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TRAINING HANDBOOK DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM

2020-2021

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Department of Psychiatry

University of Missouri-Kansas City School of Medicine

DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM Center for Behavioral Medicine

Department of Psychiatry

University of Missouri-Kansas City School of Medicine

Table of Contents

Center for Behavioral Medicine.......................................................................................................3

Psychology Internship Program .......................................................................................................4

Diversity Value Statement ..............................................................................................................5

Elements of the Training Program ...................................................................................................6

Goals and Objectives ................................................................................................................................ 6

Clinical Rotations.............................................................................................................................7

Concentration Options .................................................................................................................................. 7

Clinical Training Activities .............................................................................................................9

Competency Restoration Units ................................................................................................................. 9

Forensic Assessment .............................................................................................................................. 10

Dialectical Behavior Therapy ................................................................................................................ 11

Illness Management and Recovery ........................................................................................................ 12

Acceptance and Commitment Therapy ......................................................................................13

Professional Development Activities ............................................................................................14

Psychology Training Staff ............................................................................................................16

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CENTER FOR BEHAVIORAL MEDICINE

Center for Behavioral Medicine (CBM) operates under the auspices of the Missouri Department

of Mental Health and is accredited by the Joint Commission on Accreditation for Hospital

Organizations. Located on Hospital Hill in the Heart of Kansas City, the Center provides

comprehensive mental health services to patients from the Kansas City, Missouri area and seven

surrounding counties. CBM operates three inpatient psychiatric units, oversees three community

residential facilities, and provides forensic services to area criminal courts. It serves as the

University of Missouri-Kansas City Medical School's Department of Psychiatry, and includes a

Psychiatry Residency Program accredited by The Accreditation Council for Graduate Medical

Education, and a Predoctoral Psychology Internship accredited by the American Psychological

Association. CBM also serves as a training site for psychology practicum students and post-

doctoral residents, as well as Pharmacy, Social Work, Nursing, and Rehabilitation Therapy

students.

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PSYCHOLOGY INTERNSHIP PROGRAM

Accredited since 1963

Office of Program Consultation and Accreditation

American Psychological Association

750 First Street, NE; Washington DC20002-4242

Phone: (202) 336-5979; Fax: (202) 336-5978

Email: [email protected]

www.apa.org/ed/accreditation

Questions related to the program’s accredited status should be directed to the Commission

on Accreditation.

CBM’s psychology doctoral internship program has been fully accredited by the American

Psychological Association (APA) since 1963. The Psychology staff of the training program is

deeply committed, professionally and ethically, to the field of psychology. An essential outgrowth

of this is a strong commitment to meet our responsibilities in the preparation and training of skilled

psychologists.

We advocate a scholar-practitioner model of training and recognize the interacting influence of the

practice and the science of psychology. We believe that the education of skilled psychologists is

accomplished through providing applied experiences and trainings that integrate the science of

psychology and human behavior. Interns are expected to think critically and utilize current

research in their provision of mental health services. A major element of the training program’s

philosophy is the belief in the essential value of human diversity. The program is designed to

increase the intern’s appreciation of human differences, including gender, age, race, ethnicity,

sexual orientation, religion, and physical and mental abilities. The patient populations reflects our

community’s diverse make up and allows interns to consider issues of differences in their

professional work. Interns have the option of focusing on specific areas of differences in order to

meet their individual needs

Interns are trained to work within a multidisciplinary framework. At every clinical rotation,

members of other professional disciplines both practice and train, and we encourage interaction,

cooperation, and sharing of knowledge and expertise across fields. The internship is a highly

integrated training experience, incorporating didactic and experiential clinical activities in range

of general and specialty areas. Upon completion of the internship, each intern should be fully

prepared for postdoctoral training or beginning clinical practice.

The program subscribes to a supervisory mentorship approach that is incremental and cumulative,

in which the faculty members model practice and provide hands-on supervision appropriate to the

intern’s developmental level. As the intern gains knowledge, skills, and confidence, the complexity

of expectations and responsibilities increase accordingly. The intern functions with increasing

autonomy to most effectively develop their own professional identity and method of practice.

Clinical responsibilities vary and increase during the training year, preparing the interns for the

multifaceted roles they will assume during their professional careers.

mailto:[email protected]://www.apa.org/ed/accreditation

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All intern training for clinical practice occurs according to a logical sequential plan that is

cumulative, building upon previously learned material/skills and graded in complexity over the

course of the training year. Logical beginning assignments are based on documented graduate

school practicum experiences, with each successive activity based on previous training

experiences.

Applicants should be enrolled in a clinical or counseling APA-accredited doctoral psychology

program at a recognized university or professional school. The internship positions are a one-

year, full-time placement.

DIVERSITY VALUE STATEMENT

The psychology faculty believe that our training program is enriched by members’ openness to

learning about and acceptance of diverse others in an atmosphere of respect, trust, and safety. We

acknowledge that no one is completely free of bias and prejudice, and we expect that both interns

and trainers be committed to the values of respect for diversity, equity, and inclusion. We expect

that trainers and interns be willing to examine their personal values and to learn to work effectively

with diverse others.

The faculty members are expected to examine their own biases, model personal introspection, and

be committed to lifelong learning. Trainers are expected to treat interns in a way that is respectful

and inclusive of interns’ identities. Interns are expected to examine and attempt to resolve any

attitudes, beliefs, opinions, feelings, or personal history that might affect their abilities to provide

services to individual different from themselves.

The program is committed to maintaining an atmosphere of education and training for all, and one

in which bias and prejudice can be openly challenged. We are committed to a supportive process

that facilitates the development of knowledge and skills necessary to working effectively with

individuals of diverse racial, ethnic, and class backgrounds; ages; genders; gender identities;

sexual orientations; and physical appearance.

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ELEMENTS OF THE TRAINING PROGRAM

Goals and Objectives

Goal I: To develop clinical competence of interns to practice as entry level psychologists

in the delivery of clinical interventions.

Objective A: Deliver a broad range of clinical interventions rooted in theory and science

Objective B: Provide interventions with respect for and awareness of individual

differences

Objective C: Evaluate treatment progress and modify interventions as indicated

Goal II: To develop clinical competence of interns to practice as entry level psychologists

in the areas of psychological assessment, diagnosis, and communication of

psychopathology.

Objective A: Select from and administer multiple methods and means of evaluation in

ways that are responsive to and respectful of diverse individuals and contexts

Objective B: Interpret, integrate, and conceptualize assessment results to accurately

address the referral question

Objective C: Utilize case formulation for diagnosis and provide treatment

recommendations

Objective D: Communicate results in written and verbal form clearly, constructively, and

accurately in a conceptually appropriate manner

Goal III: To develop professional competencies of interns to function as entry level

psychologists in professional conduct and decision-making.

Objective A: Demonstrate behavior that reflects the values and ethics consistent with

standards of the psychology profession

Objective B: Function in the role of consultant as member of multidisciplinary team

Objective C: Participate in decision-making and administration of professional procedures

Objective D: Function autonomously

Objective E: Provide effective clinical supervision

Objective F: Effectively organize and present didactic/case material

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ROTATIONS – SIX MONTHS EACH

Forensic/Clinical-Inpatient/Competency Restoration Unit/Adult (Units 3C and 3D)

Forensic/Assessment- Outpatient/Forensic Services/Adult

CONCENTRATION OPTIONS

Dialectical Behavior Therapy (DBT)

Illness Management and Recovery (IMR)

Acceptance and Commitment Therapy (ACT)

The training year is divided into two rotations and one concentration. Rotations are 6 months in

length. For their concentration, which extends throughout the year, interns choose either DBT,

IMR, or ACT, and spend one and one-half days per week developing competencies/refining skills

in that particular area of treatment. Interns are asked to choose their concentration at the beginning

of the training year according to interest and career goals and regardless of experience.

Rotations are designed to not only enhance the psychological skills of interns but also to increase

their level of autonomy. Over the training year, interns are expected to show progressive

improvement of skills in providing psychological interventions and competency education,

evaluating psycholegal abilities, utilizing psychological and psycholegal measures, and writing

clear and concise psychological reports for the courts with decreasing amounts of direct

supervision.

During the first rotation, it is expected that interns function at a beginning doctoral level, which

requires more oversight and direct supervision by the unit psychologist and engagement in co-led

activities with supervisors. At the end of the first rotation and start of the second rotation, interns

are expected to require less orientation to tasks, direct supervision of only advanced skills, and be

able to function in an autonomous manner the majority of the time. By the end of the second

rotation, interns are expected to perform at a post-doctoral level in their provision of services and

requirement of direct supervision.

The two six-month rotations are Forensic/Clinical-Inpatient Adult Competency Restoration (Units

3C and 3D) and Forensic Assessment-Outpatient Adult Forensic Services. Interns will gain

experience with dually diagnosed, severely and persistently mentally ill, and cognitively disabled

populations.

On units 3C and 3D, interns will participate in the Competency Restoration Treatment

Program/Track System by conducting individual and group therapy/competency education

services. In addition, they will perform regular formal assessments of patients’ progress and adjust

treatment interventions to target specific psycholegal deficits. In outpatient Forensic Services,

interns will perform psychological evaluations of adjudicative competency and complete written

reports for the courts. Interns may participate in risk assessments, criminal responsibility

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assessments, and sexually violent predator evaluations. Interns are encouraged to attend court and

observe supervisors provide expert testimony.

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Forensic Inpatient - Adult Competency Restoration Units

6 Month Rotation - Required

Units 3D and 3C are both 25-bed adult forensic inpatient units that serves patients who are admitted

under Chapter 552 of the RSMo. as Incompetent to Stand Trial (IST) and participate in the

Competency Restoration Treatment Program/Track System, an empirically informed and

individualized approach that targets specific, interfering symptoms as informed by regular

objective assessment of competency-related abilities. Patients are offered a combination of

psychopharmacological treatment, competency education, psychotherapy, psychoeducation, and

recreational services. By the end of the rotation, the forensic track intern will have developed

competency commensurate with an entry-level psychologist in the provision of competency

restoration services, including competency education and assessment of psycholegal abilities in

response to treatment.

On this rotation, interns will:

Intervention Description

Individual Psychotherapy/Competency Education Carry a minimum of three individual psychotherapy

and/or competency education cases.

Group Psychotherapy Lead or co-lead at least two psychotherapy and/or

competency education groups; develop at least one

group based on patient needs and individual interests.

Assessment Description

Psychological Evaluation/Testing/

Competency Assessment

Complete psychological testing evaluations as

requested by treatment team and/or to inform

competency restoration treatment; perform initial and

annual assessments, including interview, review of

records, and provision of recommendations; administer

regularly scheduled competency assessments using the

ECST-R or CAST-MR to inform restoration

treatment/monitor progress; provide recommendations

to refine restoration treatment.

Professional Development Description

Treatment Team Member

Ethics

Attend treatment team meetings as assigned and

provide feedback to the team regarding their individual

patients; attend competency team meetings.

Maintain cognizance of legal and ethical issues that are

relevant to clinical work in forensic psychology

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Forensic Assessment, Outpatient Adult - Forensic Services

6 Month Rotation

On the Forensic Assessment rotation, interns acquire a working knowledge of Criminal-Forensic

Psychology, particularly as it applies to the issues of competency to stand trial and criminal

responsibility. This training experience focuses on conducting and writing pretrial court-ordered

evaluations under the provisions of the Missouri State Statues. Initially, interns will observe the

supervisor and gradually move toward performing evaluations under supervision. Interns will also

learn to write concise reports for the Court. There may be the opportunity to testify as an expert

witness. Additionally, interns will have gained knowledge regarding psycholegal issues. On this

rotation, interns will:


Not applicable


Outpatient Evaluation Complete at least 15 pretrial, psychological evaluations

regarding Competency to Stand Trial; participate in

Sexually Violent Predator and criminal responsibility

evaluations when available/as needed.


Consultation

Ethics

Interact/consult with members of the legal system,

including attorneys and corrections staff, as requested

by supervisor.

Maintain cognizance of legal and ethical issues that are

relevant to clinical work in forensic psychology

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Dialectical Behavior Therapy (DBT)

12 Month Concentration Option

The DBT program at CBM is designed for individuals who have difficulty effectively managing

their emotions and behaviors. DBT’s multi-modal approach offers the supports to address the

complex intra- and inter-personal challenges that create and maintain patterns of dysregulation.

As part of the DBT program, interns will facilitate DBT skills groups* and provide individual

therapy for one or two inpatients throughout the training year. Interns will also provide short-term

DBT to IST patients who can benefit from this treatment. An intern who chooses DBT as a training

experience will devote 1.5 days per week to DBT endeavors such as facilitating skills groups,

providing individual therapy, consulting with treatment teams, and participating in training

activities.

Although standard DBT theory, principles, and strategies are critical, adjustments to improve

access for individuals with DD/ID are sometimes necessary. The goal of the DBT program when

working with patients with DD/ID is to make necessary accommodations for these patients and to

remain adherent to DBT.

* Our program uses the Linehan Skills manual and The Emotion Regulation Skills System for

Cognitively Challenged Clients. A DBT® -Informed Approach by Julie F. Brown.

On this concentration, interns will:


Individual Psychotherapy Provide individual DBT to at least one longer-term

patient throughout the year and provide short-term

individual DBT to IST patients.

Group Psychotherapy Conduct weekly DBT skills group


Psychological Evaluations/Case Conceptualization Conduct behavior and solution chain analyses with

their DBT patient; complete a thorough case

conceptualization of their DBT patient using DBT

principles.


Treatment Team Consultant Meet with patient’s treatment team as needed to

provide information regarding patient’s needs and

progress.

Scholar-Practitioner Increase knowledge and adherence to DBT by

dedicating one hour per week to interactive learning,

including completing recommended reading, watching

training videos, and by participating in weekly

individual supervision.

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Illness Management and Recovery (IMR)


The IMR program is designed for individuals diagnosed with serious and persistent mental

illnesses (Bipolar or Schizophrenia spectrum disorders), and offers therapy to assist patients to

better understand the causes and symptoms of their mental illness and to find effective coping

mechanisms for managing their symptoms. As a member of the IMR team, an intern will facilitate

IMR groups and provide individual services for one or two patients throughout the training year.

An intern who chooses to have IMR as a concentration will devote one and one-half days per week

facilitating groups, providing outreach services, and consulting with treatment teams. On this

concentration, interns will:


Individual Outreach Services Provide individual IMR-focused services for at least

one patient throughout the year.

Group Psychotherapy Conduct at least one weekly IMR group.


Evaluation/Case Conceptualization Conduct assessments to determine patient needs;

evaluate patient response to treatment interventions;

complete end-of-semester progress reports; complete a

case conceptualization using IMR principles.




progress.

IMR Consultation Team Member

Programming

Participate in IMR consultation team meetings with

other IMR providers and supervisors weekly.

Work closely with IMR Team Leader/supervisor to

assess and improve programming.

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Acceptance and Commitment Therapy (ACT)


The ACT program is designed for individuals who suffer from a wide range of psychiatric

conditions; however, patients who are ideal candidates for the ACT program are those who are

capable of some degree of abstract thinking and self-reflection. The goal of ACT is to increase

psychological flexibility, allowing individuals to take committed action toward their values. An

intern who chooses to have ACT as a concentration will devote one and one-half days per week

facilitating groups, providing individual therapy, and consulting with treatment teams. ACT

training and supervision will be experiential in nature, allowing interns an immersive experience

in ACT principles, theory, and practice. On this concentration, interns will:


Individual Therapy Carry a caseload of at least one ACT patient.

Group Psychotherapy Conduct at least one weekly ACT group. Interns will

have the option of creating an ACT-informed group.


Evaluation/Case Conceptualization Conduct outcome assessments to determine patient

needs and progress; evaluate patient response to

treatment interventions; complete case

conceptualizations, including treatment plans, using

ACT theory and principles.




progress.

ACT Group Supervision

Participate in ACT group supervision meetings with

ACT concentration supervisor and other ACT

concentration interns and/or practicum students. Group

supervision will initially provide teaching and guidance

to those new to ACT. As the year progresses, and

learning and experience grows, interns will present

their ACT case to the group for feedback/consultation,

as well as provide ACT-informed consultation to other

students.

Programming Work closely with ACT supervisor to assess and

improve the ACT program.

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PROFESSIONAL DEVELOPMENT ACTIVITES

Interns attend weekly trainings that include a mixture of didactic presentations, group discussions,

and hospital wide conferences. Didactic seminars are conducted by training faculty and

postdoctoral residents, and cover topics in professional ethics, professional development, forensic

psychology, cultural diversity, and various evidence-based psychotherapies. These didactics are

designed to provide advanced level discourse and current information that is relevant to clinical

practice and professional development. Intern evaluation of each seminar is required and utilized

to inform programming for the following year.

Didactics/Seminars: Didactic seminars occur weekly for 1 to 2 hours throughout the year.

Case Conference: Faculty and interns attend and participate in a bi-weekly Case Conference

presentation throughout the year. The primary purpose of this conference is to discuss clinical

cases. The participants generally include staff psychiatrists and psychologists, psychiatry

residents, psychology postdoctoral residents, psychology interns, pharmacology faculty and

residents, and medical students. Interns are responsible for one Case Conference presentation

during the year.

Grand Rounds (Optional): Grand Rounds is a 1-hour, biweekly forum through which new

information and specific topics relevant to psychiatry and psychology, as well as recent advances

in psychiatric diagnosis, treatment, and management, are presented. Presenters identify behavioral

outcomes and often times stimulate new directions in viewing a problem.

Research Review: Each intern will review, summarize, and present recent empirical findings on

an assessment- or treatment-related psychology topic, pertinent to an inpatient mental health

treatment or forensic assessment setting, and addressing a particular disorder or diagnostic group.

Teaching: Interns participate in teaching psychology classes to medical students related to topics

in psychology. Classes are 1 to 2 hours long and are held approximately once per month, each for

a different group of medical students.

Experiential Training: Interns will participate in a 12 week experiential training on Compassion

Focused Therapy.

SUPERVISION

Individual Supervision (2 hours weekly)

Interns receive a minimum of 2 hours of individual supervision per week. Interns spend 1 hour per

week with their rotation supervisor and 1 hour with their concentration supervisor. Supervision

focuses on individual case management and intervention, case conceptualization, assessment

skills, and professional growth.

Group Supervision (3 hours weekly)

Interns provide weekly clinical supervision to doctoral practicum students. Interns are assigned a

student at the beginning of the training year. Assignment of students is dependent on the number

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of practicum students training at CBM each year. Interns attend a weekly supervision seminar that

focuses on the development and enhancement of clinical supervisory skills. Interns are expected

to present visual recordings of the supervision in which they are engaged with a doctoral practicum

student. Use of the visual recordings allow interns, the seminar leader, and the cohort to observe

the growth and competency level in their role as a supervisor. Additionally, interns will meet with

their respective concentration supervisor and the other students within that concentration for one

hour per week of group supervision and case consultation. That supervision will be centered

around their therapy modality of specialization (concentration).

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PSYCHOLOGY TRAINING FACULTY

Rhiannon Adams, Psy.D.

Position: Psychologist-Unit 3D, Director of Training,

Assistant Professor of Psychiatry, UMKC School of Medicine

Graduate Institution: American School of Professional Psychology, at Argosy University,

Washington, D.C. campus

Interests: Competency Restoration, Forensic Evaluation, Personality Disorders, Severe and

Persistent Mental Illness

Orientation: Cognitive-Behavioral, Rational Emotive Behavioral

Shawn D. Anderson, Ph.D. Position: Director of Psychology, Certified Forensic Examiner


Graduate Institution: University of Missouri-Kansas City

Interests: Psychological Assessment/Projective Testing, Training, Inpatient Treatment

Programming, Competency Assessment and Restoration

Orientation: Psychoanalytic

AnnaMaria Bellatin, Ph.D. Position: Psychologist-Unit 3C, Chair of Dialectical Behavioral Therapy,


Graduate Institution: University of Missouri-Columbia

Interests: Dialectical Behavioral Therapy, Multicultural Counseling, Cultural Competence, Latino

Mental Health

Orientation: Family Systems, Dialectical Behavioral Therapy

Matthew Fowler, Psy.D.

Position: Psychologist- Forensic Services, Certified Forensic Examiner

Graduate Institution: University of St. Thomas

Interests: Forensic Evaluation, Cognitive Testing, Serious and Persistent Mental Illness

Orientation: Cognitive-Behavioral

Jason Lawrence, Ph.D.

Position: Psychologist- Forensic Services, Certified Forensic Examiner, Assistant Professor of

Psychiatry-UMKC School of Medicine

Graduate Institution: Sam Houston State University

Interests: Forensic Assessment, Diversity Issues, Research and Statistics

Orientation: Integrative

Steven A. Mandracchia, Ph.D. Position: Director of Forensic Services, Certified Forensic Examiner


Graduate Institution: University of Missouri-Columbia

Interests: Clinical-Legal Issues, Training

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Coral Muñoz, Psy.D.

Position: Psychologist- Unit 2B, Director of Training, Chair of Cognitive Enhancement Therapy,


Graduate Institution: Roosevelt University

Interests: Compassion-Focused Therapy, Dialectical Behavioral Therapy, Acceptance and

Commitment Therapy, Treatment of Severe and Persistent Mental Illness, Treatment for

individuals with an Intellectual Disability, Cognitive Enhancement Therapy,

Supervision/Training, sex offender treatment

Orientation: Third wave Cognitive Behavioral Therapy

Christopher Robertson, Ph.D.

Position: Psychologist- Forensic Services, Director of Training, Certified Forensic Examiner,

Assistant Professor of Psychiatry-UMKC School of Medicine

Graduate Institution: University of North Carolina at Greensboro

Interests: Non-suicidal Self-Injury, Borderline Personality Disorder, Forensic Assessment


Jon Torres, Psy.D.

Position: Psychologist- Programming and Evaluation, Illness Management and Recovery Chair


Graduate Institution: Nova Southeastern University

Interests: Treatment of Severe and Persistent Mental Illness, DBT, Anxiety Disorders,

Personality Disorders


Lisa Witcher, Psy.D.

Position: Psychologist-Forensic Services, Certified Forensic Examiner,


Graduate Institution: Spalding University

Interests: Clinical-Legal Issues, Assessment, Treatment of Severe and persistent Mental Illness,

Training, Supervision

Orientation: Cognitive-Behavioral/Interpersonal

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