The Chicago School of Professional Psychology Counseling Center at West Los Angeles. Doctoral Internship Training Manual

Transcription

1 The Chicago School of Professional Psychology Counseling Center at West Los Angeles Doctoral Internship Training Manual

2 Contents TCSPP Counseling Center Mission Statement... 5 Multicultural Mission Statement... 5 Training Mission Statement... 5 Training Philosophy... 5 Program Goals & Objectives... 6 Professional Ethics... 7 Statement of Non-discrimination... 7 Administrative Organization of the Internship Training Program... 8 Service Activities... 8 Individual, Couple, Family, and Group Therapy... 8 Assignment of Cases... 8 Clinical Assessment... 9 Crisis Intervention... 9 Psychological Testing... 9 Charting and Administrative Activities... 9 Community Outreach st Year Group Supervision Program Review Training Activities Individual Supervision-2 hours per week Group Supervision-2 hours per week Didactic Seminars-2 hours per week Staff Meetings-One hour per week Assessment Seminar-2 hours per week Supervision of Supervision-One hour per week Multicultural Seminar-2 hours per month Continuing Education Orientation Outreach/Consultation Additional Learning Supports Intern Contracts TCSPP Employment Contract TCSPP Doctoral Internship Training Agreement... 12

3 Intern Service Responsibilities and Requirements Time, Scheduling, and Required Hours Ethical Behavior Philosophy of Supervision Awareness and Use of Self Personal Therapy Supervision Goals Expectations of Supervisor Limits on Confidentiality in Supervision Evaluation Comprehensive Evaluation of Intern Competence Evaluation Format Intern Evaluation of Supervisors and Training Program Disciplinary Actions Probation Temporary Suspension Termination Grievance and Due Process Introduction a. Definitions: b. Procedures for Responding to an Intern s Problematic Behavior: c. Grievance Procedures: I. Definitions II. Due Process Due Process Guidelines Problematic Behavior Procedures to Respond to Problematic Behavior III Grievance Procedures APPENDIX Doctoral Internship Training Program INTERN EVALUATION OF SUPERVISOR FORM Doctoral Internship Training Program Evaluation Form Doctoral Intern Summary of Clinical Experience Doctoral Intern Testing Experience Profile... 42

4 The Chicago School of Professional Psychology Counseling Center Confidentiality Agreement... 44

5 TCSPP Counseling Center Mission Statement The Mission of the TCSPP Counseling Centers is to offer high quality mental health services to the members of the greater Los Angeles and Orange county communities in order to reduce psychological problems and distress and enhance mental health, well-being, and quality of life. We achieve our mission through the delivery of high quality, affordable, and culturally-competent services primarily provided by TCSPP interns on internship and practicum. Our primary focus is on providing individual, couple, family and group psychotherapy, consultation, and referral services. Multicultural Mission Statement We value acceptance and appreciation for all differences among people, including those of national origin, race, gender, gender expression, sexual orientation, ethnicity, functional ability, socio-economic status, age, and religious affiliation. We believe that valuing cultural diversity from a global perspective maximizes human growth and development, and enhances the quality of life in our communities, at our TCSPP Counseling Centers and campuses, and throughout the world. Training Mission Statement The internship and internship training programs are an integral part of the mission of The Chicago School of Professional Psychology. The internship training program is designed to prepare interns to function competently as a therapist in training. Our goals are: to help develop therapists who are competent clinicians, highly-ethical, sensitive to individual differences, and effective leaders. The TCSPPCC doctoral internship is based on the practitioner-scholar model, which is consistent with the institutional practices of The Chicago School of Professional Psychology. We believe that interns must have a broad knowledge of the scientific and theoretical principles at the core of psychology, as well as the ability to apply this knowledge to specific clinical situations. While conducting research during the internship is not required, interns are encouraged throughout the year to develop and utilize their critical thinking skills, and to integrate scientific literature as a basis for clinical interventions. These practices are fostered through participation in various training seminars related to psychological assessment, consultation, individual and group supervision, in-service training, consultation, and attendance at professional conferences and workshops. Additionally, training is developmentally sequenced and experiential, with exposure to multiple intervention modalities. Interns receive intensive supervision, opportunities to be role models and mentors, and are prepared to be ethical and multi-culturally sensitive professional psychologists who can move with competence into a variety of positions. We expect that all interns will contribute to the TCSPP mission through engaging in the work of the agency by seeing themselves as agents of change, charged with the mandate of impacting individuals, families, and groups through community service and support. Training Philosophy Internship is a time to develop one s professional skills and identity as a therapist. The intent of the TCSPPCC doctoral internship is to provide a broadly-based training program to move interns towards entry-level postgraduate professional psychology practice. We offer training in a variety of areas related to the mental health

6 profession and attempt to provide an atmosphere that is conducive to learning by giving interns an appropriate blend of support and challenge. We view interns as emerging professionals and treat them accordingly by providing a balance of autonomy and structure. At the same time, we try to provide the professional and emotional support necessary to allow for growth and development. We focus on interns strengths and challenges and attempt to facilitate interns growth throughout the course of the year. Evaluation and feedback are important parts of the internship training program experience. Clinical supervisors, group supervisors, and members of the training staff evaluate and provide formal feedback two times a year. This feedback focuses on the development and progress of each intern, with the focus always being on helping interns identify areas of strength and areas for growth. Interns, in turn, evaluate their clinical supervisors and the training program two times each year, at the midpoint in training and at the end. Interns will have the opportunity to engage in the multiple roles of working at the Counseling Centers which include providing psychotherapy services (individual, couples, family, and group therapy), assessment, crisis intervention, referral, consultation, outreach workshops, participation in training seminars and professional development activities. Our supervisory staff utilizes multiple theoretical orientations and we provide a wide variety of supervision, training, community outreach, and clinical services to achieve program goals and objectives. Each intern will design their own individually-tailored training program at the beginning of the internship year with the assistance of his/her supervisor(s) and the Director of Counseling Center to ensure program goals and objectives will be met. Program Goals & Objectives The Chicago School Counseling Centers doctoral Internship seeks to provide a wide variety of clinical experiences and training to facilitate the transition from intern to entry-level professional psychologist. Our training program has four primary goals with concomitant objectives which support these goals: Goal 1: Development of entry-level professionals who possess a broad range of clinical skills: a. Initial screening and assessment b. Case conceptualization and treatment planning c. Knowledge of and application of evidence-based theory and practices d. Application of psychotherapeutic interventions from a variety of modalities tailored to diverse populations e. Risk management and crisis intervention f. Psycho-diagnostic testing Goal 2: Development of professional knowledge, behavior, skills, and attitudes in areas of: a. Ethical, legal and professional standards b. Application of ethical, legal, and professional standards in systematic ethical decision-making c. Professional judgment d. Professional comportment with supervisors, colleagues, clinical staff, and clients e. Development of a professional identity as a psychologist f. Administrative and charting responsibilities

7 Goal 3: Development of skills, knowledge and attitudes in the area of diversity: a. Knowledge about multicultural and individual diversity b. Awareness of one s own cultural background and biases c. The capacity to integrate self-awareness and awareness of differences to provide effective services across diverse populations Goal 4: Development of skills and knowledge of case management, consultation, training and community outreach a. Comprehensive case consultation b. Community outreach design, provision, and evaluation c. Leadership and program review d. Supervision theory and methods including the provision of supervision to beginning clinicians Each intern will design his or her individually tailored training program at the beginning of the internship year with the assistance of his/her supervisor(s) and the Director of Counseling centers to ensure programs goals and objectives are met. Professional Ethics Psychology interns are expected to follow ethical guidelines and principles as established by the American Psychological Association (APA) and be aware of and adhere to pertinent California laws governing professional practice (CA Board of Psychology). All interns must maintain ALL client information confidential as required by law and the APA ethics codes. Ethical issues are presented throughout training in orientation, individual and group supervision, didactic trainings, and staff meetings. Statement of Non-discrimination The Chicago School of Professional Psychology Counseling Center acknowledges its ethical and statutory responsibility to afford equal treatment and equal opportunity to all persons, and thus complies with all applicable laws and directives which promulgate non-discrimination and equality of opportunity. In keeping with the spirit and letter of the law, The Chicago School of Professional Psychology Counseling Center prohibits discrimination against its employees, interns, interns, and applicants based on race, gender, religion, age, national ancestry of origin, sexual orientation, disability, marital status, sources of income, military discharge status, or other impermissible reason; sexual harassment is also prohibited. The Chicago School of Professional Psychology Counseling Center admits interns and interns of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to interns and interns at the center. It does not discriminate on the basis of race, color, or national and ethnic origin in the administration of its policies or recruitment policies. The Chicago School of Professional Psychology Counseling Center also bars retaliation against an employee, intern, intern, or applicant who files a complaint of discrimination against the administration and/or staff members.

8 Administrative Organization of the Internship Training Program The Chicago School of Professional Psychology Counseling Center is part of The Chicago School of Psychology s Office of Training, which is led by the Associate Provost for the Office of Training and Licensure. The doctoral internship training program is under the guidance of the Director of Counseling Centers, who also serves as the Training Director, with support from the Assistant Training Director. All trainees report to the Director of Counseling Centers for purposes of program planning and performance evaluations, as well as requests for leave and similar administrative issues. Planning, monitoring, and routine decision-making are generally handled by the Director of Counseling Centers with consultation from the Assistant Director of Training and clinical supervision staff. Additionally, we have front office staff that provides administrative support with daily clinic operations and an Intake Coordinator who completes all phone screens and initial intake assignments. Clinical work is overseen directly by individual supervisors. The Training Director, Assistant Training Director and all clinical supervisors meet regularly to monitor assigned cases and intern progress. Interns have input into decision-making about many aspects of the program. At the beginning of the internship experience, each intern works with the Training Director and assigned Individual Supervisor to prepare an individualized training plan. As the year progresses, the interns provide feedback on the quality of experiences and supervision they receive through Internship Evaluation Form. Suggestions for changes and improvements can be made to the Director of Clinical Training at any time or addressed in the more formal evaluation format. Service Activities Each intern will create a contract with the Director of Counseling Center and Individual Supervisor to determine their weekly schedule. Interns will keep their scheduled work hours at our Center for the entire internship year. Variations within the schedule will be affected by assigned therapy and assessment cases, community outreach, professional development, scheduled supervisions, and trainings. Individual, Couple, Family, and Group Therapy Interns typically see of face to face client hours per week. After an initial assessment of the interns' needs, supervisors work with each intern to select cases that will facilitate development in particular areas. TCSPPCC incorporates a variety of theoretical orientations, such as humanistic, psychodynamic, cognitive-behavioral, and systems in to clinical practice. All interns will see a range of cases that include work with individuals who require a variety of therapeutic interventions. Interns make individual presentations of cases in a weekly group supervision meeting, and receive one hour of individual supervision from their primary supervisor and one hour of individual supervision from their adjunct supervisor each week. Both individual and group supervision provide ongoing monitoring of case conceptualization, treatment planning, and intervention Assignment of Cases Our center Intake Coordinator completes a phone screen for each new client, assessing fit for our services. Appropriate clients are then scheduled for an initial in-person assessment. The Intake Coordinator assigns cases on a rotating basis among all clinical staff and with consultation from our supervisory team. Interns will be assigned a range of client ages and backgrounds as well as treatment modalities during their training year.

9 Clinical Assessment All clients who are seen at TCSPP are scheduled for a two- hour initial assessment. Clients are assessed across multiple dimensions including presentation and severity of current symptoms, history of presenting problem, social, emotional, family, employment, medical and substance use, and past or current mental health treatment. Interns will then consult with their clinical supervisor for appropriateness for center services, high-risk issues, recommended mode of treatment (individual, couples, family, group counseling, etc.), and referral options. Interns will then complete a written initial assessment report. If the intake client will enroll in services, a new client appointment is scheduled. Typically, TCSPPCC clients are seen one time per week for a 50 minute session. When appropriate, clients may be scheduled for multiple sessions per week. These decisions are made in consultation with your individual supervisor. The client may be assigned to the intern who completes the initial assessment provided the case depending on the client s appropriateness to the center, the capacity of the intern, and the intern s supervisor s scope of practice. If it is decided that the intern should not take the case, the intern will complete the written initial assessment and ensure that the client chart is complete for the newly assigned staff member. Interns will receive didactic training on initial assessment as well as on-going experiential training in individual and group supervision throughout the training year. Crisis Intervention Crisis intervention strategies and techniques are presented during orientation, supervision and didactic trainings. A clinician who is on site is always considered available for crisis consultation. Interns are expected to develop referral skills as an appropriate extension of assessment and psychotherapy techniques. During orientation, the interns become familiar with TCSPPCC Crisis Intervention policies. Crisis Intervention provided by all interns must be directly monitored by the intern s individual supervisor, or in the absence of the individual supervisor, by a designated supervisor who is on site at the time of the presented crisis. Psychological Testing Interns are expected to provide testing services to clients. These services may range from accommodations testing to full psychological batteries. Interns must attend the weekly, two-hour Assessment Didactic/Group Supervision. Additional consultation on administration, scoring, interpretation, and report writing is available from our Assessment Supervisor on an as-needed basis. Interns are expected to complete at least two full batteries during the training year. Charting and Administrative Activities All interns will be responsible for maintaining a confidential chart for each of their assigned cases. All charting should be completed within TCSPP Counseling Center business hours. In addition, interns will be afforded time to schedule appointments, return client phone calls, and consult with our internal staff or outside agencies as needed. Community Outreach Each intern will design and present a minimum of one Community Outreach project for the year. Projects can include but are not limited to: designing and delivering a presentation to a local community organization regarding TCSPP Counseling Center services; designing and delivering a presentation on a topic of the intern s

10 interest or expertise to a local community organization; or setting up a table at a local health fair with information on TCSPP Counseling Centers. 1 st Year Group Supervision Interns will work together and provide a weekly one hour group for our beginning practicum students. The first half of the year will be devoted to providing general support to our first year students for any questions or concerns that typically arise as one begins to learn clinical work. The second half of the year will shift the format to a more traditional group supervision where interns will utilize the skills they have developed in supervision of supervision and provide feedback to students on their clinical work. Program Review Interns may complete a review of an existing TCSPP Counseling Center program and/or complete a needs assessment to increase center programming. Participation in program review is dependent upon the intern s interests and abilities. Additional support for program review projects will be provided by the Director of Counseling Centers and/or Clinical Supervisory staff. Training Activities Individual Supervision-2 hours per week Interns receive a minimum of 2 hours per week of individual supervision. The supervision focuses most intensely on clinical work with individuals, couples, families and groups. In addition to clinical work, supervision encompasses a broad range of training activities: work in consultation and outreach, ethics, multicultural and diversity issues, and professional development. Interns are expected to digitally record therapy sessions. All interns will be expected to review these recordings in both individual and group supervision. Supervisees maintain a weekly Caseload Log which is to be reviewed with his/her supervisor weekly in individual supervision. All progress notes are to be reviewed and signed by the individual supervisor on a weekly basis. Informed Consent Form of Supervision is signed by the client and intern informing the client that the intern is supervised and the name(s) of the intern s supervisor(s). This form must be filled out at the beginning of each new client appointment and when supervisor changes occur. Interns will also have a weekly one hour individual supervision session with an adjunctive supervisor who will provide additional supervision support. Adjunctive supervision may be used to provide additional support for all clinical work and/or follow one clinical case in a more in-depth manner. This is to be decided on in collaboration with the adjunctive and primary supervisor. Group Supervision-2 hours per week Interns meet as a group with their Group Supervisor and other interns and discuss cases, make case presentations, and review digital recordings of clinical work. A formal case presentation accompanied by at least one recording is required at least once each semester. It is also an environment to explore and develop an awareness of self as it informs interns work professionally. Great effort is made to make this a trusting environment so that interns can explore new and creative avenues in their clinical work.

11 Didactic Seminars-2 hours per week Didactic seminars are an integral part of the training program. The format is both didactic and discussion/process oriented in nature. A wide variety of topics are covered that pertain to major areas of knowledge needed to be a competent clinician. Multi-cultural issues and diversity are infused in all presentations. Particular diversity seminars are also highlighted throughout the year. Topics covered may include, but are not limited to: Intake Interviewing Ethical Decision-Making Domestic Violence and Intimate Partner Abuse Psychiatric Consultation Group Therapy Crisis Intervention Working with Children, Adolescents and Parents Living with Chronic Mental Illness Working with LGTBQ Clients Holding the Frame in Treatment Resource and Referral Strategies Staff Meetings-One hour per week Staff meetings provide the clinical staff with the opportunity to create strong working relationships with their training cohort and contribute to the overall functioning of the Counseling Centers. Staff meetings may focus on critical legal and ethical issues that have arisen within the week, logistical issues regarding scheduling, Counseling Center workspace and supply needs, important announcements from within the TCSPP academic community, and the overall well-being of our staff. Assessment Seminar-2 hours per week Interns participate in our weekly Assessment Didactic/Group Supervision. Intellectual, achievement, and personality instruments will be reviewed, along with fundamentals of administration, scoring, interpretation, and report writing will be taught. Interns will have the opportunity to collaborate with peers. Interns are expected to complete a minimum of four full testing batteries within the training year. Additional assessment supervision is available on an as needed basis. Supervision of Supervision-One hour per week Interns will receive one hour weekly of supervision of supervision. This weekly meeting will include a review of supervision literature as well as supervision of the intern s 1 st year supervision group. Multicultural Seminar-2 hours per month Interns will participate in a monthly two-hour meeting to discuss the cultural components of direct service, supervision, and programming. Continuing Education Interns are welcome to participate in the continuing education workshops provided at TCSPP or in the community. It is preferred that interns not participate in TCSPP or outside workshops on TCSPPCC Didactic/Staff Meetings days. All attendance at workshops which occur during your scheduled time at TCSPPCC must be cleared by your supervisor and the Director of Counseling Centers at least two weeks prior to the event and must not interfere with direct client care.

12 Orientation Three days intensive training designed to introduce TCSPP Counseling Centers, our various service delivery areas, and to outline the intern s expectations. There is also time to meet staff and intern peers, and for logistics such as setting up computer and systems and settling into office spaces. Outreach/Consultation A two hour training module is offered early in the training year to give an overview of community outreach and the format for the community outreach projects. Additional consultation is provided to assist each intern with developing his/her blue print for their community outreach activities by the Counseling Center Director and/or Assistant Director of Training. Additional Learning Supports One-hour weekly Staff Meeting with all interns, practicum trainees, MFT interns, administrative, clinical, and support staff. One-hour weekly meeting for intern socialization. Intern Contracts TCSPP Employment Contract All interns will sign a one-year Internship employment agreement. This document is to be signed on or before the first day of training and turned in to TCSPP Human Resources with any additional documentation required by TCSPP HR by the end of the first work day. The employment contract outlines your expected work schedule, stipend, and benefits. TCSPP Doctoral Internship Training Agreement You will complete a TCSPP Counseling Center internship agreement in addition to your TCSPP HR contract. The internship agreement outlines what is expected of you as well as what you can expect from your training year. You will complete your training agreement with the help of your individual supervisor, Assistant Training Director, and Counseling Center Director. This training agreement will include your expected work hours, names of your individual, group, and assessment supervisors, sample work schedule, and your goals for your training year. Intern Service Responsibilities and Requirements Time, Scheduling, and Required Hours 1. Interns must to keep track of their hours to make sure they are meeting their contracted hours at TCSPPC. It also serves as a way to keep track of your training hours which you will need to submit to your academic program for graduation. This log is to be signed weekly by the individual supervisor. It is your responsibility to maintain these logs and have them signed weekly. Completion of your internship is contingent upon submitting your signed logs. 2. Interns must complete the internship with a minimum of accumulate a minimum of 40% of their total internship hours in direct service delivery. Direct service hours include intake/clinical assessment, and individual, conjoint, and group therapy. 3. Attendance is required by interns at all meetings, supervisions, and training activities unless absence is due to illness, emergency, or pre-arranged with the Director of Counseling Center. 4. Interns must attend all training and supervision activities including all Training Seminars and Staff Meetings, as well as supervision with Primary Supervisor, Secondary Supervisor, Assessment Supervisor, Supervisor or Supervision.

13 5. Interns must sign in and sign out of the Counseling Center and be on-site at the Counseling Center during their designated working hours. If an intern is to be out of the building (not including lunch), it is the intern s responsibility to notify the support staff of his/her destination and anticipated time of return. 6. Interns are responsible to maintain their schedules in the computer scheduling program (Office Ally, to be transitioned to Welligent in fall 2015). This is expected to be updated and kept current. Ethical Behavior Interns are expected to conduct themselves in a legal, ethical, and appropriate manner during all phases of training year. Therefore, students must possess and apply a working knowledge of their discipline s respective code of ethics. Interns must abide by the American Psychological Association s (APA) Ethical Principles of Psychologists and Code of Conduct (2003) and 2010 Amendments which can be found at the APA s website The following are examples of illegal, unethical, and/or inappropriate behavior: Acting in a manner inconsistent with ethical or legal guidelines; Failure to appear for scheduled internship events or responsibilities without approval or proper notification; Taking vacation or personal time without approval; Missing more than one week of supervision without prior approval; Giving client any intern contact information other than intern s TCSPP Counseling Center phone extension, including but not limited to: cellphone number, home or business phone number, home or business or address, personal, school, or counseling center address, or social media addresses; Any intentional contact with client outside of TCSPP Counseling Center; Taping a client without a properly executed consent and release of information; Removal or private use of TCSPP Counseling Center property without permission; Violating patient confidentiality (e.g., playing a session tape to anyone not included in the consent form, failure to redact personally identifiable information from written or taped materials before seminar presentation, etc.); Failure to report a known or suspected incidence of child abuse or neglect, or suspected incidence of dependent/elder abuse or neglect; Withdrawing from internship for any reason without prior permission from the Counseling Center Director and interns academic department; Falsifying internship hour logs and/or misrepresenting client contact hours Engaging in treatment via phone, Skype, or other electronic means. Consequences for such behavior range from being given a verbal or written warning, engagement of the intern s academic department, being placed on probation, or possible dismissal from internship. Please see Due Process Guidelines in the Appendix for a more detailed explanation. Philosophy of Supervision We believe that supervision is to encourage the growth and development of each intern. Over the course of the internship training program year, each intern works with two individual supervisors, one group supervisor, and the assessment supervisor. Evaluation focuses upon the strengths and challenges (areas for improvement) within the context of stated intern competencies. Individual supervision focuses on developing the intern's clinical skills (incorporating code of ethics) and professional identity. In addition, interns are given feedback on their performance in the areas of individual/couples/groups counseling, testing, outreach, consultation, case management, and professionalism in the workplace.

14 Awareness and Use of Self We strongly value knowledge and awareness of self as being critical to the development of professional skills, identity and behavior. We encourage interns to reflect on and disclose personal experiences that are directly tied to an understanding of their interpersonal dynamics as professionals. We believe that interns share responsibility for creating a safe and respectful environment in which this exploration can occur. It is the training staff s responsibility to create a safe and trusting environment, and the interns responsibility to engage in self-reflection and exploration as it relates to their professional development as clinicians. Within this context the training program assists interns in developing and setting boundaries appropriate to their personal values and self-care, which include respect for individual cultural differences. All training activities, including individual and group supervision, and training seminars are designed to promote awareness and use of self. It is important to note that growing as a professional through the awareness of self is not the same as engaging in psychotherapy. Our supervisors maintain sound boundaries by keeping supervision focused on clinical work. Personal Therapy Although personal therapy is not required of interns, interns are strongly encouraged to engage in their own personal therapy while on internship training program with a therapist outside the TCSPP community. The internship training program year is taxing both personally and professionally; and in times of stress, therapy can be an excellent source of increased awareness and understanding. It can also enhance the therapy that interns conduct with clients as the intern sits on the other side of the therapy process. A therapists referral list is available through TCSPP student services. Supervision Goals The intern is responsible for developing his/her own goals for the internship training program in consultation with his/her individual supervisor at the outset of the internship. The supervisor works collaboratively with the intern to formulate goals and identify areas of strength and challenge. Expectations of Supervisor It is ultimately the supervisor s responsibility to monitor his/her interns and insure that they are behaving in an ethical manner. Supervisors must meet weekly with all interns. Students who miss more than a week of supervision should not continue to see clients and any hours completed during the second week or more without supervision will not count towards internship hours. Supervisors are responsible for the following: Meeting weekly with interns (regardless of the number of clients they have); Being available for emergencies or providing interns with contact information regarding the person covering in his/her absence; Communicating via phone, , and in person in a timely and professional manner. Reviewing cases on a weekly basis and insuring interns weekly progress notes are complete; Strictly monitoring interns hours and only signing if all client documentation has been completed and he/she is satisfied that they are an accurate reflection of the intern s activities during internship; Insuring only hours spent engaged in therapy, clinical interviews, or test administration count as client contact and periodically check this against Office Ally; Insuring students follow-up with clients who miss appointments; Completing student evaluations at the beginning, middle, and end of the internship year

15 Monitoring the intern s caseload to ensure that intern is seeing at least 16 face to face client hours per week and notifying the Director of Counseling Center if the intern needs more clients; Monitoring that interns are abiding by the TCSPP training agreement and all clinical training policies; Arrange for transfer and/or termination of cases in consultation with the Director upon the intern s completion of internship; Notifying the Director of Counseling Center a minimum of two weeks prior to taking time off so supervision coverage can be arranged; Insure interns have made arrangements for client coverage when time off is taken. Notifying the Director of any intern difficulties that the supervisor is unable to remediate. Limits on Confidentiality in Supervision Supervisors vary in their emphasis on transference-counter transference issues in supervision. Work with interns on these issues could involve personal disclosures from the intern. Supervisors wish to respect privacy on personal issues but must balance this with their responsibility for evaluation of intern performance. Supervisors occasionally may need to consult with their peers on a supervision issue. Supervisors also have opportunities to consult in the weekly Supervisors meeting on their own supervision issues. Supervision is not the same as a therapy relationship, although there may be aspects of supervision which are therapeutic. Interns are encouraged to discuss the limits of supervision confidentiality with their supervisors. Privacy on personal issues is respected, and if these issues are affecting work performance, the performance issues will be addressed. Evaluation Comprehensive Evaluation of Intern Competence We believe we have a professional, ethical, and potentially legal obligation to: (a) establish criteria and methods through which aspects of competence other than, and in addition to, an intern/intern's knowledge or skills may be assessed (including, but not limited to, emotional stability and wellbeing, interpersonal skills, professional development, and personal fitness for practice); and, (b) ensure, insofar as possible, that the intern/interns who complete our program are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, and teaching) in an effective and appropriate manner. Because of this commitment, and within the parameters of our administrative authority, we strive not to advance, recommend, or graduate interns with demonstrable problems (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) that may interfere with professional competence to other programs, the profession, employers, or the public at large. As such, within a developmental framework, and with due regard for the inherent power difference between interns and training staff, interns should know that their training staff and supervisors will evaluate their competence in areas other than, and in addition to clinical skills and knowledge. These evaluative areas include, but are not limited to, demonstration of sufficient: (a) interpersonal and professional competence (e.g., the ways in which intern interns relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories);

16 (b) self-awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one's own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (c) openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and (d) resolution of issues or problems that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by the successful completion of remediation plans; by participating in personal therapy in order to resolve issues or problems). This policy is applicable to settings and contexts in which evaluation would appropriately occur (e.g., internship training program activities and supervision), rather than settings and contexts that are unrelated to the formal process of education and training (e.g., non-academic, social contexts). However, irrespective of setting or context, when an intern-intern s conduct clearly and demonstrably (a) impacts the performance, development, or functioning of the intern-intern, (b) raises questions of an ethical nature, (c) represents a risk to public safety, or (d) damages the representation of psychology to the profession or public, appropriate representatives of the program may review such conduct within the context of the program s evaluation processes. Although the purpose of this policy is to inform interns that evaluation will occur in these areas, it should also be emphasized that our program's evaluation processes and content include: (a) information regarding evaluation processes and standards (e.g., procedures will be consistent and content verifiable); (b) information regarding the primary purpose of evaluation (e.g., to facilitate intern or intern development; to enhance self-awareness, self-reflection, and self-assessment; to emphasize strengths as well as areas for improvement; to assist in the development of remediation plans when necessary); (c) more than one source of information regarding the evaluative area(s) in question (e.g., across supervisors and settings); and (d) opportunities for remediation, provided that training staff, and supervisors conclude that satisfactory remediation is possible for a given intern-intern. Finally, the criteria, methods, and processes through which intern-interns will be evaluated are clearly specified in the internship training program program's handbook, which also includes information regarding due process policies and procedures (e.g., including, but not limited to, review of our program's evaluation processes and decisions).

17 Evaluation Format All interns will receive a written evaluation at twice yearly, with baseline competencies established at the outset of the training year. The supervisor and intern will discuss the report prior to its submission to the Director of Counseling Centers for inclusion in the intern's file. The report will be signed by the individual supervisor and the intern. The intern's signature on this document does not necessarily reflect agreement with the content, but rather that the document has been presented to the intern. The intern may provide a written reaction to the evaluation report. The evaluation report and any additional material must be submitted to the Director of Counseling Centers for inclusion in the intern's file. All interns must receive a minimum of 3 or Meets Expectations across all objectives outlined in the Doctoral Internship Training Program Competencies Progress Report.* This evaluation is intended to measure intern progress towards meeting program goals and objectives. (*See Appendix A) Competency Assessment Rating Scale: 5 = Outstanding: Intern's performance meets expectations of an entry-level post-doctoral intern 4 = Exceeds Expectations: Intern's performance significantly exceeds expectations of his/her position as an entry-level doctoral intern. 3 = Meets Expectations: Intern's performance meets expectations of his/her position as an entry level doctoral intern. 2 = Needs Improvement: Intern s performance is below the expectations of his/her position as an entrylevel pre=doctoral intern. 1 = Unacceptable. Intern s performance is far below expectation of his/her position as an entry-level doctoral intern 0 = No experience or Not applicable Interns must inform their supervisor of the deadline for submission of any written report to the intern s academic department at least two week prior to the deadline. This allows the supervisor to consult with the clinical supervisory team and give the intern a thoughtful and thorough evaluation. Intern Evaluation of Supervisors and Training Program Interns are expected to evaluate their Individual Supervisor and Group Supervisor at the end of each term using the TCSPP Counseling Center Intern Evaluation of Supervisor Form. (See Appendix B) Interns also rate their overall training experience at the end of the training year using the Doctoral Internship Evaluation Form. (See Appendix C) We maintain lines of communication open with interns academic department as needed. Disciplinary Actions Probation In the event an intern fails to meet or make satisfactory progress toward meeting the general expectations of the training program, s/he may be placed on probation. This action would ordinarily occur in the context of a regularly or a specially scheduled evaluation session. Probation will be for a specified period of time. During the

18 probation, the intern would operate under a remediation program approved by the Training Committee. Probation will be terminated by action of the Training Committee following a special review session. Temporary Suspension If there is reason to believe that an intern has violated the APA Code of Ethics and/or is not competent, s/he may be temporarily suspended from engaging in any and all activities associated with the internship training program. Such suspension can be ordered by the Director of Counseling Centers. Temporary suspension will go into effect immediately upon informing the intern of the suspension, either orally or in writing. If informed orally, a written notification including the reasons for suspension is expected to be sent to the intern, the intern's primary supervisor, academic department Director of Clinical Training, and the Training Committee within one working day. Termination In the event the Training Committee determines that an intern is insufficiently competent to the extent s/he is not able to meet the minimal standards of the training program during the internship training program year, s/he may be terminated from the program. 1. Insufficient competency is defined as interference in professional functioning that is reflected in one or more of the following ways: a. an inability or unwillingness to acquire and integrate professional standards and ethics into one's repertoire of professional behavior; b. an inability to acquire professional skills and reach an acceptable level of competency; c. an inability to control personal stress, psychological dysfunction or emotional reactions which interfere with professional functioning; d. a health problem which interferes with the delivery of clinical service, or leads to an extended work leave that jeopardizes the fulfillment of the minimum time requirements as stated in the Internship training program Contract. 2. Distinguishing problematic behavior from insufficient competency While it is professional judgment as to when an intern's behavior is considered insufficiently competent rather than just problematic or in need of improvement, the latter refers to behaviors, attitudes or characteristics, which, while of concern and requiring development, are not unexpected or excessive for professionals in training. Insufficient competency functioning, on the other hand, typically includes one or more of the following characteristics: a. The intern does not acknowledge, understand, or address the problem when it is identified. b. The problem or area of concern is not merely a reflection of a skill deficit which can be improved with academic or didactic training. c. The quality of services delivered by the intern is negatively affected to a significant degree; or, as a result of the problem, the quantity of services falls short of the minimum required in the Internship training program Contract. d. The problem is likely to be manifested in more than one area of professional functioning. e. A disproportionate amount of attention by training staff is required by the intern. f. The intern's behavior does not change as a function of feedback, setting individual training goals, applying a remediation program, and/or time.

19 g. The problematic behavior has potential for ethical or legal ramifications if not addressed. 3.In the event there are serious problems as the result of a intern's violation of ethical standards or inability to perform his/her internship training program duties, the Counseling Center Director will notify the intern's doctoral training program Director of Clinical Training of the problems and the actions being taken by the Training Committee. A copy of any report or letter sent to the intern s academic department on behalf of the training program will be placed in the intern's permanent file maintained by the Director of Counseling Centers. 4. In the event of sufficiently egregious behavior, an intern may be terminated from the internship training program without three reviews (of the situation) being required.

20 Grievance and Due Process Introduction This document provides TCSPP COUNSELING CENTER interns and staff with an overview of the identification and management of intern and intern problems and concerns, a listing of possible sanctions and an explicit discussion of the due process procedures. Also included are important considerations in the remediation of problems. We encourage staff and interns to discuss and resolve conflicts informally, however if this cannot occur, this document was created to provide a formal mechanism for TCSPP COUNSELING CENTER to respond to issues of concern. This Due Process Document is divided into the following sections: a. Definitions: a. Provides basic or general definitions of terms and phrases used throughout the document. b. Procedures for Responding to an Intern s Problematic Behavior: a. Provides our basic procedures, notification process, and the possible remediation or sanction interventions. Also includes the steps for an appeal process. c. Grievance Procedures: a. Provides the guidelines through which an intern can informally and formally raise concerns about any aspect of the training experience or work environment. This section also includes the steps involved in a formal review by TCSPP COUNSELING CENTER of the intern. I. Definitions Intern Throughout this document, the term intern is used to describe any person in training who is working in the agency including an internship intern, or doctoral intern. Director of Counseling Center Throughout this document, the term Director of Counseling Center is used to describe the staff member who oversees all training and direction of the Counseling Center. The Director of Counseling Center is also the Internship s Training Director Assistant Training Director Throughout this document, the term Assistant Training Director is used to describe the staff member who assists the Director of Counseling Center with all training at the Counseling Centers. Director of Clinical Training Throughout this document, the term Director of Clinical Training is used to describe the intern s academic department Director of Training who oversees training placements. Clinical Supervisor(s) Throughout this document, the term Clinical Supervisor is used to describe the TCSPPCC staff member(s) who provide(s) individual and/or group supervision to interns.