SCHOOL & CLINICAL CHILD PSYCHOLOGY PROGRAM

DEPARTMENT OF APPLIED PSYCHOLOGY & HUMAN DEVELOPMENT SCHOOL & CLINICAL CHILD PSYCHOLOGY PROGRAM 2013-14 SCCP Practicum & Internship Handbook Part I

Table of Contents SECTION 1: OVERVIEW 1.1 MA Practicum (1218) 3 1.2 MA Placement Information 3 1.3 PhD Practicum (3241) 5 1.4 Additional PhD Practicum (3243) 7 1.5 Internship (3242) 7 SECTION 2: SCCP POLICIES GOVERNING STUDENTS IN PLACEMENTS 2.1 Overview for Students and Supervisors 8 2.2 Conflict Resolution and Due Process involving the Placement Settings 10 2.3 Guidelines for Problems and Meeting Competency Expectations 12 SECTION 3: OTHER INFORMATION RELATED TO CLINICAL TRAINING 3.1 Description of the Student Monitoring System 13 3.2 Police Reference Check 16 3.3 Interview Questions for Students Applying for Internships 16 3.4 Accident Related Insurance Coverage in the Placement 18 3.5 Internship, Outline of Educational Program (APPIC Guidelines) 19 2

1.1 MA PRACTICUM (1218) The MA practicum placement is administered through required course 1218 Seminar and Practicum in Assessment. It consists of a one day per week placement typically a school setting. MA students are required to complete a minimum of 250 hours in the practicum setting. The student must receive a minimum of one hour per week supervision from the setting supervisor. It is expected that 20% of that time will be in direct client contact. Grading: The Director of Clinical Training oversees this pass/fail course. The grade is assigned after reviewing the final evaluation completed by the student s supervisor. This evaluation is made on the Student Practicum and Internship Evaluation Form. On this form supervisors evaluate their students performance half way through the placement experience and again at the end of the placement. The mid-term evaluation provides students and supervisors an opportunity to identify problems and set appropriate goals. The second/final evaluation is used as the official document that reflects the student s clinical experience in the placement. In addition, students in the MA practicum are expected to developing further understanding of the educational terms, documents and procedures that have developed over the years in special education, reviewing the changes within the school system that have affected the delivery of psychological services, learn models of school-based consultation and the strategies that consultants use to implement these models, and learn basic social-emotional assessment skills. This course is classified as an extended course. As such, it begins in September and ends at the end of August. Students must submit their final evaluations to the Director of Clinical Training by the end of June. Grades do not appear on ROSI until September. 1.2 MA PLACEMENT INFORMATION SCCP students obtain their first placement experience in a school board. In a typical school board placement, students are likely to acquire assessment experience related to learning issues: slow and gifted learners, learning disabilities, attention problems and English as a second language. Although this is the typical school experience, many schools have developed programs to respond to the needs of atypical students. Thus there may be opportunities within some boards to develop specialized clinical skills. As a minimum, students should complete at least two full assessments while in their placement and they should learn about the role of a school psychologist. Within Metropolitan Toronto the two main boards are called Toronto Catholic District School Board and the Toronto District School Board. In addition, there are a number of school boards within driving distance of Metro Toronto. Students wishing to learn more about the school boards can look up the information on the net at www.edu.gov.on.ca and select from the menu - Ministry of Education. 3

Finding an MA Practicum Placement The Director of Clinical Training communicates with the first year MA students in late November or early December to initiate discussion of the placement search. Finding a placement is similar to finding a job. Students will be asked to submit their C.V s and a cover letter to the Director of Clinical Training in late January. Students will then be contacted to set up an interview at the school board. If students feel uncertain of what placement options might be most suitable to their needs, they should speak with the Director of Clinical Training. Establishing Agreements with Supervisors It is important that both supervisors and placement students understand the responsibilities and the rights associated with their respective roles. Before interviewing for a placement, students should review the documents entitled: Policies and Procedures Regarding Students in Practicum and Internship Settings and the Confirmation of Placement form. At the time of initial meeting, the student and supervisor should review the expectations as stated on the first page of the Student Practicum and Internship Evaluation Form and as outlined in the last two pages of the Confirmation of Placement form to ensure that a clear understanding regarding the role of the supervisor and the role of the student is established at the outset. Once an agreement is established, the student and supervisor must complete a Placement Confirmation Form and the student must provide this to the Director of Clinical Training as soon as possible and certainly before beginning the placement. This form constitutes the formal agreement between the student and the supervisor regarding practicum placement. Other Record Keeping Matters At the time of the mid-term and the final evaluation, students must provide the Director of Clinical Training with the completed Student Practicum and Internship Evaluation Form. This entails the following steps: The student obtains a copy of the Student Practicum and Internship Evaluation Form, completes his/her part of the form and then submits it to the supervisor. After meeting with the supervisor to discuss the evaluation, it is the student s responsibility to deliver the evaluation to the Director of Clinical Training. (The 9th floor mail box is adequate for this.) For both personal and security reasons, students are strongly advised to retain duplicate copies of all forms and evaluations submitted to the Director of Clinical Training. If the student wishes to graduate at the MA level, it is the student s responsibility to ensure that there are three full assessments in the Clinic file. These assessments must be submitted to the Director of Clinical Training (see also SCCP Program Guidelines). 4

Additional Record Keeping Considerations In addition, students should consider keeping the following: 1. A copy of the Bulletin and the SCCP Guidelines for the year when they were admitted to the MA program. Guidelines change from year to year. In case of disagreement, the requirements that were in place in the year the student was admitted are the ones that apply. 2. The course title, number of credits, hours of instruction and a brief description of the contents of every psychology course taken, both undergraduate and graduate. This information is required in order to apply for registration as a psychologist in Ontario. It is easier for students to collect it as they go along rather than at the end of the doctorate. 1.3 PhD PRACTICUM (3241) The Ph.D. practicum placement is administered through required course 3241 (Seminar and Practicum in Assessment and Intervention with Children). The Ph.D. practicum consists of a two day per week placement typically in a clinic setting. Doctoral practicum students must complete at least 500 hours in their placement setting. Students receive a minimum of 2 hours per week of supervision from the setting supervisor. It is expected that approximately 25% of that time will be in direct client contact. Grading The Director of Clinical Training oversees this pass/fail course. The grade is assigned by the Director of Clinical Training after reviewing the final evaluation completed by the student s supervisor. This evaluation is made on the Student Practicum and Internship Evaluation Form. On this form supervisors evaluate their students performance half way through the placement experience and again at the end of the placement. The mid-term evaluation provides students and supervisors an opportunity to identify problems and set appropriate goals. The second/final evaluation is used as the official document that reflects the student s clinical experience in the placement. This course is classified as an extended course. As such, it begins in September and ends at the end of August. Students must submit their final evaluations to the Director of Clinical Training by the end of August. Grades do not appear on ROSI until the following month. Finding a PhD Practicum Placement If students feel uncertain of what placement options might be most suitable to their needs, they should contact the SCCP Director of Clinical Training. Clinical placements usually require a two-day a week practicum commitment. Many placements prefer students who already have some applied experience. The description of PhD Placement 5

settings in Appendix B provides a summary of the placement opportunities. It is often useful to speak to other students who have been in the placement. (Names are provided following the descriptions.) Students should also attend the Placement Day Fair held each year in November. Finding a placement is similar to finding a job. Students contact the placements directly, gather information, arrange interviews and wait to see if they are accepted. It is not necessary to restrict choices to the placements listed. Through personal contacts, students sometimes find suitable placements in other ways. A common practicum application deadline is observed by most of the sites. It is usually in early February. When to Look Students looking for a clinical practicum placement should begin making inquiries no later than November (for a placement beginning in September of the following year). Establishing agreements with supervisors It is important that both supervisors and placement students understand the responsibilities and the rights associated with their respective roles. Before interviewing for a placement, students should review the two documents entitled: Policies and Procedures Regarding Students in Practicum and Internship Settings and the Student Practicum and Internship Evaluation Form. At the time of initial meeting, if the supervisor is unfamiliar with the SCCP program, the student should provide the supervisor with a copy of the document entitled: Policies and Procedures Regarding Students in the Practicum and Internship Settings and a copy of the Student Practicum and Internship Evaluation Form. The student and supervisor should review the expectations as stated on the first page of the Evaluation form to ensure that a clear understanding regarding the role of the supervisor and the role of the student is established at the outset. When selecting placements, students should search for exposure to a range of experience. Students who plan to specialize exclusively in psychotherapy should be familiar with the basics of psychological assessment. Students who want to focus on assessment work must understand the fundamentals of intervention. In the School and Clinical Child program, doctoral students must have a minimum of 100 hours of intervention time documented in their file prior to beginning the internships. These hours are logged in the Clinical Progress Forms and in the Student Practicum and Internship Evaluation Forms. Ph.D. students must complete 5 full assessments prior to beginning their internship. These assessments are submitted to the Director of Clinical Training (see also SCCP Program Guidelines). 6

Other Record Keeping Matters Once an agreement is established the student and supervisor must complete a Placement Confirmation Form and the student must provide this to the Director of Clinical Training as soon as possible and certainly before beginning the placement. This form constitutes the formal agreement between the student and the supervisor regarding practicum placement. At the time of the mid-term and the final evaluation, students must provide the Director of Clinical Training with the completed Student Practicum and Internship Evaluation Form. This entails the following steps: The student obtains a copy of the Student Practicum and Internship Evaluation Form, completes his/her part of the form and then submits it to the supervisor. After meeting with the supervisor to discuss the evaluation, it is the student s responsibility to deliver the evaluation to the Director of Clinical Training. (The 9th floor mail box is adequate for this.) For both personal and security reasons, students are strongly advised to retain duplicate copies of all forms and evaluations submitted to the Director of Clinical Training. 1.4 ADDITIONAL PHD PRACTICUM (3243) Because of the importance of obtaining clinical experience, many students elect to complete an additional practicum. Students considering an additional practicum are encouraged to discuss this with the Director of Clinical Training. Additional practicum requirements include the completion of the Placement Confirmation form and a completed evaluation form. 1.5 INTERNSHIP (3242) All Ph.D. students are required to complete at least 1600 hours of supervised internship training in an approved training center. Before applying for internship, the student must have five complete assessments and 100 hours of intervention experience documented in his or her Clinic file. In addition, before beginning the internship, the student s dissertation should be either completed or well underway. The supervisor should provide written documentation to the Director of Clinical Training indicating that the student is ready to begin the internship. The internship course (3242) is classified by the University as a continuous course. The Director of Clinical Training enrolls the student in 3242 once all of the relevant documentation for the internship has been received. Credit for the internship is given when the Director of Clinical Training receives confirmation from the internship site that the placement successfully has been completed. Students require this credit to graduate from the SCCP program. 7

Students are expected to enter the APPIC match process and apply for APA/CPA accredited placements. Students should remember that their chances of succeeding with the match process increase with the number of applications. It is hard to suggest the right number of applications to complete but a rough guide would be 9-12 (18 would be unnecessarily high and 5 might not ensure a successful match). Because there are only a few APA/CPA accredited internships in the Greater Toronto Area, students should expect to travel for their internships [e.g., outside of Toronto (London, Hamilton, Ottawa,) outside of Ontario (in other provinces or in the United States)]. If a student is unable to obtain an accredited placement in a given year he/she should consider ways to strengthen his/her application before reapplying the following year. Students who cannot obtain an APA/CPA accredited internship after the second attempt or students who have unusual mitigating circumstances may request special consideration. Students, who propose to undertake a non-accredited, non-appic internship, must provide the Director of Clinical Training with a letter of agreement from the internship supervisor. In the letter of agreement the educational program for the student is outlined with specific reference to the APPIC membership criteria for internships (www.appic.org). An outline for this document is provided in section 3.5. The Clinical Progress Review Committee reviews this letter and makes the decision as to whether the internship plan can be accepted as proposed. Section 2: SCCP POLICIES GOVERNING STUDENTS IN PLACEMENTS 2.1 OVERVIEW FOR STUDENTS AND SUPERVISORS Expectations of the Student and the Placement Setting The placement experience provides an opportunity for the student to develop an individualized learning plan within an applied setting. The supervisor and the placement setting expect the student to assume a service role in the placement setting. The placement setting provides educational resources and mentoring by the supervisor to enable the student to competently meet the requirements of the service role that is required of the student in the placement setting. The contract between the student and the agency represents these elements. It is anticipated that prior to, or at the beginning of, the placement experience a meeting between the supervisor and student will take place during which the student s goals and objectives for the placement experience will be discussed. This discussion may be facilitated by reference to the evaluation form that will be completed mid term and again at the end of the placement (Student Practicum and Internship Evaluation Form). It is anticipated that at the end of this meeting both student and supervisor will have a clear understanding of expectations. 8

Expectations on the Evaluation of the Student by the Supervisor in the Placement Setting In accordance with the University Grading Practices Policy, the assessment of the performance of students in placement settings should be fair, humane, valid, and reliable. The supervisor should be aware that this policy asserts that: where a student s performance in a clinical or field setting is to be assessed for credit, the evaluation must encompass as a minimum: a formal statement describing the evaluation process, including the criteria to be used in assessing the performance of students and the appeal mechanisms available. This statement should be available to all students before or at the beginning of the placement experience; a mid-way performance evaluation with feedback to the student; written documentation of the final assessment; In the SCCP program, the requirement to document the appeals procedure is met through this document. The requirement to describe the evaluation process is met through the Student Practicum and Internship Evaluation Form. This form is to be completed twice: once mid way through the placement and a second time at the end of the placement. Time Expectations In most cases, Thursday and Friday are free of classes for the purpose of practicum involvement. Other times may be used if there is no conflict with classes and if mutually agreed to by the student and the placement supervisor. Students are allowed the regular University holidays that fall on practicum/internship days. All students may observe religious holidays that fall on practicum/internship days. The specific hours the student will spend in the placement will be negotiated between the student and his or her placement supervisor in accordance with educational objectives and the service and administrative patterns of that particular setting. Those settings whose service requirements are such that continuity over holidays/breaks is important should contract this with the student at the beginning of the academic year. A master s practicum student is expected to spend at minimum two hundred and fifty hours in the placement setting (one day a week). The practicum experience should include 1 hour of face to face supervision each week and approximately 20% of student time will be spent in direct client contact. A doctoral practicum student is expected to spend a minimum of 500 hours (two days a week) in the placement setting. The practicum experience should include 2 hours of face to face supervision each week. Approximately 25% of student time will be spent in direct client contact. Our goal for our internship placements is that the placement is either APPIC approved or that it conforms as much as possible with APPIC guidelines. These guidelines include the expectation of 2 hours of supervision each week (regardless of whether the placement is half 9

time [750 hours] or full time [1500 hours]) and approximately 25% of student time spent in direct client contact. If a student is unable to attend the placement setting on any practicum day, as soon as possible, he/she must notify the placement supervisor or another appropriate person in the placement setting. If illness or other circumstances are likely to compromise the student s ability to meet the goals of the placement (for example if the student is unable to meet the minimum residency requirements of the placement), the student should contact the SCCP Director of Clinical Training. Grading Procedures The practicum is a credit/no credit course. A credit (CR) grade is given when in the supervisor s evaluation the student has met competency expectations. This criterion is met when the student meets the minimum residency requirements and, on the final evaluation, the supervisor records that the student s work was satisfactory or satisfactory, with concerns. A no-credit (NCR) grade is given when a student fails to meet the competency expectations of the practicum. A no-credit (NCR) grade is the equivalent of a failure (FZ) grade in an academic course and is subject to the same regulations. This criterion is met when the student fails to meet the minimum residency requirements or, on the final evaluation, the supervisor records that the student s work was unsatisfactory. 2.2 CONFLICT RESOLUTION AND DUE PROCESS Conflict between Supervisor and Student Although not common, differences or conflicts do arise between supervisors and students. These conflicts can be separated into two broad categories. The first category involves unforeseen differences in expectations, differing values or assumptions between the supervisor and the student. In many cases these differences can be resolved through discussion. The second category involves more serious differences. Procedures are in place to respond to circumstances where the differences are more fundamental and, in the opinion of the supervisor, address the question of the basic competence of student to function effectively in an applied setting. These procedures are designed to balance the importance of identifying at an early stage individuals who will not be able to function effectively in applied clinical work with the rights of the student to due process. If a student encounters interpersonal difficulties or other conflicts in their placement setting, the following general rules apply: 10

The student should discuss the problem directly with the person in question. The student should consult with a trusted and objective third party about the problem. If neither of the above two options are feasible and/or prove fruitful, the student has the option of requesting a confidential interview with the Director of Clinical Training. These same general guidelines apply to supervisors. If direct discussion with the student or third party consultation are either unfeasible or unfruitful, it is recommended that the supervisor consult with the Director of Clinical Training. The following procedures apply to circumstances when informal discussion is insufficient to resolve the conflict. Withdrawal from the Practicum/Internship Placement The SCCP program recognizes the right of the placement setting, after consultation between the Director of Clinical Training and the placement supervisor, to terminate the practicum or internship of individual students, if the student s behaviour is unacceptable and client service/patient care is being compromised. In such circumstances the supervisor shall advise the Director of Clinical Training in writing of the reasons for this decision and action. Similarly, the program recognizes that the students may find, once in the placement, that the placement is unsuited to his or her individual needs. Should a student wish to withdraw from the placement, or should the supervisor request the student to withdraw from the placement the following procedures are to be followed: 1. The Director of Clinical Training is to be contacted. 2. The Director of Clinical Training may hold meeting(s) with the student, the supervisor, the practicum course instructor and other appropriate persons, to clarify the reasons for requesting withdrawal, the nature of the student s learning needs, and the setting s resources and ability to meet those learning needs. The Director of Clinical Training is to document the process and outcome of these meetings. 3. If the Director of Clinical Training is not able to help the student and supervisor continue in the placement, a written request for withdrawal is to be made to the Director of Clinical Training by the party initiating the request. 4. The student, Director of Clinical Training, the practicum course instructor and the Clinical Progress Review Committee will establish any necessary conditions to be met before the student can re-negotiate a placement. Students who withdraw from the placement will normally withdraw from the practicum course and defer their placement until the next academic year. For students in H courses, the final date for withdrawal from the practicum without academic penalty is approximately the end of February. For more details on course withdrawal, students 11

are referred to the OISE/UT Bulletin. When circumstances warrant it, the Director of Clinical Training will assist the student in finding an alternative placement in the same year. 2.3 GUIDELINES FOR PROBLEMS MEETING COMPETENCY EXPECTATIONS It is the responsibility of the student and placement supervisor to identify any problems in learning and initiate changes in the learning/teaching experience to deal with these difficulties. The Director of Clinical Training should be contacted if and when significant problems are identified. If significant problems regarding competency are identified, the following steps will be taken: 1. After consultation, Director of Clinical Training may decide to hold a meeting to formally review the situation. In most cases the meeting will include: the placement supervisor, student, the practicum course instructor and other appropriate persons such as members of the SCCP program Clinical Progress Review Committee. At minimum, if the decision is made to have a meeting, the Clinical Progress Review Committee will be informed. 2. The meeting will include the following: - A clear identification of the problem in learning and teaching. - Specification of learning objectives to be achieved and behaviour changes expected. - Any necessary actions and procedures to be taken in the placement setting. - A time frame for a review meeting to determine whether change has occurred. This may also include a schedule stating when a sample of the student s practice (selected by student and placement supervisor) is to be reviewed by the Director of Clinical Training (if such material is available and appropriate). - A review of these competency expectation procedures, including grading. - The Director of Clinical Training will document the process and outcome of the review meeting. A copy will be given to the student, and the placement supervisor. The review meeting will assess the degree to which the student has met the objectives set out in the previous meeting, the extent to which any activities in the placement setting have been useful, and any other relevant issues. Further specification of problems, objectives, actions, and a time frame may take place if necessary. The Director of Clinical Training will document the process and outcome of the review meeting. A copy will be given to the student, and the placement supervisor. Should the practicum student not meet the competency expectations a grade of No Credit (NCR) will be recommended by the practicum course instructor in consultation with the Director of Clinical Training. The Clinical Progress Review Committee has the authority to review and approve the grade. No Credit (NCR) is the equivalent of a failure (FZ) grade in an academic course and is subject to the same regulations. 12

The Director of Clinical Training will review the student s placement experience and recommend to the Clinical Progress Review Committee either of the following: A. That the practicum student repeat the practicum in the next academic year. Students have one opportunity to repeat the practicum. If the student receives a No Credit grade (NCR) in the repeat of the practicum the student will be terminated from the SCCP program. It may be possible for the student to complete a non clinical degree within APHD. Or B. That the student apply to repeat the practicum when specific necessary circumstances or requirements have been met. The student has four years to complete the practicum from the date of admission to the program. Or C. That the student be terminated from the SCCP program. Appealing an Academic Ruling If a student disagrees with the decision, the student may appeal the decision in accordance with the School of Graduate Studies appeals procedure (see School of Graduate Studies Calendar). Section 3: OTHER INFORMATION RELATED TO CLINICAL TRAINING 3.1 DESCRIPTION OF THE STUDENT CLINICAL MONITORING SYSTEM With respect to all clinical and/or applied activities, the School and Clinical Child Psychology Program expects that students will conduct themselves in a manner that is consistent with the ethical principles, regulations, and standards of the profession. It is the policy of the School and Clinical Child Psychology Program to systematically monitor students progress in the clinical practice aspects of their training. The purpose of the system is to identify as early as possible weaknesses in the clinical development of students proceeding through the program so that these can be remedied, thus maximizing the likelihood that students will successfully complete the program and meet at least the minimal standards of professional practice required for registration with the College of Psychologists of Ontario. The monitoring system is comprised of two components. Overall responsibility for the system is held by the School and Clinical Child Psychology Program s Clinical Progress Review Committee. The Clinical Progress Review Committee is comprised of the Director of Clinical Training and at least one other faculty member in the School and Clinical Child Psychology Program. Clinical Evaluation in Practicum-Based Courses For practicum-based courses, evaluations are carried out by course instructors using a Clinical Progress Form. The form calls for ratings of students performance on several dimensions 13

necessary for appropriate development of clinical skills. In addition, instructors are requested to record issues of particular concern with respect to students clinical progress. Students need to obtain a copy of the Clinical Progress Form at the outset of all practicum-based courses. At the end of each practicum-based course, students are given individual feedback regarding their clinical progress. Students are expected to read the Clinical Progress Form completed by their course instructor or supervisor and to sign the form to acknowledge having done so. Students are expected to retain the form in their files. If the overall evaluation of the student s performance on the Clinical Progress Form is satisfactory with some concerns or unsatisfactory then the course instructor or supervisor should forward a copy of the form to the Director of Clinical Training and arrange a meeting to discuss the concerns. The completion of the Clinical Progress Form in 1216 (Psychoeducational Assessment) the first practicum course, is of particular importance. At the end of this course, the form is completed in a meeting that is attended by the course instructor, the Director of Clinical Training and the student. At this meeting the student s clinical development is reviewed. Any areas of clinical weakness are discussed. This meeting serves as the gate keeper that determines whether the student is ready to progress to the practicum experience. A copy of the Clinical Progress Form for 1216 is retained in the Student s Clinic file. Clinical Evaluation in Practicum and Internship Placements For practicum and internship placements, students and placement supervisors complete the Student Practicum and Internship Evaluation Form. This form provides information on the clinical activities undertaken by the student in the course of the placement, as well as ratings of students performance on a number of clinically relevant skills and abilities. Students review the evaluation form with their placement supervisor before the form is submitted by the student to the Director of Clinical Training of the School and Clinical Child Psychology Program. The final evaluation should be submitted to the Director of Clinical Training immediately after the placement ends. Students will not receive a course credit until the evaluation form is submitted. Procedures for Dealing with Concerns Regarding Clinical Progress Concerns regarding clinical progress, however identified, are dealt with by the Director of Clinical Training and the Clinical Progress Review Committee. When concerns are identified by the Director of Clinical Training through review of the Student Practicum and Internship Evaluation Forms, direct communication with placement supervisors or course instructors, etc., the Director of Clinical Training informs the other members of the Clinical Progress Review Committee, who may elect to hold a special meeting to discuss the concerns. Concerns may also be identified as a result of the Annual Student Monitoring Review meeting of the Program Committee. Procedures for dealing with competency concerns in practicum or internship placements are described in Section 2 (SCCP Policies Governing Students in Placements). Clinical progress 14

concerns identified outside the context of a practicum or internship placement (e.g., within a practicum-based course) will be dealt with in the same manner. When a placement supervisor or instructor has significant concerns about a student s ability to meet the demands of the placement or practicum-based course, the Director of Clinical Training is contacted. The Director of Clinical Training may arrange meetings with relevant parties, including the student, placement supervisor, academic advisor, practicum-based course instructor, etc. to clarify the issues of concern and the expectations of the setting and the program with respect to the student s work, as well as to assist in developing a plan for resolving the problem(s), if necessary. Outcomes of this process may include requiring additional coursework or supervised clinical experience and, in extreme cases (e.g., behaviours that would result in a disciplinary finding of professional misconduct) termination from the School and Clinical Child Psychology Program. If expectations are established that must be met in order for the student to maintain good standing in the School and Clinical Child Psychology Program, a subsequent meeting will be held to review the student s progress, to determine whether the expectations articulated in the previous meeting were met, to ascertain whether additional concerns exist, etc. The Director of Clinical Training documents all contacts and meetings dealing with concerns regarding students clinical progress. Such documentation, together with students Clinical Progress Forms and Student Practicum and Internship Evaluation Forms will be retained in the Director of Clinical Training s student files. These files are separate from the departmental student files and are maintained for 10 years following a student s graduation from the program, at which point they are destroyed. Copies of SCCP Annual Student Monitoring Forms (discussed below) are also retained in the Director of Clinical Training s student files (called Clinic files ) and departmental files. The Director of Clinical Training reviews the assessments and all forms received and identifies any concerns, areas of weakness, etc. noted in the evaluations. If major concerns are noted, the Director of Clinical Training will inform the other members of the Clinical Progress Review Committee, and the Committee will take action (see below for more detail). If necessary, the Director of Clinical Training will follow up the written evaluations with personal or telephone contact with supervisors and/or instructors in order to gain more information about areas of concern. Accountability At every stage of the process, actions in response to concerns are carried out in a manner that is responsive to the interests of both public protection and student development. Care is also taken to ensure that students are given appropriate due process with respect to complaints or concerns regarding clinical and academic progress. See Sections 2.2 and 2.3. 15

3.2 POLICE REFERENCE CHECK It is a requirement of school boards and many clinical placements that practicum students obtain a Police Reference Check before commencing their clinical work with children. For information about how to obtain a Police Reference Check, go to the student forms section of the APHD website and click on Police Record Check Form. 3.3 INTERVIEW QUESTIONS FOR STUDENTS APPLYING FOR INTERNSHIPS These questions are typical of ones asked in interviews for competitive internship programs; however many apply to practicum interview situations as well. Students should rehearse their own answers to these questions prior to going to an interview. 1. How did you decide on a career in psychology? If you ve changed careers, be prepared to explain why. 2. What are you looking for in an internship? (i.e., why do you want to come here?) 3. What are your goals for your internship year? 4. What are your strengths and weaknesses as a clinical/tester/supervisee/diagnostician? 5. What do you plan to do when you have finished training? (Sometimes: What do you see yourself doing five years from now?) 6. What is your theoretical orientation - therapy and assessment? 7. What assessment experience have you had? 8. What therapy experience have you had? 16

9. Which populations/ages have you worked with? 10. Case presentations: (Tell us about your most challenging case. Tell us about youinvolvement with a case that taught you a great deal.) Be prepared to answer questions on intake and testing reports submitted with your application. Aside from the cases discussed in the intake and testing reports submitted with your application, you two cases ready to present in a somewhat structured format Prepare cases that are relevant to the work you would be doing at the internship (e.g., child, family, adult). Try to choose cases that will allow you to give answers comfortably to the following questions: What would you have done differently in your work with this case? What do you think went well in this case? What diagnosis you give the patient (and why?) 11. At what stage are you on your dissertation, and what s your topic? Be prepared to discuss how you came to be interested in your topic. 12. What authors have you read and identified with? 13. What do you look for in a supervisor? Be ready to describe past supervision experiences. 14. Describe a disagreement you ve had with a colleague and how you resolved it? 15. What do you think it would be like working in a (fill in whatever is relevant to the site, such as inpatient unit, emergency room). What s your worst fear about working on a locked inpatient ward? 16. Which of our electives/rotations appeals to you? 17

17. Scheduling issues, such as: Can you work evening hours? 18. What are your specific clinical interests? 19. In your eyes, what makes a good clinical psychologist? 20. Why should we take you? 21. Do you have any questions? Always try to formulate at least one question that is specific to the site. 3.4 ACCIDENT RELATED INSURANCE COVERAGE IN THE PLACEMENT In the event of a work related accident occurring while students are on UNPAID placements, students may be eligible to receive Workplace Safety & Insurance Board benefits. This coverage is funded by the Ministry of Education and not by the placement employer or the University of Toronto. Students do not have coverage if: An accident occurs during the in-class portion of training programs. On the students own initiative, students volunteer their services to the employer to develop marketable skills They are on the employers premises only for the purpose of visiting, casual observation, and there is no participation in the activities of the placement employers industry. In the event of an accident, the student should: Promptly obtain first aid and medical attention if required. Report the accident to your placement employer and have them complete the relevant forms. Notify the SCCP Director of Clinical Training. 18

Accident filing procedures -- To be completed by the placement employer: Complete and sign the Students on Unpaid work Placements Accident Report. (This form is available on the Department website.) At the beginning of the placement, the student was given a Work Education Placement Agreement signed by the SCCP Director of Clinical Training. (This form is also available on the Department website.) This agreement completed in full, in addition to the Students on Unpaid work Placements Accident Report should be faxed (within two business) days to: Anne Chreptak WSIB Administrator Health & Well-being Programs & Services c/o University of Toronto 263 McCaul Street, 2nd Floor Fax: 416/978-3052 Toronto, ON Tel: 416/978-8804 M5T 1W7 3.5 INTERNSHIP, OUTLINE OF EDUCATIONAL PROGRAM APPIC GUIDELINES In the event that a student from the School and Clinical Child Psychology (SCCP) program requests an internship in a placement that is not accredited by CPA or APA, the program requires that the student s placement substantively conform to APPIC criteria for internships. (These criteria are found on the APPIC website, www.appic.org). The student and supervisor should respond to the following questions and return to the SCCP Director of Clinical Training. This letter will be used by the program to help determine the suitability of the placement for the student s internship. INTERNSHIP -- OUTLINE OF EDUCATIONAL PROGRAM 19

Letter of Agreement between the Supervisor and the Intern - Name of Student/Intern: - Name of Supervisor (s): - Name of Placement Setting/Organization: - Dates of Proposed Internship: From: - To: - Number of days /week: - Number of hours to be completed: hours 1. Please describe the training goals and curriculum for this student. (What direct service experiences will this student have? What clinical skills will be taught and in what sequence? How is the training program integrated into the larger organization?) 2. Who is responsible for the delivery of the training program? (Is this person licensed? Is this person at the training facility a minimum of 20 hours /week?) 3. At the placement setting, are there at least two full time equivalent doctoral level psychologists on staff, who serve as primary supervisors? 4. Describe the kinds of supervision this student (individual, group) will receive. (How many hours per week will this student receive supervision?) 5. Describe this setting with specific reference to the kinds of client populations and the specific clinical skills that will be taught. 20

6. What percentage of the trainees time will be spent in face-to-face psychological services with clients? 7. How many hours of didactic service are provided each week (e.g. case conferences, seminars, in-service training, grand rounds)? 8. How many predoctoral interns are typically on the site? 9. In this placement, do internship level trainees have a title such as intern resident fellow or other designation of trainee status? 10. Does the placement have brochure or website address that provides a clear description of the nature of the training program? 11. What formal system of evaluation do you use to provide feedback to the SCCP program regarding the progress of this student? Signature of Supervisor Signature of Student Date 21 Revised: November 2013