PSYCHOLOGY Program: Psychology-Clinical Psychology Degree: Ph.D. Date revised: September 1, 2009 At the completion of the Ph.D. program in Clinical

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1 PSYCHOLOGY Program: Psychology-Clinical Psychology Degree: Ph.D. Date revised: September 1, 2009 At the completion of the Ph.D. program in Clinical Psychology, the graduate demonstrates competencies in six core areas and five functional areas related to the practice of professional psychology: The six core competencies: 1. Reflective Practice/Self-Assessment: The graduate practices within the boundaries of competencies; demonstrates commitment to lifelong learning; engages with scholarship; is capable of critical thinking; demonstrates a commitment to the development of the profession; is capable of self-assessment and self-care; and, behaves professionally. 2. Scientific method: The graduate demonstrates a respect for scientifically derived knowledge; understands research and research methodology; and, understands biological bases of behavior, cognitive-affective bases of behavior, and lifespan human development 3. Relationships: The graduate demonstrates capacity to relate effectively and meaningfully with individuals, groups, and/or communities, including members of other healthcare disciplines. 4. Individual/Cultural diversity: The graduate demonstrates awareness and sensitivity in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics. 5. Ethical/Legal Standards: The graduate understands and applies ethical concepts and awareness of legal issues regarding professional activities individuals, groups, and organizations. He/She also advocates for the respect, stature and advancement of the profession of psychology, as appropriate. 6. Interdisciplinary Systems: The graduate demonstrates professional and competent cooperation with colleagues and peers in related disciplines. The five functional competencies: 7. Psychological Evaluation: The graduate demonstrates competence in assessment, diagnosis and conceptualization both oral and written of problems and issues of individuals, groups, and/or organizations. Competence includes utilizing formal assessment measures (e.g., tests). 8. Psychological Interventions: The graduate demonstrates competence in understanding, planning, implementing and evaluating interventions designed to alleviate suffering and to promote health and well-being. 9. Consultation: The graduate demonstrates the ability to provide expert guidance or professional assistance in response to a client s needs or goals, including other healthcare professionals or others involved in human services (e.g., teachers). 10. Research/evaluation: The graduate understand and independently generates research that contributes to the scientific knowledge base and/or evaluates the effectiveness of various professional activities. 11. Supervision: The graduate demonstrates competence in the supervision and training of professionals.

2 Program Learning Outcomes Students are able to: 1. Practice within the boundaries of competencies; demonstrates commitment to lifelong learning; engage with scholarship; engage in critical thinking; demonstrate a commitment to the development of the profession; engage in selfassessment and self-care; and, behave professionally. Performance Indicators Measures Use of the Information General self-awareness, selfassessment and selfmonitoring skills; Reflective regarding professional practice; Aware of own attitudes, values, and beliefs toward diverse others; Selfassessment congruent with assessment by peers/ supervisors; Willing to acknowledge and correct errors; Accepts and uses feedback effectively; Understands importance of self-care to effective practice; Identifies areas requiring further professional growth; Emerging professional identity as psychologist; Uses resources for professional development; Summarizes literature relevant to client care; Accurately documents in progress notes; Actively participates in supervision process. Prior to applying for internship, a student must submit a portfolio during the Spring end-of-semester evaluation. The portfolio must contain: Academic transcript (unofficial is acceptable); Curriculum Vitae; Abstract and faculty rating sheets of the M.S. thesis; Abstract of DQE and faculty ratings sheets of DQE; Dissertation proposal or plan; the form Documentation of Clinical Hour, which documents practicum experiences, including sites, supervisors, and hours accumulated; and recent Practicum Student Evaluation Form completed by clinical supervisors (both external and Program). For this particular L.O., the Graduate Committee will review the supervisors evaluations of the student s academic, research and clinical skills. The competency is rated via the Competencies Rubric (attached) as either Minimally competent, but does not meet expectations or "Meets or exceeds expectations." (The latter level is required across all competencies to obtain permission to apply for internship.) The Director of Clinical Training (DCT) of the Clinical Psychology Program is responsible for gathering and compiling the information every semester. The DCT will provide to the Graduate Committee (the department committee overseeing the Program) summary information about the students in the Program. The committee meets monthly to discuss problems and possible improvements to the Program and to student learning based on this and other information. The GC will make recommendations to the full faculty and the Graduate Dean regarding needed changes to the Program based on this information.

3 2. Demonstrate a respect for scientifically derived knowledge; understand research and research methodology; and, understand the biological bases of behavior, cognitive-affective bases of behavior, and lifespan human development Values and applies scientific methods to professional practice; Articulates issues derived from the literature in supervision and case conference; Formulates appropriate questions regarding case conceptualization; Generates hypotheses regarding own contribution to therapeutic process and outcome; Able to perform scientific critique of literature; Able to evaluate study methodology and scientific basis of findings The Graduate Committee will review the student's academic transcript, CV, ratings of the thesis and DQE by respective committees, and evaluations of research by supervisors. The competency is rated via the Competencies Rubric as either Minimally competent, but does not meet expectations or "Meets or exceeds expectations." Same as previous. Knowledge of core science; Demonstrate knowledge of and respect for scientific bases of behavior.

4 3. Demonstrate capacity to relate effectively and meaningfully with individuals, groups, and/or communities, including members of other healthcare disciplines. Involved in departmental, institutional, or professional activities or governance; Forms effective working alliance with clients; Forms effective working alliance with supervisors; Engages with peers. The Graduate Committee will review supervisors evaluations of the student s research and clinical skills, especially as they relate to relationship (treatment alliance) issues and to the student s capacity to work in other healthcarerelated environments (e.g., Froedtert Hospital, the VA, etc.). Same as previous. Knowledge regarding professional relationships, norms and culture, including establishing and maintaining appropriate professional demeanor and boundaries; Adheres to ethical standards and institutional policies and procedures. The competency is rated via the Competencies Rubric.

5 4. Demonstrate awareness and sensitivity in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics. Monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation; Understands and monitors own cultural identities in relation to work with others; Able to use knowledge of self to monitor effectiveness as a professional; Critically evaluates feedback and initiates supervision regularly about diversity issues The Graduate Committee will review the student s academic transcript (focusing particularly on the grade received in the course entitled Multicultural Issues in Clinical Psychology ), as well as supervisors evaluations of the student s teaching (i.e., TA) and clinical skills, especially as they relate to multicultural issues and to the student s capacity to work sensitively and effectively with persons from various cultural and personal backgrounds and characteristics. Same as previous. Applies knowledge, sensitivity, and understanding regarding ICD issues to work effectively with diverse others in assessment, treatment, and consultation; Demonstrates knowledge of ICD literature and APA policies (e.g., Multicultural, LGB); Demonstrates ability to address ICD issues across professional settings and activities; Works effectively with diverse others in professional activities; Demonstrates awareness of effects of oppression and privilege on self and others. The competency is rated via the Competencies Rubric Each student also takes an oral Clinical Competency Examination before a panel of three clinical faculty. The student is presented a clinical case that might be encountered at an outpatient facility and given 30 minutes to review. The student will then present a case formulation, including a discussion of any multicultural issues anticipated. The faculty examiners then ask questions about the case. For this L.O., the committee will determine the sufficiency of the presentation and answers, especially with regard to multicultural issues, using the Clinical Exam Rubric (attached). At least two faculty must vote to pass for the student to be considered acceptably competent.

6 5. Understand and apply ethical concepts and awareness of legal issues regarding professional activities individuals, groups, and organizations. Advocate for the respect, stature and advancement of the profession of psychology, as appropriate. Working knowledge and understanding of the APA Ethical Principles and Code of Conduct and other relevant ethical/ professional codes, standards and guidelines; laws, statutes, rules, regulations; Behaves ethically; Identifies ethical dilemmas effectively; Actively consults with supervisor to act upon ethical and legal aspects of practice; Addresses ethical and legal aspects within the case conceptualization; Discusses ethical implications of work; Recognizes limits of own ethical and legal knowledge. Displays knowledge of own moral principles/ethical values; Knows and applies an ethical decision-making model; Able to apply relevant elements of ethical decision making to a dilemma; Able to articulate knowledge of own moral principles and ethical values in discussions with peers and supervisors about ethical issues; discusses intersection of personal and professional ethical and moral issues The Graduate Committee will review the student s academic transcript (focusing particularly on the grade received in the course entitled Ethical Issues in Clinical Psychology ). The competency is rated via the Competencies Rubric The Graduate Committee will review supervisors evaluations of the student s clinical skills, especially as they relate to ethical and legal concepts and issues. The competency is rated via the Competencies Rubric Each student also takes an oral Clinical Competency Examination before a panel of three clinical faculty (see L.O. #4). For this L.O., the committee will determine the sufficiency of the presentation and answers of the student during the Clinical Competency Examination, especially with regard to ethical issues, using the Clinical Exam Rubric. Same as previous.

7 6. Demonstrate professional and competent cooperation with colleagues and peers in related disciplines. Awareness of multiple and differing worldviews, roles, professional standards, and contributions across contexts and systems, intermediate level knowledge of common and distinctive roles of other professionals; Reports observations of commonality and differences among professional roles, values, and standards. Beginning, knowledge of strategies that promote interdisciplinary collaboration vs. multidisciplinary functioning; Demonstrates knowledge of the nature of interdisciplinary vs. multidisciplinary function and the skills that support interdisciplinary process. Able to participate in and initiate interdisciplinary collaboration/ consultation directed toward shared goals; Able to develop and maintain, where appropriate, collaborative relationships and respect for other professionals; Consults with and cooperates with other disciplines in service of clients The Graduate Committee will review supervisors evaluations of the student s teaching and research skills, especially as they relate to cooperation with supervisors, instructors, fellow graduate students (e.g., students in the research lab), and undergraduate students. The competency is rated via the Competencies Rubric The Graduate Committee will review supervisors evaluations of the student s research and clinical skills, especially as they relate to the student s capacity to work in other healthcare-related environments (e.g., Froedtert Hospital, the VA, etc.). The competency is rated via the Competencies Rubric as either Minimally competent, but does not meet expectations or "Meets or exceeds expectations." Same as previous.

8 7. Demonstrate competence in assessment, diagnosis and conceptualization both oral and written of problems and issues of individuals, groups, and/or organizations. Competence includes utilizing formal assessment measures (e.g., tests). Able to utilize systematic approaches of gathering data to inform clinical decisionmaking; Prepares reports that incorporate material from client; Presents cases and reports demonstrating how diagnosis is based on case material. Knowledge of the principles and practice of systematic interviewing, data gathering and the interpretation of data pursuant to the presenting problem; Collects accurate and relevant data from interviews and exams. Awareness of the strengths and limitations of traditional assessment measures; Accurately and consistently selects, administers, and scores and interprets assessment tools The Graduate Committee will review supervisors evaluations of the student s clinical skills, especially as they relate to the student s capacity to assess, diagnose and conceptualize problems and issues, in particular mental illness. The competency is rated via the Competencies Rubric Each student also takes an oral Clinical Competency Examination before a panel of three clinical faculty (see L.O. #4). For this L.O., the committee will determine the sufficiency of the student s presentation and answers, during the Clinical Competency Examination, especially with regard to diagnosis and conceptualization, using the Clinical Exam Rubric. Same as previous. Displays knowledge of assessment tools; Selects tools that reflect awareness of patient population served at a given practice site. Able to write progress notes and a basic report.

9 8. Demonstrate competence in understanding, planning, implementing and evaluating interventions designed to alleviate suffering and to promote health and well-being. Knowledge of scientific, theoretical, empirical and contextual bases of intervention; Presents comprehensive presentation of case; Ongoing research on and integration of client issues. Able to formulate and conceptualize cases and plan interventions utilizing at least one consistent theoretical orientation; Writes sufficient reports and treatment plans. Able to implement evidencebased interventions; Apply specific evidence-based interventions. Evaluate treatment progress and modify treatment planning as indicated; Assesses and documents treatment progress and outcomes; Describes instances of lack progress and actions taken in response The Graduate Committee will review supervisors evaluations of the student s clinical skills, especially as they relate to the student s capacity to understand, plan, implement and evaluate the effectiveness of interventions. The competency is rated via the Competencies Rubric Each student also takes an oral Clinical Competency Examination before a panel of three clinical faculty (see L.O. #4). For this L.O., the committee will determine the sufficiency of the student s presentation and answers, during the Clinical Competency Examination, especially with regard to treatment conceptualization and planning, using the Clinical Exam Rubric. Same as previous.

10 9. Demonstrate the ability to provide expert guidance or professional assistance in response to a client s needs or goals, including other healthcare professionals or others involved in human services (e.g., teachers). Knowledge of the consultant s role and its unique features as distinguished from other professional roles (such as therapist, supervisor, teacher).; Articulating common and distinctive roles of consultant; Able to compare and contrast consultation, clinical and supervision roles. For this L.O., via examination of the student s portfolio, the Graduate Committee will review supervisors evaluations of the student s consultation skills with a variety of related professionals, including medical doctors, nurses, psychiatrists, and teachers. The competency is rated via the Competencies Rubric. Same as previous. Knowledge of and ability to select appropriate means of assessment to answer referral questions; Able to implement systematic approach to data collection in a consultative role.

11 10. Understand and independently generate research that contributes to the scientific knowledge base and/or evaluates the effectiveness of various professional activities. Development of skills and habits in seeking, applying, and evaluating theoretical and research knowledge relevant to the practice of psychology; Successful proposal of thesis, or dissertation; Research and scholarship activity, which may include presentations at conferences; participation in research teams; submission of manuscripts for publication; Being a critical consumer of research. For this L.O., via examination of the student s portfolio, the Graduate Committee will review the student's academic transcript, CV, ratings of the thesis and DQE by respective committees, and evaluations of research by supervisors. The competency is rated via the Competencies Rubric. Same as previous. Apply scientific methods to evaluating own practice; Discussion of evidence based practices; Compile and analyze data on own clients (outcome measurement); Participates in program evaluation.

12 11. Demonstrate competence in the supervision and training of professionals. Knowledge of purpose, roles and goals of supervision.; Successful completion of supervision coursework;. Knowledge of and compliance with ethical/professional codes, standards and guidelines; institutional policies; laws, statutes, rules, regulations, and case law relevant to the practice of psychology and its supervision. For this L.O., via examination of the student s portfolio, the Graduate Committee will review the student's academic transcript (focusing particularly on the grade received in the course entitled Supervision and Consultation Strategies ) and evaluations of peer supervision skills by supervisors. The competency is rated via the Competencies Rubric. Same as previous. Knowledge about the impact of diversity on all professional settings and supervision participants including self; beginning knowledge of personal contribution to supervision; Demonstrates knowledge of ICD literature and APA guidelines in supervision practice; Demonstrates awareness of role of oppression and privilege on supervision process; Completion of cases and supervision in practica with evidence of knowledge of relationships and contribution of beliefs and values.

13 Attachments 1. Core Competencies of Clinical Psychology Rubric 2. Clinical Exam Rubric

14 CORE COMPETENCIES OF CLINICAL PSYCHOLOGY RUBRIC FOUNDATIONAL COMPETENCIES COMPETENCY: Reflective Practice/Self-Assessment -- Practices within the boundaries of competencies; demonstrates commitment to lifelong learning; engages with scholarship; capable of critical thinking; demonstrates a commitment to the development of the profession) Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Reflective Practice Willing to consider one s own material Basic mindfulness and self-awareness Engages in critical thinking Demonstrates intellectual curiosity and flexibility Able and willing to self-disclose personal material in appropriate fashion Self-Assessment and Self-Care Emerging self-assessment capacity regarding competencies Understanding of importance of and attention to self-care Demonstrates willingness and ability to consider one s own motives, attitudes, behaviors Understands one s effect on others Awareness of clinical competencies necessary for professional training Professionalism Beginning understanding of professionalism Demonstrates personal organization skills, timeliness Demonstrates appropriate personal hygiene, and appropriate dress Demonstrates knowledge about practicing within one s competence Meets or exceeds expectations General self-awareness, self-assessment and self-monitoring skills Reflective regarding professional practice Aware of own attitudes, values, and beliefs toward diverse others Self-assessment congruent with assessment by peers/supervisors Describes how others experience him/her Regularly reviews own professional performance Accurate self-assessment Willingness to acknowledge and correct errors Accepts and uses feedback effectively Understands importance of self-care to effective practice Identifies areas requiring further professional growth Reviews professional performance via videotape or other technology Emerging professional identity as psychologist Uses resources for professional development Summarizes literature relevant to client care Accurately documents in progress notes Actively participates in supervision process.

15 COMPETENCY: Scientific method -- Demonstrates a respect for scientifically derived knowledge; understands research and research methodology; understands biological bases of behavior, cognitive-affective bases of behavior, and lifespan human development. Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Scientific Mindedness Critical scientific thinking Able to perform scientific critique of literature Able to evaluate study methodology and scientific basis of findings Willing to present work for the scrutiny of others Knowledge Understanding of psychology as a science Demonstrate understanding psychology as a science including basic knowledge of the breadth of scientific psychology Able to evaluate scholarly literature on a topic Meets or exceeds expectations Values and applies scientific methods to professional practice Articulates issues derived from the literature in supervision and case conference Formulates appropriate questions regarding case conceptualization Generates hypotheses regarding own contribution to therapeutic process and outcome Able to perform scientific critique of literature Able to evaluate study methodology and scientific basis of findings Knowledge of core science Demonstrate knowledge of and respect for scientific bases of behavior

16 COMPETENCY: Relationships -- Demonstrates capacity to relate effectively and meaningfully with individuals, groups, and/or communities Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Interpersonal Relationships Listens and is emphatic with others Respects and shows interest in others cultures, experiences, values, points of view, goals and desires, fears, etc. Demonstrates skills verbally and non-verbally. Open to feedback Intradisciplinary Relationships Intradisciplinary respect Demonstrates respectful and collegial interactions with those who have different professional models or perspectives than own Meets or exceeds expectations Involved in departmental, institutional, or professional activities or governance Forms effective working alliance with clients Forms effective working alliance with supervisors Engages with peers Knowledge regarding professional relationships, norms and culture, including establishing and maintaining appropriate professional demeanor and boundaries Adheres to ethical standards and institutional policies and procedures

17 COMPETENCY: Individual/Cultural Diversity -- Awareness and sensitivity in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Self-Awareness Knowledge, awareness, and understanding of one s own situation relative to dimensions of individual and cultural diversity (ICD) Applied Knowledge Understands the need to consider ICD issues in all aspects of professional psychology work (e.g., assessment, treatment, research, relationships with colleagues) Demonstrates basic knowledge of literatures on individual and cultural differences Engages in respectful interactions Meets or exceeds expectations Monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation Understands and monitors own cultural identities in relation to work with others Able to use knowledge of self to monitor effectiveness as a professional Critically evaluates feedback and initiates supervision regularly about diversity issues Applies knowledge, sensitivity, and understanding regarding ICD issues to work effectively with diverse others in assessment, treatment, and consultation Demonstrates knowledge of ICD literature and APA policies (e.g., Multicultural, LGB) Demonstrates ability to address ICD issues across professional settings and activities Works effectively with diverse others in professional activities Demonstrates awareness of effects of oppression and privilege on self and others

18 COMPETENCY: Ethical-legal standards-policy -- Application of ethical concepts and awareness of legal issues regarding professional activities individuals, groups, and organizations. Advocating for the profession. Does not meet expectations Meets expectations Exceeds expectations Knowledge Minimally competent, but does not meet expectations Basic knowledge of the principles of the APA Ethical Principles and Code of Conduct demonstrated through related applied coursework (e.g. multicultural, pre-practicum, seminars) and class discussion of professional constructs of ethical implications Rudimentary knowledge of legal and regulatory issues in the practice of psychology that apply to practice while placed at practicum setting. Demonstrates knowledge of major legal issues (e.g., child abuse reporting, HIPAA, Confidentiality, Informed Consent) through test performance and discussion Ethical Conduct (including application of ethical decision making) Displays ethical attitudes and values; recognizes the importance of basic ethical concepts applicable in initial practice (e.g. child abuse reporting, Informed consent, confidentiality, multiple relationships, and competence) Desire to help others Openness to new ideas Honesty/integrity/values ethical behavior Personal courage Demonstrates a capacity for appropriate boundary management Implements ethical concepts into professional behavior Meets or exceeds expectations Working knowledge and understanding of the APA Ethical Principles and Code of Conduct and other relevant ethical/ professional codes, standards and guidelines; laws, statutes, rules, regulations Behaves ethically Identifies ethical dilemmas effectively Actively consults with supervisor to act upon ethical and legal aspects of practice Addresses ethical and legal aspects within the case conceptualization Discusses ethical implications of professional work Recognizes and discusses limits of own ethical and legal knowledge Displays knowledge of own moral principles/ethical values Knows and applies an ethical decision- making model and is able to apply relevant elements of ethical decision making to a dilemma Able to articulate knowledge of own moral principles and ethical values in discussions with supervisors and peers about ethical issues Spontaneously discusses intersection of personal and professional ethical and moral issues.

19 COMPETENCY: Interdisciplinary systems -- Professional and competent cooperation with colleagues and peers in related disciplines. Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Meets or exceeds expectations Understanding the shared and distinctive contributions of other professions Beginning, basic knowledge of the viewpoints and contributions of other professions/ professionals Demonstrates knowledge and valuing of roles, functions and service delivery systems of other professions Knowledge of key issues and concepts related to the work of other professionals. Beginning, basic knowledge of the principles of interdisciplinary vs. multidisciplinary functioning Demonstrates knowledge of the nature of interdisciplinary vs. multidisciplinary function and the conceptual differences between them. Respectful and productive relationships with individuals from other professions. Demonstrates knowledge of how participating in interdisciplinary collaboration/ consultation can be directed toward shared goals; a Demonstrates awareness of the benefits of forming collaborative relationships with other professionals Demonstrates understanding of concept in coursework Awareness of multiple and differing worldviews, roles, professional standards, and contributions across contexts and systems, intermediate level knowledge of common and distinctive roles of other professionals Reports observations of commonality and differences among professional roles, values, and standards Beginning, knowledge of strategies that promote interdisciplinary collaboration vs. multidisciplinary functioning Demonstrates knowledge of the nature of interdisciplinary vs. multidisciplinary function and the skills that support interdisciplinary process. Able to participate in and initiate interdisciplinary collaboration/ consultation directed toward shared goals Able to develop and maintain, where appropriate, collaborative relationships and respect for other professionals Consults with and cooperates with other disciplines in service of clients

20 FUNCTIONAL COMPETENCIES COMPETENCY: Psychological Evaluation -- Assessment, diagnosis and conceptualization of problems and issues of individuals, groups, and/or organizations Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Diagnostic and Conceptualization Skills Basic knowledge of formulating diagnosis and case conceptualization Demonstrates the ability to discuss diagnostic formulation and case conceptualization Prepare basic reports which articulate theoretical material Formal Assessment Skills (1) Interview Knowledge of the models and techniques of clinical interviewing and mental status exam Demonstrates knowledge of initial interviewing (both structured and semi-structured interviews, mini- mental status exam), treatment planning, goal setting, relationship building (2) Tests/Measurements Basic knowledge of administration and scoring of traditional assessment measures Accurately and consistently administer and score various assessment tools in non-clinical (e.g. course) contexts (3) Integration Knowledge of where assessment methods are similar and different across practice sites Demonstrates awareness of need for selection of assessment measures appropriate to population/problem (4) Report Writing/Communication of Results Awareness of models of report writing and progress notes Demonstrates this knowledge including content and organizations of test reports, mental status examinations, interviews Meets or exceeds expectations Able to utilize systematic approaches of gathering data to inform clinical decision-making Prepares reports that incorporate material from client Presents cases and reports demonstrating how diagnosis is based on case material Knowledge of the principles and practice of systematic interviewing, data gathering and the interpretation data pursuant to the presenting problem Collects accurate and relevant data from structured and semistructured interviews and mini-mental status exams Awareness of the strengths and limitations of administration, scoring and interpretation of traditional assessment measures as well as related technological advances Accurately and consistently selects, administers, and scores and interprets assessment tools with clinical populations Displays knowledge of assessment tools appropriate to training site Selects assessment tools that reflect awareness of patient population served at a given practice site Able to write assessment reports and progress notes Able to write a basic psychological report

21 COMPETENCY: Psychological Interventions -- Interventions designed to alleviate suffering and to promote health and well-being Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Knowledge of Interventions Basic knowledge of scientific, theoretical, and contextual bases of intervention and basic knowledge of the value of evidence-based practice and it s role in scientific psychology Able to articulate the relationship of EBPP to the science of psychology Identify basic strengths and weaknesses of intervention approaches for different problems and populations related to the practice setting Intervention planning Basic understanding of the relationship between assessment and intervention Articulate a basic understanding of how intervention choices are informed by assessment Intervention Implementation Basic understanding of evidence- based interventions Progress evaluation Basic knowledge of the assessment of intervention progress and outcome Demonstration of basic knowledge of methods to examine intervention outcomes Meets or exceeds expectations Knowledge of scientific, theoretical, empirical and contextual bases of intervention, including psychotherapy theory, research, and practice Presents comprehensive presentation of case, including video or audio of work with client Ongoing research on and integration of client issues Write a statement of one s theoretical perspective consistent with that required for AAPI Successful performance of intervention component of doctoral comprehensive examinations Able to formulate and conceptualize cases and plan interventions utilizing at least one consistent theoretical orientation Articulates a theory of change and identifies interventions to implement change; as consistent with the AAPI Writes understandable case conceptualization reports and collaborative treatment plans incorporating evidence-based practices Successful completion of intervention component doctoral comprehensive examinations Able to implement evidence- based interventions that take into account empirical support, clinical judgment, and client diversity (e.g., client characteristics, values, and context) Apply specific evidence-based interventions Evaluate treatment progress and modify treatment planning as indicated, utilizing established outcome measures Assesses and documents treatment progress and outcomes Alterations in treatment plan are made accordingly Describes instances of lack progress and actions taken in response.

22 COMPETENCY: Consultation -- The ability to provide expert guidance or professional assistance in response to a client s needs or goals. Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Role Knowledge Knowledge of the consultant s role Addressing Referral Question Knowledge of meaning of "referral question" Meets or exceeds expectations Knowledge of the consultant s role and its unique features as distinguished from other professional roles (such as therapist, supervisor, teacher). Articulating common and distinctive roles of consultant Able to compare and contrast consultation, clinical and supervision roles Knowledge of and ability to select appropriate means of assessment to answer referral questions Able to implement systematic approach to data collection in a consultative role

23 COMPETENCY: Research/evaluation -- The generation of research that contributes to the professional knowledge base and/or evaluates the effectiveness of various professional activities Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Scientific Approach to Knowledge Generation Basic scientific mindedness, critical thinking Understanding of research contributions to the professional knowledge base Understanding that psychologists evaluate the effectiveness of their professional activities Openness to subjecting one s work to the scrutiny of peers and faculty. Application of Scientific Method to Practice Meets or exceeds expectations Development of skills and habits in seeking, applying, and evaluating theoretical and research knowledge relevant to the practice of psychology. Successful completion of comprehensive doctoral examinations Successful proposal of thesis, or dissertation Research and scholarship activity, which may include presentations at conferences; participation in research teams; submission of manuscripts for publication Being a critical consumer of research Apply scientific methods to evaluating own practice Discussion of evidence based practices Compile and analyze data on own clients (outcome measurement) Participates in program evaluation

24 COMPETENCY: Supervision -- Supervision and training of professionals Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Knowledge of models and approaches Basic knowledge of expectations for supervision Demonstrates basic knowledge of supervision Students know their roles and responsibilities in the process Students are able to engage in goal setting with respect to practicum Ethical and Legal Issues Knowledge of principles of ethical practice and basic skills in supervisory ethical decision making, knowledge of legal and regulatory issues in supervision Demonstration of understanding of this knowledge (e.g., APA 2002 ethical principles; one ethical decision making model Awareness of factors affecting quality of supervision Basic knowledge of and sensitivity to issues related to individual and cultural differences (i.e., the APA definition) as they apply to the supervision process and relationships Demonstrates basic knowledge of literature on individual and cultural differences and engages in respectful supervisory interactions that reflect that knowledge Meets or exceeds expectations Knowledge of purpose, roles and goals of supervision. Successful completion of supervision coursework Successful completion of practicum placements supervision Successful completion of doctoral comprehensive examinations Knowledge of and compliance with ethical/professional codes, standards and guidelines; institutional policies; laws, statutes, rules, regulations, and case law relevant to the practice of psychology and its supervision Supervisee behaves ethically Recognition of ethical issues, dilemmas, in clinical practice Brings identified ethical and legal issues to supervisor s attention Knowledge about the impact of diversity on all professional settings and supervision participants including self as defined by APA policy; beginning knowledge of personal contribution to therapy and to supervision Discussion of multiple identities in case presentations and impact of these on treatment planning Demonstrates knowledge of ICD literature and APA guidelines in supervision practice Demonstrates awareness of role of oppression and privilege on supervision process Completion of cases and supervision in practica with evidence of knowledge of relationships and contribution of beliefs and values

25 COMPETENCY: Teaching -- Demonstrates rudimentary understanding of teaching theories; has gained some relevant experience in teaching. Does not meet expectations Meets expectations Exceeds expectations Minimally competent, but does not meet expectations Knowledge of models and approaches Basic knowledge of teaching theories Basic understanding of didactic strategies Understanding of different learning styles Understanding of basic course management skills, including grading, leading discussion, and handling difficulties Proficiency Demonstrates good communication skills Has been TA for several courses Has taught course independently, with good reviews Demonstrates professional, supportive and effective relationships with students Manages course requirements, such as grades and discussion sections, proficiently Meets or exceeds expectations Advanced understanding of teaching theories Demonstrates understanding of appropriate application of different teaching strategies Demonstrates accommodation to individual and developmental differences Able to articulate concepts to be taught, including potential difficulties that might be experienced by students trying to master concepts Has taught course independently with excellent reviews Has participated in MU's PFF Demonstrates strategy to evaluate teaching effectiveness Demonstrates evaluation strategy to assess learning objectives met

26 CLINICAL EXAM RUBRIC Diagnosis Ability to apply concepts of normal/abnormal behavior to case formulation and diagnosis Assessment Knowledge about selection of appropriate assessment measures to answer diagnostic questions Case Conceptualization Ability to formulate and conceptualize cases and plan interventions utilizing at least one theoretical orientation Treatment Planning Ability to discuss how one would implement evidence-based interventions that take into account empirical support, clinical judgment, and client diversity Ethical Considerations Working knowledge and understanding of APA Ethical Principles and Code of Conduct and relevant ethical/professional codes, laws, statutes, rules, regulations Professional Behavior Use of clear and articulate expression Does Not Meet Expectations (0) Unable to articulate relevant developmental features and clinical symptoms as applied to presenting problem Fails to consider all five axes for diagnostic considerations based on DSM-IV criteria Minimal knowledge about rationale for selecting assessment measures and/or proposes using inappropriate measures Minimal ability to articulate a case conceptualization and/or discussion lacks an integration of theory and psychological constructs Minimal ability to articulate a treatment plan and/or may lack description of treatment goals or intervention techniques. Fails to consider client characteristics, values, and context Fails to recognize or discuss relevant, potential ethical issues and dilemmas Poor ability to communicate verbally and nonverbally and/or demonstrates minimal understanding of professional language Meets Expectations (1) Articulates relevant developmental features and clinical symptoms as applied to presenting problem Discusses diagnostic considerations for all five axes based on DSM-IV criteria Demonstrates an understanding of considerations for selecting appropriate assessment measures and selects relevant assessment tool(s) Clearly articulates an understandable case conceptualization that incorporates theory and relevant psychological constructs Proposes a clear treatment plan that includes goals and specific intervention techniques that takes into consideration client characteristics, values, and context Ability to readily identify ethical implications in case and to discuss ethical decision-making process Communicates clearly and articulately using verbal and nonverbal skills; demonstrates understanding of professional language Exceeds Expectations (2) Thoroughly articulates relevant developmental features and clinical symptoms as applied to presenting problem Thoroughly discusses diagnostic considerations for all five axes based on DSM-IV criteria Thoughtful, thorough discussion of rationale for selecting assessment measures and selects appropriate assessment tool(s) Comprehensive case conceptualization that incorporates theory and relevant psychological constructs Thoughtful, articulate treatment plan that includes goals and specific intervention techniques that take into consideration client characteristics, values, and context In-depth discussion of relevant, potential ethical issues and dilemmas Very clear, and articulate professional presentation that demonstrates appropriate use of professional language