new training director workshop jeff baker, ph.d. pam epps, ph.d. mariella self, ph.d. karen taylor,...
TRANSCRIPT
New Training Director Workshop
Jeff Baker, Ph.D.
Pam Epps, Ph.D.
Mariella Self, Ph.D.
Karen Taylor, Ph.D.
Jason Williams, Psy.D.
Introductions & Goals
Roles of a Training Director
APPIC Central Office Staff
•Membership ServicesAndrea Torres, B.S.
• IT and DatabaseMarissa Warner, B.S.
•Dues, Newsletter and Financial ServicesTonneta Whyte
Who you gonna call?
APPIC Member Programs
• 740 Internship Programs• 499/740 are APA or CPA Accredited• 160 Postdoctoral Programs• 57/160 are APA Accredited
• Internship Membership Reviews• *60 New Applications in 2013• *Lose 15-20 Programs Per Year
Dues/Fees15%
Meetings/Conf3%
Intern Apps5%
Postdoc2%
Intern Renewals10%
Books-Taxes-Bills25%IPC/Mentor
5%
DoL10%
Scanning/Web10%
Phone/Email13%
Newsletter2%
Central Office Estimated Percentage of Effort
Passages of an Internship in Professional Psychology
• By Lamb, Douglas H.; Baker, Jeffrey M.; Jennings, Martha L.; Yarris, Elizabeth• Professional Psychology, Vol 13(5), Oct 1982, 661-
669.
Passages of an Internship in Professional Psychology
Presents a model for understanding the various stages of an internship in professional psychology as it affects both the interns and the training agency.
Pre-entry preparation
• Includes application, acceptance, and pre-arrival apprehension.
Early intern syndrome
Characterized by gathering information and finding a place in the agency.
Intern identity
Focuses on the realization of strengths and limitations, a period of self-doubt, and a period of greater role differentiation.
The emerging professional
Characterized by increased sense of competence and independence.
Resolution
Incorporates various ways of separating from the agency.
Abstract
(10 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Organizing the Training Year
• Cycle of recurring tasks:• Selection – application review & interview season• Orientation• Training rotations and evaluations• Updating recruitment materials• Postdoctoral fellowship/job application season• Plan for the next training year
• APA accreditation – annual report • Opens May 1; Due Sept 15
• APPIC • Directory update - July• Match registration –August/September
Organizing the Training Year
Internship Postdoc Selection/New class
September
Intern orientation
Orient new supervisors
Update website/brochures for internship
Send new interns electronic forms (tour of duty, evaluations, hours logs, etc.)
Meet with postdoc preceptors about training plans in late Sept or early Oct
Send Match registration to NMS
Didactics begin
Mail final intern evaluations to former interns’ graduate programsUpdate former intern contact info Update former postdoc contact
info
Organizing the Training Year
Internship Postdoc Selection/New class
November
Send out mid-rotation evaluations to interns and supervisors
Send quarterly evaluation reminder to supervisors
Set up intern applicant files
Meet individually with interns about current status, second rotation, CV revisions, and postdoc search
Meet with preceptors Schedule intern Selection Committee meeting by late November and ask for interview times from Committee members
Seminar planning, including job and postdoc search process
Check in with postdocs about job search
Review applicant folders by end of November
Email postdoc announcement to supervisors, interns, and listservs
Email postdoc brochure as needed
Organizing the Training Year
Internship Postdoc Selection/New class
December
Seminar planning Determine all staff interview timesSelection Committee meeting
Choose interviewees by Dec 15th and notify those not invited for interviews
Arrange intern interviews
Start intern interviews
January
Send out end of rotation evaluations
Send second quarter evaluation reminder to supervisors and Preceptors
Continue intern interviewsSelection Committee meets intensively
Finalize second rotation plans Pay APPIC duesPostdoc application deadline
Organizing the Training Year
Internship Postdoc Selection/New class
June
Start APA Annual Reports (send email to interns and intern supervisors with mid- June deadline)
Start APA Annual Reports (send email to postdocs and clinical supervisors with mid-June deadline)
Work on brochure updates
Sign completion certificates and get frames
Review internship application format
Complete planning of rotations for incoming internsRemind to order orientation supplies (binders, etc.)
August
Exit interviews by staff (early August)Exit questionnaires
Exit interviewsProgram evaluations
Update internship application letter and complete website update for internship
Interns process out Postdocs process Send final 2 emails to incoming internsComplete orientation plans
Recruitment & Selection
AAPI Online
Link to the AAPI to show live.
https://portal.appicas.org/selection14/index.cgi
Match, Phase II, and Post Vacancy
Directory
• Update period• Critical to keep information updated for future
recruitment• Upcoming developments
Questions & Discussion
APA Accreditation
•Why Accreditation?• Quality Standards• Credibility• Increase in Applications
• Time
• Costs
APA Accreditation
• APA Office of Accreditation and Program Consultation
• Accreditation and Operating Procedures
•Guidelines and Principles for Accreditation of Programs in Professional Psychology
• Implementing Regulationshttp://www.apa.org/ed/accreditation/about/policies/index.aspx
APA Accreditation Self-Study Domains
A-EligibilityB-Program Philosophy, Objectives, & Curriculum PlanC-Program ResourcesD-Cultural and Individual Differences & DiversityE-Student-Faculty RelationsF-Program Self Assessment & Quality EnhancementG-Public DisclosureH-Relationship with Accrediting Body
Curriculum Issues: APPIC Membership Criteria
• A psychology internship is an organized training program, which in contrast to supervised experience or on-the-job training, is designed to provide the intern with a planned, programmed sequence of training experiences. The primary focus and purpose is assuring breadth and quality of training.
Curriculum Issues: APPIC Membership Criteria
• Clarification: The organization of an internship program is evident in a clear: • Statement of the goals and objectives of the training
activities.• Description of the plan, location, and sequence of
direct service experiences.• Description of the training curriculum; i.e., the
content, duration, and frequency of the training activities.• Description of how the psychology training program
is integrated into the larger organization.
Curriculum Issues: APPIC Membership Criteria
• The internship must provide at least two hours per week in didactic activities such as case conferences, seminars, in-service training, or grand rounds.• Clarification: The Psychology training program should
have scheduled didactic experiences available to meet the training needs of their interns, a minimum of 2 hours per week on average with not less than 8 hours in any given month. "Didactic activities" refers to actual training opportunities and should include training activities beyond Intern Case Presentations. Formal processes must be in place to encourage intern socialization.
Curriculum Issues: APPIC Membership Criteria
• The internship agency has a written statement or brochure which provides a clear description of the nature of the training program, including the goals and content of the internship and clear expectations for quantity and quality of the trainee's work. It is made available to prospective interns.
Curriculum Issues: APPIC Membership Criteria
• Clarification: Internship programs must make available descriptions of their training program which give their applicants and interns a clear understanding of the program in terms of:• The program's training goals and objectives.• The program's training methods, content, and curriculum (for
example, required rotations, sample weekly schedules, or available training seminars).
• The program's training resources (e.g., training/supervisory staff, physical facilities and training equipment, clerical support, etc.)
• The sites at which training and services are provided. For programs with multiple sites, clear descriptions are given for each site of services rendered by interns, supervision offered, and involvement of the training director.
Curriculum: Major Components
• Training goals/objectives/competencies• Pre-arrival assessment•Orientation•Develop structure(s) for delivery of training programs• Seminars, Case Conference, Supervision, cohort
meeting, rotation meeting
Experience versus Training
Experience + Competency Skills + Professional Skills = Training
A program’s model dictates the experience, competency skills,
and professional skills that comprise the internship
curriculum.
Competencies
ASPPB MRA + CPA Acc Panel
Proposed CoA
Scientific Orientation Research Research Core Knowledge Domains
Core Content Areas
Discipline-Specific Knowledge
Professional Practice Evidence based practice in Assessment Assessment and Evaluation Intervention and Assessment Intervention Intervention and Consultation Consultation Consultation Intervention and Consultation Relational competence Interpersonal Relationships (Covered in 2 sections) Diversity (also in Intervention &
Consultation)Individual & Cultural Diversity
Relationships Communication & Interpersonal Skills
Professionalism Interpersonal Relationships Professional Values & Attitudes Personal competence Knowledge of self Reflective practice Reflective PracticeEthical practice Ethics and Standards Ethical and Legal Standards Application of ethics codes Application of laws and rules
Ethical decision-making Systems thinking Interprofessional and
Interdisciplinary Organizations Interdisciplinary collaborations
Interpersonal Relationships
Supervision Supervision
Multicultural & Diversity Issues
• Self Reflection (Awareness, Knowledge, Skills)• Recruitment/selection• Curriculum• Resources• APA Guidelines
APA Guidelines
• Guideline #1: Psychologists are encouraged to recognize that, as cultural beings, they may hold attitudes and beliefs that can detrimentally influence their perceptions of and interactions with individuals who are ethnically and racially different from themselves.
• Guideline #2: Psychologists are encouraged to recognize the importance of multicultural sensitivity/responsiveness, knowledge, and understanding about ethnically and racially different individuals.
• Guideline #3: As educators, psychologists are encouraged to employ the constructs of multiculturalism and diversity in psychological education.
APA Guidelines
• Guideline # 4: Culturally sensitive psychological researchers are encouraged to recognize the importance of conducting culture-centered and ethical psychological research among persons from ethnic, linguistic, and racial minority backgrounds. • Research generation and design• Assessment• Analysis and interpretation
• Guideline #5: Psychologists strive to apply culturally-appropriate skills in clinical and other applied psychological practices. • Client-in-context• Assessment• Interventions
APA Guidelines
•Guideline #6: Psychologists are encouraged to use organizational change processes to support culturally informed organizational (policy) development and practices. • Changing Context for Psychologists• Psychologists in Transition• Frameworks and Models for Multicultural
Organizational Development• Examples of Multicultural Practices within
Organizations• Psychologists as Change Agents and Policy Planners
Cultural and Individual Differences & Diversity
1. Outreach and recruitment/retention2. Curriculum3. Opportunities to work with diverse patients
(clinical and research)4. Mentoring5. Work and training environment6. Specific training objectives
Cultural and Individual Differences & Diversity
1. Outreach and recruitment/retention• Public materials• Relationship with graduate programs• Relationship with professional
organizations (e.g., APA Divisions, ethnic minority psychological associations)
• Participating in internship “fairs” and informational sessions
Cultural and Individual Differences & Diversity
2. Curriculum• Orientation – diversity awareness
exercises• Seminar series – separate diversity topics
and infused within seminars• Diversity journal club
Cultural and Individual Differences & Diversity
3. Opportunities to work with diverse patients• Specialty training rotations, e.g., with LGB
clients, with African American clients• Research opportunities with diverse
populations4. Mentoring• Pairing intern with professional or supervisor
of same ethnic or other background• Forming support and mentoring group
Cultural and Individual Differences & Diversity
5. Specific training objectives that are required and trainees are evaluated on• Demonstrate awareness of diversity issues and
awareness of own biases and assumptions• Conduct treatment and assessments with patients from
different cultural backgrounds than themselves• Obtain consultation and/or supervision from a
psychologist or staff member of the same cultural background as the client on at least one therapy and assessment case in which cultural issues are a significant issue• Write up a "cultural formulation" on a patient for whom
cultural issues might present a barrier to access to competent treatment
Cultural and Individual Differences & Diversity
6. Work and training environment• Programmatic commitment to diversity
(e.g., included in program mission and goals)
• Diverse staff in visible administrative, teaching, and selection roles
• Modeling being lifelong multicultural learners
• Support for diverse faculty and trainees and diverse clinical and research interests
Questions & Discussion
Supervising Your Supervisors
• Integrate as part of training program• Develop supervision of supervision training sessions• Incorporate supervision case conference into senior
staff case conference discussions• Provide professional development programs on the
development of supervisory skills• Competencies concerns: of supervisees
of supervisors Provide additional oversight
Evaluation
• Targets for evaluation assessment: • Interns/postdocs• Supervisors• Training program
• Program evaluation• Effectiveness of training interventions
• Satisfaction with training program components• Evaluation of TD
Trainee Evaluation
• Review evaluation process & forms during orientation, including requirements for program completion and due process/grievance procedures.• Types, source, and delivery method may vary.•Schedule of evaluation depends on rotation structure (e.g.,3-mo, 4-mo, 6-mo rotations)•Need for mid-rotation evaluations to allow for mutual feedback and mid-course corrections
• Plan for early, informal pre-evaluation feedback
Trainee Evaluation
• Evaluations must include assessment of specific competencies related to program training goals and objectives.• Evaluation forms should have behaviorally anchored ratings that indicate trainee competence or behavioral problems.•Need specific minimum thresholds for successful completion of rotations and the training year.
Trainee Evaluation
•Quality evaluation is not a surprise; should reflect development of skills.• Consider potential modifications to evaluation forms carefully.• No mid-year changes• Ensure linkage to program goals/objectives• Consider impact on self-study
• Consider trainee self-assessment of learning goals and outcomes.
Program Evaluation
•Effectiveness of training interventions
•Satisfaction with training program components
•Evaluation of TD
•Distal vs. Proximal Data
Quality Assurance
Domain B To F: Program Self-Assessment and Quality Enhancement
• The program demonstrates a commitment to excellence through self-study, which assures that its goals and objectives are met, enhances the quality of professional education and training obtained by its interns and training staff, and contributes to the fulfillment of its host institution’s mission.
Program Self-Assessment
• The program, with appropriate involvement from its interns, engages in regular, ongoing self-studies that address: 1) Expectations; 2) Effectiveness; 3) Procedures to maintain achievement; 4) Goals, objectives, and outcome data.• The program provides resources and/or
opportunities to enhance the quality of its training and supervision staff through continued professional development.• The program and its host institution value and
recognize the importance of internship training and of the staff’s training and supervisory efforts and demonstrate this valuing in tangible ways.
Questions & Discussion
Due Process & Grievance Procedures
DUE PROCESSA procedure employed when a program has a concern or problem with an intern.
GRIEVANCE A procedure employed when an intern has a complaint or problem with an internship program.
Sample Problematic Behaviors
• Intern does not acknowledge, understand, or address a problem when it is identified.• The problem is not merely a reflection of a skill
deficit which can be easily rectified by training.• The quality of services delivered by the intern is
sufficiently negatively affected.• The trainee’s behavior does not change as a
function of feedback, remediation efforts, &/or time.• The problematic behavior has potential for ethical
or legal ramifications if not addressed.
The 3 Elements of Due Process
1. NOTICE - intern must be formally notified that the program has identified problematic behavior and plans to address the behavior.2. HEARING - a meeting of internship faculty with the intern is held in which the problematic behavior is articulated and in which the intern has the opportunity to present information regarding the problematic behavior. 3. APPEAL - provides the intern with an opportunity to appeal the decision made after the Hearing. The intern should have the opportunity to appeal to a person above the Training Director.
Sample Grievance Issues
•Agency has misrepresented itself in public documents•Supervision is lacking or insufficient•Evaluation perceived as unfair•Boundary violations•Salary/stipend dispute•Harassment
Grievance Procedures
• Interns should be able to grieve any perceived injustice – not just an evaluation/progress report.
• The procedure should afford a review at one level above the Training Director.
Boundary Issues
Dual/multiple role relationships: APA ethical code—avoid if possible
Power differentialed relationships Mindfulness re unintended consequences Legal vetting of due process, grievance, trainee
expectations and responsibilities, and multiple role documents
Consult, consult, consult…………….
