TAMC CLINICAL PSYCHOLOGY Internship Training Program Updated 12/9/14

Transcription

1 TAMC CLINICAL PSYCHOLOGY Internship Training Program Updated 12/9/14 QUICK LINKS Introduction Overview of Tripler Army Medical Center Overview of Department of Behavioral Health Philosophy and Goals of Training Training Objectives Structure of the Training Year Duty Hours Curriculum Application Process Requirements for Completion of Internship Disciplinary Matters and Insufficient Progress Program Faculty Accreditation Status APPIC Match Dates Case Conceptualization Checklist INTRODUCTION The Department of Behavioral Health (BH) at Tripler Army Medical Center (TAMC) began our Clinical Psychology Internship Program (CPIP) in The program prepares Interns as fully trained professional psychologists capable of fulfilling the duties and responsibilities of an Army Psychologist. This program represents one of five U.S. Army pre-doctoral internships. The internship is accredited by the American Psychological Association (APA) and maintains membership in The Association of Psychology Postdoctoral and Internship Centers (APPIC). The internship is open to all students from APA accredited graduate programs in clinical or counseling psychology eligible to apply for their pre-doctoral internship and eligible to become commissioned as Army officers. The pre-doctoral internship year is projected to begin the first week of October. Interns will attend the Basic Officer Leader Course (BOLC) at Fort Sam Houston from June to late September prior to beginning the internship. The internship is an intensive, full-time, 12 month program. Each year we accept (5) full-time military interns who enter active duty as commissioned officers at the rank of Captain. Military interns receive Captain s basic pay of $3, per month for new Army Captains (pay rate current as of Jan 1, 2014). In addition to basic pay, Captain s receive Basic Allowance for Housing (BAH) and Overseas Cost of Living Allowance (COLA) based on number of dependents and time in service. New Army Captains with no dependents receive approximately $2865 BAH and $800 COLA. Captains with one dependent would receive approximately $3600 BAH and $900 COLA. The Health Professions Scholarship Program (HPSP) is available to assist undergraduate and 1

2 graduate students with the cost of school. For more information on this program, please go to The Director of the Clinical Psychology Internship Program is MAJ Jim Butcher, Ph.D. Preferred method of contact the program: Training Director TAMC Clinical Psychology Internship Program MAJ Jim Butcher, Ph.D. OVERVIEW OF TRIPLER ARMY MEDICAL CENTER Tripler Army Medical Center is located on the beautiful island of O ahu s Moanalua Ridge, just seven miles from Honolulu, overlooking Pearl Harbor and most of the southern coast of the island. Originally constructed in 1948, the architecturally distinct coral pink hospital is a familiar island landmark. Tripler Army Medical Center is the largest medical treatment facility in the entire Pacific Basin. The medical complex occupies 375 acres with 229 beds and routinely provides outpatient and inpatient care. Close to 400,000 individuals are eligible to receive care at the Pacific Regional Medical Command s premier teaching medical center. In addition, interns will have access to workout facilities including a gym, running track, tennis courts, and swimming facilities for physical training. OVERVIEW OF DEPARTMENT OF BEHAVIORAL HEALTH The primary goal and mission of the Clinical Psychology Internship Program (CPIP) is to produce highly-qualified, resourceful, and autonomous professional psychologists who function in a military health care setting that includes service delivery, training, readiness, program development and research. The CPIP is organized under The Department of Behavioral Health Graduate Medical Education/Graduate Health Education (DBH GME/GHE), a division of Tripler s Department of Behavioral Health. The DBH GME/GHE oversees psychiatry residency and all psychology graduate programs. However, the DBH GME/GHE is not a consortium and while collaboration between programs is highly encouraged, all psychology graduate training programs function as separate and distinct APA accredited psychology programs. The DBH GME/GHE offers postdoctoral APA approved fellowships in Clinical Health Psychology, Clinical Child Psychology, and Clinical Neuropsychology. We also have a robust graduate level practicum program which trains students from Hawaii clinical psychology graduate schools. 2

3 The Department of Behavioral Health provides high quality behavioral health care treatment for a broad spectrum of psychological issues and patient demographics through a wide range of behavioral health clinics and services. The Adult Behavioral Health Outpatient Services, Behavioral Medicine Services, Child and Adolescent Behavioral Health Services, Clinical Neuropsychology Services, and Behavioral Health Walk-In Clinic provide the venue through which faculty implement training curriculum to achieve training goals and foster the development of interns' core competencies. The Department of Behavioral Health also has a strong focus on research highlighting implementation of protocols designed to broaden psychologists scope of clinical practice, expand services through telehealth, explore the use of virtual reality in trauma treatment, and improve access to care for underserved populations. Clerical staff is available to assist with scheduling client appointments and facilitate intake paperwork when clients arrive to the department. The Department of Behavioral Health is APA approved to provide continuing education for psychologists. PHILOSOPHY AND GOALS OF TRAINING The philosophy of the internship is based on the practitioner-scholar model and recognizes the developmental nature of training. The practitioner-scholar model emphasizes evaluation of research for the purpose of applying evidenced based psychology in the area of generalist clinical psychology practice. Interns come to the program with different levels of preparation and experience. Training must meet interns at their individual level of professional development and provide opportunities through which existing skills are developed and refined. The goals of the training program are to ensure that all interns meet the appropriate developmental milestones for psychologists as outlined in the foundational and functional competencies of the Assessment of Competency Benchmarks Work Group: A Developmental Model for Defining and Measuring Competence in Professional Psychology found at Graduates of the training program are provided educational opportunities that meet these functional and foundational competencies. They will be well prepared to function as psychologists in their postdoctoral supervision period and should be very competitive for postdoctoral fellowships. TRAINING OBJECTIVES The primary training objectives of our program are focused on the development of a number of core competencies identified by all Army Clinical Psychology Internship Programs. These core competencies are defined as being essential to the practice of 3

4 clinical psychology within an Army setting. In addition, core competencies may also generalize to professional performance in the civilian community for our civilian interns. a. Assessment and Diagnosis. Interns develop effective competence in psychological evaluation skills as they learn to comprehensively assess the nature of an individual s bio-psychosocial functioning. Evaluation methods include psychometric techniques, interview, observation, and analysis of collateral information. Interns primarily learn to evaluate adults, with a lesser emphasis on children, couples, and families. Patients present with a variety of issues and include referrals from throughout the hospital, outlying clinics, commanders, and self-referrals. b. Intervention. Interns develop effective psychotherapeutic skills through refinement of existing abilities and training in additional treatment modalities. Training largely focuses on evidence based cognitive-behavioral interventions, using both individual and group techniques. However, interns become familiar with a variety of intervention strategies designed to be used with a broad array of patients. Every rotation emphasizes techniques for various forms of intervention. Although the program focuses on cognitive-behavioral interventions, supervisors also support interns in learning to conceptualize and treat patients using theories and techniques familiar to them from prior training and academic experiences. Interns are expected to formulate cases from a variety of theoretical perspectives. c. Consultation. Interns develop effective skills as a result of consulting with medical professionals, allied mental health professionals, military commanders, school personnel, and other consultants as appropriate. The faculty teaches interns skills in rapid evaluation of patients, appropriate case disposition, and effective communication in responding to the needs and questions of both hospital and community referral sources. d. Research. Interns are strongly encouraged to complete their dissertations or doctoral projects by the end of the internship year. Once completed, interns may work with faculty or fellows on their respective research projects. The faculty emphasizes a model of scientific research designed to inform clinical practice. e. Supervision and Teaching. Interns are responsible for developing and conducting professional presentations on psychological topics for the hospital staff and/or military personnel. f. Ethical Awareness. Ethical issues and appropriate solutions to ethical dilemmas are emphasized throughout the internship year. Case conferences and ongoing supervision provide discussion of ethical issues throughout the training year. g. Professional Development. Promoting each intern s professional development is an integral part of their training experiences. This development takes place 4

5 throughout the year in the daily routine of the internship. The internship also emphasizes leadership development as military interns will assume the role of Chief Psychology Intern. Professional development is further fostered as interns are encouraged to participate in program development within rotations. h. Cultural Diversity. Cultural diversity is a high priority in teaching clinical assessment and intervention skills. Through didactics and general awareness of issues of race, ethnicity, age, gender, and other unique characteristics (i.e. military culture), interns are expected to be sensitive and responsive to these issues. Hawaii offers an extremely rich opportunity to study and become immersed in cultural diversity. Tripler and Schofield Barracks offer unique cultural diversity experiences for interns as they are given the opportunity to interact with clients from at least ten different international cultures. STRUCTURE OF THE TRAINING YEAR APA Professional Psychology Core competencies will be reinforced in all aspects of training. The Clinical Psychology Internship Program requires one year of full-time training. During the first two weeks of the internship year, a series of presentations is used to provide all interns with a basic orientation to the program and preparation for much of the clinical training they will undergo during the year. Interns receive guidance in the implementation of our clinic operating procedures, as well as area-specific presentations about each program rotation. Didactic components are supplemented with key readings to assist interns in basic preparation for the clinical training experiences that they will encounter during the internship year. In addition to training, interns participate in a comprehensive assessment of clinical psychology knowledge, skills, and abilities. These evaluations assist faculty in meeting interns at their individual level of professional development and develop training opportunities through which existing skills are developed and refined. The intern s experience of direct provision of clinical services occurs in conjunction with regular, ongoing (individual and/or group) supervision by a faculty member/training supervisor. This is generally preceded by opportunities for observational learning and guided participation by the training supervisor. The training supervisors have primary responsibility for professional services delivered through the Adult Behavioral Health Outpatient Services, Behavioral Medicine Services, Child and Adolescent Behavioral Health Services, and Behavioral Health Walk-In Clinic. All training supervisors have 12-month appointments and play an active role in the planning, implementation and evaluation of the Clinical Psychology Internship Program. The faculty are well suited to serve not only as clinical supervisors, but also as role 5

6 models whose clinical and scientific contributions are consistent with the training philosophy and objectives of the Clinical Psychology Internship Program. In addition, the clinical and supervisory experiences are supplemented with yearlong didactic experiences that address theories and methods of assessment/diagnosis, consultation, psychological interventions and their efficacy (including empirically supported treatments), ethics and professional behavior, and issues of cultural and individual diversity. Interns are exposed early and often to the wide array of ethical issues that arise in clinical practice. Discussion of ethical issues is an important feature of didactic training and individual and group supervision. In didactic meetings, interns are required to demonstrate an ability to apply the APA Ethical Principles and Code of Conduct in a clinical context. Application of these principles is fostered through group discussions (during the intern didactic seminar series) of possible courses of actions in specific case scenarios. Knowledge and sensitivity to issues of individual and cultural diversity in psychological practice is ensured through a variety of means. Interns are prompted by the faculty to discuss these issues as they relate psychological assessment and treatment in individual and group supervision. A series of didactic and experiential presentations is devoted specifically to key issues of cultural and individual diversity. The core rotations of the program consist of a yearlong Adult Assessment and Intervention rotation through the Adult Behavioral Health Outpatient Services and a yearlong rotation in the Behavioral Health Walk-In Clinic. In addition to the two core rotations, Interns participate in two of three optional rotations in Neuropsychology Services, Behavioral Medicine Services, and Child and Adolescent Behavioral Health Services. Rotation selection is based on a combination of Interns rank ordered preferences and rotation capacity. The core, yearlong Adult Assessment and Intervention Rotation trains the intern to be a well-rounded generalist practitioner informed by relevant research using empirically validated models of intervention. The rotation includes both outpatient and inpatient activities with a diverse patient population of varying age, duty status, and ethnic and cultural background. The rotation is appropriately challenging and will help interns develop additional professional skills of time management, inter-departmental communication, critical thinking (especially evaluation, analysis, and synthesis), and concise verbal and written communication. Interns are often addressing postdeployment readjustment, PTSD, and other combat or operational stress reactions such as sleep problems, panic, and other anxiety related disorders. In addition, interns may have the opportunity to work with patients with other mood disorders or behavioral health issues, such as major depression, anxiety, adjustment disorders, and family problems. Treatment strategies may include PE, CPT, CBT-I, as well as other various treatment modalities supported by the empirical literature. Didactic training and group supervision are important elements of this rotation. 6

7 The core, yearlong Behavioral Health Walk-in Rotation provides interns the opportunity to work with military psychology residents in an acute behavioral health care setting under the supervision of Military and Civilian clinical psychologists. The Walk-in Rotation is a robust training experience that exposes interns to several exciting learning experiences to include acute behavioral health risk assessments, nonurgent behavioral health consults, and military psychological assessment and evaluation skills (e.g., command directed evaluations, sniper training evaluations, military school evaluations, security clearance evaluations, among others). The rotation also provides exposure to empirically supported short-term treatment modalities in an interdisciplinary collaborative environment. This time-intense training rotation will teach the intern professional skills of time-management, strategic assessment taking, prioritizing of psychological interventions, collaborative treatment planning, and efficient case management over a very broad range of psychological and behavioral disorders. The optional six-month Neuropsychology Rotation offers interns the opportunity to evaluate inpatients and outpatients with traumatic brain injury and other neurological conditions affecting brain functions. Special emphasis is given to evaluating patients with combat-related injuries using clinical interviews and standardized neuropsychological screening instruments. The optional six-month Behavioral Medicine Rotation exposes interns to a general overview of a hospital-based health psychology practice by providing a variety of training opportunities and experiences in this specialty area. The rotation utilizes a systems-oriented, biopsychosocial model to develop practice skills in prevention, assessment and treatment of a number of medical disorders. Direct patient care activities will include the acquisition of skills necessary to provide services to a wide range of medical patients. Specific training in biofeedback-assisted self-regulation and pain management will be emphasized. The optional six-month Child and Adolescent Psychology Rotation offers training and experience with the provision of quality services to children, youth and families with a variety of diagnoses and family challenges. Services are conceptualized and delivered within biopsychosocial, ecosystemic, and behavior change models with mindful incorporation of cultural and developmental issues. Friday is devoted to group supervision, didactics, patient care, and program development experiences. During the year, approximately four to five distinguished speakers are invited to provide two day trainings. Previous guest speakers have included Dr. Carol Falender, Dr. Jessica Henderson Daniel, and Dr. Yossef Ben-Porath. Training in psychological interventions and psychotherapy is generally conducted when the intern is not engaged in assessment/consultation training during the week. Each intern is expected to carry a range of treatment cases with respect to presenting problem diagnosis, age, sex, and socio-cultural diversity. Interns normally maintain a caseload of five to ten cases per week, with the goal of at least four direct intervention 7

8 hours per week. Interns typically receive one half hour of individual supervision per one hour of therapy. Didactic training has both general and specialized components. All interns are expected to attend the weekly didactic seminars and the distinguished speaker series workshops. For the second half of the year, the focus is on developing supervision skills and engaging in peer supervision with other interns. All interns also attend one or more focused area meetings, which are devoted to clinical and research issues specific to their identified area of interest (Clinical Neuropsychology, Child and Adolescent Psychology, or Behavioral Medicine). In addition, interns collaborate with departmental faculty in research either by participating in an ongoing investigation or by attending lab meetings. DUTY HOURS Normal clinic duty hours are 0600 hours to 1630 hours for military interns, Monday through Friday. Interns often spend more than forty hours a week depending on their training rotation. CURRICULUM Interested applicants may the Clinical Psychology Internship Program Director, Major Jim Butcher at [email protected], to request checklists for various rotational requirements. APPLICATION PROCESS This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant. Diversity Our internship program values cultural and individual diversity and strongly encourages qualified candidates from all backgrounds to apply. In keeping with our commitment to diversity, we seek an internship class that represents a wide range of backgrounds, interests, talents, and life experiences. It is the policy of our internship and the Army to provide equal opportunity in employment for all qualified applicants, and prohibits discrimination based on race, color, religion, gender, gender identity, national origin, age, disability, sexual orientation, or status as a parent. In accordance with the 8

9 United States law regarding military officers, applicants must be United States citizens. In addition, applicants must meet age, security background, and medical qualification requirements for Army officer commission prior to being placed on the internship s APPIC Match ranking list. Number of Anticipated Positions: 5 No civilian positions available, all interns will become commissioned Army officers. Contacting a recruiter no later than August is highly recommended in order to allow the applicant and the recruiter time to ensure all Army application criteria (e.g. health physicals, medical waivers, etc.) are completed in a timely manner. Find the nearest recruiter, at or USA-ARMY. Application Deadline: November 17, All applicants will be military applicants going through the central Army selection process. Submit the online APPI including all supporting documents and confirmation of approved proposal for dissertation prior to the application deadline. Applicants will work with AMEDD recruiter in meeting application requirements. Applications will be considered once received with interview notification on a rolling basis. Phone Interview Dates: 8-11 December Selected applicants will be invited for an on-site interview. Telephone interviews of select applicants will be conducted in mid-december As a result of the expense of traveling to Hawaii, telephone interviews are acceptable and inability to attend invitational interviews is not viewed negatively. In Person Interview Dates: 12 December Applicants are encouraged to interview in person if possible so they can tour our facilities, meet faculty members and current interns to ensure that they feel TAMC will be a good fit for their goals. All applicants who live in Hawaii at the time of application are required to participate in face-to-face interviews. Dissertation Status: Applicants who have not successfully defended their doctoral or clinical research project proposal prior to the CPIP board in January 2015 will not be considered. If an applicant completes the proposal after the November 7, 2014 application deadline, the applicant must have their Director of Training from their doctoral institution send a letter certifying completion to the TAMC Clinical Psychology Internship Program at: MCHK-BH, B-Wing, Room 4B-119 Department of Behavioral Health GME/GHE Clinical Psychology Internship Program Director Tripler Army Medical Center 1 Jarrett White Road 9

10 Honolulu, HI There are no exceptions to this policy. Application for Tripler Army CPIP a. All applicants for the Tripler Army CPIP must contact a local Army Medical Department Recruiter to begin the application process. Contacting the recruiter no later than August is highly recommended in order to allow the applicant and the recruiter time to ensure all Army application criteria (e.g. health physicals, medical waivers, etc.) are completed in a timely manner. To find the nearest recruiter, at or USA-ARMY. Once logged into the site, select the Locate a Recruiter link. Once inside the link, type your zip code, and the nearest recruiting station will appear. Your recruiter will assist you in completing the application process and take all of your application materials. If you have difficulty finding or contacting a local recruiter you may call ARMY or go to: b. All applicants for the Army TAMC CPIP must complete the APPIC Application for Psychology Internship and select the Tripler CPIP as a site of interest. Applicants can download an APPIC Applicant Agreement from the Matching Program web site at through the APPIC website at or request that an Agreement be mailed to them by contacting National Matching Services Inc. at: 20 Holly Street, Suite 301 Toronto, Ontario, Canada M4S3B1 Telephone: (416) , Fax: (416) P.O. Box 1208 Lewiston, NY Telephone: (716) , Fax: (716) NMS prefers that correspondence be sent to the Toronto address. c. Applicants must upload into the AAPI the following documents: (1) Graduate transcripts (2) Three letters of recommendation (3) Curriculum Vitae (4) Written sample of a psychological assessment sample including formal psychometrics, preferably reflecting actual clinic work (5) Written case conceptualization and treatment plan, preferably reflecting actual clinic work. A blank case conceptualization work sheet is included as the last page in the document to assist with this write up. 10

11 (6) We highly recommend that you contact the Clinical Psychology Internship Program at to ensure your application materials are visible to the Program Director. Interns who do not submit all materials as per above will not be considered. Selection for Tripler Army CPIP Applicants will apply directly to the Army Clinical Internship Psychology Program through an Army healthcare recruiter. The APPI packet and other materials listed below will be submitted directly through the recruiter and will be forwarded to an Army Psychology Internship Selection Board that includes Directors of Training of the individual Army internship programs. Applicants should also submit materials directly to TAMC through the online APPI application. HPSP scholarship students are required to rank all five of the Army sites on the APPIC Match list. Candidates who have no commitment to Army service prior to Match Day are encouraged to rank all five Army sites, but are under no obligation to do so, and may list only the sites to which they would like to apply. Any interested graduate student is encouraged to contact the Department of Behavioral Health Internship Training Director to learn more about applying to this program and the overall Army Psychology system. After the initial APPI applicants are reviewed, candidates will be contacted to coordinate interviews. On-site interviews will be conducted by invitation only. For candidates not able to attend the invitational interview days, telephone interviews will be scheduled and conducted. The Army Psychology Internship Selection Board usually meets in January of the training year. The Board will review candidate application packets and discuss applicant qualifications. Final selections will be made using the APPIC match process. REQUIREMENTS FOR COMPLETION OF INTERNSHIP The following procedures are used for formal evaluative sessions. a. Basic Skills Evaluation: An initial evaluation of each intern's skills is conducted prior to beginning the first rotation. This evaluation along with the intern s prior training history is used to make rotation recommendations and generally inform the staff of the intern s strengths and weaknesses. b. Rotational Evaluation: Rotational Evaluations ensure that interns and faculty have clear expectations about the experiences the rotations offer as well as requirements for successful rotation completion. The structure of these evaluations is aligned with the domains of competence emphasized throughout the training year. Interns and supervisors are required to discuss these requirements within the first supervision session. These evaluations 11

12 also include a section titled Resources. The purpose of the Resources section is to provide interns with information that maximizes their potential for success. Supervisors and interns should review the evaluation as an ongoing process. If the supervisor feels that an intern is not meeting the requirements of the evaluation, the supervisor needs to immediately bring concerns to faculty with a suggested remediation plan. Interns are responsible for identifying any concerns they have about meeting these requirements as soon as these concerns develop. The rotation supervisors and DOT will meet to discuss intern progress at the end of each rotation. Interns meet with the DOT, rotation supervisor, and other faculty as appropriate (e.g. faculty or student concerns about feedback given). c. Transition to Practice Examination (TPE) examinations are conducted orally with 3 or more internship faculty evaluators. These examinations are completed at least three times a year. During these examinations, the intern s ability to demonstrate case conceptualization, diagnostic, treatment planning, risk assessment, and ethics competencies is assessed. After a 30 minute individual review of a case vignette including related psychometrics, without the utilization of reference materials, the intern is required to provide a 20 minute presentation to the evaluating faculty covering these areas. The focus is on an integration of knowledge acquired primarily, though not exclusively, through the core skills training activities. The requirements and grading criteria for the Transition to Practice Examination are located in Appendix F of the intern handbook. Interns are highly encouraged to work with supervisors in presenting cases during supervision in accordance with the TPE format. This format maximizes skill development for case presentation. d. Faculty may, at their discretion, randomly evaluate work samples, i.e., chart reviews. Further, the Quality Improvement peer review provides faculty access to interns' charts. AHLTA (our computer system for note-taking/ medical records) also serves as a source for evaluation. Supervisors are required to co-sign all AHLTA notes. In the event an intern's progress is considered inadequate, increased supervision and/or modification of training experience are discussed and instituted as necessary. Should performance and progress not improve to predetermined, objectively definable levels, processes to consider formal training status modification are instituted. IAW Section VII, Disciplinary Matters and Insufficient Progress (request from MAJ Jim Butcher at [email protected]. e. The military interns end of course evaluations also include an Officer Evaluation Report (OER), which summarize the entire training year. The DOT is the rater and the Chief, Behavioral Health GME/GHE serves 12

13 as the senior rater. f. In order for a military intern to attend the first post-internship assignment, each military intern must meet Army physical fitness and weight requirements. Each military intern will complete two record (2) Army Physical Fitness Tests (APFT) during the training year and meet Army body fat standards. The Company Commander is the proponent for the APFT. All soldiers are required to take the APFT whenever the Company Commander requires. A physical fitness program is mandatory for military interns and will be conducted by the Non-Commissioned Officer in Charge (NCOIC) or designated representative. Interns who do not pass a company level recorded APFT are required to participate in a mandatory physical training program until they pass. PROGRAM FACULTY The Internship faculty consists of military and civilian licensed psychologists assigned to TAMC. Additional training and supervisory experiences may be provided by other psychologists within the Department of Behavioral Health, by other licensed psychologists, and by other health care professionals on a contractual basis as appropriate. The Internship Faculty meets weekly to discuss faculty and training concerns. The Committee provides guidance, planning, and ongoing evaluation of the program and assists in formulating policy and designing the curriculum. Committee meetings are attended by an intern representative. Modeling and guided participation typify the primary teaching methods used at the onset of each rotation. The faculty may also assign supplementary readings to assist in preparation for training. Through guided participation, the faculty member will allow the intern to assume greater degrees of clinical responsibility with appropriate feedback about the intern s performance. By the conclusion of the rotation, it is generally expected that the intern will be able to demonstrate a substantial increase in the ability to carry out the assessment/consultation skills that comprised the primary focus of training for that rotation. In many, but not all cases, it is expected that the intern s performance of the assessment/consultation skills will be at or near the level judged by the faculty supervisor to represent competent entry-level professional practice. Names of faculty and their professional interests will be provided by contacting the Clinical Psychology Internship Program Director at [email protected]. ACCREDITATION STATUS 13

14 The TAMC Clinical Psychology Internship Program is accredited by the American Psychology Association (APA) Commission on Accreditation (CoA) until The APA can be contacted at: The Office of Program Consultation and Accreditation 750 First Street NE Washington, DC Website: Telephone: (202) TDD: (202) Fax: (202) APPIC Central Office El Camino Real, Suite #170 Houston, TX Website: Telephone: (832) Fax: (832) APPIC MATCH DATES PHASE I Wednesday, February 4, :59 p.m. Eastern Time Phase I Rank Order List Deadline: Deadline for submission and certification of Rank Order Lists. All lists must be finalized and certified by 11:59 pm Eastern Time on this date. No applicant or program registrations for the Match can be accepted after this date. Friday, February 20, 2015 APPIC Phase I Match Day: Results of the Match are released to applicants and training directors. PHASE II 14

15 Friday, February 20, :00 a.m. Eastern Time The list of programs with unfilled positions in Phase I of the Match is posted on the NMS web site. Applicants who are eligible to participate in Phase II of the Match may submit applications to programs that are participating in Phase II. Thursday, February 26, :00 a.m. Eastern Time The application submission "deadline" for Phase II. All programs participating in Phase II of the Match must accept applications until this deadline. Programs may elect to continue accepting applications beyond this deadline, but are not required to do so. Programs participating in Phase II may begin to view and download applications. Monday, March 16, :59 p.m. Eastern Time Phase II Rank Order List Deadline: Deadline for submission and certification of Rank Order Lists for Phase II of the Match. All lists must be finalized and certified by 11:59 pm Eastern Time on this date. Monday, March 23, 2015 APPIC Phase II Match Day: Results of the Match are released to applicants and training directors. 15

16 CASE CONCEPTUALIZATION CHECKLIST I. Referral question a. List the referral source b. List the reason for referral c. List the reason(s) the referral was made when it was made the why now. II. Diagnostic formulation a. Presenting symptoms: b. FIDO-I: Please check Yes or No regarding your opinion about whether or not the presenter sufficiently answered the following so that differential DSM-IV diagnoses are possible: i. Frequency Yes No ii. Intensity Yes No iii. Duration Yes No iv. Onset Yes No v. Impairment Yes No c. Previous history of these symptoms? d. DSM-5 Diagnosis 16

17 e. Safety Issues. f. Ethical Issues. III. Clinical formulation (Explanatory mechanism for understanding the reason this particular patient is experiencing these particular issues at this particular time) Consider the following a. Precipitating stressors b. Predisposing events and conditions c. Mechanism d. Orientations (1) Biological (2) Developmental (3) Systemic (4) Interpersonal (5) Cognitive (6) Health (7) Experiential (8) Cultural (9) Behavioral d. Strengths and vulnerabilities of the patient e. Resources and needs of the patient f. Summarize the explanatory mechanism(s) regarding this patient. Please label the theoretical approach or approaches taken and list rationale. IV. Treatment a. Client s goals Yes No b. Organization goals Yes No c. Client s expectations Yes No 17

18 d. Organization expectations Yes No e. Treatment goals Yes No f. Treatment plan Yes No g. Predict course of treatment Yes No h. Predict outcomes Yes No i. Barriers to treatment Yes No Are the diagnostic and clinical formulation clearly tied to the treatment plan? Defend your answer. 18