoff, suicidal risk

situations, treatment of minors, and dual-role relationships.

3. Recognizes ethical dilemmas as they arise and applies ethical

decision-making processes in order to resolve ethical dilemmas.

4. Conducts self in an ethical manner in all professional activities.

INDIVIDUAL AND CULTURAL DIVERSITY 1 2 3 4 5

1. Demonstrates an understanding of how own personal/cultural

history, attitudes, and biases may affect how s/he understands and

interacts with people different from her/himself.

2. Demonstrates knowledge of the current theoretical and empirical

knowledge base related to addressing diversity in all professional

activities including research, training, supervision/consultation, and

service.


3. Demonstrates the ability to integrate awareness and knowledge of

individual and cultural differences in the conduct of professional roles.

This includes the ability to apply a framework for working effectively

with areas of individual and cultural diversity not previously

encountered. Also included is the ability to work effectively with

individuals whose group membership, demographic characteristics, or

worldviews create conflict with her/his own.

4. Demonstrates the ability to independently apply her/his knowledge

and approach in working effectively with the range of diverse

individuals and groups encountered during internship.

PROFESSIONAL VALUES AND ATTITUDES 1 2 3 4 5

1. Behaves in ways that reflect the values and attitudes of psychology,

including integrity, deportment, professional identity, accountability,

lifelong learning, and concern for the welfare of others.

2. Engages in self-reflection regarding one’s personal and

professional functioning. Demonstrates awareness of personal issues

and their potential impact on her/his work. Engages in activities to

maintain and improve performance, well-being, and professional

effectiveness.

3. Actively seeks and demonstrates openness and responsiveness to

feedback and supervision.

4. Responds professionally in increasingly complex situations with a

greater degree of independence as s/he progresses across levels of

training.

PROFESSIONALISM 1 2 3 4 5

A. Stress Tolerance/Time Management

1. Displays ability to function successfully in stressful situations.

2. Demonstrates ability to manage multiple and/or competing

assignments.

3. Meets expectations of level of productivity.

B. Relational/Interpersonal

1. Develops and maintains effective relationships with a wide range of

clients, colleagues, organizations and communities.

2. Manages difficult communication; possesses advanced interpersonal

skills.

C. Reliability/Conscientiousness

1. Completes projects in a timely manner; meets deadlines.

2. Avoids missing appointments, coming late to meetings; adheres to

scheduling expectations.

COMMUNICATION AND INTERPERSONAL SKILLS 1 2 3 4 5


individuals, including colleagues, communities, organizations,

supervisors, supervisees, and those receiving professional services.

2. Produces and comprehends oral, nonverbal, and written

communications that are informative and well-integrated;

demonstrates thorough grasp of professional language and concepts.


3. Presents information clearly, coherently and at an appropriate level

for the audience.

4. Demonstrates effective interpersonal skills and the ability to manage

difficult communication well.

SUPERVISION 1 2 3 4 5

1. Demonstrates knowledge of supervision models and practices.

2. Applies knowledge of supervision models and practices in direct or

simulated practice with psychology trainees or other health

professionals.

3. Understands the ethical, legal, and contextual issues of the supervisor

role.

INTERVENTION 1 2 3 4 5

1. Establishes and maintains effective relationships with the recipients

of psychological services.

2. Develops evidence-based intervention plans specific to the service

delivery goals.

3. Implements interventions informed by the current scientific literature,

assessment findings, diversity characteristics, and contextual variables.

4. Demonstrates the ability to apply the relevant research literature to

clinical decision making.

5. Displays clinical skills with a wide variety of clients and uses good

judgment even in difficult or unexpected situations.

6. Modifies and adapts evidence-based approaches effectively when a

clear evidence-base is lacking.

7. Evaluates intervention effectiveness and adapts intervention goals

and methods consistent with ongoing evaluation.

8. Caseload management – initiates and terminates therapy

appropriately. Takes proactive steps toward completion of services

when warranted and requests cases as needed to ensure adequate

caseload.

CONSULTATION AND

INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS 1 2 3 4 5

1. Demonstrates knowledge and respect for the roles and perspectives

of other professions.

2. Applies knowledge of the roles and perspectives of other professions

in direct or simulated consultation with individuals and their families,

other health care professionals, inter-professional groups, or systems

related to health and behavior.

3. Determines situations that require different role functions and shifts

roles accordingly to meet referral needs.

ASSESSMENT 1 2 3 4 5

1. Selects and applies assessment methods that draw from empirical

literature and reflect the science of measurement and psychometrics;

collects relevant data using multiple sources and methods appropriate

to the identified goals and questions of the assessment as well as

relevant diversity characteristics of the service recipient.


2. Demonstrates accurate use of test measures. Adheres to

standardized administration, scores test data in a manner consistent with

author’s guidelines and instructions, and accurately reports test results.

3. Accurately interprets assessment results, following current research

and professional standards and guidelines, to inform case

conceptualization, classification, and recommendations, while guarding

against decision-making biases, distinguishing the aspects of

assessment that are subjective from those that are objective.

4. Reports are structured clearly and organized in a fashion that is clear,

concise, and fosters comprehension and accessibility for the referral

source. Communicates in written document the implications of the

assessment results in an accurate and effective manner sensitive to a

range of audiences.

5. Communicates orally the findings and implications of the

assessment in an accurate and effective manner sensitive to a range of

audiences.

6. Effectively manages assessment caseload. Records are complete

and timely. Evaluation turnaround times meet expectations. Feedback

sessions are provided promptly after assessments are completed.

INTERNSHIP PERFORMANCE 1 2 3 4 5

OVERALL RATING FOR INTERNSHIP TRAINING

COMMENTS BY INTERN

INTERN DATE

SUPERVISOR DATE

DIRECTOR OF TRAINING DATE




Evaluation of Profession-Wide Competencies


Evaluator: ___________________________ Evaluation Period: 1st Quarter Mid-Year




licensure.





3 = INTERN LEVEL















RESEARCH 1 2 3 4 5




Basis of Assessment:

Discussion in supervision

Direct observation: Live observation

Videotape

Audiotape

Feedback from staff

Role play

Review of written work

Co-facilitation/Co-therapy

Review of raw test data

Case Presentation or Staff Training

Other (specify):________________
















Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________









service.














Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________









effectiveness.





training.




Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________





assignments.







skills.








Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________









for the audience.






Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________





professionals.


role.




Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________






delivery goals.














caseload.




Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________

CONSULTATION AND













Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________


Assessment section completed by Laurie Schleper, PhD, supervisor for Psychological Assessment rotation.







2. Demonstrates accurate use of test measures. Adheres to

standardized administration, scores test data in a manner consistent with

author’s guidelines and instructions, and accurately reports test results.










range of audiences.

5. Communicates orally the findings and implications of the

assessment in an accurate and effective manner sensitive to a range of

audiences.







Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________

COMMENTS FROM ASSESSMENT SUPERVISOR:




ALL COMPETENCIES ARE ACCEPTABLE; NO FOCUS PLAN OR FORMAL REMEDIATION NECESSARY

ALL COMPETENCIES ARE ACCEPTABLE AND NO FORMAL REMEDIATION IS REQUIRED; FOCUS PLAN

DEVELOPED TO ENHANCE COMPETENCY IN IDENTIFIED AREA(S) BY NEXT REVIEW PERIOD.

FORMAL REMEDIATION IS NECESSARY. ATTACH FORMAL REMEDIATION PLAN.

RECOMMENDATIONS

OTHER COMMENTS

COMMENTS BY INTERN

INTERN DATE

SUPERVISOR DATE





Year-End Evaluation of Profession-Wide Competencies


Evaluator: ___________________________




licensure.





3 = INTERN LEVEL















RESEARCH 1 2 3 4 5







Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________
















Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________









service.














Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________









effectiveness.





training.




Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________





assignments.







skills.








Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________









for the audience.






Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________





professionals.


role.




Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________






delivery goals.














caseload.




Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________

CONSULTATION AND













Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________


Assessment section completed by Laurie Schleper, PhD, supervisor for Psychological Assessment rotation.







2. Demonstrates accurate use of test measures. Adheres to standardized

administration, scores test data in a manner consistent with author’s

guidelines and instructions, and accurately reports test results.










range of audiences.

5. Communicates orally the findings and implications of the assessment

in an accurate and effective manner sensitive to a range of audiences.







Videotape

Audiotape

Feedback from staff

Role play





Other (specify):________________

COMMENTS FROM ASSESSMENT SUPERVISOR:




ALL COMPETENCIES ARE ACCEPTABLE FOR INTERNSHIP COMPLETION.

NOT ALL COMPETENCIES ARE ACCEPTABLE FOR INTERNSHIP COMPLETION.

RECOMMENDATIONS

OTHER COMMENTS

COMMENTS BY INTERN

INTERN DATE

SUPERVISOR DATE



APPENDIX H

Evaluation of Supervisor

Supervisor Feedback Form

Both forms are used to provide written feedback and facilitate verbal feedback from supervisee to

primary and secondary/assessment supervisors. These are completed at mid-year and year-end.


Doctoral Psychology Internship Program

EVALUATION OF SUPERVISOR

Intern:

Supervisor:

Type of Supervision: Primary Secondary Assessment

Type of Evaluation: Mid-Year Year-End

Please type your answers to the following questions:

1. Describe the development of your relationship with your supervisor, including both positive and negative

aspects of the relationship.

2. What are the supervisor’s strengths and weaknesses? (e.g., availability, clinical knowledge and

experience, ability to communicate and stimulate thoughtful treatment approaches).


3. Describe your needs and expectations from supervision and discuss how they were or were not met.

4. How did your supervisor encourage the development of your professional identity?

Additional thoughts/comments:

By signing below, we agree to have reviewed this evaluation in its entirety and discussed our supervisory

relationship.

___________________________ _____________________________

Intern Signature Date Supervisor Signature Date


Community Reach Center SUPERVISOR FEEDBACK FORM – Evaluation by Supervisee

Supervisor_________________________Intern_________________________Date_________

N/A-Not applicable to this supervisor

1-Behavior never observed

2-Behavior rarely observed

3-Behavior often observed

4-Behavior typically observed

5-Behavior consistently/always observed

General

Interest/commitment N/A 1 2 3 4 5

Knowledge of areas being supervised N/A 1 2 3 4 5

Structure

Promptness/reliability N/A 1 2 3 4 5

Meeting times regularly scheduled N/A 1 2 3 4 5

Available for consultation as needed between scheduled meetings N/A 1 2 3 4 5

Arranges for back-up supervision during absences N/A 1 2 3 4 5

Personal Characteristics:

Demonstrates respect for intern, clients and colleagues N/A 1 2 3 4 5

Open to feedback from intern N/A 1 2 3 4 5

Creates/maintains emotionally safe environment for intern N/A 1 2 3 4 5

Interpersonal Characteristics:

Gives regular, clear feedback verbally in supervision meetings N/A 1 2 3 4 5

Identifies both strengths and areas of growth in intern N/A 1 2 3 4 5

Addresses personal issues that may impact professional work

(i.e., countertransference) in respectful, supportive manner N/A 1 2 3 4 5

Maintains appropriate professional boundaries N/A 1 2 3 4 5

Demonstrates empathy and use of relevant self-disclosure

w/in supervisory relationship (practices what is preached) N/A 1 2 3 4 5

Written Material:

Reports reviewed and returned within one week of receipt N/A 1 2 3 4 5

Progress notes reviewed with feedback w/in one day of receipt N/A 1 2 3 4 5

Written feedback consistent w/verbal discussions/feedback N/A 1 2 3 4 5

Conceptualization:

Assists in development of cohesive conceptualization of a case N/A 1 2 3 4 5

Provides input consistent w/developmental needs of intern N/A 1 2 3 4 5

Uses/encourages use of specific cases as examples of larger issues N/A 1 2 3 4 5

Refers intern to other resources (colleagues, research) where appropriate N/A 1 2 3 4 5

Ethical Concerns:

Highlights potential client risk areas and assists in determining

appropriate action needed N/A 1 2 3 4 5

Notices and processes w/intern any diversity issues w/particular

clients, including referral to additional resources if needed N/A 1 2 3 4 5

Assists in identifying agency and community resources to address

client care and case management needs N/A 1 2 3 4 5

Professional Responsibility:

Uses case examples to foster awareness of impact particular beliefs,

personality or other personal characteristics have on clinical work N/A 1 2 3 4 5

Models conscientious, ethical, and responsible professional practice N/A 1 2 3 4 5

Review Date:___________ Intern Signature:__________________________________

Supervisor Signature:______________________________


APPENDIX I

Evaluation of Internship

Completed by interns at mid-year and year-end to offer feedback

about the internship training program.


COMMUNITY REACH CENTER Evaluation of Internship

Date of Evaluation:__________________ Evaluation Period: (Mid-Year / End of Year)

Rating Scale:

5 – Superior: Significant positive influence on my training and clinical work

4 – Excellent: Room for improvement but no serious failings, positively influenced my

training

3 – Average: Only satisfied the minimum requirements; some positive impact

2 – Below Average: Did not meet some of the guidelines established by the APA or as implied

by internship materials; no positive impact on my training

1 – Poor: Did not meet many of the guidelines established by the APA or as implied

by internship materials; negative impact on my training

PRIMARY ROTATION 1 2 3 4 5

1. Caseload is diverse in terms of population and

appropriate in terms of size

2. Various orientations are accepted and allowed equal

audience

3. Peer acceptance and collegiality

4. Support by fellow team members

5. Rotation met my expectations

6. Program Manager was a resource that was available as

needed

7. Team Meetings were beneficial

8. Contribution to my internship experience

Comments:


ELECTIVE ROTATION (LIST):__________________ 1 2 3 4 5

1. Assistance was provided that aided in the selection and

procuring of the elective rotation

2. Quality of supervision




Comments:

EMERGENCY SERVICES/CRISIS ROTATION 1 2 3 4 5

1. Initial training was sufficient for beginning crisis work


2. Levels of experience and comfort were considered in

assigning crisis cases to be handled independently




Comments:

SPMI ROTATION (LIST)_______________________ 1 2 3 4 5

1. Assistance was provided that aided in the selection and

procuring of an SPMI rotation


3. Levels of experience and comfort were considered in

assigning cases





Comments:

TESTING SEMINAR/ROTATION 1 2 3 4 5

1. Fostered integration of previous knowledge with new

information/experience gained from lectures, supervision &

peer feedback

2. Supervisor was available for individual consultation/

supervision (either remedial or advanced) to ensure my

professional growth

3. Supervisor was open to feedback, other orientations, and

differing points of view

4. Seminar increased my competence in case

conceptualization and report writing


Comments:

AFTERNOON SEMINAR 1 2 3 4 5


information/experience gained from lectures and

discussions

2. Presenters were well-prepared and knowledgeable

3. Reciprocal learning was encouraged, fostered, modeled

and fostered by supervisors

4. Use of resources/personnel for presentations


Comments:


PRIMARY SUPERVISION 1 2 3 4 5


information/experience gained from readings, clinical work,

supervision & colleagues

2. Supervisor challenged me in an appropriate manner to

look at personal/professional issues that may affect my

clinical work, professional growth, and relationships with

colleagues

3. Supervisor was open to feedback

4. Maintained appropriate boundaries

5. Personality issues/differences affect on supervision


Comments:

SECONDARY SUPERVISION 1 2 3 4 5


information/experience gained from readings, clinical work,

supervision & colleagues

2. Supervisor challenged me in an appropriate manner to

look at personal/professional issues that may affect my

clinical work, professional growth, and relationships with

colleagues

3. Supervisor was open to feedback

4. Maintained appropriate boundaries

5. Could tailor supervision to ensure my own

professional/personal growth.

6. Personality issues/differences affect on supervision



Comments:

OVERALL INTERNSHIP EXPERIENCE 1 2 3 4 5

1. Facilities/Supplies

(Offices, computers, therapeutic games, etc)

2. My opinion/experience/clinical skill is valued and taken

into account

3. I felt respected and esteemed as a person

4. My values/beliefs/experience were respected

5. My experience has been commensurate with that

expressed in the internship material

6. Overall contribution to my professional growth

Comments:


APPENDIX J

Evaluation of Professional Presentation

Completed by faculty members in attendance for the intern’s all-staff presentation.

Copies of evaluation forms will be provided to the intern following the presentation.


Community Reach Center Doctoral Internship

Evaluation of Professional Presentation

Intern: _____________________________________________________________

Presentation Title: ____________________________________________________

Faculty Evaluating: ____________________________________________________

Date: _________________

1. The presentation was clinically useful for Reach Center clinicians.

1 2 3 4 5

Strongly Disagree Neutral Agree Strongly Disagree Agree

2. The presenter offered relevant clinical case examples. 1 2 3 4 5

Strongly Disagree Neutral Agree Strongly

Disagree Agree

3. The presentation was clear and well-organized.

1 2 3 4 5 Strongly Disagree Neutral Agree Strongly

Disagree Agree

4. The presentation was delivered in a professional manner.

1 2 3 4 5 Strongly Disagree Neutral Agree Strongly

Disagree Agree

5. The presenter encouraged questions and allowed for audience participation.

1 2 3 4 5

Strongly Disagree Neutral Agree Strongly Disagree Agree

Comments/Suggestions:


APPENDIX K

COVID-19 Modifications to Community Reach Center Training and Recruitment


COVID-19 Modifications to Community Reach Center Training and Recruitment

As an essential business, Community Reach Center has remained open and has maintained its ability to provide clinical services without interruption. Our Leadership team engages in frequent communication with state and local health authorities for consultation on best practices and is regularly reviewing all posted guidelines. As guidelines from the Colorado Department of Public Health and Environment (CDPHE) and the Governor’s Office are updated, corresponding updates are made to Community Reach Center policies and practices. Additionally, Community Reach Center’s Internship Program follows the guidelines offered by APPIC by implementing the following guiding principles: Safety, Equity, Ethics, and Science. Psychology Interns at Community Reach Center are considered essential workers, although careful consideration is given to intern status when determining appropriate requirements and expectations. The following summary of current and anticipated changes to Community Reach Center agency-wide and internship-specific operations is provided; however, future circumstances may require additional modifications not yet implemented or foreseen. Impact on Onboarding, Service Delivery and Internship Rotations Orientation Agency orientation is currently limited to critical activities for on-site participation and is provided in one day on-site as opposed to the typical three days. Additionally, orientation will be provided to the intern group only (without additional new hires) to limit the number of participants and allow physical distancing in large meeting rooms. Intern orientation will be provided via a hybrid model of in-person and virtual activities. All in-person activities will be scheduled in large meeting spaces with plenty of space for physical distancing. All Internship Rotations: In response to the Governor’s stay-at-home order and public health guidance, most agency services and all intern services were redirected to Telehealth in March 2020. Interns were able to transition to telehealth service provision off-site during the stay-at-home order. Interns were provided with telehealth access, training, and supervision. As public health recommendations have eased a bit and the county is no longer under a stay-at-home order, Community Reach Center has incorporated in-person Essential Services and on-site telehealth services. Essential Services include in-person service delivery for individuals who cannot access telehealth options or are presenting with acuity that would benefit from in-person service delivery. Each intern will review their caseload with their primary supervisor to identify any individuals meeting threshold for Essential Services. 2020-2021 interns will be issued agency laptops equipped with technology to facilitate implementation of interactive video telehealth services. Zoom account access under the agency’s business agreement and thus meeting criteria for HIPAA compliance is also provided.


As of July 2020, interns continue to predominantly provide clinical services via telehealth, with in-person services implemented for consumers meeting criteria for Essential Services. It is anticipated that future practice will continue to be a hybrid of telehealth and in-person services, as is guided by clinical need and public health recommendations. If public health concern increases, services can readily shift to increased utilization of telehealth and may include a shift to off-site telehealth services if the Governor issues another stay-at-home order. Group therapy is being provided via telehealth only at this time. As of July 2020, agency staff are transitioning back to on-site work (including telehealth service provision). Clinical service delivery continues to prioritize telehealth services, but with staff located on-site. As public health concerns are continually assessed, interns may be granted permission to complete some internship activities from off-site. All work time spent off-site requires prior approval by the Director of Internship and a typed summary at day-end accounting for work activities completed off-site. Interns are not to schedule any clinical service outside of standard business hours. This is not a change in expectation of intern schedules but please note this expectation applies to all services, including telehealth. Psychological Assessment Rotation Psychological testing services were suspended in March 2020 in response to public health guidelines regarding physical distancing and safe practices. As of July 2020, psychological testing services remain temporarily suspended. Safety measures, such as a testing office equipped with sneeze guard and adequate physical space, are currently in progress and the program expects to provide in-person testing in the near future for components of an evaluation that cannot be adequately completed through alternate means. When possible, remote methods will be implemented (for example, for self-report measures, interviewing, and feedback sessions). Emergency Services Rotation Crisis Services are considered critical services for our consumers and these were not interrupted by COVID-19; however, intern on-site participation in the Emergency Services continuum of services was modified upon the Governor’s issuance of a stay-at-home order. For the 2020-2021 training year, crisis training for interns will be progressive, starting with significant teaching, scaffolding, and support, and gradually moving toward a greater degree of independence with risk assessment and crisis intervention. Training faculty will continually assess public health concerns and advised practices to determine ideal medium(s) for facilitating training in emergency services. If deemed appropriate, alternate activities may be utilized to supplement or substitute in-person participation with walk-in crisis services. SPMI and Elective Rotations The SPMI and Elective Rotations allow for significant custom-tailoring to reflect individual intern interests and preferences. The impact of COVID-19 will vary depending upon the nature of rotation focus and planned activities. Interns will be supported in developing their SPMI and Elective rotations in a manner that allows flexibility and uninterrupted training should an increase in safety precautions be needed.


Didactics/ Seminar Trainings As of July 2020, internship didactics and seminar trainings are being provided virtually via interactive video conferencing with limited inclusion of in-person meetings in large meeting rooms when more suitable to the training. In-person options will be discussed with the intern cohort and intern comfort and preference, in combination with agency procedures based on public health guidance, will guide decision making. Please review Appendix L: Telesupervision and Remote Learning Policy. Supervision Standard practice at Community Reach Center is in-person supervision; however, to mitigate traffic in-office and allow for physical distancing, use of telesupervision during the COVID-19 pandemic will be implemented when appropriate and supportive of intern training needs. The preferred modality for telesupervision is interactive video conferencing, with telephone-based consultation implemented as needed but not as standard practice. Each intern and supervisor pair will discuss preferences and comfort level, with strong consideration given to the intern’s preference regarding in-person, telesupervision, and/or a mixture of the two over the course of the year. Ongoing discussion regarding current status of public health recommendations and the implications of physical distancing guidance for supervision will be discussed. Please review Appendix L: Telesupervision and Remote Learning Policy. Impact on Agency Operations/Procedures and Staff Requirements Facility entrances are locked with screening at the door prior to entrance for all visitors. Clients coming in for therapy appointments are screened on the phone in advance of their visit when possible and at the door of the outpatient facility. Clients exhibiting or endorsing symptoms are asked to return home and call to reschedule when they are symptom free. When clients are being rescheduled, we are following up with phone calls to ensure safety. The Center is providing alcohol-based hand sanitizers throughout the workplace and in common areas. The Center is following CDC and CDPHE guidance on cleaning and disinfecting common surfaces and signs are clearly posted in each of our office waiting areas regarding infection control practices. All offices and facilities are to provide clients and their families with a place to wash or disinfect their hands, tissues, and trash receptacles. Clients are asked to wash their hands or use hand sanitizer prior to beginning their appointment. All surfaces will be disinfected a minimum of once per each shift and further as needed. All agency staff are to follow CDC and CDPHE guidelines on social distancing and handwashing. Staff are required to wear face covering while working in clinics. Staff are not to report to work if they are sick. All staff must take their temperature prior to coming to work and if above 100.4 call their manager, who will find alternative coverage, if necessary. Staff will continue self-monitoring for other symptoms of illness. For circumstances that may be unique and require special consideration, staff are advised to contact Community Reach Center’s Human Resources Department for consultation.


Impact on Internship Recruitment and Selection Community Reach Center will implement virtual intern recruitment for the 2020-2021 application season, including the following practices: Review of applications will take into consideration the possible impact of COVID-19 on applicants’ accrual of hours and clinical experiences. While our preference for 500 or more direct services hours and a minimum of 5 psychological evaluations remains intact, we will review applications reflecting fewer than 500 direct services hours and/or fewer than 5 psychological evaluations. Applicants are asked to include a statement in their cover letter outlining the impact of COVID-19 on planned clinical activities and describe any alternate learning activities substituted for originally planned activities. Telehealth service provision will be considered equivalent to in-person service provision when reviewing application numbers and applicant training experiences. All interviews will be conducted virtually. Our preference will be interactive video conferencing via Zoom; however, telephone interview requests will be granted. To ensure fairness to all applicants, no on-site interviews, tours, or visits will be conducted. We will offer a virtual Q&A hour with current interns and will provide pre-recorded videos providing applicants with an overview of our program and answers to commonly asked questions. Summary As the COVID-19 pandemic evolves, please anticipate there will likely be continued flexibility and adaptability needed to ensure continued service provision and continued intern training. Should there be significant changes to any of the above temporary protocols, an update will be promptly provided to psychology interns and their graduate school Directors of Training.


APPENDIX L

Temporary Telesupervision and Remote Learning Policy


COMMUNITY REACH CENTER PSYCHOLOGY INTERNSHIP TEMPORARY TELESUPERVISION AND REMOTE LEARNING POLICY

Effective 04/03/2020, Updated 7/9/2020

In the context of CDC disease prevention recommendations for social distancing, telesupervision and didactic seminar training via interactive video conferencing will temporarily be allowed as an alternative to face-to-face supervision of doctoral interns and physical attendance to training seminars. • The rationale for the temporary use of telesupervision and interactive video conferencing for didactic training seminars is to allow adequate social distancing measures and reduce demands for face-to-face meetings in compliance with CDC recommended disease prevention measures during the Covid-19 pandemic. If needed, telephone-based supervision may be substituted as needed if either party is unable to access interactive video conferencing. Staff are to limit the sharing of protected health information if utilizing cell phone(s) and are not to leave voicemail messages containing any protected health information on personal voicemail systems. • The interactive videoconferencing platform being used by Community Reach Center is HIPAA compliant and requires secure log-in utilizing a new passcode for every meeting. Only Zoom (using a communityreachcenter.org email account) and phones are HIPAA compliant. Use of personal Zoom accounts, GotoMeeting, Skype, WebEx, Google Hangout, Facetime etc. are not permitted. • The Center has provided training resources to facilitate use of the technology, including detailed description of system requirements and step-by-step instructions for use. Compliance with agency protocols for use of the technology is expected. Please note Community Reach Center Supervisors and Information Technology staff are available to assist. • Primary supervisors are advised to prioritize the health and safety of doctoral interns. Supervisors will follow Colorado Department of Public Health and Environment (CDPHE) guidelines when determining appropriateness of face-to-face meetings with interns. Supervisors will also elicit intern preference and comfort level regarding telesupervision. • If telesupervision is implemented, supervisors will proactively attend to and discuss with interns the potential impact of technology on the supervisory relationship and any modifications to expectations or responsibilities for both supervisor and supervisee. • Primary clinical supervisors maintain full professional responsibility for intern supervisee’s clinical cases and are expected to remain in close contact with interns. Additional coverage is available and interns can always reach a licensed manager or director to assist with imminent needs. • The Director of Internship Training is offering cell phone accessibility Monday-Friday, 8am-5pm and can be reached as needed to assist with non-scheduled consultation and crisis assistance.


• The use of interactive video conferencing through a secure platform will allow availability of supervision and seminar training to be unimpacted by social distancing measures. Scheduling and documentation requirements for telesupervision are identical to those for face-to-face supervision. Should a supervisor experience limited availability for scheduling due to illness, limited childcare while schools are closed, care of a family member, etc., please notify the Director of Internship Training. The Director of Internship is available to provide supplementary individual supervision for interns as needed. • Consistent supervision and didactic training seminar attendance remains an expectation of the internship program. Interns are advised to be proactive in speaking with the Director of Internship if personal factors prohibit attendance. • Supervisors and interns are reminded that each performance evaluation must be based in part on direct observation. Discussion of methods for implementing direct observation in context of recent changes to service modality is advised. Supervisors are strongly encouraged to incorporate live observation of all service modalities being utilized by supervisees, including telehealth live observation (with client consent).


APPENDIX M

Handbook Signature Page


Community Reach Center Doctoral Internship 2020-2021

Agency orientation: The Psychology Interns are provided with formal new employee orientation

at the beginning of the training year led by the department of Human Resources. The interns are

oriented to the agency’s policies and procedures, regulatory guidelines, complete a TB test,

participate in mandatory fingerprinting procedures, and are informed about the benefits package

(e.g., paid time off, medical and dental insurance). Interns are provided with an agency handbook

and complete all required classroom-based and on-line trainings.

By the end of the first two weeks of the internship program, the intern will have met with the

assigned manager of the primary rotation (outpatient team). The outpatient manager will review

team expectations and orient the intern to the office location.

Training program: During the first two weeks of the internship, interns are provided an

internship training handbook which specifies: internship training philosophy; all intern specific

policies and procedures; rotation and training program goals; evaluation forms; APA Ethical

Code and relevant practice guidelines; and other information regarding useful resources and

internship expectations. Interns are responsible for reviewing information in the internship

training handbook in its entirety.

Additional agency training: During the first two months of internship, interns will complete

supplemental agency trainings as assigned by the training department in Relias. Deadlines for

completion are listed on the site, and interns are expected to comply with these deadlines.

Professional behavior: Interns are expected to advocate for their training needs and desires and

be active participants in the internship experience. Interns are expected to be prepared for

seminars and contribute to discussions at the level expected for doctoral interns. Interns are

expected to follow agency policies regarding professional behavior and dress code.

I have read and understand the internship training handbook and completed the new employee

orientation. I understand I am expected to be familiar with, and comply fully with, all Colorado,

agency, and training program requirements. I understand that if I have questions, I can ask the

Director of Internship Training for clarification.

________________________________

Printed Name

________________________________ _________________

Signature Date

________________________________ _________________

Laurie Schleper, PhD, LP Date

Director of Internship Training