school & clinical child psychology program · november or early december to initiate discussion...
TRANSCRIPT
DEPARTMENT OF APPLIED PSYCHOLOGY & HUMAN DEVELOPMENT
SCHOOL & CLINICAL
CHILD PSYCHOLOGY PROGRAM
2016-17
SCCP Practicum & Internship Handbook
Part I
2
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
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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 in a school
setting from September to June. MA students are required to complete a minimum of 250 hours
in the practicum setting which would typically consist of going to the setting one day per week
from mid September to early or mid June. 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 and consultation 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 three 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
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boards can look up the information on the net at www.edu.gov.on.ca and select from the menu -
Ministry of Education.
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 original evaluation form to the Director of Clinical Training. (7th
floor clinic
office.)
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.
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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).
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). Typically, Ph.D. students start their
doctoral practicum in their second year (or third year, in some cases) after taking courses 3222
and 3241. 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.
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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
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
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Student Practicum and Internship Evaluation Forms. Ph.D. students must complete 5 full
assessments prior to beginning their internship. These assessments are reviewed by the Director
of Clinical Training (see also SCCP Program Guidelines).
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. (7th
floor clinic office.)
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
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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.
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.
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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
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
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time [750 hours] or full time [1600 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:
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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
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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.
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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
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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
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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.
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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?
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9. Which populations/ages have you worked with?
10. Case presentations: (Tell us about your most challenging case. Tell us about your
involvement 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?
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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 incident occurring while students are on placements, students are
eligible to receive Workplace Safety & Insurance Board benefits. In order to receive this
coverage, students must be registered, the placement must be approved by the University and the
placement must be unpaid. Students do not have coverage if the incident occurs during the in-
class portion of training programs; or if on the students‟ own initiative, students volunteer their
services to the placement to develop marketable skills. This coverage is funded by the Ministry
of Training, Colleges and Universities and not by the placement employer1 or the University of
Toronto. Students are covered by the Ministry when they are placed at sites with WSIB
coverage and when they are placed at sites without WSIB coverage; however, the forms to be
completed are different.
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.
• The placement employer should notify the SCCP Director of Clinical Training.
For more information please review: Incident Related Insurance Coverage For Sccp Students On
Unpaid Placements available on our website (APHD: Student Forms WSIB Insurance Coverage
Forms (for SCCP Students on Practicum).
1 This is a WSIB term. It refers to the placement site and does not imply an employment relationship.
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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
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
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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.
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?
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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
Revised: 3-Mar-16