DUE PROCESS PROCEDURES

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1 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 not experience any adverse professional consequences. Interns are encouraged to speak with the Director of Training, their primary supervisor, or any other member of the senior staff about any ethical, professional, or administration problems they encounter during the training year. For situations in which an intern raises a grievance about a supervisor, staff member, trainee, or the internship program: I. Informal Review a. Interns should first make every effort to resolve the issue informally and directly with the person who is the subject of the grievance. When such resolution is not practical due to power and authority differences or other factors, interns are encouraged to seek consultation from the Training Director and/or a senior staff member to explore ways of reaching a resolution. II. Formal Review a. If the matter cannot be satisfactorily resolved using informal means, the intern may submit a formal grievance in writing to the Training Director. If the Training Director is the object of the grievance, the grievance should be submitted to the Associate Training Director. If both the Training Director and the Associate Training Director are the object of the grievance, then the grievance should be submitted to the Assistant Deputy Director of Health Services or the Deputy Director of Health Services. The individual being grieved will be asked to submit a response in writing. The Training Director or Associate Training Director will meet with the intern and the individual being grieved within 7 days. In some cases, the Training Director or Associate Training Director may wish to meet with the intern and the individual being grieved separately first. The goal of the joint meeting will be to develop a plan of action to resolve the matter. b. The Training Director or Associate Training Director will document the process and outcome of the meeting. The intern and the individual being grieved will be asked to report back to the Training Director or Associate Training Director in writing within 7 days regarding whether the issue has been adequately resolved. c. If the plan of action fails to adequately resolve this issue, the Training Director or Associate Training Director will convene a review panel consisting of herself and at least two other members of the Training Committee within 7 days. The intern may request a specific member of the Training Committee to serve on the review panel. The review panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The review panel has final discretion regarding outcome. d. If the review panel determines that a grievance against a staff member has merit, then the issue will be turned over to the employer agency in order to initiate the due process procedures outlined in the employment contract. These procedures

2 Page 2 are found on the Harris County Office of Human Resources at e. If the intern s complaint indicates ethical misconduct or potential for harm, the Training Director may choose to suspend the potentially harmful relationship at any point in the above process until further investigation has been completed. Grievances about Interns The training program has procedures in place to address inadequate or unacceptable trainee performance. These procedures help ensure that judgments or decisions made by the internship program about interns are not arbitrary or personally biased. For the purposes of procedural policy, inadequate or unacceptable trainee performance is defined broadly as interference in professional functioning that is reflected in one or more of the following ways: 1. an inability and/or unwillingness to acquire and integrate professional standards into one s professional behavior, 2. an inability and/or unwillingness to acquire professional skills necessary to reach an acceptable level of competency, 3. an inability and/or unwillingness to manage personal stress, psychological problems, and/or excessive emotional reactions that interfere with professional functioning. Problems affecting an intern s performance may be identified either through formal evaluation procedures or through the informal interactions of supervisors and other training staff working with the intern. Trainees may exhibit behaviors, attitudes or characteristics that, while of concern, are not unexpected or excessive for professionals in training. It is a matter of professional judgment as to whether concerns about intern behaviors are deemed problematic and in need of remediation. Concerns typically become identified as problems requiring intervention when one or more of the following characteristics are present: 1. the intern does not acknowledge and/or successfully address the concern when it is identified, 2. the problem is not a skill deficit that can be rectified by further academic or didactic training, 3. the quality of services delivered by the intern is negatively affected and may be considered destructive to clients, 4. the problem is not restricted to one area of professional functioning, 5. a disproportionate amount of attention by training personnel is required, compared to other interns in the group, 6. the intern s behavior does not change as a function of feedback, remediation efforts, and/or time, 7. the problematic behavior has potential for ethical or legal ramifications if it is not addressed, 8. the intern s behavior negatively impacts the public s view of the department, 9. the problematic behavior negatively impacts the intern class.

3 Page 3 The Training Committee will consider the number and severity of the characteristics noted above when determining how to address identified impairments in functioning. The Training Committee may use either an informal or formal review when addressing identified impairments. Informal Review If a supervisor believes that an intern is not performing in an appropriate/professional manner or that the intern s behavior is becoming problematic, the supervisor will address the issue directly and as soon as possible with the intern in an attempt to resolve the problem. This process will be documented in writing by the supervisor, but it will not become part of the intern s professional file. Formal Review If an intern s problematic behavior persists following an attempt to resolve the issue informally, or if the intern receives less than a 3 on any competency domain within a supervisory evaluation, the following steps will be taken: a. The intern s supervisor will meet with the Training Director and the intern within 7 working days to review the problem(s). If the Training Director is the intern s immediate supervisor, a member of the Training Committee will be included in the meeting. b. The intern will have the opportunity to provide a written statement related to his/her response to the problem. c. After discussing the problem and the intern s response, the supervisor and Training Director will define the trainee s problem as concretely and behaviorally as possible, decide on the severity, and assess the potential for remediation. The Training Director and supervisor may: 1) Issue an "Acknowledge Notice" which formally acknowledges a) that the faculty is aware of and concerned with the problem, b) that the problem has been brought to the attention of the intern, c) that the faculty will work with the intern to specify the steps necessary to rectify the problem or skill deficits addressed by the inadequate evaluation rating, and d) that the problem is not significant enough to warrant serious action. This notice will be issued within 7 days of the meeting. 2) Place the intern on "Probation" which defines a relationship such that the faculty, through the supervisors and Training Director, actively and systematically monitor, for a specific length of time, the degree to which the intern addresses, changes and/or otherwise improves the problematic behavior or skill deficit. The length of the probation period will depend upon the nature of the problem and will be determined by the intern s supervisors and Training Director. The probation is a written statement to the intern and the Director of Clinical Training at the trainee s graduate institution and includes:

4 Page 4 a. the actual behaviors or skills associated with the problem, b. the specific recommendations for rectifying the problem, c. the time frame for the probation during which the problem is expected to be ameliorated, and d. the procedures designed to ascertain whether the problem has been appropriately rectified. This statement will be issued within 7 days of the decision 3) Document the problem and take no further action d. If the problem is not rectified through the above processes, or if the problem represents gross misconduct or ethical violations that have the potential to cause harm, the intern s placement may be terminated. The decision to terminate an intern s placement would be made by the entire Training Committee and would represent a discontinuation of participation by the intern within every aspect of the training program. The Training Committee would make this determination during a meeting convened within 30 days of the original meeting discussed in step A, or during the regularly-scheduled monthly Training Committee meeting, whichever occurs first. The Training Director may decide to temporarily suspend an intern s clinical activities during this period prior to a final decision being made, if warranted. Hearing If the intern wishes to challenge the decisions made, he or she may request a Hearing before the Training Committee. This request must be made in writing- an will suffice- to the Training Director within 7 days of notification regarding the decision made in step C or D above. If requested, the Hearing will be conducted by a review panel convened by the Training Director and consisting of him/herself (or an Associate Training Director, if appropriate), the intern s primary supervisor, and at least two other members of the Training Committee. The intern may request a specific member of the Training Committee to serve on the review panel. The Hearing will be held within 7 days of the intern s request. The review panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The review panel may uphold the decisions made previously or may modify them. The review panel has final discretion regarding outcome. e. If either the Acknowledgment Notice or the Probation action occurs, the Training Director will inform the intern's sponsoring university within 7 days, indicating the nature of the inadequate rating, the rationale for the action, and the action taken by the faculty. The intern shall receive a copy of the letter to the sponsoring university. f. Once the Acknowledgment Notice or Probation is issued by the Training Director, it is expected that the status of the problem or inadequate rating will be reviewed no later than the next formal evaluation period or, in the case of probation, no later than the time limits identified in the probation statement. If the

5 Page 5 problem has been rectified to the satisfaction of the faculty and the intern, the sponsoring university and other appropriate individuals will be informed and no further action will be taken. I have read and understand the Grievance and Due Process Procedures as outlines in this document. Intern s Printed Name: Intern s Signature/Date: INTERN EVALUATION PROCEDURES The psychology internship program within the Harris County Juvenile Probation Department requires that interns demonstrate minimum levels of achievement across all training competencies, as outlined in the Competency Grid. Interns are formally evaluated by their primary supervisor three annually, at the end of each training rotation. Evaluations are conducted using a standard rating form, which includes comment spaces where supervisors provide specific written feedback regarding the interns performance and progress. The evaluation form includes information about the interns performance regarding all of the internship program s expected training competencies and the related objectives. Supervisors are expected to review these evaluations with the interns and provide an opportunity for discussion if the intern has questions or concerns about the feedback. A minimum level of achievement on each evaluation is defined as a rating of 3 for each competency. The rating scale for each evaluation is a 5-point Likert scale, with the following rating values: 1= Significant Development Needed, 2= Development Needed, 3= Meets Expectations, 4= Exceeds Expectations, 5= Significantly Exceeds Expectations. If an intern receives a score less than 3 on any competency domain of any evaluation, or if supervisors have reason to be concerned about the student s performance or progress, the program s Due Process procedures will be initiated. The Due Process guidelines can be found in the intern handbook. Additionally, all HCJPD interns are expected to complete 2000 hours of training during the internship year. Meeting the hours requirement and obtaining sufficient ratings on all evaluations demonstrates that the intern has progressed satisfactorily through and completed the internship program. Feedback to the interns home doctoral program is provided at the culmination of the internship year. Doctoral programs are contacted within one month following the end of the internship year and informed that the intern has successfully completed the program. If successful completion of the program comes into question at any point during the internship year, or if an intern enters into the formal review step of the Due Process procedures due to a grievance by a supervisor or an inadequate rating on an evaluation, the home doctoral program will also be contacted. This contact is intended to ensure that the home doctoral program, which also has a vested interest in the interns progress, is kept engaged in order to support an intern who may be having difficulties during the internship year. The home doctoral program is notified

6 Page 6 of any further action that may be taken by HCJPD as a result of the Due Process procedures, up to and including termination from the program. In addition to the evaluations described above, interns must complete a self-evaluation form at the beginning, middle, and end of the internship. Additionally, interns will complete an evaluation of their supervisor and a program evaluation at the mid-point and end of the internship year, in order to provide feedback that will inform any changes or improvements in the training program. Copies of all evaluation forms can be located in the intern handbook.

7 Intern Evaluation Form HCJPD Intern Evaluation: To be completed by primary supervisor(s) Intern: Supervisor: Dates of Evaluation: to Rotation: Scoring Criteria: 1 Significant Development Needed--Significant improvement in functioning is needed to meet expectations 2 Development Needed- Some improvement in functioning is needed to meet expectations 3 Meets Expectations--Functions adequately for level of training 4 Exceeds Expectations--Functions above average for level of training 5 Significantly Exceeds Expectations--Functions exceptionally for level of training N/A--Not Applicable/Not Observed/Cannot Say NOTE: As described in HCJPD's policies, any score below a "3" on a broad domain will trigger HCJPD's formal Due Process Procedures. Additionally, any score below a 3 on any individual item will result in close monitoring of the competency by the supervisor and additional support to the intern as deemed appropriate by the Training Committee. I. Assessment & Diagnosis Demonstrates a thorough knowledge of the most current version of the Diagnostic and Statistical Manual, as evidenced by an ability to competently determine and support appropriate psychiatric diagnoses Autonomously selects reliable and valid measures that reflect an awareness of the population being served, including an awareness of culturally sensitive instruments and norms Proficiently and efficiently administers psychological tests Collects relevant data through the use of assessment tools, clinical interviews, and mental status exams in order to answer referral questions

8 Page 2 Accurately interprets tests and integrates results prior to supervision session Integrates relevant information from interviews and assessment measures into a thorough, organized, and well-written report Writes reports which provide support for the diagnosis and meaningful case conceptualizations Provides appropriate recommendations for the client based on the results of the assessment Writes a report that is appropriate for the intended audience Demonstrates an ability to verbally communicate assessment results to the intended parties AVERAGE SCORE FOR BROAD COMPETENCY #DIV/0! Comments: II. Psychological Treatment & Intervention Independently produces strong case conceptualizations Communicates short-term and long-term treatment goals with the client and within supervision Utilizes warmth and listening skills to facilitate expression of and exploration of client thoughts, feelings, nonverbal communication and behaviors. Utilizes appropriate psychotherapeutic techniques, including evidence-based interventions, to facilitate client acceptance and change

9 Page 3 Demonstrates a basic understanding of the components of skills-based group therapy Competently manages crisis situations and makes appropriate referrals AVERAGE SCORE FOR BROAD COMPETENCY #DIV/0! Comments: III. Ethical Conduct & Professional Behavior Displays an understanding of the APA Ethical Principles and Code of Conduct and other relevant ethical, legal, and professional standards Articulates professional values and takes steps to resolve situations that are in conflict with these values Identifies ethical dilemmas and legal issues as they arise and seeks supervision or guidance as appropriate Demonstrates awareness of the impact one s behavior has on others and demonstrates appropriate physical conduct (i.e, professional attire and appearance) Demonstrates effective verbal and nonverbal communication Handles difference openly and tactfully Effectively receives and utilizes feedback from supervisors and peers Uses effective time management skills regarding appointments, meetings, and time off Prioritizes tasks and deadlines efficiently and without need for supervisory input

10 Page 4 Completes required documentation accurately and in accordance with expected deadlines AVERAGE SCORE FOR BROAD COMPETENCY #DIV/0! Comments: IV. Individual & Cultural Diversity Establishes relationships with youth/families, including those who differ significantly from oneself Discusses individual differences with clients when appropriate Acknowledges and respects differences that exist between oneself and others in terms of race, ethnicity, culture, and other individual difference variables Utilizes supervision as a means of openly discussing limits to competency with diverse clients Is able to reflect and discuss how one s own cultural and ethnic background has shaped his/her thoughts, behaviors, and potential biases. AVERAGE SCORE FOR BROAD COMPETENCY #DIV/0! Comments: V. Scholarly Inquiry & Evidenced Based Practice

11 Page 5 Accurately conveys the results and limitations of published research Effectively reviews and critiques published research during weekly journal hour Appropriately conceptualizes how research findings can be applied to one's clinical assessment and interventions Uses techniques from evidence-based interventions, when appropriate. Compares and contrasts evidence-based approaches in case conceptualization and treatment planning Accurately reflects upon the progress on one s clients and evaluate the effectiveness of one s interventions Seeks out professional literature to provide a better understanding of a particular clinical issue when needed. AVERAGE SCORE FOR BROAD COMPETENCY #DIV/0! Comments: VI. Psychology & Juvenile Justice Demonstrates knowledge of the basic history of forensic psychology during discussion with colleagues and in practice. Demonstrates a basic understanding of APA s Specialty Guidelines for Forensic Psychologists Understands and utilizes ethical and legal information as it pertains to the role of psychology in the juvenile court Demonstrates an understanding of effective program evaluation within a juvenile justice setting

12 Page 6 AVERAGE SCORE FOR BROAD COMPETENCY #DIV/0! Comments: VII. Professional Development Periodically reviews one s own professional values and goals Utilizes supervision to explore and to accept feedback regarding one s professional identity Takes initiative to attend various trainings and training activities Seeks out new and challenging experiences during the internship year AVERAGE SCORE FOR BROAD COMPETENCY #DIV/0! Comments: VIII. Consultation, Teaching, & Supervision Demonstrates knowledge of the consultant s role as distinguished from other professional roles Provides clear and useful consultative information to all those involved

13 Page 7 Collaborates successfully with other professionals to incorporate psychological information into team planning and interventions Consults and cooperates with other disciplines in the service of clients Provides a clear overview to others regarding mental health issues within the juvenile justice system Demonstrates the ability to respond to questions from non-mental health professionals regarding general mental health issues and concerns on behalf of client Understands various supervisory models and techniques Understands when it is necessary to utilize supervision and consultation when providing supervision to others Consults with practicum students on an informal basis or through group supervision regarding clinical cases Provides effective supervision to a limited number of practicum students AVERAGE SCORE FOR BROAD COMPETENCY #DIV/0! Comments: OVERALL RATING (average of broad competency scores) #REF!

14 Page 8 Comments on Intern's overall performance: I acknowledge that my supervisor has reviewed this evaluation with me. Intern Signature Date Supervisor's Signature Date

15 Page 9 Harris County Intern SELF Evaluation: To be completed by intern at beginning, middle, and end of intern year Instructions: Each shaded area represents a broad area of competency on which you will be evaluated during your internship year. Please see the internship Competency Grid for more information about expected competencies within each broad area. We would like for you to assess your current level of achievement in each area. Please also make notes of any strengths you already have as well as up to three specific training goals related to the competency area. Scoring Criteria: 1 Significant Development Needed--Significant improvement in functioning is needed to meet expectations 2 Development Needed- Some improvement in functioning is needed to meet expectations 3 Meets Expectations--Functioning adequately for level of training 4 Exceeds Expectations--Functioning above average for level of training 5 Significantly Exceeds Expectations--Functioning exceptionally for level of training N/A--Not Applicable/Not Observed/Cannot Say NOTE: Please rate yourself thoughtfully. Any score below a 3 on any item will result in additional support as deemed appropriate by the Training Committee in order to help you develop competency in these areas. Assessment and Diagnosis Strengths & Training Goals related to Broad Competency: Self Score: Psychological Treatment and Intervention Self Score:

16 Page 10 Strengths & Training Goals related to Broad Competency: Consultation and Systems Collaboration Strengths & Training Goals related to Broad Competency: Self Score: Ethical Conduct and Professional Behavior Strengths & Training Goals related to Broad Competency: Self Score: Individual and Cultural Diversity Self Score:

17 Page 11 Strengths & Training Goals related to Broad Competency: Scholarly Inquiry and Evidence-Based Practice Strengths & Training Goals related to Broad Competency: Self Score: Psychology and Juvenile Justice Strengths & Training Goals related to Broad Competency: Self Score: Professional Development Self Score:

18 Page 12 Strengths & Training Goals related to Broad Competency: Consultation, Teaching and Supervision Strengths & Training Goals related to Broad Competency: Self Score: OVERALL Any other strengths or training goals you would like to mention? Self Score: #DIV/0! Supervisor's Signature

19 Page 13 Intern's Signature Print Name:

20 Page 14 Direct Supervisor Evaluation - To be completed by doctoral intern Rotation: Name of Supervisor: Instructions: Please indicate your response by rating the following statements on a scale of 1-5. Once completed please save using the rotation name/year and place the document in the "Direct Supervisor Evaluations" folder Strongly Disagree Disagree Neutral Agree Strongly Agree 1. Supervision was structured and dependable with regard to: ANSWERS Time: Content: Process: 2. Supervision(s) involved adequate and timely feedback 3. You had an opportunity to comment on feedback 4. The supervisor(s) served as good professional role model(s) 5. The supervisor(s) showed interest in your professional development 6. The supervisor(s) presented clear expectations for training 7. The supervisor(s) took initiative in raising important diagnostic and clinical issues 8 The supervisor(s) promoted an ethical environment Please use the following scale to rate question 4.

21 Page Very Bad Bad Neutral Good Excellent 9. Overall supervision quality: Additional Comments/Suggestions

22 Page 16 Internship Program Evaluation - To be completed by doctoral intern Along with other quality assessment and improvement activities related to the internship, we ask that you provide us with feedback on your training experience. This feedback will assist us in program development efforts in planning future internship activities. Please rate each of the following aspects of the following scale: 1- Needs significant improvement 2- Needs minor improvement 3- Satisfactory 4- Good 5- Excellent Instructions: Please indicate your response to the following questions by selecting one of the dropdown answer choices. Once completed please save using the rotation name/year and place the document in the "Internship Program Evaluations" folder. Weekly Group Training Activities 1. Didactic lectures (10am-12pm on Fridays) of lectures Relevance of lecture topics 2. Intern Group Supervision (2pm-3pm on Wednesdays) Relevance/Usefulness 3. Intern/Practicum Student Colloboration Supervision (1:30pm - 2:30pm on Tuesdays) 4. Journal Hour (12pm-1pm) Relevance/Usefulness Answer Selections

23 Page 17 Relevance/Usefulness 5. Projective Testing Seminar (2:30pm-4:30pm Every Tuesday in September) Relevance/Usefulness 6. Issues in Forensic Psychology (10am-12pm on the first Friday of the month) Relevance/Usefulness 7. Multicultural Diversity Seminar - (10am - 12pm Fourth Friday of the month) Relevance/Usefulness 8. Clinical Issues Seminar (10am - 12pm on the third Friday of the month) Relevance/Usefulness 9. Collaboration with the Children's Assessment Center (10am - 12pm on the second Friday of the month) Relevance/Usefulness 10. Harris County Psychiatric Center (HCPC) Grand Rounds (10am - 12pm on the second Friday of the month) Relevance/Usefulness Additional Comments/Suggestions For the following questions, please consider training you have received through didactic semiars and professional development opportunities, as well as

24 Page 18 experiential training Overall Quality of Training in Major Areas of Professional Functioning 1. Assessment and Diagnosis of training Answer Selections 2. Psychological Treatment and Intervention 3. Ethical Conduct and Professional Behavior 4. Individual and Cultural Diversity 5. Scholarly Inquiry and Evidence Based Practice 6. Psychology and Juvenile Justice 7. Professional Development 8. Consultation, Teaching & Supervision of training Additional Comments/Suggestions

25 Page 19 Review of Overall Training Program 1. Overall Quality of Training Answer Selections 2. Breadth of clinical intervention experience 3. Satisfaction with number of client contacts 4. Clarity of expectations and responsibilities for intern 5. Role of intern at site 6. Caseload at HCJPD was appropriate to meet educational needs Additional Comments/Suggestions

26 Page 20 Evaluation of program rotations 1. General Clinical Assessment Rotation Overall Quality of Training Relevance/Usefulness Breadth of Clinical Exposure Clarity of Expectations and Responsbility for Intern Answer Selections 2. Advanced Clinical/Forensic Assessment Rotation Overall Quality of Training Relevance/Usefulness Breadth of Clinical Exposure Clarity of Expectations and Responsbility for Intern 3. Intervention and Consultation Rotation Overall Quality of Training Relevance/Usefulness Breadth of Clinical Exposure Clarity of Expectations and Responsbility for Intern Additional Comments/Suggestions `

27 Page 21 Review of Supervisory Experience 1. Helpfulness of Supervision Answer Selections 2. Availability of Supervisors 3. Supervisors as role models 4. Frequency of Supervision 5. Interns' satisfaction with supervision 6. Effectiveness of Teaching Additional Comments/Suggestions

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