Supplemental Information Regarding Training Goals, Evaluations, and Due Process Goals and Objectives Expected Levels of Performance and Exit Standards Evaluation, Due Process and Grievance Procedures Goals and Objectives By the conclusion of the internship year, interns are expected to acquire and demonstrate understanding and competence at an intermediate to advanced level in the areas iterated below. 1. Diagnosis of psychological functioning through comprehensive semi-structured diagnostic intake evaluations, as demonstrated by: Participation in didactic seminars during Intern Orientation pertaining to the intake evaluation, assessment of risk, and mental status exam Role-playing of intake evaluations during Intern Orientation Observation of two or more staff intake evaluations Completion of 1-2 intake evaluations per week, reviewed by treatment team, intake supervisor, or psychotherapy supervisor 2. Case formulation, as demonstrated by: Presentation of intake case formulations to treatment team, intake supervisor, or psychotherapy supervisor Discussion of psychotherapy case formulation in intake and psychotherapy supervision Presentation and discussion of clinical topics and case material in Psychoanalytic Seminar Presentation and discussion of psychotherapy cases in Case Formulation Seminar Presentation of a psychotherapy case in Case Conference Participation in Case Conference presentations regarding specific clinical topics 3. Diagnosis and case formulation based on cognitive and personality assessments, as demonstrated by: Completion of weekly LNEC intakes and/or screening batteries (optional) Discussion of LNEC intakes and screening batteries in LNEC supervision (optional) Completion of at least two comprehensive assessment batteries within LNEC during the course of the year, including objective and projective methods (if intern opts not to complete LNEC rotation) 4. Assessment and intervention with patients presenting for emergency or crisis services, as demonstrated by: Observation of staff emergency walk-in assessments Discussion of on-call assessments and interventions with emergency walk-in and night call supervisors Participation in three hours weekly of crisis and emergency treatment under the supervision of staff. Participation in six weeks of supervised on-call services over the course of the internship year. 5. Implementation of brief treatments, as demonstrated by: Engagement in approximately 10-12 weekly hours of brief psychotherapy Discussion of brief treatments in psychotherapy supervision and treatment team Presentation and discussion of brief treatment topics and case material in Psychodynamic Seminar and Brief Therapy Workshop 6. Implementation of long-term treatments, as demonstrated by: Engagement in approximately three longer-term treatment cases throughout the internship year Discussion of long-term treatment in psychotherapy supervision Presentation and discussion of long-term treatment topics and case material in Psychodynamic Seminar 7. Implementation of group treatment approaches, as demonstrated by: Engagement in and discussion of one psychotherapy group, either led or co-led by the intern, in group psychotherapy supervision Presentation and discussion of group psychotherapy topics and clinical material in Group Psychotherapy Seminar 8. Provision of consultation and psychoeducational outreach programming to constituents of the University community, as demonstrated by: Staffing the once-weekly Resident Advisor Consultation Hour provided at the Office of the Dean of Students/Residence Life, and discussion of consultations with Consultation Hour supervisor Completion of at least 5 outreach programs over the course of the year representing a minimum of 50 total hours (including resident advisor consultation hours). One outreach program is required to be an original presentation to a university audience. Informal feedback and written evaluations provided by participants of outreach programs Evaluation of intern outreach programming by Coordinator of Outreach Services 9. A beginning understanding of the theory and technique of psychotherapy supervision, as demonstrated by: Participation in Supervision Lectures provided by staff in the spring semester Participation in the provision of supervision to doctoral level practicum students throughout summer semester (optional) Engagement in supervision of supervision with permanent staff (if choosing the supervision rotation) 10. Application of ethical guidelines to professional practice, as demonstrated by: Ethical conduct during internship year Discussion of ethical issues in supervisions, as applied to specific case material Demonstrated awareness of most recent APA Ethical Code of Psychologists and Code of Conduct 11. Sensitivity to and respect for diversity issues, and awareness of associated treatment implications, as demonstrated by: Provision of effective clinical and consultative services to diverse clients Discussion of diversity issues in supervision and as supervisor in training Creation of a Cultural Autobiography in Psychodynamic Seminar, and discussion of diversity issues across all seminars Participation in the Cultural Narrative presentations by outside professionals Participation in the Special Topics in Multiculturalism Seminar Completion of written and elaborated cultural formulations of two cases, as well as verbal discussion of each case within treatment team Completion of required cultural project 12. The attitudes required for life-long learning, scholarly inquiry, and professional decision-making, as demonstrated by: Capacity to evaluate the efficacy of interventions by direct observation, as well as reviewing case notes and/or recordings of clinical work in supervision Active participation in seminars Demonstration in supervision and seminars of critical thinking, and of the capacity to articulate the theoretical and empirical bases of clinical decision-making 13. Capacity to work as a member of a multidisciplinary team of mental health clinicians and trainees, as demonstrated by: Participation in treatment team Evaluation by staff across disciplines 14. Development of a professional identity as a psychologist, as demonstrated by: Professionalism in all interactions within CAPS, Student Health, and with all constituents of the University community Discussions with Director of Training regarding the intern’s evolving professional identity and career planning Participation in the Intern Seminars on topics such as “Post-doc and Job Searches” and “Working with Managed Care” Participation in the once monthly Professional Development Lunch Expected Levels of Performance and Exit Standards Levels of Performance Attainment of the above goals and objectives is measured by the Trainee Evaluation Form.  The Trainee Evaluation Form is completed by all supervisors at the end of each semester, as well as by the summer rotation supervisor.  At mid-year, if an intern obtains a mean rating of less than 3.0 on any section of the evaluation form (with each section consisting of multiple items), evaluation forms will be completed by supervisors on a monthly basis. At year-end, in order for an intern to successfully complete the internship program, the intern must obtain a mean rating of greater than or equal to 3.0 on every section of the evaluation form.  If this is not accomplished, the intern completes the program without certification. Exit Standards Completion of 2,000 total training hours (including both direct clinical contact and indirect hours) Completion of 500 direct clinical contact hours Completion of at least 5 outreach programs over the course of the year representing a minimum of 50 total hours (including resident advisor consultation hours). One outreach program is required to be an original presentation to a university audience. Completion of required supervision hours as described above Active participation in all seminars, cultural training components, and CAPS clinical and administrative meetings, as described in Intern Manual, Section II Timely completion of clinical records and logs Adherence to APA ethical guidelines throughout the internship year Year-end competency-based evaluations indicating performance is rated as at least “acceptable and typical,” as assessed by the Trainee Evaluation Form (i.e. mean ratings of > 3.0 on each section of the Trainee Evaluation Form) Evaluation, Due Process and Grievance Procedures Evaluation Procedures Interns are fully informed about the evaluation procedures during the two-week orientation process that occurs upon arrival, including a detailed review of the trainee and supervisor evaluation forms. Evaluations are conducted each semester at mid-semester and at end-of-semester, as described below.  This is a comprehensive evaluation process, wherein supervisors evaluate trainees, and trainees evaluate supervisors, seminars and the entire training program at the conclusion of the training year. Mid-Semester Evaluations (Verbal) Supervision Discussion:  At the mid-point of each of the two semesters (Fall and Spring/Summer) each supervisor-supervisee dyad discusses the intern’s progress and the status of the dyad’s working relationship. Staff Review Meeting:  The staff then meets to discuss the progress of each intern.  The staff reviews each intern’s progress in all areas iterated in Goals and Objectives of the Internship Program (see Section II).  These areas include:  individual psychotherapy, group psychotherapy, intake evaluations, diagnostic and formulation skills, on-call assessment and consultation, LNEC rotation, outreach programming, ethics, sensitivity to multicultural issues, participation in seminars, capacity to work as a team member and collaborate with psychiatrists, professionalism, self-reflectivity and the ability to evaluate the efficacy of their work, record-keeping, and attitude toward and ability to make use of supervision.  General strengths and weaknesses are also discussed. Intern Review Meeting:  Following the staff review meeting, the Director of Training meets with each intern to review and discuss the feedback. Seminar Discussion:  At the mid-point of each of the two semesters, interns discuss within each semester their perspective on the progression and value of the seminar, and are similarly provided feedback by facilitators regarding their participation.  End-of-Semester Evaluations (Verbal and Written) Evaluation of Interns:  At the end of each semester, supervisors complete the Trainee Evaluation Form (see form, this section).  This form is used as an outline to structure and accompany the supervisor’s verbal feedback to the supervisee, iteration of learning goals, and discussion of the supervisory working relationship.  Following the feedback session, both parties sign the form. Evaluation of Supervisors:  At the end of each semester, interns complete the Supervisor Evaluation Form (see form, this section).  This form is used as an outline to structure and accompany the supervisee’s verbal feedback to the supervisor and the dyad’s discussion of their working relationship.  Following the feedback session, both parties sign the form. Staff Review Meeting:  At the end of each semester, the staff again meets to review the progress of each intern. Intern Review Meeting:  Following the staff review meeting, the Director of Training meets with each intern to review and discuss the feedback. Evaluation of Seminars: At the end of each semester, interns complete the Seminar Evaluation Form (see form, this section) for each seminar that occurred during that time period.  This form is used to evaluate the clinical relevance, reading materials and preparedness / quality of the instructor. All Trainee Evaluation Forms and Supervisor Evaluation Forms are submitted to the Director of Training and placed in the intern’s permanent internship file. Seminar evaluations are submitted to the Director of Training without identifying information. Synopses of numerical and narrative results are shared with staff after all seminars have concluded. End-of-Year Program Evaluations (Written) At the end of the training year, interns complete a detailed Program Evaluation that is part of exit requirements. No verbal feedback is requested by staff or the Director of Training in order to ensure that the most accurate information is collected. Synopses of numerical and narrative results are shared with staff after the conclusion of the interns’ training year. Due Process CAPS interns work under the supervision of licensed permanent staff clinicians.  Their performance is evaluated and they are provided with feedback at planned intervals during their tenure at CAPS. Due process ensures that decisions made regarding interns are not arbitrary or biased.  Specific evaluative procedures are applied to all interns.  Appropriate appeal procedures are available to interns so that they may challenge the program’s action.  This section describes general guidelines for due process at CAPS, the program’s definition of “Trainees not meeting performance standards,” procedures for intervention, and the levels of appeal which are available to interns if they disagree with evaluations or decisions made by their supervisors and evaluators. Due process at CAPS includes: Presenting the interns the program’s expectations related to professional functioning in written form through Intern Brochure and Manual. Stipulating the procedures for evaluation, including when and how evaluations will be conducted (see above). Articulating the various procedures and actions involved in making decisions regarding trainees not meeting performance standards (see below). Communicating early and often with graduate programs about any suspected intern difficulties and seeking input from these academic programs as to how to address such difficulties. Instituting, with the input and knowledge of the graduate program, a remedial plan for identified sub-standard performance, including a time frame for expected remediation and consequences of not rectifying the performance deficiency. Providing the intern with a procedure for appealing the program’s action (see below). Ensuring that interns have sufficient time to respond to any action taken by the program. Using input from multiple professional sources when making decisions or recommendations regarding the intern’s performance. Communicating to all relevant parties, both verbally and in writing, the action taken by the program and its rationale. Definition of “Trainee Not Meeting Performance Standards” “Not meeting Performance Standards” is defined broadly as an interference in professional functioning that is manifested in one or more of the following ways: Professional Standards:  An inability and/or unwillingness to acquire and integrate professional standards into one’s repertoire of professional behavior.  This would include negligent, unethical or unprofessional conduct. Skills:  An insufficient level of competence in the skill areas outlined as core internship Goals and Objectives. Personal Functioning:  An inability to address personal stress, psychological difficulties, and/or excessive emotional reactions such that they would interfere with professional functioning. Assessment of these criteria is incorporated into mid-semester and end-of-semester evaluations. It is a professional judgment as to when an intern’s performance represents “not meeting performance standards” versus a “learning need.”  The distinction is based upon the following guidelines: A “learning need” refers to an intern’s competency, behavior, and/or a characteristic that is of concern and is therefore identified as an area for growth, focused learning, or remediation. A “learning need” is considered developmentally expected and/or non-extreme for professionals in training. A “learning need” typically becomes identified as “not meeting performance standards” when the situation includes one or more of the following characteristics: The quality of services delivered by the intern is significantly compromised by the problem. The intern does not comprehend, acknowledge, or address the problem once it has been identified. The problem is not a reflection of a skill deficit that can be rectified by academic or didactic training. The problem is not restricted to one area of professional functioning. A disproportionate amount of attention by training personnel is required as a result of the problem. The intern’s behavior does not change as a function of feedback, remedial attention, and/or time. Procedure for Intervention with Interns not Meeting Performance Standards The supervisor identifies a problem. The supervisor(s) meets with the intern to discuss the problem. The Director of Training and the Director of CAPS are informed of the problem. The supervisor(s) and Director of Training meet with the intern in order to: a. Delineate the problem(s); at this time the intern is given the opportunity to  respond with further information and explanation. b. Establish a procedure for addressing and resolving the problem(s). c. Specify a time frame for resolving the problem(s) and identify possible dispositions, which might include no further action, further monitoring, or probation. The Director of Training writes a letter to all parties, including the intern’s graduate program director, summarizing the decisions reached in #4. At a pre-determined time the intern’s performance is re-evaluated by the supervisor(s). The supervisor(s), Director of Training and intern meet regarding the status of the identified problems. In consultation with the Director of  CAPS, one of the following dispositions is determined: Certification Completion without certification Discharge from program The Director of Training informs the intern’s university program of the disposition. Levels of Appeal If an intern feels that the decisions reached at any time during the evaluation process are unfair, they will have the opportunity to appeal such decisions in writing. The first level of appeal is with the Director of Training. If this does not lead to satisfactory results, they may appeal to the Training Committee. The third level of appeal is to the Director of CAPS. If this occurs, a review panel will be appointed to conduct a hearing, and the panel will submit their recommendations to the Director of CAPS. The Director of CAPS then accepts or rejects the panel’s recommendations and makes the ultimate decision with regard to the appeal. The intern also has the right to contact APA if they feel unfairly treated in an appeal process. First Appeal: Director of Training Second Appeal: Training Committee Third Appeal: Director of CAPS External Appeal: APA Office of Accreditation Grievance Procedures There may be times when a professional or personal conflict arises between an intern and a staff member. The Training Committee has implemented the following guidelines for the resolution of conflicts and grievances initiated by an intern. An intern with a grievance is encouraged first to discuss the matter with his or her supervisor to determine whether an informal resolution of difficulties is possible. The Director of Training is available to interns as a secondary resource to facilitate the informal resolution of problems with supervisors. If informal attempts at resolution are unsuccessful or if the conflict is experienced in the intern’s relationship with the Director of Training, the intern is asked to submit a written grievance to the Training Committee. Grievances brought to the attention of the Director of Training or the Training Committee will be reported to the Director of CAPS. The Training Committee, in consultation with the Director of CAPS, will evaluate the grievance thoroughly and meet with the intern in a manner that upholds the current ethical code of the APA and that protects the intern’s confidentiality to the fullest degree possible. The Training Committee may need, however, to consult with additional individuals or groups in deliberating over a specific problem. The Training Committee, with the approval of the Director of CAPS, will make formal, binding decisions to resolve the grievance with fairness and expediency. Any Training Committee member with a conflict of interest that might reasonably compromise impartiality will be excused from the proceedings. The options available to the Training Committee for resolving grievances include, among others, implementing program changes, requiring mediation settings for the disputing parties, ruling in favor of one party over another, and reassigning the intern to a different supervisor. In the event that an intern disagrees with the Training Committee’s recommendation, extra-departmental channels are available, such as the University ombudsperson and/or APA. Return to Internship Home Page