TEXAS JUVENILE JUSTICE DEPARTMENT DOCTORAL PSYCHOLOGY INTERNSHIP CONSORTIUM INTERNSHIP HANDBOOK

Transcription

1 TEXAS JUVENILE JUSTICE DEPARTMENT DOCTORAL PSYCHOLOGY INTERNSHIP CONSORTIUM INTERNSHIP HANDBOOK Giddings State School 2261 James Turman Road Giddings, TX 7894 Mart Residential Treatment Center 116 Burleson Road Mart, TX 76664

2 Table of Contents PSYCHOLOGY INTERNSHIP PROGRAM 3 PROGRAM PHILOSOPHY AND TRAINING MODEL 3 GIDDINGS STATE SCHOOL PSYCHOLOGY DEPARTMENT MART RESIDENTIAL TREATMENT CENTER PSYCHOLOGY DEPARTMENT 4 4 CONSORTIUM INTERNSHIP ADMINISTRATIVE STRUCTURE 5 PSYCHOLOGY INTERNSHIP PROGRAM TRAINING STAFF 6 CONSORTIUM SITE STRUCTURE 9 TJJD CONSORTIUM TRAINING GOALS AND OBJECTIVES 10 PROGRAM COMMITMENT TO DIVERISTY AND MULTICULTURAL 13 AWARENESS TJJD CONSORTIUM TRAINING STRUCTURE 14 TRAINING MATERIALS AND RESOURCES 16 PHYSICAL FACILITIES 16 INTERN-STAFF RELATIONS AND CONFLICT RESOLUTION 17 REQUIREMENTS FOR THE SUCCESSFUL COMPLETION OF THE 19 INTERNSHIP SALARY AND BENEFITS 19 APPIC SITE DESCRIPTION 20 INTERNSHIP ADMISSION REQUIREMENTS 20 INTERN ELIGIBILITY AND SELECTION 20 APPLICATION PROCEDURES 21 STATEMENT OF NON-DISCRIMINATION 22 WEBSITE INFORMATION 22 ACCREDITATION STATUS 22 APA CONTACT ADDRESS 22 2

3 PSYCHOLOGY INTERNSHIP PROGRAM The Texas Juvenile Justice Department Pre-Doctoral Internship Consortium offers a one-year, full time (2000 hours) internship in clinical and counseling psychology, and maintains an approximately forty-hour schedule per calendar year. The program will provide at least fifteen hours of face-to-face direct service delivery each week through individual counseling, group counseling, crisis services and psychological assessment activities. The psychology department includes clinicians from a diverse collection of backgrounds and theoretical orientations, which provide the interns with the opportunity to learn, investigate, and implement therapeutic techniques. Services in the department are centered on an interdisciplinary approach to therapeutic care, and as such, each intern has the unique opportunity to participate and contribute to multidisciplinary treatment teams that include psychiatrists, case workers, juvenile correction officers, and other psychologists. Interns have an opportunity to observe and play an instrumental role in their functioning as well as to establish themselves as leaders of these dynamic and diverse teams. PROGRAM PHILOSOPHY AND TRAINING MODEL The Texas Juvenile Justice Department s internship program maintains a philosophy epitomized by a Practitioner-Scholar model of training. The overriding aim of the internship is to prepare psychologists for practice with underserved populations in correctional or forensic settings. Training will focus on the development and practice of the skills necessary to provide high quality psychological care for youth with challenging behavioral and mental health issues. In keeping with best practices and in further endorsement of the scholar portion of the practitioner-scholar model, training will include a multisystemic approach, cultural competency, and utilization of evidence-based therapies/programs, reliance on relevant scientific research and literature, and instillation of ethical standards of practice. The program is also designed to encourage scholarly inquiry and a working knowledge of relevant literature; Interns are encouraged to participate in research, provide presentations for didactics, and attend conferences while on internship. Interns are also encouraged to explore and seek out other venues to present their research. Relatedly, the program endeavors to aid the interns in scholarly skill-building and to instill research skills and strategies that the interns may utilize during their internship year and thereafter. The integrated developmental model of supervision employed by the internship program endeavors to build and enhance the trainee s clinical growth, confidence, and ability to practice with increasing amounts of autonomy and personal clinical intuition while continuing to encourage the intern to learn by consultation with supervisors and colleagues. During their training year, interns will demonstrate basic skills needed to work as psychologists, progressing to mastery of knowledge necessary for forensic practice. The Texas Juvenile Justice Department Internship Program provides guided 3

4 clinical and counseling experience, didactic training, consultation and supervision, as well as abundant opportunities for the intern to function in numerous roles associated with the practice of professional psychology. The training program accentuates the professional functions of diagnosis, treatment planning, assessment and evaluation, and therapeutic treatment of juvenile offenders. The development and refinement of skills specific to these roles form the foundational basis for the clinical competencies and training goals of the internship program. These goals include the procurement of knowledge and proficiencies salient in a correctional setting as well as the embodiment of skills and personal qualities that coincide with ethical practices in psychology and treatment interventions. Throughout their training year interns are expected to develop competency in various specified professional domains. Interns will work closely with their supervisors to develop their ability to carry out therapeutic interventions in a variety of areas which include counseling, clinical interviewing, evaluation and assessment skills, crisis intervention and specialized treatment programs offered at TJJD. GIDDINGS STATE SCHOOL PSYCHOLOGY DEPARTMENT The Texas Juvenile Justice Department (TJJD), the state s juvenile corrections and juvenile probation agency, promotes public safety by operating juvenile correctional facilities and by partnering with youth, families, and communities to provide a safe and secure environment where youth in the agency s care and custody receive individualized education, treatment, life skills, and employment training as well as positive role models to facilitate successful community reintegration. Only youth adjudicated for felony offenses can be sent to correctional facilities by law. Giddings State School (GSS) is classified as a high-security facility and, due to the requirements of their adjudications within the juvenile justice system, most youth at GSS will be assigned to placements in TJJD for anywhere between 9-36 months for crimes such as murder, aggravated robbery, and aggravated sexual assault. Currently, there are three full time licensed psychologists on staff in the department. The department also includes one doctoral-level clinician seeking licensure, one doctoral-level clinician completing post-doctoral hours, and three master s-level clinicians. The department maintains an open door policy and encourages constant consultation amongst colleagues. MART RESIDENTIAL TREATMENT CENTER PSYCHOLOGY DEPARTMENT Mart Residential Treatment Center (MRTC) is the high restriction all male facility for the Texas Juvenile Justice Department that serves the youth in the agency who manifest 4

5 emotional disturbance, persistent mental illness, or mental impairments. MRTC is a 70- bed facility, which also houses the agency s Crisis Stabilization Unit, a 16-bed selfcontained program for youth who are experiencing a psychiatric crisis or who are presenting with exacerbation of psychiatric symptoms of a persistent mental illness. Currently, the facility has one full time licensed Texas licensed psychologist, as well as a clinician licensed out-of-state who is currently seeking Texas licensure. The department also has two doctoral-level clinicians completing post-doctoral hours, and one master s level clinician. The department maintains an open door policy, and encourages constant consultation amongst colleagues. CONSORTIUM INTERNSHIP ADMINISTRATIVE STRUCTURE Director of Internship Training Dr. Madeleine M. Byrne is a licensed Texas psychologist and the Director of Treatment for TJJD. She currently serves as the Director of Internship Training for the consortium. Her main office is located at the MRTC campus. Dr. Byrne is involved in the interview and selection of interns, as well as the management of supervisory and training standards for psychology interns and staff at both the MRTC and Giddings campuses of the consortium. The Training Director contributes to and presents didactics and oversees the intern evaluation process in addition to remaining in contact with the American Psychological Association and APPIC. Manager of Institutional Clinical Services and Giddings Site Training Director Dr. Jerry Anderson, a licensed Texas psychologist, currently serves as the Manager of Institutional Clinical Services for Giddings State School. Dr. Anderson is involved in the interview and selection of interns and the management of both supervisory and training standards for psychology interns and staff throughout the institution. He contributes to and presents didactics and oversees the intern evaluation process in addition to remaining in contact with the American Psychological Association and APPIC. Manager of Institutional Clinical Services and MRTC Site Training Director Dr. Alexandra Marks is a secondary supervisor who will provide additional supervision opportunities. Dr. Marks received her Psy.D. in Clinical Psychology in 2010 from La Salle University. Dr. Marks, is licensed in Wisconsin, but having recently moved to Texas, is seeking Texas licensure through reciprocity. She serves as the Manager of Institutional and Clinical Service for MRTC. Dr. Marks is involved in the interview and selection of interns and the management of both supervisory and training standards for psychology interns and staff throughout the institution. She also contributes to and presents didactics and oversees the intern evaluation process in addition to remaining in contact with the American Psychological Association and APPIC. Intern Representative The intern representative is acts in a supportive role for program interns during throughout their internship year. The intern representation retains an open-door policy to facilitate discussion of issues or problems that may arise for the interns in their 5

6 training and supervision at each of the facilities. Dr. Mena currently serves as the intern representative for GSS and Dr. Marks serves as the representative for MRTC. Internship Coordinator The internship coordinator acts in a supportive role during the internship selection process for the department. The internship coordinator addresses general questions regarding the program from potential applications, is a point of contact regarding scheduling internship interviews, and assists in the organization of applicant materials. Danuta Godlewski currently serves as the internship coordinator for the consortium. PSYCHOLOGY INTERNSHIP PROGRAM TRAINING STAFF GIDDINGS STATE SCHOOL TRAINING STAFF Dr. Jerry Anderson received his Ph.D. in Educational Psychology from Texas A&M University Commerce in He is currently licensed to practice in the state of Texas. Dr. Anderson has worked for TJJD since 2006, and has been the Manager of Institutional Clinical Services at several campuses within the agency. He provides oversight of treatment programs for youth placed at the Giddings State School. In addition to his work as a supervising psychologist in the internship program, Dr. Anderson contributes to and leads didactic training programs. Dr. Kathryn Hallmark received her Ph.D. in Psychology from East Texas State University in In addition to her work as a supervising psychologist in the internship program, Dr. Hallmark contributes to and leads didactic training programs. Dr. Hallmark engages in group and individual counseling with violent offenders and sex offenders at Giddings State School focusing on sexual behavior treatment, trauma focused cognitive behavioral counseling, and psychodrama. Dr. Hallmark obtained licensure as a Texas Sex Offender Treatment Provider in Dr. Danielle Todaro received her Psy.D. in Forensic Psychology from Alliant International University, Los Angeles in She obtained licensure in the state of Texas in Dr. Todaro serves as a supervising psychologist and didactic presenter for internship program. She provides crisis intervention services, forensic risk evaluations, personality assessment, and individual psychotherapy at Giddings State School. Additionally, she co-facilitates a Capital and Serious Violent Offender group for youth with this specialized treatment need. Her clinical interests include forensic assessment, violent offending in juvenile populations and psychopathy. Dr. Frankie Mena received her Psy.D. in Clinical Psychology with an emphasis in Forensics in 2014 from The School of Professional Psychology at Forest Institute. Dr. Mena completed her Pre-Doctoral Psychology Internship at the Giddings State School in Upon completing her internship, she plans to continue her work at the GSS, which includes individual therapy, group therapy with the Capital & Serious Violent Offender Treatment Program, crisis intervention services, and forensic risk evaluations. 6

7 Her clinical interests include forensic evaluations and working with at-risk youth and juvenile delinquency. Danuta Godlewski, M. A received her Master s from the Illinois School of Professional Psychology in 2008 and is currently in the final stages of completing her Psy.D. in Clinical Psychology. Ms. Godlewski completed her Pre-Doctoral Psychology Internship at Giddings State School in At GSS she provides individual and family therapy to youth, co-facilitates a Capital & Serious Violent Offender Treatment Program psychodrama group, conducts assessments and provides crisis interventions to suicidal and homicidal youth, and works with youth engaging in non-suicidal self-injurious behavior. She has also created a training module on non-suicidal self-injury and has led training didactics for TJJD psychology department team meetings. She serves as a didactic presenter and consultant in the internship program. Jackie Urbach, M.A received her Master s in Counseling from Prairie View A&M University in 2000 and has been employed with TJJD since She provides group and individual counseling with violent offenders and sex offenders, Trauma-Focused Cognitive Behavioral Counseling, crisis intervention and suicide risk assessment, and co-facilitates a Capital and Serious Violent Offender psychodrama group. Additionally she conducts forensic risk assessment evaluations. She also serves as a didactic presenter and consultant in the internship program. Ms. Urbach has been a Licensed Professional Counselor-Supervisor and Licensed Sex Offender Treatment Provider- Supervisor in the state of Texas since Candace Kimbrough, M.P.A, M. A received her Master s in Counseling from the University of Texas San Antonio in 2013 and her Master of Public Administration from Kennesaw State University in Candace holds Licenses in Texas as an LCDC and an LPC-Intern since Mrs. Kimbrough completed her counseling internships at Bexar County Juvenile Detention and Enlightened Behavior Health Systems and will complete her LPC-Intern post-graduate work in March At GSS she provides individual therapy to youth, co-facilitates a Capital & Serious Violent Offender Treatment program, conducts forensic evaluations, crisis intervention and behavior modification. She also serves as a facilitator of Alcohol and Other Drug programs. MART RESIDENTIAL TREATMENT CENTER TRAINING STAFF Dr. Madeleine M. Byrne, is the Director of Treatment for TJJD and serves as the Director of Internship Training for the consortium. She received her Psy.D. in Clinical Psychology from Argosy University in Dallas in Dr. Byrne is licensed by the State of Texas to practice Psychology and is also a Licensed Sex Offender Treatment Provider. She is responsible for the training, supervision and service delivery of the psychology departments for TJJD as a whole. Dr. Byrne provides services in the areas of sex offender treatment, crisis services, family therapy, individual therapy, and trauma treatment as well as forensic assessment. She is involved in the interview and selection of interns and the management of both supervisory and training standards for psychology interns and staff throughout the consortium. The Director of Internship 7

8 Training contributes to and presents didactics and oversees the intern evaluation process in addition to remaining in contact with the American Psychological Association and APPIC. Dr. Alexandra Marks is a secondary supervisor who will provide additional supervision opportunities. Dr. Marks received her Psy.D. in Clinical Psychology in 2010 from La Salle University. Dr. Marks, is licensed in Wisconsin, but having recently moved to Texas, is seeking Texas licensure through reciprocity. Dr. Marks serves as the psychologist on the Crisis Stabilization Unit portion of the Mart campus, and provides services in the areas of crisis intervention, individual and group therapy, Dialectical Behavior Therapy, and forensic assessment. Dr. Marks is involved in the interview and selection of interns and the management of both supervisory and training standards for psychology interns and staff throughout the institution. She also contributes to and presents didactics and oversees the intern evaluation process in addition to remaining in contact with the American Psychological Association and APPIC. Dr. Karla Marchbanks graduated with her Psy.D. in Clinical Forensic Psychology from Alliant International University- Irvine in She relocated from California to Texas for her internship and has decided to continue her career with TJJD as a Psychologist. She serves as one of the psychologists at the MRTC campus with an individual caseload and provides services in the areas of crisis intervention, individual and group therapy, Trauma-Focused Cognitive Behavioral Therapy, and forensic assessment. Dr. Marchbanks is pursuing licensure in Texas and is a member of the Texas Psychological Association. Naisha Walker, M.A is a Masters level clinician, licensed as a Licensed Professional Counselor Intern. Ms. Walker has worked as a Mental Health Specialist for TJJD for two years, providing individual and group therapy, crisis interventions and family interventions as well as forensic assessment. Rebecca Christian, M.A. received her Master s in Counseling from Stephen F. Austin University in She is currently a Licensed Professional Counselor. Her duties at MRTC include providing individual and group therapy, crisis interventions and family interventions and forensic assessment. CONSORTIUM SITE STRUCTURE Both Giddings State School and Mart Residential Treatment Center provide an array of services via CoNEXTions, the TJJD rehabilitative strategy. This treatment regime assists youth in making a successful reintegration into the community. As previously mentioned, most youth assigned to GSS have high severity treatment needs for problems related to violent behavior, sexual behavior, and/or alcohol and other drug dependencies. GSS operates intensive treatment programs for each of these areas with more than 150 dedicated treatment beds. MRTC is dedicated to the treatment of adjudicated youth who show evidence of mental illness or serious emotional 8

9 disturbances. Youth housed at MRTC require treatment or psychological services for the stabilization and maintenance of their emotional conduct disorders before they can he held responsible for their delinquent conduct. The specialized programs utilized in at these facilities include: Capital and Serious Violent Offender Treatment Program (GSS) Residential services for violent behavior are implemented through the Capital and Serious Violent Offender Treatment Program (C&SVOTP), which utilizes an intensive, closed group format designed to assist youth in identifying the cognitive, emotional, and social processes associated with their violent behavior. The program also aims to facilitate empathic development, emotional regulation, and appropriate expression of feelings to improve interpersonal functioning in the youth. Youth that have been identified as needing less intensive services for violent behavior may participate in the Aggression Replacement Training Program. Sexual Behavior Treatment Program (GSS & MRTC) Sexual behavior treatment issues are addressed in the residential Sexual Behavior Treatment Program (SBTP) at GSS. This program serves youth through intensive cognitive-behavioral treatment interventions focused on the youth s deviant sexuality, including arousal patterns and sexual fantasies, which contribute to their sexual abusiveness. Additional residential program components include psychosexual education and, for those with histories of abuse, trauma resolution therapies. A less intensive sexual behavior treatment is also offered at the MRTC campus. Alcohol and Other Drug Treatment Program (GSS & MRTC) The Alcohol and Other Drug (AOD) Treatment Program addresses problems in a residential program that utilizes Pathways to Self-Discovery and Change, the nationally recognized curriculum designed by Dr. Harvey Milkman. Less intensive psychoeducational and short-term treatment programs address the AOD treatment needs youth both at GSS and MRTC. Mental Health Treatment Program (MRTC) Youth diagnosed with severe mental health problems and/or illnesses may be placed at MRTC to address these treatment needs. The immediate goal for this program is treating the basic mental health problem or illness and allowing the youth to regain control over their behavior. Once this is accomplished, the youth is better prepared to benefit from treatment that focuses on changing the delinquent and criminal patterns of his behavior. The final goal concerns reintegrating the young person with his or her family and community in a program that addresses his mental health and correctional therapy needs. Crisis Stabilization Unit (MRTC) Those youth within the agency with unstable mental illnesses who are also dangerous to themselves or others receive care at the Crisis Stabilization Unit. There is a psychologist assigned to the CSU who provides crisis intervention, individual, group and family therapy with the long-term goal of improving the youth s level of functioning so 9

10 that he can continue his treatment in a less restrictive environment. TJJD CONSORTIUM TRAINING GOALS AND OBJECTIVES The Texas Juvenile Justice Department Internship Consortium provides guided clinical and counseling experiences as well as abundant opportunities for the intern to function in numerous roles associated with the practice of professional psychology in a correctional/forensic setting. The training program emphasizes the functions of diagnosis, assessment, and therapeutic treatment of juvenile offenders. The development and refinement of skills specific to these roles form the foundational basis for the clinical competencies and training goals of the internship program. These goals include the development of knowledge and proficiencies salient in a correctional setting as well as the embodiment of skills and personal qualities that coincide with ethical practices in psychology and treatment interventions. These designated objectives are in accordance with current goals and practices of similar pre-doctoral internship programs across the country. 1. Professional Conduct, Ethics, and Development Interns will demonstrate compliance with the APA Ethics Code and specialty guidelines for forensic practice. They will develop necessary and sufficient knowledge to function effectively in the role of a mental health professional in a juvenile correctional setting. Furthermore, interns will demonstrate knowledge of and compliance with Texas-specific mental health laws and ethics. Successful achievement of these objectives entails a demonstration of understanding and adherence to the APA Ethics Code and forensic specialty guidelines and an ability to resolve ethical dilemmas effectively. Expected competencies further include demonstration of professional behavior, promptness of arrival to work and of submission of written materials, an awareness of the legal and ethical requirements salient in the juvenile forensic population, proficient interdepartmental communication, as well as knowledge of and proficiency in legal regulations and requirements specific to work as a psychologist in the state of Texas. 2. Crisis Service Delivery with Juvenile Offenders Interns will gain knowledge of best practices regarding crisis service delivery with juvenile offenders and will develop skills to effectively deliver these services with the youth at TJJD. Expected competencies related to the delivery of crisis services entail effective and accurate assessment of risk for suicidal or self-harm behavior and malingering, an ability to recommend appropriate precautions to ensure suicidal or selfharming youth are appropriately managed and kept safe, an ability to communicate with multiple levels of staff within the institution to ensure proper monitoring of the youth, an ability to monitor, develop, and follow treatment plans for suicidal or self-harming youth, and an ability to accurately determine when psychological or psychiatric symptoms require referral to a mental-health oriented facility. 3. Correctional Therapies in the Juvenile Correctional Setting Interns will gain knowledge of correctional therapies as well as specialized treatment 10

11 programs, depending on the campus which they are placed. The Alcohol and Other Drug Treatment Program (AOD), Sexual Behavior Treatment Program (SBTP), and Capital and Serious Violent Offender Treatment Program (C&SVOTP) are emphasized at Giddings State School. The Mental Health Treatment Program and the Crisis Stabilization Unit are emphasized at the Mart Residential Treatment Center, along with a moderate Alcohol and Other Drug Treatment Program and Sexual Behavior Treatment Program. In order to successfully meet the requirements of attaining competency in correctional therapy and treatment programs such as AOD, SBTP and C&SVOTP, interns must successfully co-lead one group in each domain with supervision, demonstrate an understanding of the risk and protective factor model and the development of criminogenic needs, perform correctional therapy-oriented individual counseling towards the goal of reducing risk of recidivism, develop relapse prevention and transition planning with juvenile offenders, and demonstrate an ability to teach juvenile offenders the behavioral cycle. In order to successfully meet the requirements of attaining competency in correctional therapy and treatment programs such as the Mental Health Treatment Program and the Crisis Stabilization Unit, interns must teach juvenile offenders the behavioral cycle, understand the basic components of the Mental Health Treatment Program in the juvenile correctional setting, demonstrate an understanding of the risk and protective factor model and the development of criminogenic needs, demonstrate an ability to develop relapse prevention and transition planning with juvenile offenders, and demonstrate an ability to perform individual therapy towards the goal of reducing juvenile offenders risk of recidivism in the area of mental health. 4. Assessment and Treatment of Trauma in Juvenile Offenders Interns will learn to effectively employ trauma-focused cognitive behavioral therapy in the treatment of juvenile offenders and will develop an understanding as to how trauma contributes to juvenile offending. Expected competencies include: a demonstration of an understanding of trauma-focused cognitive behavioral therapy (TF-CBT), an ability to establish rapport with youth with histories of trauma and abuse, a demonstration of knowledge of the terminology relevant to different types of trauma and abuse, an understanding of various relevant trauma assessments, proficiency in assessing youth with histories of trauma and abuse, and an ability to effectively employ TF-CBT in a correctional setting. Interns will also demonstrate proficiency in recognizing the broader systems affecting the youth, and demonstrate knowledge of the impact of traumatic experiences on the lives of offending youth. 5. Forensic Assessment with Juvenile Offenders Interns will learn to assess risk in juvenile offenders and will learn to exhibit proficiency in forensic psychological evaluation. Towards attaining these objectives, interns will demonstrate appropriate use of risk assessment measures, draw appropriate conclusions regarding treatment needs, demonstrate an ability to assess risk of recidivism upon re-entry into community and family systems, provide informed consent 11

12 and limits of confidentiality, and demonstrate an ability to offer expert testimony in defense of clinical recommendations in a mock trial setting. Interns will further demonstrate an ability to assess historical, contextual, and individual clinical risk and protective factors via the clinical interview, collateral resources, and records, demonstrate ability to utilize theoretically and psychometrically sound measures of personality, intellectual, and cognitive assessments appropriate for juvenile offenders, and demonstrate appropriate use of scientifically validated theoretical positions when drawing conclusions in their forensic evaluations. 6. Diversity and Multicultural Awareness Interns will learn to demonstrate knowledge of multicultural theory and issues and will exhibit effective incorporation of culture into mental health practice. Interns will be expected to demonstrate awareness of multicultural identities and their impact in a correctional setting, recognize the interplay of cultural factors between the youth and the clinician, exhibit an ability to establish rapport with clients of diverse backgrounds, and demonstrate an ability to discuss culturally relevant issues in treatment with their supervisor. 7. Multi-Systemic Therapy Interns will learn to demonstrate an understanding of multi-systemic principles including family and youth engagement, and a focus on community and family reintegration. Interns will also learn to apply knowledge of multi-systemic principles into practice with youth in a correctional facility. Expected competencies towards the attainment of this goal include an ability to identify an individual offender and their mental health status within a broader system consisting of their culture, environment, socioeconomic status, family, and identity. Further competencies include demonstrating an ability to work with a systemic team, an ability to implement systemic theories to foster the progression of the client and promote problem-solving behavior, and an understanding of the system wherein the behavioral patterns began, the system wherein viable resources reside, and any historical factors that may influence treatment outcomes. 8. Diagnosis and Treatment Interns will learn to accurately diagnose and treat a myriad of psychological concerns within the juvenile offender population. In working towards this goal, interns will be expected to be competent in the use of the DSM 5 for diagnostic purposes, in ruling out other diagnoses, and to effectively assess and identify malingering. Interns will further be expected to exhibit development of skills necessary for treatment in both individual and group settings, exhibit development of clinical interviewing skills relevant to working with youth in a correctional setting, demonstrate an ability to establish rapport with clients, and demonstrate an ability to address psychological concerns via a variety of therapeutic approaches using evidence-based therapies. 9. Consultation and Supervision Interns will gain proficiency in the provision of consultation and supervision services. Expected competencies towards the attainment of this goal include effective utilization of ethical decision making and a strict adherence to appropriate and relevant ethical and 12

13 legal guidelines in consultation, demonstration of an ability to discuss culturally and clinically relevant issues in treatment with other staff and supervisors. Demonstration of the ability to develop individualized treatment plans through the use of input from other departments, staff and supervisors is also expected. Throughout their internship year, interns will be expected to consult with various staff members throughout the facility, such as case managers, security staff, administrators, nursing staff, psychiatric providers, and other clinicians. PROGRAM COMMITMENT TO DIVERSITY AND MULTICULTURAL AWARENESS The Texas Juvenile Justice Department Pre-Doctoral Internship Consortium places an emphasis on diversity, multiculturalism, and their integration into all aspects of youth treatment, including case conceptualization, assessment, and diagnosis. The internship program further emphasizes multiculturalism in its integration of such issues into both group and individual supervision and didactic trainings. The program, for example, includes didactics on LGBT issues and treatment in correctional settings, gender roles in corrections, multicultural issues in correctional work, risk assessment, and family integration. Such topics including, but not limited to, race, culture, ethnicity, religiosity, LGBT issues, and gender are discussed with supervisors to assess their impact on the client and their case conceptualization during supervision. Interns are trained to become aware of and understand the social and cultural forces that impact the juvenile offender. Through training and supervision, interns address their own cultural identities and how these identities impact their work as counselors serving a diverse and underserved population. Throughout the internship, sufficient attention will be given to individual differences including (but not limited to) awareness of gender, racial, ethnic, and religious differences, as well as differences due to disability, sexual orientation, gender identity, socioeconomic status, and familial histories in the youth. Interns will gain an ability to establish rapport and empathic understanding in their treatment of youth with diverse backgrounds and perspectives and deliver clinical services in a multiculturally competent manner. The program provides a multitude of training opportunities aimed at increasing knowledge of working with diverse populations. Questions are posed to the intern during supervisory sessions about the diversity and ethical issues involved in various cases. Given the demographics of the population served, interns will carry a diverse caseload and will engage in didactics focused on multicultural issues. Program staff members are encouraged to attend didactics on diversity and multiculturalism to increase their awareness of their own racial and cultural identity development. 13

14 TJJD CONSORTIUM TRAINING STRUCTURE Psychotherapy and the Development of Clinical Skills Psychology Interns are expected to have firm grasps of diagnostics, assessment of malingering, interviewing skills, individual and group counseling skills, and test administration and interpretation. The establishment of rapport, proficiency in diagnostic procedures employing the DSM 5, as well as competency in individual and group counseling methods such will be highlighted in the training year. Interns will have the opportunity to utilize various treatment methods throughout the training year such as brief therapy programs, family therapy, crisis intervention and trauma-focused cognitive behavioral therapy. Interns at each campus will be exposed to a variety of clinical disorders and presentations which include, but are not limited to, adjustment difficulties, depression, anxiety, self-injurious behavior and non-suicidal self-injury, trauma-related issues, intellectual and developmental disorders, and psychosis. By the end of the training year, interns will be able to satisfactorily conceptualize cases in order to develop individualized treatment plans, and should demonstrate the ability to effectively discuss and implement these plans with the youth s treatment teams. Assessment Interns will begin their assessment training by conducting suicide assessments, mental status examinations, assessments of youth with aggressive behavior and parole readiness evaluations. Individual supervisors will develop a comprehensive training plan to address the individual needs of each intern regarding their relative strengths and weaknesses in administration, scoring, and report writing. Training in assessment will focus on the use of forensic risk assessment instruments, personality measures, intellectual assessment and development of diagnostic impressions. At GSS, interns are expected to complete three forensic risk evaluations during their training year, and are encouraged to undertake more as their schedule permits. Interns at MRTC will also conduct various diagnostic and forensic assessments throughout the training year. Upon completion of the internship, interns will understand and be able to effectively communicate and implement the principles of risk assessment and to further be able to defend their assessments persuasively with evidence-based scientific statements in court if necessary. Professional Role Development The internship program strives to produce professionals who have sufficient knowledge of the role a mental health professional assumes in correctional settings and who can effectively demonstrate knowledge of ethical practice. Interns should be able to display awareness of legal and ethical requirements salient in juvenile forensic populations and practice only within the boundaries or confines of their clinical competence as indicated by their previous education, training, and experience, per APA guidelines. Interns should strive to continue and expand their knowledge base, areas of competency and clinical skills. Interns will be expected to take on additional responsibilities and commitments in their designated role. Interns are members of multidisciplinary treatment teams for each individual youth on their caseload. The experiential base of 14

15 the pre-doctoral internship includes a significant amount of exposure to and emphasis on collaboration with other professionals as a contributing team member. Interns will accomplish work assignments in support of team objectives, prepare for, attend, and participate in formulating interventions as part of the treatment planning and management of client services in this multidisciplinary setting. Didactic Learning The TJJD internship program emphasizes the use of didactic learning in the education of program interns. Interns will participate in didactic learning opportunities regarding a wide array of correctional work-related topics including (but not limited to) sex offender treatment, alcohol and other drug treatment, violent offending and treatment, adolescent development, forensic risk assessment, suicide risk assessment, experiential psychotherapy techniques, group therapy, trauma-focused CBT, independent practice, ethical issues, expert testimony, and juvenile/forensic psychology case law. These didactics are designed to prepare the intern for effective practice both within the agency and in other practice environments. Interns will receive a minimum of two hours per week of didactic instruction from agency staff and outside sources and providers. Interns will also be expected to contribute to or lead a didactic learning opportunity near the end of their internship year. Appropriate Use of Supervision At both GSS and MRTC, a minimum of two hours of individual, face-to-face supervision by a licensed doctoral level psychologist will be provided weekly. Additionally, interns will participate in group supervision, which entails staffing clinical cases, peer and supervisor feedback, reviewing program requirements and discussion of topics focusing on ethical, professional, and diversity issues in clinical work. Interns will work with their supervisors to resolve any ethical dilemmas which may arise. Supervision will emphasize the role of individual supervisors as teachers who seek to aid the interns in integrating their acquired learning with their clinical experiences and to assess the effectiveness in this integration through questions and observation. Interns are expected to strive to cultivate awareness of their needs and strengths and to function in an increasingly autonomous fashion in all of their work by endeavoring to find their own solutions to clinical and ethical problems, which they will staff with their individual clinical supervisors. Assessment and evaluation, interviewing, direct therapeutic services, consultation with multidisciplinary teams of providers, documentation of services, clinical ethics, and risk reduction are all stressed in the daily operations and training that all interns receive, and are topics covered in depth during supervision. Supervisors also retain an open-door policy with interns to maintain open communications with interns. Supervisors will further administer mid and end of year evaluations to the interns to assess their growth in the program and skills in the program s core training competencies. Interns will make their nonprofessional status known to youth, staff and visitors at the facility others by using the title of Psychology Intern. They will be required to inform others that they are under supervision and should provide the name of their supervisor. Supervisors are ultimately responsible for the interns clinical actions, and this 15

16 relationship is communicated to all in as transparent a manner as possible. Cultural Development The internship program offers interns an opportunity to sharpen their multicultural clinical competencies through constant exposure to many forms of diversity. The program increases awareness of group differences and emphasizes the need for the therapist to develop a set of skills which will enable them to employ their multicultural knowledge and competencies in a practical manner. Throughout the internship, sufficient attention will be given to individual differences including (but not limited to) awareness of gender, racial, ethnic, and religious differences, as well as differences due to disability, sexual orientation, gender identity, socioeconomic status, disparities, and familial histories in the youth. Interns will gain an ability to establish rapport and empathic understanding in their treatment of youth with diverse backgrounds and perspectives and deliver clinical services in a multiculturally competent manner. TRAINING MATERIALS AND RESOURCES The Texas Juvenile Justice Department Pre-Doctoral Internship Consortium provides interns with resources, materials, and equipment to certify that interns are allotted the resources they need to thrive in the program and in their work therein. Interns are provided access to online databases through The University of Texas Medical Branch and are provided their own office equipped with a personal computer for their use. They also have access to testing items and materials through the department. GIDDINGS STATE SCHOOL PHYSICAL FACILITIES Each intern is provided a private office in the Social Services Building, which is fully furnished and includes telephone service and a computer with Internet access. Additionally, interns have access to a departmental copier, scanner, and printer. Individual therapy and psychological testing is conducted in areas designated by the interns supervisor and group therapy sessions may be held in available conference rooms or in the dormitories on campus. MART RESIDENTIAL TREATMENT CENTER Interns are provided private offices which are fully furnished and which include telephone services, computers, and Internet access. Interns also have access to departmental amenities including a departmental copier, scanner, and printer. Individual therapy and psychological testing is conducted in areas designated by the interns supervisor and group therapy sessions may be held in available conference rooms or in the dormitories on campus. 16

17 INTERN-STAFF RELATIONS AND CONFLICT RESOLUTION The Training Director, supervising psychologists and department staff supports the successful completion of the internship by each intern in their utilization of supervisee self-assessment measures and attention given to supervisee growth, and collaborative goal setting by supervisor and supervisee at the beginning and middle of the year. If the intern expresses concern about their performance or if the supervisor deems the intern to be struggling or presenting risk to not successfully complete the internship either through their progression in supervision or via the mid-year competency assessment, a remediation plan will be developed with the intern. DUE PROCESS PROCEDURES FOR PSYCHOLOGY INTERNS Throughout the training year, interns will receive regular feedback and evaluation of their performance by their supervisors. This is an integral part of the training process and is designed to support learning and development of professional psychology skills. The following section outlines procedures that will be followed only in cases of inadequate or unacceptable intern performance or violation of TJJD Employee rules of conduct. A copy of the TJJD Personnel Policy and Procedure Manual at the following webpage: Inadequate or Unacceptable Performance: Intern performance is defined broadly as interference in professional functioning that is reflected in one or more of the following ways: (a) Failure to demonstrate and maintain professional behavior (b) Failure to adhere to ethical standards; (c) Failure to acquire the level of skills necessary to merit evaluation of an acceptable level of professional competency as assessed through supervision and formal evaluations of competency; (d) Failure to effectively manage personal stress, psychological problems, and/or excessive emotional reactions. Recommended Actions: Possible recommended courses of action for inadequate or unacceptable intern performance or violation of the TJJD general rules of conduct are as follows: 17

18 1. Verbal counseling with written documentation: This action would be used for minor behavioral infractions or issues. In this circumstance, supervisors would provide verbal counseling to the intern regarding issues of concern. Additionally, the supervisor is responsible for preparing a written documentation of counseling which identifies the intern s specific unacceptable performance or behavior. This letter will be reviewed and signed by the supervisor and the intern. It will be placed in the intern s training file, but no documentation or notification of counseling is sent to the intern s academic program at this time. The Training Director will be notified of verbal counseling provided to an intern. 2. Remediation plan: If verbal counseling does not result in necessary changes in performance or conduct, a remediation plan will be developed by the Site Supervisor and other supervising psychologists. The Training Director will be notified of the development of this remediation plan, and may assist in its development. This plan will include an explanation of the behaviors which need to be changed and improved, the steps which need to be taken by the intern to facilitate these changes, an appropriate time frame in which to complete these changes and an explanation of the steps that will occur if the guidelines of the action plan are not met. The Supervisor, supervising psychologists and intern will be required to sign the remediation plan. The intern will receive a copy of these terms, a copy of this will be placed in their training file, and their academic program will be notified. 3. Probation (with remediation plan): If an intern fails to meet the criteria established in the remediation plan, they will be placed on a probationary status for a specified amount of time. During this time, the intern is more frequently and systematically monitored by the Site Supervisor and other supervising psychologists. Those monitoring the intern will be asked to communicate frequently with the Training Director throughout the probationary period. The intern will be provided with a written plan explaining the behaviors which need to be changed, the steps which need to be taken by the intern to facilitate these changes (see remediation plan above), the time frame in which the identified issues should be changed, and the procedures which will be implemented to evaluate whether or not the identified problems have been resolved. The Training Director, Site Supervisor, supervising psychologists and intern will be asked to sign the terms of probation. Should they choose to accept the terms of probation, he intern will receive a copy, a copy of this will be placed in their training file, and their academic program will be notified. If they choose to challenge this action, the intern will follow the steps to appeal this decision. 4. Termination: Termination from TJJD and the doctoral internship is reserved for extreme circumstances. Examples of such circumstances are acts of physical aggression against staff member or youth, sexual misconduct towards a youth, illegal activity, or serious ethical misconduct. The intern and their academic program will be notified of the termination in writing. After the intern is notified in 18

19 writing of the Training Director s recommendations, he/she may choose to appeal the decision as outlined in the Process of Appeal. Outcomes: At the end of the specified time period in the remediation plan, the Training Director, Site Supervisor and supervising psychologists will meet to decide whether or not the intern has accomplished the identified change in performance. Positive Change: The Training Director, Site Supervisor and supervising psychologists are satisfied that sufficient positive change has taken place with regard to the identified areas of concern. 1. Completion of Remediation Plan / Probation: The intern is formally notified, in writing, that satisfactory change has been accomplished and the monitoring period is ended. 2. Letter to Academic Department: If the intern was placed on remediation plan or probation, a letter will be sent to their academic program to notify them of successful completion of the remediation plan or probationary status. Insufficient Positive Change: If the intern does not complete the steps of the remediation plan, or at the end of the probationary period, the Training Director, Site Supervisor and supervising psychologists determine that an insufficient level of progress or change has been made, one of the following may be recommended. 1. Probation with a New Remediation Plan: If sufficient change is not demonstrated, the intern is will either remain on probation with a new time period specified, or new terms of probation with a new remediation plan will be developed. The intern may challenge this recommendation or may accept the new remediation plan. A new plan for remediation is generated in another effort to promote change. The intern s supervisors and the Training Director, Site Supervisor and supervising psychologists will work closely with the intern to determine the appropriate changes to the probation/remediation plan necessary in order to promote change. Communication by those monitoring the intern to the Training Director will be frequent and on a regular basis throughout the probationary time period specified. 2. Termination Recommended: If after these interventions the identified problems are not resolved or changed, the Training Director, Site Supervisor and supervising psychologists will meet to discuss the course of action. If those monitoring the intern conclude that the intern s behavior it is both serious and resistant to change, termination is recommended. 19

20 Again, at this point the intern may choose to challenge the decision according to the appeal procedures outlined below. After an intern has been on probation twice for the same or related difficulties without observable positive change, the Training Director, Site Supervisor and supervising psychologists may meet to discuss one of the following recommendations: 1. Placing limitations of the setting, clients, conditions or duties that the intern can complete or should avoid. 2. Communicating to the intern and his/her academic program that they are at risk for not successfully completing the doctoral internship and perhaps recommending a leave of absence or a second doctoral internship at a later date. 3. Terminating the intern from the training program. All of the above actions will be appropriately documented and implemented in a manner consistent with due process procedures. The intern is notified of the final decision and, again, at this point may appeal the decision. If the intern accepts the decision, his/her academic program and other appropriate individuals are notified in writing. If the intern chooses to appeal, these individuals will be notified of the final decision at the conclusion of the appeal process in writing. PROCEDURES FOR APPEAL Within seven working days of the communications of verbal counseling, remediation plan development, probationary status, or termination, an intern may submit a letter to the Site Supervisor, requesting an appeal. An appeal may be requested on one or more of the following grounds: 1. Alleged denial of the described due process granted to the intern in any part of the evaluation procedure 2. Alleged denial of the opportunity to fairly present data to refute criticisms in the evaluation. 3. Disagreement with the evaluations of one or more evaluators. If an intern submits an appeal, the Site Supervisor will ask the Training Director to review the decision within five working days. The Training Director will engage in fact finding procedures, and may seek consultation with individuals including, but not limited to, the Site Supervisor, supervising psychologists, other psychology department staff, campus administrators (i.e., Superintendent, Assistant Superintendent), Office of Inspector General Investigators, or campus staff as needed. The Training Director will have up to fifteen working days to respond with a decision. The Training Director's decision is final. 20

21 INTERN GRIEVANCE PROCEDURES Interns are encouraged to meet and attempt to resolve any issues that may arise with their supervisor, the intern representative, or other staff member collaboratively. Effective conflict resolution is an important professional skill, and interns are expected to resolve any issues or concerns in a cooperative and respectful manner. As employees of the Texas Juvenile Justice Department, doctoral interns are entitled to the same rights as are afforded to other employees within the agency. As an employee, interns may file a grievance regarding any employment-related matter, including working conditions, employment discrimination, harassment, and adverse personnel actions. Except for the examples specifically listed in the policy (see web link below), the employee grievance coordinator will determine on a case-by-case basis whether an issue is a grievable, employment-related issue. The employee should take the following steps to file a grievance: 1. Obtain an HR-210 form (TJJD Statement of Grievance Form) from their local HRA or employee grievance contact, from the TJJD Intranet or website, or from the agency s employee grievance coordinator in Central Office. 2. Complete the HR-210 Form based on the information and instructions provided in the form. 3. Submit the fully-completed HR-210 form to either the local employee grievance contact or the employee grievance coordinator in Central Office. If for any reason you are reluctant to file a grievance with the local employee grievance contact, you may file the grievance directly with the agency s employee grievance coordinator in the Central Office. A copy of the policies regarding employee grievances can be found on the TJJD Personnel Policy and Procedure Manual at the following webpage: REQUIREMENTS FOR THE SUCCESSFUL COMPLETION OF THE INTERNSHIP Upon successful completion of the internship program, each intern will receive a certificate from the Texas Juvenile Justice Department and Director of Training. Successful and satisfactory completion of the internship requires the following: A. Completion of 2000 hours (full time for 12 months) during the training year B. Demonstration of proficiency in the principles and application of trauma-based cognitive-behavioral therapy, multi-systemic therapy, psychodrama and group counseling, grief and crisis counseling, suicide assessment, and forensic evaluation 21

22 C. Demonstration of proficiency in diagnostic and clinical work (as assessed by the mid and end of year evaluations) D. Completion of all written requirements (e.g., presentations, reports, evaluations, projects, case studies). E. Attendance at required seminars and didactic events F. Demonstration of competency in: a. Routine behavioral assessments, suicide assessments, assessments for psychiatric need, and mental status evaluations b. Forensic evaluations c. Crisis Service Delivery d. Trauma-focused cognitive-behavioral therapy e. Problem-focused brief individual therapy with a series of clients over the course of the internship f. Correctional Therapies in the Juvenile Correctional Setting g. Multi-systemic theory and therapy h. Multiculturalism The Texas Juvenile Justice Department and Internship Committee has the final approval in the granting of certificates of successful completion of the program. The decision is based upon evaluations from site affiliated supervisory staff and training directors. SALARY AND BENEFITS The stipend for interns is $ per month. Basic health and life insurance are provided for the student at no cost. Health coverage for eligible dependents is provided with half of the monthly rate paid by the state, with the availability of family insurance at cost. Like other employees, interns are responsible for the cost of group insurance coverages they choose that exceed the state contributions. The intern will accrue longevity as an employee of the State of Texas and must participate in the Employee Retirement System of Texas. APPIC SITE DESCRIPTION The Texas Juvenile Justice Department operates high-security facilities housing youth adjudicated for felonies against persons such as Murder, Aggravated Robbery, and Aggravated Sexual Assault. Many have psychiatric needs and/or difficulties due to traumatic backgrounds. Many require specialized programming in one or more of the following: alcohol and other drugs, sexual behavior, capital & violent offending, long term mental health treatment or crisis stabilization. Interns begin with mastering basic correctional treatment, assessment, and intervention skills before rotating through the specialized treatment programs. 22

23 Pre-doctoral Applicants: INTERNSHIP ADMISSION REQUIREMENTS 1. Candidates must be currently enrolled in a clinical or counseling doctoral program at an accredited university or professional school. 2. Candidates must have a letter approving the internship from their chairs and/or their school s director of training. 3. Candidates must have completed a minimum of six semester/credit hours in each of the following areas: a. Psychological testing b. Psychotherapeutic techniques and counseling c. Personality development and psychopathology d. Motivation and learning theory e. Research design and statistics 4. Practicum experience totaling approximately 500 hours INTERN ELIGIBILITY AND SELECTION The Texas Juvenile Justice Department welcomes applications from all qualified applicants, regardless of sex, race, physical disability, religion, or sexual orientation. The TJJD internship utilizes the standard APPIC application form, available on their website ( for download. Candidates have the opportunity to select one site or both on their application. Selected candidates from the applicant pool will be invited for an interview. Interviews will typically be scheduled from mid-december to late January. Applicants will have an opportunity to meet current supervisors and interns and to have questions about the internship program answered by the Director or Training. Each internship applicant will be interviewed individually by current supervisors and will be offered a tour of the facilities after the interview process is completed. Through review of applications and discussion of interview results, supervisors will assign applicants selected for match based on applicant preference and professional strengths. We also recognize the APPIC matching program as a fair means of applicant processing and further implement a standardized acceptance date. The internship program at the Texas Juvenile Justice Department agrees to abide by APPIC policy that no person in this training facility will solicit, accept, or use any ranking-related information from any intern applicant. For further information regarding the internship, please Dr. Madeleine Byrne at [email protected]. 23

24 APPLICATION PROCEDURES Texas Juvenile Justice Department is a member and participant of the APPIC, the Association of Psychology Postdoctoral and Internship Centers Internship Matching Program. Application procedures are listed and described on Materials submitted to APPIC applications include the following: 1. A completed APPIC Application 2. Transcripts of all graduate coursework 3. Three letters of recommendation, preferably from clinical supervisors 4. A copy of the applicant s current resume or curriculum vita 5. A recent sample of written work by the applicant. The work should be a copy of an integrated Psychological Evaluation that amalgamates historical information, testing results, and clinical interview materials into one coherent and unified report that speaks to a referral question and concludes with diagnoses and recommended treatment regimes. The work should have been completed within the previous 24 months. All supporting materials must include the appropriate and official signatures or stamps as necessary or required. Deadline for Application The deadline for application and for sending in the appropriate supporting materials follows APPIC guidelines, and as such, must be submitted no later than the date listed on the APPIC website. Applicants will be informed of their interview status by December 15. If there are further questions, please contact: Dr. Madeleine Byrne Director of Internship Training 116 Burleson Road Mart, TX Phone: [email protected] STATEMENT OF NON-DISCRIMINATION Per the Texas Juvenile Justice Department Employee Handbook, the TJJD is an equal opportunity employer and strives to provide a work environment free from discrimination, which is defined as unlawful treatment based on race, color, religion, sex (gender), national origin, age (40 and above), disability, or genetic information. Sexual harassment is a form of gender-based discrimination. 24

25 All TJJD employees are responsible for refraining from discrimination or harassment. TJJD managers and supervisors are responsible for basing all employment-related decisions on job-related, non-discriminatory factors and for complying with all laws that apply to the employment relationship. This includes activities relating to recruitment, screening, hiring, training and development, promotion, compensation, benefits, social and recreational programs, termination, reduction in force, and all other conditions and privileges of employment. The complete handbook may be accessed at WEBSITE INFORMATION The TJJD Consortium Pre-doctoral Internship website can be accessed at tjjdinternship.org. The Texas Juvenile Justice Department website can be accessed at ACCREDITATION STATUS The TJJD Consortium Pre-doctoral Internship Program is accredited by the Association of Psychology Postdoctoral and Internship Centers (APPIC). The Program is currently applying for accreditation from the American Psychological Association (APA). APA CONTACT ADDRESS You may additionally contact the American Psychological Association for current information regarding our status at the following address: American Psychological Association Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC (202) NOTICE Application information is subject to change. Please see the most current information and internship brochure for updates before submitting application materials. The most current internship brochure may be found at: 25

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