DEPARTMENT OF APPLIED PSYCHOLOGY & HUMAN DEVELOPMENT

SCHOOL & CLINICAL

CHILD PSYCHOLOGY PROGRAM

2016-17

SCCP Practicum & Internship Handbook

Part I

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Table of Contents

SECTION 1: OVERVIEW

1.1 MA Practicum (1218) 3

1.2 MA Placement Information 3

1.3 PhD Practicum (3241) 5

1.4 Additional PhD Practicum (3243) 7

1.5 Internship (3242) 7

SECTION 2: SCCP POLICIES GOVERNING STUDENTS IN PLACEMENTS

2.1 Overview for Students and Supervisors 8

2.2 Conflict Resolution and Due Process involving the Placement Settings 10

2.3 Guidelines for Problems and Meeting Competency Expectations 12

SECTION 3: OTHER INFORMATION RELATED TO CLINICAL TRAINING

3.1 Description of the Student Monitoring System 13

3.2 Police Reference Check 16

3.3 Interview Questions for Students Applying for Internships 16

3.4 Accident Related Insurance Coverage in the Placement 18

3.5 Internship, Outline of Educational Program (APPIC Guidelines) 19

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1.1 MA PRACTICUM (1218)

The MA practicum placement is administered through required course 1218 Seminar and

Practicum in Assessment. It consists of a one day per week placement typically in a school

setting from September to June. MA students are required to complete a minimum of 250 hours

in the practicum setting which would typically consist of going to the setting one day per week

from mid September to early or mid June. The student must receive a minimum of one hour per

week supervision from the setting supervisor. It is expected that 20% of that time will be in

direct client contact.

Grading: The Director of Clinical Training oversees this pass/fail course. The grade is assigned

after reviewing the final evaluation completed by the student‟s supervisor. This evaluation is

made on the Student Practicum and Internship Evaluation Form. On this form supervisors

evaluate their students‟ performance half way through the placement experience and again at the

end of the placement. The mid-term evaluation provides students and supervisors an opportunity

to identify problems and set appropriate goals. The second/final evaluation is used as the official

document that reflects the student‟s clinical experience in the placement.

In addition, students in the MA practicum are expected to developing further understanding of

the educational terms, documents and procedures that have developed over the years in special

education, reviewing the changes within the school system that have affected the delivery of

psychological services, learn models of school-based consultation and the strategies that

consultants use to implement these models, and learn basic social-emotional assessment skills.

This course is classified as an “extended course.” As such, it begins in September and ends at the

end of August. Students must submit their final evaluations to the Director of Clinical Training

by the end of June. Grades do not appear on ROSI until September.

1.2 MA PLACEMENT INFORMATION

SCCP students obtain their first placement experience in a school board. In a typical school

board placement, students are likely to acquire assessment and consultation experience related to

learning issues: slow and gifted learners, learning disabilities, attention problems and English as

a second language. Although this is the typical school experience, many schools have developed

programs to respond to the needs of atypical students. Thus there may be opportunities within

some boards to develop specialized clinical skills.

As a minimum, students should complete at least three full assessments while in their placement

and they should learn about the role of a school psychologist.

Within Metropolitan Toronto the two main boards are called Toronto Catholic District School

Board and the Toronto District School Board. In addition, there are a number of school boards

within driving distance of Metro Toronto. Students wishing to learn more about the school

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boards can look up the information on the net at www.edu.gov.on.ca and select from the menu -

Ministry of Education.

Finding an MA Practicum Placement

The Director of Clinical Training communicates with the first year MA students in late

November or early December to initiate discussion of the placement search. Finding a placement

is similar to finding a job. Students will be asked to submit their C.V‟s and a cover letter to the

Director of Clinical Training in late January. Students will then be contacted to set up an

interview at the school board. If students feel uncertain of what placement options might be most

suitable to their needs, they should speak with the Director of Clinical Training.

Establishing Agreements with Supervisors

It is important that both supervisors and placement students understand the responsibilities and

the rights associated with their respective roles. Before interviewing for a placement, students

should review the documents entitled: Policies and Procedures Regarding Students in Practicum

and Internship Settings and the Confirmation of Placement form.

At the time of initial meeting, the student and supervisor should review the expectations as stated

on the first page of the Student Practicum and Internship Evaluation Form and as outlined in the

last two pages of the Confirmation of Placement form to ensure that a clear understanding

regarding the role of the supervisor and the role of the student is established at the outset.

Once an agreement is established, the student and supervisor must complete a Placement

Confirmation Form and the student must provide this to the Director of Clinical Training as soon

as possible and certainly before beginning the placement. This form constitutes the formal

agreement between the student and the supervisor regarding practicum placement.

Other Record Keeping Matters

At the time of the mid-term and the final evaluation, students must provide the Director of

Clinical Training with the completed Student Practicum and Internship Evaluation Form. This

entails the following steps:

The student obtains a copy of the Student Practicum and Internship Evaluation Form,

completes his/her part of the form and then submits it to the supervisor.

After meeting with the supervisor to discuss the evaluation, it is the student‟s responsibility

to deliver the original evaluation form to the Director of Clinical Training. (7th

floor clinic

office.)

For both personal and security reasons, students are strongly advised to retain duplicate

copies of all forms and evaluations submitted to the Director of Clinical Training.

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If the student wishes to graduate at the MA level, it is the student‟s responsibility to ensure that

there are three full assessments in the Clinic file. These assessments must be submitted to the

Director of Clinical Training (see also SCCP Program Guidelines).

Additional Record Keeping Considerations

In addition, students should consider keeping the following:

1. A copy of the Bulletin and the SCCP Guidelines for the year when they were admitted to the

MA program. Guidelines change from year to year. In case of disagreement, the requirements

that were in place in the year the student was admitted are the ones that apply.

2. The course title, number of credits, hours of instruction and a brief description of the contents

of every psychology course taken, both undergraduate and graduate. This information is

required in order to apply for registration as a psychologist in Ontario. It is easier for students

to collect it as they go along rather than at the end of the doctorate.

1.3 PHD PRACTICUM (3241)

The Ph.D. practicum placement is administered through required course 3241 (Seminar and

Practicum in Assessment and Intervention with Children). Typically, Ph.D. students start their

doctoral practicum in their second year (or third year, in some cases) after taking courses 3222

and 3241. The Ph.D. practicum consists of a two day per week placement typically in a clinic

setting. Doctoral practicum students must complete at least 500 hours in their placement setting.

Students receive a minimum of 2 hours per week of supervision from the setting supervisor. It is

expected that approximately 25% of that time will be in direct client contact.

Grading

The Director of Clinical Training oversees this pass/fail course. The grade is assigned by the

Director of Clinical Training after reviewing the final evaluation completed by the student‟s

supervisor. This evaluation is made on the Student Practicum and Internship Evaluation Form.

On this form supervisors evaluate their students‟ performance half way through the placement

experience and again at the end of the placement. The mid-term evaluation provides students and

supervisors an opportunity to identify problems and set appropriate goals. The second/final

evaluation is used as the official document that reflects the student‟s clinical experience in the

placement.

This course is classified as an “extended course.” As such, it begins in September and ends at the

end of August. Students must submit their final evaluations to the Director of Clinical Training

by the end of August. Grades do not appear on ROSI until the following month.

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Finding a PhD Practicum Placement

If students feel uncertain of what placement options might be most suitable to their needs, they

should contact the SCCP Director of Clinical Training.

Clinical placements usually require a two-day a week practicum commitment. Many placements

prefer students who already have some applied experience. The description of PhD Placement

settings in Appendix B provides a summary of the placement opportunities. It is often useful to

speak to other students who have been in the placement. (Names are provided following the

descriptions.)

Students should also attend the Placement Day Fair held each year in November.

Finding a placement is similar to finding a job. Students contact the placements directly, gather

information, arrange interviews and wait to see if they are accepted. It is not necessary to restrict

choices to the placements listed. Through personal contacts, students sometimes find suitable

placements in other ways. A common practicum application deadline is observed by most of the

sites. It is usually in early February.

When to Look

Students looking for a clinical practicum placement should begin making inquiries no later than

November (for a placement beginning in September of the following year).

Establishing agreements with supervisors

It is important that both supervisors and placement students understand the responsibilities and

the rights associated with their respective roles. Before interviewing for a placement, students

should review the two documents entitled: Policies and Procedures Regarding Students in

Practicum and Internship Settings and the Student Practicum and Internship Evaluation Form.

At the time of initial meeting, if the supervisor is unfamiliar with the SCCP program, the student

should provide the supervisor with a copy of the document entitled: Policies and Procedures

Regarding Students in the Practicum and Internship Settings and a copy of the Student Practicum

and Internship Evaluation Form. The student and supervisor should review the expectations as

stated on the first page of the Evaluation form to ensure that a clear understanding regarding the

role of the supervisor and the role of the student is established at the outset.

When selecting placements, students should search for exposure to a range of experience.

Students who plan to specialize exclusively in psychotherapy should be familiar with the basics

of psychological assessment. Students who want to focus on assessment work must understand

the fundamentals of intervention. In the School and Clinical Child program, doctoral students

must have a minimum of 100 hours of intervention time documented in their file prior to

beginning the internships. These hours are logged in the Clinical Progress Forms and in the

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Student Practicum and Internship Evaluation Forms. Ph.D. students must complete 5 full

assessments prior to beginning their internship. These assessments are reviewed by the Director

of Clinical Training (see also SCCP Program Guidelines).

Other Record Keeping Matters

Once an agreement is established the student and supervisor must complete a Placement

Confirmation Form and the student must provide this to the Director of Clinical Training as soon

as possible and certainly before beginning the placement. This form constitutes the formal

agreement between the student and the supervisor regarding practicum placement.

At the time of the mid-term and the final evaluation, students must provide the Director of

Clinical Training with the completed Student Practicum and Internship Evaluation Form. This

entails the following steps:

The student obtains a copy of the Student Practicum and Internship Evaluation Form,

completes his/her part of the form and then submits it to the supervisor.

After meeting with the supervisor to discuss the evaluation, it is the student‟s responsibility

to deliver the evaluation to the Director of Clinical Training. (7th

floor clinic office.)

For both personal and security reasons, students are strongly advised to retain duplicate

copies of all forms and evaluations submitted to the Director of Clinical Training.

1.4 ADDITIONAL PHD PRACTICUM (3243)

Because of the importance of obtaining clinical experience, many students elect to complete an

additional practicum. Students considering an additional practicum are encouraged to discuss this

with the Director of Clinical Training. Additional practicum requirements include the completion

of the Placement Confirmation form and a completed evaluation form.

1.5 INTERNSHIP (3242)

All Ph.D. students are required to complete at least 1600 hours of supervised internship training

in an approved training center.

Before applying for internship, the student must have five complete assessments and 100 hours

of intervention experience documented in his or her Clinic file. In addition, before beginning the

internship, the student‟s dissertation should be either completed or well underway. The

supervisor should provide written documentation to the Director of Clinical Training indicating

that the student is ready to begin the internship.

The internship course (3242) is classified by the University as a “continuous course.” The

Director of Clinical Training enrolls the student in 3242 once all of the relevant documentation

for the internship has been received. Credit for the internship is given when the Director of

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Clinical Training receives confirmation from the internship site that the placement successfully

has been completed. Students require this credit to graduate from the SCCP program.

Students are expected to enter the APPIC match process and apply for APA/CPA accredited

placements. Students should remember that their chances of succeeding with the match process

increase with the number of applications. It is hard to suggest the “right” number of applications

to complete but a rough guide would be 9-12 (18 would be unnecessarily high and 5 might not

ensure a successful match). Because there are only a few APA/CPA accredited internships in the

Greater Toronto Area, students should expect to travel for their internships [e.g., outside of

Toronto (London, Hamilton, Ottawa,) outside of Ontario (in other provinces or in the United

States)].

If a student is unable to obtain an accredited placement in a given year he/she should consider

ways to strengthen his/her application before reapplying the following year.

Students who cannot obtain an APA/CPA accredited internship after the second attempt or

students who have unusual mitigating circumstances may request special consideration.

Students, who propose to undertake a non-accredited, non-APPIC internship, must provide the

Director of Clinical Training with a letter of agreement from the internship supervisor. In the

letter of agreement the educational program for the student is outlined with specific reference to

the APPIC membership criteria for internships (www.appic.org). An outline for this document is

provided in section 3.5. The Clinical Progress Review Committee reviews this letter and makes

the decision as to whether the internship plan can be accepted as proposed.

Section 2: SCCP POLICIES GOVERNING STUDENTS IN PLACEMENTS

2.1 OVERVIEW FOR STUDENTS AND SUPERVISORS

Expectations of the Student and the Placement Setting

The placement experience provides an opportunity for the student to develop an individualized

learning plan within an applied setting. The supervisor and the placement setting expect the

student to assume a service role in the placement setting. The placement setting provides

educational resources and mentoring by the supervisor to enable the student to competently meet

the requirements of the service role that is required of the student in the placement setting. The

contract between the student and the agency represents these elements. It is anticipated that prior

to, or at the beginning of, the placement experience a meeting between the supervisor and

student will take place during which the student‟s goals and objectives for the placement

experience will be discussed. This discussion may be facilitated by reference to the evaluation

form that will be completed mid term and again at the end of the placement (Student Practicum

and Internship Evaluation Form). It is anticipated that at the end of this meeting both student and

supervisor will have a clear understanding of expectations.

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Expectations on the Evaluation of the Student by the Supervisor in the Placement Setting

In accordance with the University Grading Practices Policy, the assessment of the performance

of students in placement settings should be “fair, humane, valid, and reliable.” The supervisor

should be aware that this policy asserts that: where a student‟s performance in a clinical or field

setting is to be assessed for credit, the evaluation must encompass as a minimum:

a formal statement describing the evaluation process, including the criteria to be used in

assessing the performance of students and the appeal mechanisms available. This

statement should be available to all students before or at the beginning of the placement

experience;

a mid-way performance evaluation with feedback to the student;

written documentation of the final assessment;

In the SCCP program, the requirement to document the appeals procedure is met through this

document. The requirement to describe the evaluation process is met through the Student

Practicum and Internship Evaluation Form. This form is to be completed twice: once mid way

through the placement and a second time at the end of the placement.

Time Expectations

Students are allowed the regular University holidays that fall on practicum/internship days. All

students may observe religious holidays that fall on practicum/internship days.

The specific hours the student will spend in the placement will be negotiated between the student

and his or her placement supervisor in accordance with educational objectives and the service

and administrative patterns of that particular setting. Those settings whose service requirements

are such that continuity over holidays/breaks is important should contract this with the student at

the beginning of the academic year.

A master‟s practicum student is expected to spend at minimum two hundred and fifty hours in

the placement setting (one day a week). The practicum experience should include 1 hour of face

to face supervision each week and approximately 20% of student time will be spent in direct

client contact. A doctoral practicum student is expected to spend a minimum of 500 hours (two

days a week) in the placement setting. The practicum experience should include 2 hours of face

to face supervision each week. Approximately 25% of student time will be spent in direct client

contact. Our goal for our internship placements is that the placement is either APPIC approved or

that it conforms as much as possible with APPIC guidelines. These guidelines include the

expectation of 2 hours of supervision each week (regardless of whether the placement is half

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time [750 hours] or full time [1600 hours]) and approximately 25% of student time spent in

direct client contact.

If a student is unable to attend the placement setting on any practicum day, as soon as possible,

he/she must notify the placement supervisor or another appropriate person in the placement

setting.

If illness or other circumstances are likely to compromise the student‟s ability to meet the goals

of the placement (for example if the student is unable to meet the minimum residency

requirements of the placement), the student should contact the SCCP Director of Clinical

Training.

Grading Procedures

The practicum is a credit/no credit course. A credit (CR) grade is given when in the supervisor‟s

evaluation the student has met competency expectations. This criterion is met when the student

meets the minimum residency requirements and, on the final evaluation, the supervisor records

that the student‟s work was “satisfactory” or “satisfactory, with concerns.”

A no-credit (NCR) grade is given when a student fails to meet the competency expectations of

the practicum. A no-credit (NCR) grade is the equivalent of a failure (FZ) grade in an academic

course and is subject to the same regulations. This criterion is met when the student fails to meet

the minimum residency requirements or, on the final evaluation, the supervisor records that the

student‟s work was “unsatisfactory.”

2.2 CONFLICT RESOLUTION AND DUE PROCESS

Conflict between Supervisor and Student

Although not common, differences or conflicts do arise between supervisors and students. These

conflicts can be separated into two broad categories. The first category involves unforeseen

differences in expectations, differing values or assumptions between the supervisor and the

student. In many cases these differences can be resolved through discussion. The second

category involves more serious differences. Procedures are in place to respond to circumstances

where the differences are more fundamental and, in the opinion of the supervisor, address the

question of the basic competence of student to function effectively in an applied setting. These

procedures are designed to balance the importance of identifying at an early stage individuals

who will not be able to function effectively in applied clinical work with the rights of the student

to due process.

If a student encounters interpersonal difficulties or other conflicts in their placement setting, the

following general rules apply:

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The student should discuss the problem directly with the person in question.

The student should consult with a trusted and objective third party about the problem.

If neither of the above two options are feasible and/or prove fruitful, the student has the

option of requesting a confidential interview with the Director of Clinical Training.

These same general guidelines apply to supervisors. If direct discussion with the student or third

party consultation are either unfeasible or unfruitful, it is recommended that the supervisor

consult with the Director of Clinical Training.

The following procedures apply to circumstances when informal discussion is insufficient to

resolve the conflict.

Withdrawal from the Practicum/Internship Placement

The SCCP program recognizes the right of the placement setting, after consultation between the

Director of Clinical Training and the placement supervisor, to terminate the practicum or

internship of individual students, if the student‟s behaviour is unacceptable and client

service/patient care is being compromised. In such circumstances the supervisor shall advise the

Director of Clinical Training in writing of the reasons for this decision and action.

Similarly, the program recognizes that the students may find, once in the placement, that the

placement is unsuited to his or her individual needs.

Should a student wish to withdraw from the placement, or should the supervisor request the

student to withdraw from the placement the following procedures are to be followed:

1. The Director of Clinical Training is to be contacted.

2. The Director of Clinical Training may hold meeting(s) with the student, the supervisor, the

practicum course instructor and other appropriate persons, to clarify the reasons for requesting

withdrawal, the nature of the student‟s learning needs, and the setting‟s resources and ability to

meet those learning needs. The Director of Clinical Training is to document the process and

outcome of these meetings.

3. If the Director of Clinical Training is not able to help the student and supervisor continue in

the placement, a written request for withdrawal is to be made to the Director of Clinical Training

by the party initiating the request.

4. The student, Director of Clinical Training, the practicum course instructor and the Clinical

Progress Review Committee will establish any necessary conditions to be met before the student

can re-negotiate a placement. Students who withdraw from the placement will normally

withdraw from the practicum course and defer their placement until the next academic year. For

students in “H” courses, the final date for withdrawal from the practicum without academic

penalty is approximately the end of February. For more details on course withdrawal, students

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are referred to the OISE/UT Bulletin. When circumstances warrant it, the Director of Clinical

Training will assist the student in finding an alternative placement in the same year.

2.3 GUIDELINES FOR PROBLEMS MEETING COMPETENCY

EXPECTATIONS

It is the responsibility of the student and placement supervisor to identify any problems in

learning and initiate changes in the learning/teaching experience to deal with these difficulties.

The Director of Clinical Training should be contacted if and when significant problems are

identified. If significant problems regarding competency are identified, the following steps will

be taken:

1. After consultation, Director of Clinical Training may decide to hold a meeting to formally

review the situation. In most cases the meeting will include: the placement supervisor,

student, the practicum course instructor and other appropriate persons such as members of

the SCCP program Clinical Progress Review Committee. At minimum, if the decision is

made to have a meeting, the Clinical Progress Review Committee will be informed.

2. The meeting will include the following:

- A clear identification of the problem in learning and teaching.

- Specification of learning objectives to be achieved and behaviour changes expected.

- Any necessary actions and procedures to be taken in the placement setting.

- A time frame for a review meeting to determine whether change has occurred. This may also

include a schedule stating when a sample of the student‟s practice (selected by student and

placement supervisor) is to be reviewed by the Director of Clinical Training (if such material

is available and appropriate).

- A review of these competency expectation procedures, including grading.

- The Director of Clinical Training will document the process and outcome of the review

meeting. A copy will be given to the student, and the placement supervisor.

The review meeting will assess the degree to which the student has met the objectives set out in

the previous meeting, the extent to which any activities in the placement setting have been

useful, and any other relevant issues. Further specification of problems, objectives, actions, and a

time frame may take place if necessary. The Director of Clinical Training will document the

process and outcome of the review meeting. A copy will be given to the student, and the

placement supervisor.

Should the practicum student not meet the competency expectations a grade of No Credit (NCR)

will be recommended by the practicum course instructor in consultation with the Director of

Clinical Training. The Clinical Progress Review Committee has the authority to review and

approve the grade. No Credit (NCR) is the equivalent of a failure (FZ) grade in an academic

course and is subject to the same regulations.

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The Director of Clinical Training will review the student‟s placement experience and

recommend to the Clinical Progress Review Committee either of the following:

A. That the practicum student repeat the practicum in the next academic year. Students have one

opportunity to repeat the practicum. If the student receives a No Credit grade (NCR) in the repeat

of the practicum the student will be terminated from the SCCP program. It may be possible for

the student to complete a non clinical degree within APHD.

Or

B. That the student apply to repeat the practicum when specific necessary circumstances or

requirements have been met. The student has four years to complete the practicum from the date

of admission to the program.

Or

C. That the student be terminated from the SCCP program.

Appealing an Academic Ruling

If a student disagrees with the decision, the student may appeal the decision in accordance with

the School of Graduate Studies appeals procedure (see School of Graduate Studies Calendar).

Section 3: OTHER INFORMATION RELATED TO CLINICAL TRAINING

3.1 DESCRIPTION OF THE STUDENT CLINICAL MONITORING SYSTEM

With respect to all clinical and/or applied activities, the School and Clinical Child Psychology

Program expects that students will conduct themselves in a manner that is consistent with the

ethical principles, regulations, and standards of the profession. It is the policy of the School and

Clinical Child Psychology Program to systematically monitor students‟ progress in the clinical

practice aspects of their training. The purpose of the system is to identify as early as possible

weaknesses in the clinical development of students proceeding through the program so that these

can be remedied, thus maximizing the likelihood that students will successfully complete the

program and meet at least the minimal standards of professional practice required for registration

with the College of Psychologists of Ontario. The monitoring system is comprised of two

components. Overall responsibility for the system is held by the School and Clinical Child

Psychology Program‟s Clinical Progress Review Committee. The Clinical Progress Review

Committee is comprised of the Director of Clinical Training and at least one other faculty

member in the School and Clinical Child Psychology Program.

Clinical Evaluation in Practicum-Based Courses

For practicum-based courses, evaluations are carried out by course instructors using a Clinical

Progress Form. The form calls for ratings of students‟ performance on several dimensions

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necessary for appropriate development of clinical skills. In addition, instructors are requested to

record issues of particular concern with respect to students‟ clinical progress. Students need to

obtain a copy of the Clinical Progress Form at the outset of all practicum-based courses. At the

end of each practicum-based course, students are given individual feedback regarding their

clinical progress. Students are expected to read the Clinical Progress Form completed by their

course instructor or supervisor and to sign the form to acknowledge having done so. Students are

expected to retain the form in their files. If the overall evaluation of the student‟s performance on

the Clinical Progress Form is “satisfactory with some concerns” or “unsatisfactory” then the

course instructor or supervisor should forward a copy of the form to the Director of Clinical

Training and arrange a meeting to discuss the concerns.

The completion of the Clinical Progress Form in 1216 (Psychoeducational Assessment) the first

practicum course, is of particular importance. At the end of this course, the form is completed in

a meeting that is attended by the course instructor, the Director of Clinical Training and the

student. At this meeting the student‟s clinical development is reviewed. Any areas of clinical

weakness are discussed. This meeting serves as the “gate keeper” that determines whether the

student is ready to progress to the practicum experience. A copy of the Clinical Progress Form

for 1216 is retained in the Student‟s Clinic file.

Clinical Evaluation in Practicum and Internship Placements

For practicum and internship placements, students and placement supervisors complete the

Student Practicum and Internship Evaluation Form. This form provides information on the

clinical activities undertaken by the student in the course of the placement, as well as ratings of

students‟ performance on a number of clinically relevant skills and abilities. Students review the

evaluation form with their placement supervisor before the form is submitted by the student to

the Director of Clinical Training of the School and Clinical Child Psychology Program. The final

evaluation should be submitted to the Director of Clinical Training immediately after the

placement ends. Students will not receive a course credit until the evaluation form is submitted.

Procedures for Dealing with Concerns Regarding Clinical Progress

Concerns regarding clinical progress, however identified, are dealt with by the Director of

Clinical Training and the Clinical Progress Review Committee. When concerns are identified by

the Director of Clinical Training through review of the Student Practicum and Internship

Evaluation Forms, direct communication with placement supervisors or course instructors, etc.,

the Director of Clinical Training informs the other members of the Clinical Progress Review

Committee, who may elect to hold a special meeting to discuss the concerns. Concerns may also

be identified as a result of the Annual Student Monitoring Review meeting of the Program

Committee.

Procedures for dealing with competency concerns in practicum or internship placements are

described in Section 2 (SCCP Policies Governing Students in Placements). Clinical progress

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concerns identified outside the context of a practicum or internship placement (e.g., within a

practicum-based course) will be dealt with in the same manner. When a placement supervisor or

instructor has significant concerns about a student‟s ability to meet the demands of the placement

or practicum-based course, the Director of Clinical Training is contacted. The Director of

Clinical Training may arrange meetings with relevant parties, including the student, placement

supervisor, academic advisor, practicum-based course instructor, etc. to clarify the issues of

concern and the expectations of the setting and the program with respect to the student‟s work, as

well as to assist in developing a plan for resolving the problem(s), if necessary. Outcomes of this

process may include requiring additional coursework or supervised clinical experience and, in

extreme cases (e.g., behaviours that would result in a disciplinary finding of professional

misconduct) termination from the School and Clinical Child Psychology Program. If

expectations are established that must be met in order for the student to maintain good standing

in the School and Clinical Child Psychology Program, a subsequent meeting will be held to

review the student‟s progress, to determine whether the expectations articulated in the previous

meeting were met, to ascertain whether additional concerns exist, etc.

The Director of Clinical Training documents all contacts and meetings dealing with concerns

regarding students‟ clinical progress. Such documentation, together with students‟ Clinical

Progress Forms and Student Practicum and Internship Evaluation Forms will be retained in the

Director of Clinical Training‟s student files. These files are separate from the departmental

student files and are maintained for 10 years following a student‟s graduation from the program,

at which point they are destroyed. Copies of SCCP Annual Student Monitoring Forms (discussed

below) are also retained in the Director of Clinical Training‟s student files (called „Clinic files‟)

and departmental files.

The Director of Clinical Training reviews the assessments and all forms received and identifies

any concerns, areas of weakness, etc. noted in the evaluations. If major concerns are noted, the

Director of Clinical Training will inform the other members of the Clinical Progress Review

Committee, and the Committee will take action (see below for more detail). If necessary, the

Director of Clinical Training will follow up the written evaluations with personal or telephone

contact with supervisors and/or instructors in order to gain more information about areas of

concern.

Accountability

At every stage of the process, actions in response to concerns are carried out in a manner that is

responsive to the interests of both public protection and student development. Care is also taken

to ensure that students are given appropriate due process with respect to complaints or concerns

regarding clinical and academic progress. See Sections 2.2 and 2.3.

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3.2 POLICE REFERENCE CHECK

It is a requirement of school boards and many clinical placements that practicum students obtain

a Police Reference Check before commencing their clinical work with children.

For information about how to obtain a Police Reference Check, go to the student forms section

of the APHD website and click on „Police Record Check Form.‟

3.3 INTERVIEW QUESTIONS FOR STUDENTS APPLYING FOR INTERNSHIPS

These questions are typical of ones asked in interviews for competitive internship programs;

however many apply to practicum interview situations as well. Students should rehearse their

own answers to these questions prior to going to an interview.

1. How did you decide on a career in psychology? If you‟ve changed careers, be prepared to

explain why.

2. What are you looking for in an internship? (i.e., why do you want to come here?)

3. What are your goals for your internship year?

4. What are your strengths and weaknesses as a clinical/tester/supervisee/diagnostician?

5. What do you plan to do when you have finished training? (Sometimes: What do you see

yourself doing five years from now?)

6. What is your theoretical orientation - therapy and assessment?

7. What assessment experience have you had?

8. What therapy experience have you had?

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9. Which populations/ages have you worked with?

10. Case presentations: (Tell us about your most challenging case. Tell us about your

involvement with a case that taught you a great deal.)

Be prepared to answer questions on intake and testing reports submitted with your

application.

Aside from the cases discussed in the intake and testing reports submitted with your

application, you two cases ready to present in a somewhat structured format

Prepare cases that are relevant to the work you would be doing at the internship (e.g., child,

family, adult).

Try to choose cases that will allow you to give answers comfortably to the following

questions:

What would you have done differently in your work with this case?

What do you think went well in this case?

What diagnosis you give the patient (and why?)

11. At what stage are you on your dissertation, and what‟s your topic? Be prepared to discuss

how you came to be interested in your topic.

12. What authors have you read and identified with?

13. What do you look for in a supervisor? Be ready to describe past supervision experiences.

14. Describe a disagreement you‟ve had with a colleague and how you resolved it?

15. What do you think it would be like working in a… (fill in whatever is relevant to the site,

such as inpatient unit, emergency room). What‟s your worst fear about working on a locked

inpatient ward?

16. Which of our electives/rotations appeals to you?

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17. Scheduling issues, such as: Can you work evening hours?

18. What are your specific clinical interests?

19. In your eyes, what makes a good clinical psychologist?

20. Why should we take you?

21. Do you have any questions? Always try to formulate at least one question that is specific to

the site.

3.4 ACCIDENT RELATED INSURANCE COVERAGE IN THE PLACEMENT

In the event of a work related incident occurring while students are on placements, students are

eligible to receive Workplace Safety & Insurance Board benefits. In order to receive this

coverage, students must be registered, the placement must be approved by the University and the

placement must be unpaid. Students do not have coverage if the incident occurs during the in-

class portion of training programs; or if on the students‟ own initiative, students volunteer their

services to the placement to develop marketable skills. This coverage is funded by the Ministry

of Training, Colleges and Universities and not by the placement employer1 or the University of

Toronto. Students are covered by the Ministry when they are placed at sites with WSIB

coverage and when they are placed at sites without WSIB coverage; however, the forms to be

completed are different.

In the event of an accident, the student should:

• Promptly obtain first aid and medical attention if required.

• Report the accident to your placement employer and have them complete the relevant forms.

• The placement employer should notify the SCCP Director of Clinical Training.

For more information please review: Incident Related Insurance Coverage For Sccp Students On

Unpaid Placements available on our website (APHD: Student Forms WSIB Insurance Coverage

Forms (for SCCP Students on Practicum).

1 This is a WSIB term. It refers to the placement site and does not imply an employment relationship.

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3.5 INTERNSHIP, OUTLINE OF EDUCATIONAL PROGRAM

APPIC GUIDELINES

In the event that a student from the School and Clinical Child Psychology (SCCP) program

requests an internship in a placement that is not accredited by CPA or APA, the program requires

that the student‟s placement substantively conform to APPIC criteria for internships. (These

criteria are found on the APPIC website, www.appic.org). The student and supervisor should

respond to the following questions and return to the SCCP Director of Clinical Training. This

letter will be used by the program to help determine the suitability of the placement for the

student‟s internship.

______________________________________________________________________ INTERNSHIP -- OUTLINE OF EDUCATIONAL PROGRAM

Letter of Agreement between the Supervisor and the Intern

- Name of Student/Intern:

- Name of Supervisor (s):

- Name of Placement Setting/Organization:

- Dates of Proposed Internship: From:

- To:

- Number of days /week:

- Number of hours to be completed: ____ hours

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1. Please describe the training goals and curriculum for this student. (What direct service

experiences will this student have? What clinical skills will be taught and in what sequence?

How is the training program integrated into the larger organization?)

2. Who is responsible for the delivery of the training program? (Is this person licensed? Is

this person at the training facility a minimum of 20 hours /week?)

3. At the placement setting, are there at least two full time equivalent doctoral level

psychologists on staff, who serve as primary supervisors?

4. Describe the kinds of supervision this student (individual, group) will receive. (How many

hours per week will this student receive supervision?)

5. Describe this setting with specific reference to the kinds of client populations and the specific

clinical skills that will be taught.

6. What percentage of the trainees‟ time will be spent in face-to-face psychological services with

clients?

7. How many hours of didactic service are provided each week (e.g. case conferences, seminars,

in-service training, grand rounds)?

8. How many predoctoral interns are typically on the site?

9. In this placement, do internship level trainees have a title such as “intern” “resident” “fellow”

or other designation of trainee status?

10. Does the placement have brochure or website address that provides a clear description of the

nature of the training program?

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11. What formal system of evaluation do you use to provide feedback to the SCCP program

regarding the progress of this student?

______________________________________________________ Signature of Supervisor Signature of Student

______________________________________________________ Date

Revised: 3-Mar-16