1 PSYCHOLOGY INTERN HANDBOOK AHRC New York City Department of Family and Clinical Services Program Accredited by The American Psychological Association Commission on Accreditation 750 First Street NE Washington, DC T F Revised June 2014
2 INTRODUCTION AHRC New York City (formerly known as the Association for the Help of Retarded Children) was founded in 1949 by a small group of parents seeking assistance for their children who were then considered uneducable. Today, it has a membership of over 12,000-primarily families with members who have developmental disabilities, their relatives, friends and professionals in the field. AHRC NYC is now one of the larger consumer-based non-profit agencies in New York City. It is run by a Board of Directors that, according to bylaws, must be comprised of a majority of parents and siblings of individuals with developmental disabilities. Over the past 64 years, AHRC NYC has provided a broad array of services to individuals with developmental disabilities. Among these are residential, educational, day treatment, recreational and numerous other services. The goal of these services is to maximize the opportunities for individuals with developmental disabilities to participate in their communities at the most complete level possible. In order for individuals with developmental disabilities to do so, it is necessary that their mental health needs be understood and provided for in the most productive way possible. AHRC NYC s Department of Family and Clinical Services was created in response to these needs. Services for the mental health needs of these individuals are provided via a habilitation clinic licensed by the State of New York under Article 16 of the state Mental Hygiene Law. Clinical Services provided by the Department include: Psychological Assessment Individual Psychotherapy Group Psychotherapy Family Therapy Occupational Therapy Physical Therapy Nursing Speech and Language therapy Nutritional Counseling Sibling Services The clinical services include assessment and treatment services both within the agency (to residents and participants in various agency programs) and to other agencies, hospitals and schools within New York City as well as to members of the public at large. As one of the oldest and best known clinics of its kind in the state, the Department also provides consultation services throughout the area. The Department has a professional staff of over 100 clinicians who provide over 44,000 visits per year at site throughout New York City.
3 TRAINING OBJECTIVES The predoctoral psychology internship program at AHRC NYC was established in 1995 with the goal of training professional psychologists in the field of developmental disabilities. Accreditation of the program by the American Psychological Association (APA) was granted in The program s current status is accredited with a site visit scheduled for the fall of The program s mission, in accord with AHRC NYC s overall mission, which is to provide psychology graduate students with the opportunity to grow from a level of the mastery of basic concepts of evaluation and treatment of psychopathology to an awareness of, and eventually expertise in, those concepts and how they apply to individuals with developmental disabilities and their families. By the completion on an internship, an intern is prepared to independently assess and treat these individuals as well as work effectively in concert with other treating professionals from medical, rehabilitative, educational and other mental health disciplines. The model of the psychology internship program is best summarized in terms of a professional psychology training model. Interns are selected through the matching procedures of the Association of Psychology Postdoctoral and Internship Centers APPIC). Applicants must be approved by their graduate program as being ready for predoctoral internship, have completed 1000 hours of practicum experience 500 hours of which involves face to face contact with clients. A minimum of five psychological evaluations which include assessment of cognitive functioning is recommended Emphasis is placed on the development of skills in assessment, intervention, supervision, interdisciplinary collaboration and consultation. In addition, it is the objective of the program that the intern develops expertise in the ability to evaluate and use research which is relevant to the intern s professional development and clinical practice. Finally, it is expected that over the course of the internship the intern will grow in self knowledge and self identification as a psychologist in a manner which will enable the individual to function effectively and experience personal gratification in the role of psychologist. The Program highly values participation from interns in decision making about the internship program. Interns also participate in decisions about their individual participation in Program activities; the Training Director works closely with interns to accommodate, where possible without compromising the training experience, specific preferences. At the beginning of the internship year, information regarding preferences for day program site is requested of the interns. The Training Director also provides interns with a listing of special program opportunities available in the Department. While special program participation is not a requirement of the internship Program, interns are given the opportunity to participate in any of these special training opportunities when they occur. Special projects include behavioral weight management and an Autism Spectrum Disorder parents group.
4 Mid-year and at the end of the year, interns complete a survey evaluating the internship Program. Each intern fills out a form assessing the Program s performance in providing instruction in each of the areas of competency described in the program s Handbook. These evaluations are undertaken at the six and eleven month intervals of the Program. The interns meet as a group with the Training Director to discuss their evaluations of and suggestions for the Program. Data collected from these surveys is reviewed by the Training Director and Training Committee and changes are made to the Program where appropriate. As an on-going project assignment, interns complete a program evaluation in which they assess the internship program using the constructs defined by the APA Commission on Accreditation. The interns present a summary of the results and written recommendations for the program to the psychology department at the end of the internship year. The training committee reviews the results and makes changes to the Program where appropriate. At the end of the year, interns complete evaluations both of their individual and group supervisors. The Training Director reviews the information provided with each of the supervisors individually and changes are made to supervisory structure and/or content as appropriate. The Program additionally surveys graduates one or more years after graduation in order obtain information regarding the strength and weaknesses of the program and the utility of the Program experience in their professional life. The Program s Training committee meets on a monthly basis. Meetings include the assessment of Program performance and strategies for Program improvement Interns are required to complete a year as a full time member of the Department of Family and Clinical Services staff under the supervision of licensed psychologists. Positions for three interns are regular lines in the department s annual budget. Each intern will have assignments in outpatient clinics, a day program for individuals with developmental disabilities and on a crisis intervention/in home behavior management team. Interns receive evaluations at three months, six months and 11 months of the internship. Minimum competencies are established for each skill area and required for successful completion of the Program PERSONNEL POLICIES The internship begins on the day after Labor Day and runs for a full (12 months) year. The basis work week is five days and 40 hours which includes an hour for lunch each day. As differing sites have slightly varying business hours, daily schedules are assigned individually to accommodate specific clinical needs.
5 Administrative Assistance Interns are considered full time staff members and as such, are afforded all administrative supports and services available to the staff within the Department and the agency as a whole. The Department Operations Manager oversees a clerical staff which provides general assistance with supplies, mail reception and similar duties The Department s Intake Unit processes referrals, schedules appointments for interns and provides them with a schedule generated weekly. Any forms required for documentation are provided to the interns with their schedules on a weekly basis. The Department has a fully staffed medical Records room. Medical Records staff are responsible for filing and otherwise maintaining client records. The agency s Human Resources department is available to interns to provide information and to address problems or concerns with benefits. Assistance is also provided with time keeping, maintaining and tracking accrual information and payroll. All interns are provided with agency computer accounts which include word processing, internet access and a secure system which can be accessed from any computer outside of the Clinic. Assistance with issues related to technical support is available through the agency IT Department help line or written request by intern or supervisor. Financial Assistance Interns receive a yearly salary of $17,500 paid biweekly based on a pay period which commences on a Saturday and ends on a Friday over a 14 day time period. All required deductions for federal, state and local taxes and all authorized voluntary deductions are withheld automatically from the paycheck. Arrangements for direct deposit of paychecks can be made through the Human Resources. Interns have the opportunity to contribute to a 403b retirement plan. The agency provides vacation time to ensure that its employees have adequate rest from their job responsibilities. Vacation time for interns is currently 15 days a year. Five Personal Days are also available. Leave is accumulated over the year and it is expected that all leave is taken by the end of the second week of August. AHRC NYC observes eight national holidays and allows time off with pay. If a holiday falls on a Saturday or Sunday, interns may be granted either the preceding Friday or the following Monday off at the discretion of the agency. Additional time off is available for health relate absence, bereavement and work related conferences. AHRC NYC provides complete medical. Dental and vision coverage after 90 days of employment.
6 Discount tickets to theater, and sporting events and reduced rates for Verizon Wireless phone services are available through the agencies Plum Benefits program. Interns are subject to all personnel policies applicable to other AHRC NYC employees. In addition to consulting the due process and grievance policies below, the intern is encouraged to refer to the agency Personnel Practices Manual for Non-Bargaining Unit Staff which is distributed at the outset of the internship for details regarding the rights and responsibilities of AHRC NYC staff members. The Program makes ongoing efforts to recruit and maintain a diverse staff composition. Previous strategies including maintaining ongoing contact with local university psychology programs to express interest in recruiting interns who are representative of the diverse makeup of New York have been reinstituted. The Training Director or other program representative will attend the internship Fair held every fall at which area internship programs have the opportunity to communicate directly with potential applicants. The Program has a working relationship with three staff recruitment agencies which are instructed to make a priority of recruiting culturally, ethnically and racially diverse staff members. In accordance with AHRC NYC policy, bilingual staff members are given a yearly $2500 addition to their salary and a yearly bonus is also provided to staff members who recruit bilingual staff members who also remain with the agency for a year or more. In addition AHRC NYC s Human Resources Department uses its resources to recruit such staff as described in the agency s Policy and Procedure Manual ( ). AHRC NYC has developed Affirmative Action programs to promote positive action and to assure that equal employment opportunity is afforded. all minorities, women, veterans and people with disabilities employed by or seeking employment with the agency. AHRC NYC is committed to supporting this Program and to pursuing good faith efforts to achieve its goals. The Program has four objectives: Identify both the underrepresentation of minorities or people of color and/or women and the underutilization of minorities or people of color and/or women at all employment levels. Establishment of realistic policies and procedures to achieve AHRC NYC; s goal of fully utilizing women and minorities and people of color Initiate prompt, good faith efforts to meet the full utilization targets. Evaluate the program s effectiveness. On an annual basis, the agency will consider what results could reasonably be expected from good faith efforts to help the overall Program produce the best possible results. The goals established by the agency are calculated by reviewing anticipated activity, current rates of utilization and availability of qualified candidates.
7 Affirmative Action commitments aim to correct recognized deficiencies Where deficiencies exist and where employment percentages are relevant to corrective action, the agency will set forth specific desired objectives separately for minorities or people of color or women. Supportive data for these desired objectives will be included in the written Affirmative Action program Analytical supporting data will be compiled and maintained as part of the program. This information will include but not be limited to applicant flow data and personnel transactions including minority and sex status The agency will consider anticipated expansion, contraction and turnover in its workforce. This will include review of anticipated vacancies in major job groupings for the coming year, as well as any other time period pertinent to the plan A desired objective will be established for each job group in which underutilization exists. For each job group in which underutilization exits, the agency will establish desired annual rates of hiring and/or promoting minorities or people of color and women. These rates are attainable through AHRC NYC s good-faith efforts. DUE PROCESS AND GRIEVANCE PROCEDURES An intern s performance is evaluated four times a year. In situations in which it is determined that problems presented in the intern s performance are too significant to wait for normally scheduled review the following procedures are undertaken, When any of these evaluation procedures are undertaken the results of the valuation are shared with the director of training of the intern s doctoral program I. Definition of Problematic Behavior During the course of the internship situations may arise in which the intern s level of performance, attitude, and willingness to perform duties or inability to control personal reactions may interfere with the intern s professional functioning to a degree that rises to a level of a problem in the opinion of the intern s supervisor. Such behaviors may include but are not limited to: Failure to address a problem when it is identified in supervision A skill deficit that cannot be improved by educational intervention Behaviors which require an inordinate amount of attention from the supervisory staff Behavior that des not change with remediation over time Behavior that negatively impacts client care Behavior that negatively affects the intern s ability to function on a team Behavior that violates agency standards
8 II. Remediation and Sanctions Once a problem has been identified as not having been solved within the normal supervisory framework, there is a stepwise system of intervention which includes: 1. Verbal Warning-the supervisor discusses the seriousness of the problem with the intern: no written record is kept 2. Written Acknowledgement-if the problem is not corrected within two weeks, the intern receives written notice that The training director has been informed of the problem (if the training director is the intern s supervisor in any Due Process or Grievance procedure the assistant training director will substitute for the training director). The verbal warning that was given is acknowledged The training director will become involved in the solution of the problem (a meeting will be held among the training director, the supervisor and the intern). The written acknowledgement will be placed in the intern s personnel file to be removed when the problem is successfully addressed. 3. Written Warning-if the problem is not corrected within two weeks, the intern will receive written indication that includes the following: Description of the problematic behavior Actions needed for remediation Time table for corrective action Consequences of failure to correct behavior Intern s rights with regard to review of the action This document along with the intern s written response will go into the intern s personnel file III. Remediation Plan A remediation plan will be determined by the supervisor, in consultation with the training director, which will include the following: Increased levels of supervision Addition didactic training (if necessary) Reduced or altered caseload to create time to focus on the problem Recommendations of, and assistance in, finding personal psychotherapy, (if indicated) Time period over which progress is to be evaluated Probationary period-during the time during which the remediation plan is carried out, the intern will be on probation. During this period the intern will receive:
9 Increased supervision A letter specifying reasons for unacceptable ratings, recommendations for change, time frame expected for change and the evaluation procedure the progress of which is reviewed by the training director. Dismissal from the internship-if after corrective measures have been taken, the intern is unable or unwilling to correct the problematic behavior, the intern will be dismissed and the intern s academic institution will be informed that the intern will not complete the internship Due Process-the intern s response The intern has the right to be able to respond to the actions taken with regard to problematic behavior and to be assured that the process of intern evaluation is fair and not personally based. In order to insure this, the following procedures are in place: Expectation with regard to professional functioning are addressed at the outset of the internship Routine written evaluation procedures as noted above, are scheduled during the internship Interns are given adequate time to respond to actions taken by the program. Grievances If an intern experiences problems with the training program because of situations such as, but not limited to: Poor or absent supervision Unreasonable work load Unreasonable scheduling The intern should try to settle them in the following sequence: Attempt to settle them informally Bring the problem to the attention of the training director Submit a written complaint to the training director who must convene a Training Committee meeting within 3 days to review the complaint. The review process will include the following: Review of the written complaint and collection of data (which will be made available to the intern). A report, including recommendations, will be prepared by the training director within 3 days A decision as to the resolution of the problem will be made by the training director within 3 days of the report If the final decision is disputed by the intern, the intern can contact the agency Human Resources Department to discuss the situation.
10 CLINICAL RESPONSIBILITIES AND PRODUCTIVITY Over the course of a year, the intern is expected to provide the equivalent of 765 half hour face to face contacts with consumers. This works out to approximately 25% of internship being devoted to direct service. Credit for productivity is assigned as follows: An half hour psychotherapy session is credited as a full visit Each group therapy session is credited as a visit for each participant Each Comprehensive assessment is credited as four visits It is understood that it may take more than a month before an intern builds up a full caseload. The intern will receive monthly reports of the number of visit for which the intern has been credited. Each intern will receive assignments at three work sites. Two days a week will be spent in the Department s Main Office where the intern will have a permanent office equipped with a phone, voice mail and a computer with , word processing and data base access. The Main Office clientele will consist primary of adults with developmental disabilities To days a week will be spent in the Department s satellite clinic in the Bronx where the clientele consists primarily of families with children with developmental disabilities. During the first quarter of the internship year, one half day per week in the Bronx will be devoted to working with the Department s In Home Behavior Management/Crisis team. Placement on this team during the remainder of the year will be elective. Finally the intern will spend one day a week assigned to an AHRC NYC day treatment program where activities will include individual and group therapy as well as staff consultation. Sites at which interns may receive assignments: AHRC New York City Main Office 83 Maiden Lane, 5 th floor New York, NY Bronx Grand Concourse Clinic 2488 Grand Concourse 3 rd floor Bronx, NY Brooklyn Day Habilitation 275 Livingston St. Brooklyn, NY Bush Terminal Day Habilitation 551 Second Ave. Brooklyn, NY 11232
11 William F. May Center Mayflower Ave. Bronx, NY10461 SUPERVISION Supervision is provided as follows: A minimum of two hours per week of individual supervision from a primary supervisor who is assigned to the intern for the entire year At least two hours of group supervision per week focusing on treatment of individuals with developmental disabilities. The staff for this supervision rotates among supervisors depending on their expertise with regard to treatment techniques. Interns are evaluated four times a year in seven areas of competency: Assessment, Intervention, Supervision, Consultation, Program Evaluation, Role of the Psychologist, Science and Practice, and Diversity training as described below. All competencies are assessed at three levels: Basic; Intermediate and Advanced All completed intern evaluations are kept in a locked file in the office of the Director of Training. Evaluating Competencies for Interns Below are the competency descriptions used to complete the quarterly Psychology Intern Evaluation form. There are seven areas of competency (Assessment, Intervention, Supervision, Consultation & Interdisciplinary Collaboration, Program Evaluation, Identification as a Psychologist & Self Knowledge, Science and Practice, and Diversity Training) for which interns are assessed. All competencies are assessed on three levels: Basic, Intermediate, and Advanced. Each of these levels is defined below as they specifically relate to each competency area. Assessment: Basic: Interns at this level are able to choose appropriate tests for assessment, conduct a clinical interview, score and administer tests accurately, and prepare organized testing reports in a timely manner. Intermediate: Interns at this level are able to more intricately analyze test scores and demonstrate understanding of tests in terms of client diagnosis, behavior, and brain functioning (comparing statistical strengths and weaknesses, integrating results from multiple tests, discussing scores in terms of behavior, diagnosis, and brain function in reports). They are able to identify diversity factors in assessment. Advanced: Interns at this level are able to fully integrate multiple sources of clinical information in their assessments and diagnosis (test scores, clinical interview, diversity
12 factors, patient history, previous reports). Interns at this level are also able to demonstrate the full process of assessment beginning with the reason for referral, the assessment, the diagnosis, and recommendations. Intervention: Basic: Interns at this level are able to develop a therapeutic relationship with clients, develop a diagnostic formulation, and develop a treatment plan for psychotherapy. Intermediate: Interns at this level are able to successfully carry out psychotherapy treatment plans, write appropriate clinical notes, conduct effective case management, show an ability to manage limits/boundaries in the therapeutic relationship, and modify diagnosis as necessary. They are able to identify diversity factors in intervention. Advanced: Interns at this level are able to adapt treatment plans, formulate comprehensive case conceptualizations, utilize therapy process in treatment, utilize transference/countertransference, apply research and multiple theoretical orientations to treatment, treat a variety of diagnoses, manage more complex therapeutic relationships, apply diversity factors in their interventions, and formulate discharge plans when appropriate. Supervision: Basic: Interns at this level are able to successfully engage in a supervisory relationship, seek supervision when appropriate, discuss diagnoses and treatment plans in supervision, and conduct comprehensive case presentations. Interns at this level are also able to identify theoretical stages of the supervision process and discuss theories of supervision. Intermediate: Interns at this level are able to discuss psychotherapy process in supervision, explore case conceptualizations in supervision, identify diversity factors in treatment, and apply research and alternate therapy approaches learned in supervision to therapy cases. Interns at this level are also able to assess the strengths and weaknesses of assessment reports they supervise. They are able to apply theories of supervision when working with their supervisee. Advanced: Interns at this level are able to discuss more complex psychotherapy process in supervision, are able to use supervision to work on areas of professional growth, and are able to effectively communicate feedback to supervisees. They are able to integrate their understanding of diversity factors in both treatment and with their supervisees. Consultation & Interdisciplinary Collaboration Basic: Interns at this level are able to understand the role of the consultant (as opposed to the therapist or manager) and their role as collaborators with other disciplines to improve treatment outcomes. They are also able to build a relationship with interdisciplinary team members so that they are viewed as a valuable part of the team.
13 Intermediate: Interns at this level are able to conceptualize, assess, and develop a plan for consultation; utilize team members for development of the plan; and effectively communicate the plan to other team members. They are able to recognize the unique role of the psychologist on an interdisciplinary team and can effectively engage with the team in the role of a psychologist. Advanced: Interns at this level are able to manage difficult consultation relationships effectively and successfully provide leadership to interdisciplinary team members in clinical areas. They are able to assist the interdisciplinary team in understanding the clinical viewpoint. They are able to improve communication amongst the team members, patients, and families so as to insure appropriate implementation of clinical plans. Program Evaluation Basic: Interns at this level are able to demonstrate an understanding of program evaluation research and theory. Intermediate: Interns at this level are able to identify program constructs for assessment, identify appropriate assessment techniques, and develop a plan for assessment of program constructs. They will be aware of diversity factors in the program evaluation process. Advanced: Interns at this level are able to conduct a comprehensive assessment of program constructs, develop a report of their findings, and effectively present findings to the psychology staff. Identification as a Psychologist & Self Knowledge: Basic: Interns at this level are able to demonstrate behaviors of professional conduct (responsible work habits, following the policies of the agency, meeting deadlines, keeping accurate records, demonstrating professional behavior with staff and patients, and diversity sensitivity). They are able to describe general career plans and theoretical orientation. They are able to identify goals they have for the internship year as well as strengths and weaknesses in their clinical practices. Intermediate: Interns at this level are able to demonstrate increasing confidence in conducting psychotherapy and psychological assessments. They are able to understand and demonstrate their specific role as a psychologist on a multidisciplinary, diverse treatment team, and recognize how their role is distinct from other disciplines. They are able to better define career goals and express case conceptualizations that are based in research and theory. They are able to work on self-identified goals in supervision and can accept feedback from supervisors in order to improve clinical practice. Advanced: Interns at this level are able to demonstrate their comfort in the role of the psychologist. They are able to demonstrate confidence in their clinical decisions, diagnoses, case management, and treatment with clients. They are able to demonstrate
14 more of a leadership role in their clinical opinions with interdisciplinary team members and supervisors. They view themselves as contributing to the psychology community and are able to describe their next career step. They are able to reflect on what they have learned during the internship year and can continue to identify goals to improve clinical practice. Science and Practice: Basic: Interns at this level are able to understand the professional practice of using research to inform clinical practice, critically analyze research articles, and present information obtained from research articles to staff. Intermediate: Interns at this level are able to use research articles from supervisors to inform clinical practice. They are also able to identify the need for science informed practice for specific clinical cases and seek research for specific cases. They are able to demonstrate an understanding of diversity factors in clinical research. Advanced: Interns at this level are able to fully integrate science with clinical practice in their cases more independently. They are also able to conduct a comprehensive clinical case presentation that includes an integration of research about diagnosis and treatment modalities. Diversity Training Basic: Interns at this level are able to demonstrate an awareness of diversity factors in multiple populations. Intermediate: Interns at this level are able to recognize how the awareness of diversity factors affect the therapist and patient in clinical treatment and assessment. They are able to process diversity factors in supervision. Advanced: Interns at this level are able to process, utilize, and reconcile diversity factors to inform clinical treatment and assessment. Procedures for graduation from the Program Termination, continuance, and graduation from the Program are determined as follows: 1) 1 st intern evaluation is carried out in December. a. The intern s supervisor and training Director identify competency areas for each intern that fall within the Basic level or below and develop a plan of action to improve those areas. 2) 2 nd intern evaluation in February a. If 3 or more areas remain at the basic level, the intern s doctoral program director is notified. A written plan of
15 correction for a one month period is developed by the interns supervisor and Training Director. If the intern is unable to move to the Intermediate level in at least 2 of the 3 areas in one month of time, disciplinary procedures will ensue as per agency policy. b. The supervisor and Training Director identify Intermediate level competency areas and develop a verbal plan of correction for further developing these areas. c. Interns will be reminded that graduation from the program requires competency at the Pre-Advanced level or above in at least 6 of the 8 competency levels. 3) 3 rd intern evaluation conducted in May a. All competency areas are expected to be above the basic level. If any area is at or below the basic level the interns program director is notified. An intensive written plan of remediation for a month period is developed by the intern s supervisor and Training Director. If the intern s performance is not up to the Intermediate level in all competency level in the one month period, disciplinary action up to and including possible termination will ensue as per agency policy. b. If 3 or more areas remain at the Intermediate level, the intern s program director is notified. An intensive written plan of correction for a one month period is developed by the intern s supervisor and Training Director. If the interns unable to move up to the Pre-Advanced level by the 4 th evaluation period disciplinary action up to and including possible termination will ensue as per agency policy. 4) 4 th intern evaluation conducted in August a. 6 of 8 competency areas must be at the Pre-Advanced level for graduation APPLICATION PROCEDURES The program is a member of the Association of Postdortoral Psychology Internship Centers (APPIC) and participates in the APPIC match program (APPI) for intern selection. As such, this internship site agrees to abide by APPIC policy that no person at this training facility will solicit, accept or use any ranking related information from any internship applicant. Application is made exclusively via the APPIC Application for Psychology Internship (APPI) process. Acceptance to the program after the match is conditional upon successful completion of background and fingerprint checks. The program s practicum requirements include 1000 hours 500 of which involve face to face contact with clients. Administration and write ups of at least five psychological evaluations involving cognitive functioning is preferred but not required. Applications are due by December 1.
16 INTERN SELECTION Members of the Training Committee consider all applications for interviews, with special focus on applications that show that the applicant possess a strong interest in individuals with Developmental Disabilities. Preference is given to applicants from APA and CPA accredited programs and clinical psychology programs. Each application is reviewed by a member of the Training Committee and rated using an Application Rating Form (application portion). This scale evaluates the applicant s experience in assessment, psychotherapy, the strength of letters of recommendation, interest in the DD population and quality of writing samples. Higher ratings are given to applicants who exceed the preferred 1000 hours of practicum experience and 500 hours of assessment experience. Qualified applicants are contact by for interviews Applicants selected for interview attend a group session with the Training Director who provides information about the Program and a description of the internship year. Following this meeting, applicants are given two interviews with staff psychologists and then meet with current interns. Should an applicant be unable to attend one of the scheduled sessions, the applicant will be offered an alternative interview date. Following the individual interviews, the applicant is rated by each interviewer using an Applicant Rating Scale. Interviews are rated based on the applicant s demonstration of clinical knowledge, interest in the DD population, potential for participation in supervision, professionalism and ethics. Based on the total score on the Applicant Rating Scale, a suggested rank is assigned by each interviewer. Staff interviewers also have the option to identify the applicant by do not rank on the assessment tool if there is serious concern about the applicant s fit with the Program. The Director of Training established a preliminary ranking of applicants based on the suggested ranking by interviewers. A committee composed of the Director of Training, assistant Director of training and staff interviewers meet to discuss the preliminary rankings and establish the final ranking. Questions regarding the program or application procedure may be addressed to; David Louick, Ph.D., Director of Training AHRC NYC, Department of Family and Clinical Services 83 Maiden Lane, 5 th Floor New York, NY
Palm Beach County Due Process and Grievance Procedures Introduction This document provides an overview of the identification and management of trainee problems and concerns, a listing of possible sanctions,
STATE OF NEVADA Department of Administration Division of Human Resource Management CLASS SPECIFICATION TITLE GRADE EEO-4 CODE MENTAL HEALTH COUNSELOR V 43* B 10.135 MENTAL HEALTH COUNSELOR IV 41* B 10.137
Carnegie Mellon University Counseling and Psychological Services Pre-Doctoral Psychology Internship Program 2015-2016 Revised January 2015 2015-16 Pre-Doctoral Psychology Internship at CMU CAPS Setting
Counseling and Psychological Services Training Program Updated 10/2014 Training, Mission & Model The mission of Counseling and Psychological Services (CAPS) at Gallaudet University is to train mental health
The Mental Health Center Mental Health Counselor Practicum Training Brochure 1 Updated 02/05/13 Mission Statement The Mental Health Center's (MHC's) mission of service, training, and advocacy focuses on
APA Accredited Doctoral Internship in Professional Psychology Brochure 2014-2015 Training Year Contact Person: Mimi Curtis, PhD Mental Health Training Program Supervisor Tarzana Treatment Centers 18646
Doctoral Internship Program in Clinical Psychology 2015 2016 Advanced training in behavioral psychology and applied behavior analysis c o n t e n t s Program and Clinical Philosophy Training Model 2 Goals
CHAPTER 91 GRADUATE PROFESSIONAL COUNSELOR 9100 GENERAL PROVISIONS 9100.1 This chapter shall apply to applicants for and holders of a license to practice as a graduate professional counselor. 9100.2 Chapters
INTERNSHIP TRAINING PROGRAM IN PROFESSIONAL PSYCHOLOGY BROCHURE 2013-2014 CONTACT: JESSICA ESPINOZA, PSY.D. Rappahannock Area Community Service Board 600 Jackson Street Fredericksburg, VA 22401 (540) 373
Counseling Services Psychology Internship: Under Construction & Opening 2016-2017 Our new building: expected to open in January, 2016 Doctoral Internship in Psychology University of Nevada Counseling Services
TCSPP Counseling Center at West Los Angeles MFT Internship Program Eligibility The TCSPP Counseling Centers MFT Internship Program 2016-17 is open to anyone who has a Master s degree in Marriage and Family
DUE PROCESS PROCEDURES Grievances by Interns These guidelines are intended to provide the psychology intern with a means to resolve perceived conflicts. Interns who pursue grievances in good faith will
APA~APPROVED PRE-DOCTORAL INTERNSHIPS IN PSYCHOLOGY 2014-2015 1 THE INTERNSHIP IN CLINICAL PSYCHOLOGY The pre-doctoral internship in clinical psychology at Franciscan Hospital for Children (FHC) is a full-time,
MANATEE GLENS CONSORTIUM DOCTORAL INTERNSHIPS IN PSYCHOLOGY 2015-2016 Manatee Glens Doctoral Internship Program Training Objectives and Goals: Manatee Glens psychology interns will develop a broad-based
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are
Handbook for Postdoctoral Fellows at The Menninger Clinic 2016-2017 Thomas Ellis, PsyD, director of Psychology Patricia Daza, PhD, director of Psychology Training 1 Overview The psychology discipline became
R A P P H A N N O C K A R E A C O M M U N I T Y S E R V I C E S B O A R D T R A IN IN G PROGRAM IN PROFE SSIO N A L P S YCHOLOGY B R O C H U R E 2 0 14-2 015 Internship Program in Professional Psychology
OKLAHOMA STATE UNIVERSITY School of Applied Health and Educational Psychology Doctorate in Educational Psychology Option: Counseling Psychology Overview The Counseling Psychology Program leading to the
OVERVIEW DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM Mark Barnes, Ph.D. Director of Clinical Training Doctoral Internship in Professional Psychology Sullivan Center for Children (Sullivan Center) Sullivan Center
INTERNSHIP RECRUITMENT AND SELECTION PSYCHOLOGY INTERNSHIP PROGRAM WITH PRIMARY CARE PSYCHOLOGY ASSOCIATES, LLC ADULT AND PEDIATRIC PSYCHOLOGY Psychology Training Supervisors Paul C. Kredow, Psy.D. Executive
2015-2016 BEHAVIORAL SCIENCE MANUAL BEHAVIORAL SCIENCE DOCTORAL PROGRAM University of North Texas Academic Year 2015-2016 Program Description... 1 Program Faculty... 2 Application and Admission Requirements...
Doctoral Internship in Professional Psychology University of Nevada-Las Vegas Student Counseling and Psychological Services (CAPS) The University of Nevada-Las Vegas Student Counseling and Psychological
Palos Behavioral Health Professionals Pre-Doctoral Internship in Clinical Psychology 2012-2013 Palos Behavioral Health Professionals is an outpatient mental health practice, which combines the services
STATE OF NEVADA Department of Administration Division of Human Resource Management CLASS SPECIFICATION TITLE GRADE EEO-4 CODE REHABILITATION SUPERVISOR 37 B 12.416 I SERIES CONCEPT Rehabilitation Counselors
Palm Beach County Youth Services Department Brochure Doctoral Internship in Psychology 2016-2017 APPIC Program Code 142811 Training Director: Shayna Ginsburg, Psy.D. 100 Australian Avenue, Suite 210 West
Palm Beach County Youth Services Department Brochure Doctoral Internship in Psychology 2015-2016 Training Director: Shayna Ginsburg, Psy.D. 100 Australian Avenue, Suite 210 West Pam Beach, FL 33406 (561)
PSYCHOLOGY DOCTORAL INTERNSHIP PROGRAM Bridge View Extended Day School Challenger Day School Program The Bridge View and Challenger Day School Programs are Illinois State Board of Education approved psycho-educational
SULLIVAN CENTER FOR CHILDREN 2015-2016 Post-Doctoral Fellowship in Clinical Psychology 3443 W. Shaw Fresno, California 93711 Phone: 559-271-1186 Phone: 559-271-1186 Fax: 559-271-8041 E-mail: firstname.lastname@example.org
YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE The Clinical Psychology Program at Yale University aspires to educate the next generation of leading academic and research psychologists
Counseling And Psychological Services (CAPS) Practicum Placement in Psychology IUPUI: Indiana University-Purdue University, Indianapolis is an urban research university created in 1969 as a partnership
Post-Doctoral Fellowship in Clinical Psychology 2016-2017 Child and Family Psychological Services Inc./Integrated Behavioral Associates is a multi-disciplinary behavioral health care group dedicated to
New York City Children s Center (NYCCC) Queens Campus (Formerly known as Queens Children s Psychiatric Center) 74-03 Commonwealth Blvd. Bellerose, New York 11426 (718) 264-4500 Psychology Extern Training
PAGE 1 STATE OF NEW JERSEY DEPARTMENT OF HUMAN SERVICES DIVISION OF YOUTH & FAMILY SERVICES EWING RESIDENTIAL TREATMENT CENTER CLINICAL PSYCHOLOGY INTERNSHIP TRAINING PROGRAM Ewing Residential Treatment
ILLINOIS DEPARTMENT OF CENTRAL MANAGEMENT SERVICES CLASS SPECIFICATION PSYCHOLOGIST CLASS SERIES CLASS TITLE POSITION CODE EFFECTIVE DATE PSYCHOLOGIST I 35611 07-01-04 PSYCHOLOGIST II 35612 07-01-04 PSYCHOLOGIST
Office of the City Manager CONSENT CALENDAR April 29, 2014 To: From: Honorable Mayor and Members of the City Council Christine Daniel, City Manager Submitted by: David Abel, Acting Director of Human Resources
Welcome to the Pre-Doctoral Psychology Internship Program at Saint John's Child and Family Development Center (APA Accredited since 1963) The program was presented with the award from the American Psychological
The Chicago School of Professional Psychology Counseling Center at West Los Angeles Doctoral Internship Training Manual 2015-16 Contents TCSPP Counseling Center Mission Statement... 5 Multicultural Mission
Doctoral Internship in Professional Psychology University of Nevada-Las Vegas Student Counseling and Psychological Services (CAPS) The University of Nevada-Las Vegas Student Counseling and Psychological
Internship and Postdoctoral Consortia: Requirements, Challenges and Rewards Joyce Illfelder-Kaye, Ph.D. Pennsylvania State University Linda K. Knauss, Ph.D., ABPP Widener University Paul Margolies, Ph.D.
Evaluation of Practicum Student Competencies SIU Counseling Psychology Program Student Agency Focus: Career Personal Other: Supervisor Semester (eg, SP-3 rd year) The following evaluation items reflect
SCHOOL OF PSYCHOLOGY, FAMILY, AND COMMUNITY Department of Graduate Psychology CLINICAL PSYCHOLOGY 2007-2008 CLINICAL TRAINING GUIDELINES DOCTORAL STUDENT HANDBOOK ADDENDUM Table of Contents Overview of
Psychology Internship at Geisinger Medical Center Geisinger Health System s Division of Psychiatry offers a one-year predoctoral internship in clinical psychology at Geisinger Medical Center (GMC), located
D.Min. in Pastoral Care and Counseling Guidelines and Strategies for Completing the Program Revised 1/11 Index Section I Curriculum 3 Constructing a Course of Study 3 Areas of Study 3 Core D.Min. Seminars
UNIVERSITY OF NORTH TEXAS (UNT) DOCTORAL PROGRAM IN CLINICAL HEALTH PSYCHOLOGY ACCREDITED BY THE AMERICAN PSYCHOLOGICAL ASSOCIATION AS A DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY* DOCTORAL PROGRAM MANUAL
Postdoctoral Fellowship in Clinical Psychology 2016 2017 Advanced training in cognitive behavioral treatment and applied behavior analysis Excellence in service, training, and research is a critical element
Career Service Authority Therapist Supervisor Page 1 of 6 GENERAL STATEMENT OF CLASS DUTIES Performs supervisory duties over professional mental health therapists engaged in performing a variety of social
POSITION FEBRUARY 25 MARCH 1, 2013 HAMPTON-NEWPORT NEWS COMMUNITY SERVICES BOARD, LEAD ENVIRONMENTAL SERVICES WORKER #13060 ON-CALL ENVIRONMENTAL SERVICES WORKER #13000 ***MULTIPLE VACANCIES*** CLOSING
College of Humanities and Social Sciences Department of Psychology CLINICAL PSYCHOLOGY HANDBOOK 1 Table of Contents Introduction... 3 Training Objectives and Evaluation Tools... 3 General Rules and Guidelines...
WHITWORTH UNIVERSITY STUDENT EMPLOYMENT SUPERVISOR S HANDBOOK Student Employment Office HUB Second Floor Whitworth University MS 4307 777 4707 (phone) 777 3731 (fax) STUDENT EMPLOYMENT SUPERVISOR S HANDBOOK
Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices
Sullivan Center for Children 2013-2014 Internship in Clinical Psychology Introduction The Sullivan Center for Children is an intensive outpatient treatment center that specializes in providing psychological
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience in the School Counseling program. Be sure to read it over carefully as you are responsible
UNIVERSITY COUNSELING SERVICES SOUTHERN CONNECTICUT STATE UNIVERSITY EN 219-B NEW HAVEN, CT 06515 Dear Applicant: Thank you for your interest in our graduate internship program. The University Counseling
Information for Clients Welcome to Sterman Counseling and Assessment. We appreciate the opportunity to be of assistance to you. This packet answers some questions about therapy services. It is important
The University of Texas at El Paso REHC 5990 Internship Manual Master of Rehabilitation Counseling Department of Rehabilitation Sciences College of Health Sciences El Paso, TX 79901 Revised June 1, 2010
Master of Arts in Marriage and Family Counselling CO 800 Counselling Internship Guide (Revised March 2014) Overview The internship component of the Master s program in Marriage and Family Counselling at
DEFINITION Psychiatric or Psychosocial Rehabilitation Services provide skill building, peer support, and other supports and services to help adults with serious and persistent mental illness reduce symptoms,
Applied Behavior Analysis, M.S.Ed. 1 Applied Behavior Analysis, M.S.Ed. COLLEGE OF EDUCATION (http://education.temple.edu) About the Program The mission of the Master of Science in Education program in
CLINICAL COMPETENCY EXAMINATION GUIDELINES 2013-2014 Nova Southeastern University Center for Psychological Studies Revised: April 2011 1 Clinical Competency Examination All Psy.D. candidates are required
APA~ACCREDITED PRE-DOCTORAL INTERNSHIPS IN PSYCHOLOGY 2015-2016 1 THE INTERNSHIP IN CLINICAL PSYCHOLOGY The pre-doctoral internship in clinical psychology at Franciscan Hospital for Children (FHC) is a
AGENCY OVERVIEW MFT & MSW* Intern-Trainee Program 2015-2016 Training Year Non-profit mental health agency established in 1945 Recipient of the CAMFT School and Agency Award for 2009 Clients from diverse
Master of Arts in Clinical Mental Health Counseling (CMHC) Residential Practicum/Internship Site Agreement Please select the appropriate course and indicate semester and year: q Practicum: Semester/Year
1 Clinical Psychology Graduate Program The University of Western Ontario London, Ontario, Canada POLICIES AND PROCEDURE FOR APPLYING TO PRE-DOCTORAL INTERNSHIPS Most of the policies and procedures described
GATEWAY FOUNDATION PRE-DOCTORAL FELLOWSHIPS IN CLINICAL PSYCHOLOGY: PROGRAM BROCHURE ABOUT GATEWAY Mission Statement Gateway Foundation is a national non-profit organization committed to reducing substance
Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Department of Psychology One Washington Square San Jose CA 95192-0120 psych.sjsu.edu/grad/clinical Dear Prospective Student,
OCCUPATIONAL GROUP: Human Resources CLASS FAMILY: Central Human Resources CLASS FAMILY DESCRIPTION: This family of positions include those positions which are located in the Division of Personnel. They
Counseling Center at West Los Angeles Pre-doctoral Internship Training Program in Professional Psychology 2016-2017 1990 Westwood Boulevard, Suite 330 Los Angeles, CA 90025 counselingcenters.tcs.org TCSPP
Basic and Advanced Pastoral Counseling Practicum Manual Care and Counseling Center of Georgia -1- PASTORAL COUNSELING PRACTICUM MANUAL 2003-2004 The Pastoral Counseling Training Program of the Care and
TRAINING MODEL and PHILOSOPHY The Hamm Clinic Psychology Doctoral Internship training philosophy is based on the practitioner-scholar model which emphasizes that clinical practice is informed by the science
Westcoast Children s Clinic 2015-2016 PREDOCTORAL INTERNSHIP PROGRAM Clinical Training in Psychology TABLE OF CONTENTS INSIDE TRAINING PROGRAM Page 1-4 TRAINING ACTIVITIES Page 5-7 INTERNSHIP GOALS Page
Rachel A. Klein, Psy.D Licensed Clinical Psychologist (610) 368-4041 email@example.com EDUCATION Widener University, Institute of Graduate Clinical Psychology, Doctor of Psychology, 5/2012 Widener
PRACTICUM-INTERNSHIP HANDBOOK Ph.D. in Educational Psychology School Psychology Specialization Strand Fall 2011 This handbook, including materials drawn from the Doctoral Student Handbook, provides information
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
Sagamore Children s Psychiatric Center 197 Half Hollow Road Dix Hills, New York 11746 (631) 370-1701 Psychology Extern Training Program Executive Director: Clinical Director: Director of Psychology: Tom
Counseling Psychology Program CNP 4751 Counseling Psychology M.A. Internship CNP 4762 School Counseling Internship 2 M.A. INTERNSHIP PACKET 2014-2015 1. Introduction to Master s Internship 2. Field Supervisor
KERN COUNTY MENTAL HEALTH PSYCHOLOGY INTERNSHIP The Kern County Mental Health Psychology Internship program (Internship program) is directed and sponsored by Kern County Mental Health System of Care (KCMH),
BILL DE BLASIO Mayor STACEY CUMBERBATCH Commissioner THE CITY OF NEW YORK DEPARTMENT OF CITYWIDE ADMINISTRATIVE SERVICES APPLICATION UNIT 1 CENTRE STREET, 14 TH FLOOR NEW YORK, NY 10007 NOTICE OF EXAMINATION
1. The Mission and Vision of the Psychology Internship Training Program Mission Statement: The mission of the Psychology Internship Training Program is to provide high quality, intensive training in the
Graduate Regulations-Spring 2014 1 GRADUATE DEGREE REGULATIONS DEPARTMENT OF PSYCHOLOGY UNIVERSITY OF FLORIDA GRADUATE DEGREE REGULATIONS 1 I. GENERAL INFORMATION 2 A. Graduate Advisor/Supervisory Committee.
Psy.D. Program in Clinical Psychology Internship Training Handbook Accredited by the American Psychological Association For information regarding the accreditation of our program Please consult: American
UCLA TIES for Families is an interdisciplinary program dedicated to optimizing the growth and development of foster/adoptive children, from birth to age 21, and their families. 1 Introduction: UCLA TIES
Clinical Student Competency Tracking Form v20051207 Howard University Clinical Psychology Program This form is largely based on CCTC ADPTC Draft Version March 2004. Students and their research/academic
Diagnostic Practicum, Therapy Practicum, Advanced Therapy Practicum, Internship, Post-Doctoral Fellowship Gateway Foundation Chicago West 3828 W. Taylor St. Chicago, IL 60624 John M. Fusco, Psy.D., M.Div.,