university of california, davis · 7/1/2019 · internship program that provides advanced training...
TRANSCRIPT
UNIVERSITYOFCALIFORNIA,DAVISSCHOOLOFMEDICINEDept.ofPsychiatryandBehavioralSciences
CLINICALCHILDPSYCHOLOGYDOCTORALINTERNSHIPTRAININGPROGRAM
2019–2020
UCDMedicalCenter,Dept.ofPsychiatryandBehavioralSciences
SacramentoCountyChildandAdolescentPsychiatricServices
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TABLEOFCONTENTS ProgramDescriptionandAdministration 3ProgramValues 4Location 5CAPSClinicStaff 7CAPSClinicPopulation 7CompetenciesandLearningElements 9TrainingActivitiesandExpectations 13ClinicalTrainingDescription 15Supervision 18DidacticSeminarsandCaseConferences 19AdditionalEducationalOpportunities 21Appointment,Stipend,andBenefits 21AccreditationStatus 22EligibilityandApplicationProcedures 22SelectionProcedures 23Non-DiscriminationPractices 24PerformanceEvaluation 24MaintenanceofRecords 25TrainingProgramContactInformation 25Appendices 27A)SampleTrainingCalendar 28B)SampleDidacticSchedules 29CoreInterventionandAssessmentSeminar 29DiversitySeminar 34C)PerformanceEvaluationPolicy 36D)InternSelf-Evaluation 37E)InternPerformanceEvaluation 39F)SupervisorEvaluation 43G)ProgramEvaluation 46H)DueProcessProcedures 48I)GrievanceProcedures 55J)TrainingStructure 56K)TrainingStaffBiographies 57
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PROGRAMDESCRIPTIONANDADMINISTRATION
TheUCDavisMedicalCenter,locatedinSacramento,California,isanintegrated,academichealthsystemthatisconsistentlyrankedamongthenation’stopmedicalschools.WithintheUCDavisSchoolofMedicine,theDepartmentofPsychiatryandBehavioralScienceshasastrong collaborative relationship with Sacramento County’s Department of Health andHumanServices.Ourdoctoralinternshipprograminclinicalchildpsychologyoffersinternsthebestofbothworlds: training from a strong academic approach that emphasizes evidence-basedtreatmentwithin the context of providing complex clinicalwork in a communitymentalhealth outpatient setting. Alongside UC Davis Clinical Faculty, postdoctoral psychologyfellows,aswellaspsychiatryresidentsandfellows,ourclinicalchildpsychologyinternswillreceivetheirtrainingandprovidedirectpsychologicalservicesattheSacramentoCountyChild and Adolescent Psychiatric Services (CAPS) Clinic, which serves diverseSacramentoCountyMedi-Cal/EPSDTchildandfamilyrecipients.
UCDavisClinicalFaculty
TrainingDirectorCarlinaR.Wheeler,Ph.D.
AssistantTrainingDirectorElizabethS.Loyola,Psy.D.
AdditionalSupervisingPsychologists
StaceyPeerson,Ph.D.RichelleLong,Ph.D.
MargaretBezmalinovic,Psy.D.
CAPSMedicalDirectorRobertHorst,M.D.
SacramentoCountyChildandFamilyMentalHealth
CAPSProgramCoordinatorTriciaWatters,L.C.S.W.
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PROGRAMVALUES
1. LeadPerson-CenteredCareinthebestway,atthebesttime,inthebestplace,andwiththebestteam
2. ReimagineEducationbycultivatingdiverse,transdisciplinary,life-longlearnerswhowillleadtransformationinhealthcaretoadvancewell-beingandequityforall
3. AccelerateInnovativeResearchtoimprovelivesandreducetheburdenofdiseasethroughthediscovery,implementationanddisseminationofnewknowledge
4. ImprovePopulationHealththroughtheuseofbigdataandprecisionhealth5. TransformOurCulturebyengagingeveryonewithcompassionandinclusion,by
inspiringinnovativeideas,andbyempoweringeachother6. PromoteSustainabilitythroughsharedgoals,balancedprioritiesandinvestments
inourworkforceandinourcommunity
OurMissionToprovideaculturallycompetentsystemofcarethatpromotesholisticrecovery,optimum
health,andresiliency
OurVisionWeenvisionacommunitywherepersonsfromdiversebackgroundsacrossthelifecontinuum
havetheopportunitytoexperienceoptimumwellness.
OurValuesRespect,Compassion,Integrity•Clientand/orFamilyDriven•EqualAccessforDiverse
Populations•CulturallyCompetent,Adaptive,ResponsiveandMeaningful•PreventionandEarlyIntervention•FullCommunityIntegrationandCollaboration•CoordinatedNearHomeandinNaturalSettings•Strength-BasedIntegratedandEvidence-BasedPractices•Innovative
andOutcome-DrivenPracticesandSystems•Wellness,Recovery,andResilienceFocus
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LOCATION
WelcometoSacramento,thestatecapitolofCalifornia!
“Sacramentoisthecultural,economic,educationalandgovernmentalhubofagreatermetropolitanareathatspanssixcounties...NamedbyNewsweekmagazineasoneofthetenbestcitiesinthecountry,itsresidentsenjoyabeautifulcityteemingwithtreesandan
unsurpassedqualityofliferichinculture,entertainmentandoutdoorrecreation.”
§ Population:508,529(city)andmorethantwomillioninmetropolitanarea§ Climate:Mediterranean.Mildyear-roundwithdrysummerswithlittlehumidityanda
cooler/wetseasonfromOctoberthroughApril§ Attractions:Largeparks,a23-mileriverparkwayandbiketrail,historicneighborhoods,
andarangeofculturalattractions;Sacramentoiscentrallylocated,withmanyiconiccitiesandbeautifullandscapeswithina3-hour-driveradius
§ Sacramentoboastsarichculturalandethnicdiversitythatisembracedatannualfestivalsandcelebrations.NamedAmerica’smostethnicallyandraciallyintegratedcitybyTimemagazine,Sacramentois“proudtobeacitywhereeveryoneisintheminority.”
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TheUCDavisDepartmentofPsychiatryandBehavioralSciencesislocatedinSacramento,California,approximately20mileseastofthemainUCDaviscampus.
TheCAPSClinicislocatedattheGraniteRegionalPark(GRP),whichislessthan5milesawayfrom theUCDMedical Center campus. TheGRPprovides a fishingpond, nearbywalkingpaths,outdoorbenches,soccerfields,andanewlyconstructedskatepark.TheCAPSClinicisalsolocatednearalightrailstationthatprovidesfrequentshuttleservices.Businesshoursare from8:00am–5:00pm, therefore interns arenot expected toworkoutsidebusinesshours,unlessotherarrangementshavebeenmadewiththeintern’ssupervisors.
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CAPSCLINICSTAFFTheCAPSClinicisstaffedbyfourfull-timeUCDavisfacultypsychologistsandthreeboard-certified child psychiatrists. It is the primary training site for our doctoral psychologyinterns, as well as UC Davis’ postdoctoral psychology and psychiatry fellows. MedicalstudentsandpsychiatryresidentsinpsychiatryalsocompleterotationsattheCAPSClinic.At our training site, there is a strong collaborative atmosphere and emphasis oninterdisciplinaryteamworkwithcounty-employedmasters-levelcliniciansandpsychiatricnurses.Ourtraineesdevelopstrongworkingrelationshipswithanumberofprofessionalswithinthecommunitythatlastbeyondtheirtrainingyear.
CAPSCLINICPOPULATIONTheCAPSClinicisacounty-operatedoutpatientcommunitymentalhealthclinicforroughly275infants,children,adolescents,andtransitional-agedyouth(ages0to21-years-old),whoreceivetherapy,psychologicaltesting,and/ormedicationmanagementservices.TheCAPSClinic solely serves children and adolescents who havemental health coverage throughCalifornia’sstate-fundedhealthcareprogram,Medi-Cal/EPSDT.Theseclientspresentwithawiderangeofcomplexdiagnosticconcerns.Mostofourclientsand their families strugglewithmultiple environmental stressors including low income,unemployment, poor social support, and/or family history of mental health oralcohol/substanceabuseproblems.Oftentimes,ourclientsandtheirfamilymembershavealso experienced complex developmental trauma, maltreatment (neglect or abuse),exposuretootheradversechildhoodexperiences,andmaybeinvolvedwithChildProtectiveServices (CPS). Clientsmayalsobe involvedwith the juvenile justice systemandareonprobation.Inaddition,manyofourclientsexperiencedifficultiesinthelearningenvironmentandareprovided special educations services (i.e., 504 Behavior Plan or IEP). Clients representdiverse ethnic and racial backgrounds such as African American, Asian, Caucasian, andLatinowhomaybefirst-or-second-generationimmigrants.
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CurrentClientDemographics
0 - 532%
6 - 822%
9 - 1116%
12 - 1414%
15 - 1713%
18+3%
AGE
1%3%
23%
24%24%
25%
RACE
AmericanIndian/Native
Asian/PacificIslander
AfricanAmerican
Caucasian
Other
Unknown
53%47%
GENDER
Male
Female
177
96
48 6
135
91 98
9 5
181
0
50
100
150
200
(N= 846)
DIAGNOSIS
Adjustment Anxiety ADHD Bipolar Conduct
Depressive PTSD Psychotic Other Unknown
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COMPETENCIESANDLEARNINGELEMENTS The primary goal of the one-year UC Davis Clinical Child Doctoral Internship TrainingProgram is to promote professional development and prepare interns for independentpracticeasclinicalchildpsychologistswhowillcontributebothtothewelfareofsocietyandto theprofession.Ourclinical child trainingprogramsubscribes toapractitioner-scholarmodel, which emphasizes knowledge of current research to guide assessment andintervention. The clinical psychology training program is a challenging and dynamicinternshipprogramthatprovidesadvancedtrainingintheareasofdirectevidence-based,developmentally appropriate, and culturally-sensitive clinical service, professionaldevelopment,ethicaldecision-making,andscholarlyinquiry.Overthecourseoftheone-yearUCDavisClinicalChildDoctoralInternshipProgram,internswillreceivetrainingandsupervisedexperienceintherapeuticinterventions(e.g.,individual,family,dyadic,andgrouptherapy),psychologicaltesting(e.g.,comprehensivepsychologicalevaluations,intakeassessments,andbriefpsychologicalscreening),andconsultation(e.g.,tointernalprovidersandtolocalagencies/schools).ItisexpectedthattheinternswilldevelopcompetenciesinarangeofareasoutlinedbytheAssociation of State and Provincial Psychology Boards (ASPPB), the Association ofPsychology Postdoctoral and Internship Centers (APPIC), the American PsychologicalAssociation (APA), the Commission on Accreditation (CoA), and the APA Standards ofAccreditation(SoA)HealthServicePsychology(HSP).Thesecompetenciesinclude:
1) Intervention
a. Establishrapport,demonstrateempathy,elicitparticipationandcooperation,andattendtothecontentandprocessofclinicalinteractions.
b. Establish and maintain effective relationships with the recipients ofpsychological services, andmaintain therapeutic boundaries, separate ownissuesfromthoseoftheclient.
c. Develop evidence-based intervention plans specific to the service deliverygoalsutilizingclientinputandidentifiedgoalsoftreatment.
d. Implement interventions informed by the current scientific literature,assessmentfindings,diversitycharacteristics,andcontextualvariables.
e. Develop intervention skills in a range ofmodalities (i.e., individual, family,dyadic,andgrouptherapy).
f. Demonstratetheabilitytoseekoutandapplytherelevantresearchliteratureto inform clinical decision making, treatment modalities, and interventionskillstosuccessfullyassisttheclientsinreachingtreatmentgoals.
g. Modifyandadaptevidence-basedapproacheseffectivelywhenaclearevidence-baseislacking.
h. Evaluateinterventioneffectiveness,andadaptinterventiongoalsandmethodsconsistentwithongoingevaluation.
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i. Assesshighriskbehaviors,andrecommendinterventionstomaintainsafetyofclientsandothers.
j. Keeptimely,clear,relevantprogressnotesthatdocumentserviceinafashioncompliantwiththefundingsource(e.g.Medi-Cal)requirements.
k. Developabilitytoprovideclinicalcasemanagementasappropriateandlinkclientandclient’sfamilytoavailableresourcesinthecommunity.
2) Assessment
a. Gain flexibility in conducting different types of clinical interviews (i.e.,structured, semi-structured, unstructured), behavioral observations, andmental status examinations to gather necessary information to reach adifferentialdiagnosisandaclearunderstandingofthedynamicssustainingthepresentingproblem.
b. Developcompetencyinselectingandapplyingsocio-culturalandage-appropriateassessmentmethodsthatdrawfromthebestavailableempiricalliteratureandthatreflectthescienceofmeasurementandpsychometrics;collectrelevantdatausingmultiplesourcesandmethodsappropriatetotheidentifiedgoalsandquestionsoftheassessmentaswellasrelevantdiversitycharacteristicsoftheservicerecipient.
c. Interpretassessmentresults,followingcurrentresearchandprofessionalstandardsandguidelines,toinformcaseconceptualization,classification,andrecommendations,whileguardingagainstdecision-makingbiases,distinguishingtheaspectsofassessmentthataresubjectivefromthosethatareobjective.
d. Communicateorallyandinwrittendocumentsthefindingsandimplicationsoftheassessmentinanaccurateandeffectivemannersensitivetoarangeofaudiences.
e. Writeasufficientnumberofintegratedpsychologicalassessmentreportsinatimely fashion to demonstrate ability to synthesize testing data anddevelopmental knowledge with patient history, family SES, and culturalbackgroundand lead toa clear conceptualizationand thoughtful treatmentandschool-specificrecommendations.
f. Demonstrate current knowledge of diagnostic classification systems,functional and dysfunctional behaviors, including consideration of clientstrengthsandpsychopathology.
g. Demonstrateunderstandingofhumanbehaviorwithinitscontext(e.g.,family,social,societalandcultural).
h. Demonstrate the ability to apply the knowledge of functional anddysfunctional behaviors including context to the assessment and/ordiagnosticprocess.
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3) EthicalandLegalStandards
a. DemonstrateknowledgeofandactsinaccordancewiththeAPAEthicalPrinciplesandCodeofConduct.
b. Demonstrateknowledgeofandactsinaccordancewithallorganizational,local,state(CA),regionalandfederallaws,regulation,rulesandpoliciesrelevanttohealthservicepsychologists.
c. Consultwithsupervisoronethicalissuesorpotentialissuesinclinicalwork.d. Recognizeethicaldilemmasastheyarise,andapplyethicaldecision-making
processesinordertoresolvethedilemmas.e. Knowandfollowspecificandappropriateproceduresforassessingdangerto
selforothers,managingaggressiveclients,reportingchild,elder,dependentadult,and/orspousalabuse.
f. Demonstratesethicalconductinallprofessionalactivitiesandwithclients,co-workers,andothers.
4) IndividualandCulturalDiversity
a. Demonstrateawarenessandunderstandingofhowtheirownpersonal/culturalhistory,attitudes,andbiasesmayaffecthowtheyunderstandandinteractwithpeopledifferentfromthemselves.
b. Demonstrateknowledgeofthecurrenttheoreticalandempiricalknowledgebaseasitrelatestoaddressingdiversityinallprofessionalactivitiesincludingresearch,training,supervision/consultation,andservice.
c. Demonstratetheabilitytointegrateawarenessandknowledgeofindividualandculturaldifferencesintheconductofprofessionalroles(e.g.,research,services,andotherprofessionalactivities).Thisincludestheabilityapplyaframeworkforworkingeffectivelywithareasofindividualandculturaldiversitynotpreviouslyencounteredoverthecourseoftheircareers(e.g.,sensitivitytoandrespectforcultural,ethnic,religious,gender,sexuality,andfinancialdiversity).Alsoincludedistheabilitytoworkeffectivelywithindividualswhosegroupmembership,demographiccharacteristics,orworldviewscreateconflictwiththeirown.
d. Demonstratetheabilitytoindependentlyapplytheirknowledgeandapproachinworkingflexiblyandeffectivelywiththerangeofdiverseindividualsandgroupsencounteredduringinternship.
e. Considerallsuchdiversityinselectingandinterpretingtestdata,selectingappropriatediagnoses,selectingappropriatetreatments,andinmakingreferralstothecommunity.
5) Research
a. Demonstratethesubstantiallyindependentabilitytocriticallyevaluateanddisseminateresearchorotherscholarlyactivities(e.g.,caseconference,
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presentation,publications)atthelocal(includingthehostinstitution),regional,ornationallevel.
b. Seekoutscholarlyliteraturetoinformandguideclinicaldecisions,treatmentselectionsandquestionstosupervisors.
c. Consider relevant personality and psychotherapy theory and research inclinicalthinkingandsupervision.
d. Understandproblemsand/ordiagnosticcategorieswithinanevidence-basedtheoretical conceptual framework that guides hypothesis generationregardingappropriateassessmentand/ortreatmentstrategies.
6) ProfessionalValuesandAttitudes
a. Behaveinwaysthatreflectthevaluesandattitudesofpsychology,includingintegrity,deportment,professionalidentity,accountability,lifelonglearning,andconcernforthewelfareofothers.
b. Challengeselfanddemonstrateasinceredesiretolearnbyengaginginself-reflection, participating in trainings, seeking out additional input andknowledge.
c. Activelyapplylearningfrombothsupervisionandseminarstomaintainandimproveperformance,well-being,andprofessionaleffectiveness.
d. Developawarenessofownstrengths,limitations,andpersonalstresslevelandseekoutneededassistancetobehaveinaprofessionalmanner.
e. Respondprofessionallyinincreasinglycomplexsituationswithagreaterdegreeofindependenceastheyprogressacrosslevelsoftraining.
7) ConsultationandInterdisciplinary/InterprofessionalSkills
a. Becomefamiliarwithmultidisciplinarysettingsanddemonstrateknowledgeandrespectfortherolesandperspectivesofotherprofessions.
b. Apply thisknowledge indirect (orsimulated)consultationwith individualsandtheirfamilies,otherhealthcareprofessionals, interprofessionalgroups,orsystemsrelatedtohealthandbehavior.
c. Developproductiveworkingrelationshipswithotherdisciplinesinvolvedintreatmentofclientsincludingmembersofmulti-disciplinaryteam,clinicians,medicalprofessionals,psychiatrists,schoolstaff,andCPSworkers.
d. Educateotherdisciplineson thevalue and limitationsofpsychological testdataandresearch.
8) Supervision
a. Develop and demonstrate knowledge of different theories and practices ofsupervisionmodels.
b. Applysupervisionknowledgeindirectorsimulatedpracticewithotherhealthprofessionals.Examplesofdirectorsimulatedpracticeofsupervisioninclude,
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but are not limited to, role-played supervision with others, and peersupervisionwithothertrainees.
c. Routinely approach supervisionwith a list of topics to discuss, prepare topresent cases with needed supporting materials (e.g., completed charts,reports,notes,rawassessmentmaterials)andusefeedbacktoimproveclinicaleffectiveness.
d. Activelyseekanddemonstrateopennessandresponsivenesstofeedbackandsupervision.
e. Seekoutimmediatesupervisioninresponsetoclinicalrisksappropriately.
9) CommunicationandInterpersonalSkills
a. Develop effective communication and interpersonal skills in order toworkwellasateammember,bydemonstratingappropriateprofessionaldemeanorandboundaries.
b. Developandmaintaineffectiverelationshipswithawiderangeofindividuals,includingcolleagues,communities,organizations,supervisors,supervisees,andthosereceivingprofessionalservices.
c. Produceandcomprehendoral,nonverbal,andwrittencommunicationsthatareinformativeandwell-integrated;demonstrateathoroughgraspofprofessionallanguageandconcepts.
d. Demonstrateanabilitytoeffectivelymanagedifficultcommunication(e.g.,discussissuesastheyariseandresolveconflictdirectly,quickly,andappropriatelywithinternalstaff,externalproviders,peers,andsupervisors).
10) Self-Care
a. Managepersonalstressand/oremotionalresponses inawaythatdoesnotresult in inferior professional services to the client or interfere with jobresponsibilities.
b. Refinetimemanagementskillsinordertoprioritizeclinical,administrative,andtrainingduties.
TRAININGACTIVITIESANDEXPECTATIONS Doctoral interns at the CAPS Clinic provide several important services to ourclients.Followingadevelopmentallyappropriate,culturallysensitive,andtrauma-informedsystemsapproachtoclientcare,internsdevelopcompetenciesthroughoutthetrainingyearinordertocoordinateandcollaboratewithseveralprofessionalsinvolvedintheclient’scare,including those working in the mental health, medical, academic, and legaldomains.SacramentoCountyhasadeepcommitmenttoprovidingtreatmentthat“meetsclientswheretheyare,”whichallowsproviderstotailortheirinterventionstoeachclient.
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Interns provide short- and long-term individual and family therapy, which are typicallyprovidedattheclinic.Internsalsocompleteintakeservicesfortwo-monthassessments(todeterminemedi-caleligibility),medicationmanagementclients,andpsychologicaltesting.Inaddition, theyconductextensivepsychologicalassessments.During thecourseof theirtraining year, interns also participate on and may have the chance to co-facilitatetheComprehensiveMultidisciplinaryAssessmentTeam(CMAT) that is ledbyour facultypsychologistsandpost-doctoralfellowsattheCAPSClinic.Internsalsohavetheopportunitytoobserveandco-facilitatetherapygroups.Lastly,internswillhaveopportunitiestoprovideconsultationand/orbriefpsychologicalscreeningwithintheCAPSClinicandwithoutsideproviders.
1. Average40hoursperweekforabout50weeks(2000internshiphourstotal)
a. 10-15Hours/Week:DirectClinicalService(Face-to-Face)§ 10to12IndividualandFamilyPsychotherapycasesoverthecourse
oftheyear§ CaseManagement(ongoing)§ 1to2IntakeAssessments(monthly,asavailable)§ 3to5PsychologicalTestingcasesoverthecourseoftheyear§ 3to4Consultationand/orBriefPsychologicalScreeningcasesover
thecourseoftheyear§ 1to2TherapyGroup(s)(forclientsand/orcaregivers)§ 1ComprehensiveMultidisciplinaryAssessmentTeam(CMAT)caseor
CMATConsult(basedoninterestandexperience)§ Infant-ParentMentalHealthCases(basedoninterestandexperience)
b. 10-14Hours/Week:IndirectClinicalService(NotFace-to-Face)
§ PsychologicalScreeningandTesting(scoring,interpretation,report-writing)
§ CaseManagement,Consultation,andFamilyCollateralServices(viaphone)
§ ClinicalDocumentation(progressnotes,psychosocialassessments)
c. 5-8Hours/Week:IndirectService§ 4to7hours:TrainingSeminars/Didactics/CaseConferences§ 1to2hours:Non-billableservices(i.e.,managingappointments,
emails,literaturereviews,administrativeduties)§ 2hours/month:Staffmeetings
d. 4.25–4.5Hours/Week:Supervision
§ 2hours:IndividualTherapySupervisionandIndividualAssessmentSupervision
§ 1.25to1.5hours:ClinicalGroupSupervisionandSupervisionofSupervision(alternatingweeks)
§ 1hour:PsychologyTeamGroupSupervision
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Productivityreferstothepercentageoftimethataclinicianspendsengaginginservicesthatare“billable.”AspartofthecontractwithUCDavis,SacramentoCountyexpectsthatmentalhealthprovidersfromUCDavismaintainan80%rateofproductivitypermonth.Therefore,itisexpectedthat80%ofaclinician’stotaltimeatacliniceachweekisspentonservicesthatcanbebilledtoMedi-Cal. Forexample,ifaclinicianworks40hoursperweekattheCAPSClinic,thentheyareexpectedtobillfor32hourseachweek,whichis80%of40hours.Because the clinical child doctoral interns are balancing their direct clinical servicewithseveralhours’worthofsupervision,seminars,didactics,andcaseconferenceseachweek,theirproductivityiscalculatedoutofa32-hour,ratherthan40-hour,workweek.Therefore,clinicalpsychologyinternsareresponsibleforspending64%oftheirtimeengagedindirect,billableclinicalactivity.Thesebillableactivitiesincludethoseoutlinedaboveincluding:a)DirectClinicalServiceandb)IndirectClinicalServices.Interns are expected to complete clinical documentation using AVATAR, our onlinedocumentation system (i.e., progress notes within 48 working hours, treatment plans,psychosocial assessment paperwork, etc.) in a timely manner consistent with bothprofessionalexpectationsandspecificcounty/clinicguidelines.Alldocumentationwillbereviewedandco-signedbytheirsupervisors.
CLINICALTRAININGDESCRIPTION TherapyThereareonlyafewclinicsinSacramentoCountyinwhichpsychologists,doctoralinterns,andpostdoctoralfellowsinpsychologyareemployed.Assuch,theCAPSClinicoftenreceivesreferralsfortherapycasesthatareconsideredmorecomplexandinneedofclinicianswithahigherleveloftraining.Ingeneral,eachinternisexpectedtomaintainaworkloadofapproximately10to12therapyclientsthroughoutthetrainingyearwhoareseenonroughlyaweeklybasis.SacramentoCountyMedi-Cal/EPSDT does not restrict therapy providers to using specific theoreticalorientationsortechniquesintheirworkwithclients.Assuch,providerscandeterminethetypeoftreatmentmodality(individual,family,dyadic,group)andintervention(i.e.FamilySystems,CPP,ARC,TF-CBT,CBT,DBT,ACT,FFT, Interpersonal,Psychodynamic,etc.) thatwillfitbestwitheachclient.Inaddition,therearenolimitsonhowoftenorforhowlongcliniciansworkwiththeirclients.Thus,clinicianscanchoosethefrequencyanddurationoftherapyservicesaswell.Ifclinicallyappropriateandapprovedbytheintern’ssupervisor,interns candeterminewhere theywould like tomeetwith their clients (i.e.,CAPSClinic,school,home,church,localcafé,etc.).However,theyarenotexpectedtohavemorethantwofieldappointmentsinagivenweek.Atthistime,UCDstaffhavetousetheirpersonalvehiclestodeliverclinicalcareinthecommunityandarenotreimbursedformileage.
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Typically,cliniciansalso§ Coordinate care with caregivers, family members, teachers, CPS case managers,
juvenilejusticestaff,pediatricians,psychiatrists,andothermentalhealthproviders.§ Attendschoolmeetings(i.e.,I.E.P.’s).§ Attendmedicationmanagementsessions.§ Observeclientsatschoolorhome.
GroupTherapyThecountyallowsthepsychologyteamtodevelop,implement,andfacilitategrouptherapyprogramstoaddresstheevolvingneedsoftheclinic.Wetypicallyofferaseriesofthreetofourgroupspertrainingyear.Pastgroupshaveincluded:socialskills,angermanagement(with Aggression Replacement Training components), and coping skills (with DialecticalBehavior Therapy components). Parallel parenting groups are typically offered (withcomponentsoftheIncredibleYears).Internswillacquiretrainingexperienceinobserving,participating in, and co-facilitating ongoing client and/or parent groups with staffpsychologistsandotherclinicians.ElizabethS.Loyola,Psy.D.overseesthegrouptherapyservices.Itisexpectedthateachinternwillgettheopportunitytoco-facilitateagroupatthebeginningofthetrainingyearwithapost-doctoralfellow,inpreparationforco-facilitating1to2groupswiththeotherinternbytheendofthetrainingyear. PsychologicalAssessmentTheCAPSClinic’spsychologicalassessmentservicesareinhighdemandgiventhereareonlyafewclinicsinSacramentoCountythatconductpsychologicalassessmentsforindividualswith Medi-Cal. Our assessment services often incorporate a Collaborative/TherapeuticAssessment(C/TA)approach.Typically,assessmentsconductedattheCAPSClinicarequiteextensiveandofteninclude:
§ Interviewswiththecaregiver(s),client,therapist,psychiatrist,teachers,and/orCPSworker.
§ Reviewofrecordsregardingtheclient’smentalandmedicalhealth,academic,andCPSinvolvementhistory.
§ Observationoftheclientatanothersetting(i.e.,school).§ Observationoftheclientwithcaregiver(s).§ Administrationofself-reportmeasurestothecaregiver(s),teachers,orotheradults
whoknowtheclientwell.§ Administrationofprojectiveandobjectivepersonalitymeasurestotheclient.§ Administration of cognitive, academic, and neuropsychological measures to the
client.§ Feedback session with client, caregiver(s), and mental health providers and
sometimesschoolstaffandCPScaseworkers.§ Completionofacomprehensivepsychologicalreportandschoolsummaryreport.
Due to their extensive and complex nature psychological assessments, the following areanticipated:
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§ Eachassessmentcanrequireapproximately30hoursofwork.§ Interns are expected to complete roughly3 to 5 assessmentswithin the doctoral
trainingyear.§ Internsaretypicallyassigned1assessmentcaseatatimeforthefirsthalfoftheyear,
andthenwillbeassigned2assessmentscasesatatimefortheremainderoftheyear.§ Although the Child ACCESS team authorizes us to work on an assessment for 4
months,itisanticipatedthatinternscompleteeachassessmentwithinabout3to4months.
§ Baseduponthereferralquestion,measureswetypicallyuseinclude:v AcademicAchievement(WRAT,KTEA,WIAT)v Caregiver/Teacherratingforms(BASC,BRIEF,Conners,ABAS,TSCYC)v Drawings(KineticFamily,House-Tree-Person,D-A-P)v ExecutiveFunctioning,MemoryandAttention(D-KEFS,CEFI,BRIEF,Conners[K-CPT,CPT,CATA],CMS,CVLT,WMS,WRAML)
v Intellectual/CognitiveFunctioning(WISC,WASI,WAIS,WPPSI,KBIT,TONI)v PervasiveDevelopmentalDelayScreeners(ASRS,ASDS,ASQ,CARS,SCQ)v PersonalityMeasures(M-PACI,MACI,MMPI-A,MMPI,PAI-A)v RelationalMeasures(MIM,ParentingStressInventory,StressIndexforParentsofAdolescents,ParentingRelationshipQuestionnaire)
v Risk(JessnessInventory,RiskInventoryandStrengthsEvaluation)v Self-Report Symptom Checklists (BASC, Beck Youth Inventory, CDI, RCMAS,MASC,POMS,RSI,ARES,ADES,EQ-i:YV)
v SensoryProcessingScreeners(SensoryProfileQuestionnaire)v SocialProblemSolving(Roberts-2)v Trauma(TSCC,TSCYC,UCLA-PTSD-RI,MyWorstExperienceScale,TraumaandAttachmentBeliefScale)
v Projective(Rorschach,RotterIncompleteSentencesBlank)v NeuropsychologicalMeasures(NEPSY,RBANS,Beery’sVMI)v Receptive/ExpressiveLanguage(CELF,PPVT,EVT)v Occupational/CareerInterest(Self-DirectedSearch)
Consultationand/orBriefPsychologicalScreening Interns will receive specific training prior to providing brief screening and consultationserviceswithclinicianswithintheCAPSClinic(aswellasfromoutsideagencies)inordertoclarifydiagnosticquestionsortomonitortreatmentprogress.Theinternsareresponsiblefor scoring and interpreting a range of self-report measures (i.e., BASC, Beck YouthInventories) that the trained clinician and/or intern administered. The intern thencompletesabrief3to6pagereportbeforemeetingwiththereferringclinician(and/orclientandhis/herfamily)toreviewtestresultsandrecommendations.ThisserviceiscurrentlysupervisedbyCarlinaR.Wheeler,Ph.D..
§ Eachbriefscreeningand/orconsultationassessmentcanrequireapproximately10-15hoursofwork.
§ Internsareexpectedtocompleteroughly3to4briefscreeningassessmentswithinthedoctoraltrainingyear.
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SUPERVISION AllprimarysupervisorsofinternsareUniversityofCaliforniaDavis,MedicalCenterclinicalfacultymemberswhohavedoctoraldegrees inClinicalorCounselingPsychologyandarelicensedtopracticeinthestateofCalifornia.Theyarerequiredtohaveactive,valid,licenses,freeofanydisciplinaryactionwiththeCaliforniaBoardofPsychology. InaccordancewithregulationssetbyAPPIC,APA,SoA,CoA,andtheCaliforniaBoardofPsychology,ourtrainingprogramprovidesdoctoralinternswithaminimumof4hoursofsupervisionperweek(2hours of individual supervision and 2.25 to 2.5 hours of group supervision). Recurring,protectedtimeisscheduledforsupervisiontoensureconsistencyandpredictabilityofthesupervisiontime,aswellastheavailabilityofsupervisors.Supervisorsalsohavean“open-door”policy,inwhichinternsareencouragedtoseekoutsupervisionand/orconsultationoutsideofthedesignatedsupervisionhour.InaccordancewithCAregulation,supervisorsareavailableatalltimestheinternisaccruingsupervisedprofessionalexperience(SPE).
§ PrimaryTherapySupervision:Doctoralinternsareassignedoneofthesupervisingpsychologists as their primary therapy supervisor, with whom they meet on anindividualandweeklybasisfor1hourtodiscusstheirtherapyclients.Inaddition,theprimary therapy supervisor will be responsible for co-signing progress notes fortherapyclients,overseeingotheradministrativeduties,reviewingtheoveralltrainingprogram,anddiscussingprofessionaldevelopment-relatedissues.
§ Assessment Supervision: Doctoral interns are assigned one of the supervisingpsychologists as their primary assessment supervisor, with whom they meetindividually for 1 hour each week to discuss assessment clients. The assessmentsupervisorisresponsibleforco-signingprogressnotesforscreeningandassessmentclients. Assessment supervision also provides the opportunity to discuss variousissues that pertain to the roles and responsibilities of an evaluator (e.g.,responsibility,expectations,ethicalconcerns,interprofessionalrelationships,etc.).
§ ClinicalGroupSupervision:Onalternatingweeks, the internswillmeetwith thecounty clinicians and post-doctoral fellows for group supervision for 1.25 hours.Internswillbeasked tobringcase-relatedmaterial toengage incaseconsultationopportunities.ThisgroupsupervisionisfacilitatedbyTriciaWatters,LCSW.
§ PsychologyTeamGroupSupervision:Thepurposeofthisgroupsupervisionistospend time as a teamon aweekly basis discussing a variety of issues,while alsofosteringasenseofcommunity,buildingrelationships,andincreasingsocializationacrosstheteam.Eachmeetingwillhaveeitherafocusedtopicfortheteamtodiscussand/orincludeacaseconference.Thesetopicstypicallywillfallunderthefollowingcategories:LawandEthics,Research,IndividualandCulturalDiversity,Trauma,andSelf-Care.Thefocusisoftenonemergentinterprofessionalissues.WhileDr.RichelleLong facilitates the Psychology Team Group Supervision, interns and fellows areprovidedopportunitiestoleadtheteamgroupsupervisionthroughouttheyear.
§ Supervision of Supervision: Interns have the opportunity to engage in peersupervision and training opportunities to develop their skills in providingsupervision. As part of the training program, interns will receive supervision of
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supervision twice per month, along with the post-doctoral fellows. Accordingly,internsmaybegintomeetwithfellowsforsupervisionofaspecifictherapyand/orassessment cases, under the supervision of one of the supervising psychologists.Supervision of Supervision is facilitated by Drs. Stacey Peerson andMargaretBezmalinovic.
DIDACTICSEMINARSANDCASECONFERENCES All ofour required core seminarsmeetona regularbasis throughout theentire trainingyear. As part of the internship, we are committed to providing our interns withopportunitiestolearnfrompsychologistswhohaveexperiencewithawiderangeofclientsin a varietyof treatment settings.As such, our seminars are facilitatedby theprogram’ssupervising psychologists aswell as several volunteer clinical facultymemberswho areemployedwithUCDavisorthroughouttheSacramentoarea.Didacticseminarsandcasesconferenceaimtoprovideadditionaltrainingin:
§ Theoriesandeffectivemethodsofpsychologicalassessment,diagnosis,andinterventions
§ Consultation,programevaluation,supervision,and/orteaching§ Strategiesofscholarlyinquiry§ Professionalconduct,ethics,law,andrelatedstandards§ Issuesofculturalandindividualdiversity
CoreInternshipSeminars§ OrientationSeminar:Duringthefirstcouplemonthsofthetrainingyear,theinterns
willparticipateinanOrientationTrainingtoreviewtheInternManual,APAEthicsCode,aswellastheUCDandCAPSClinicPolicies.Thesupervisingpsychologists,aswellasthepostdoctoralfellowsrotatethroughfacilitatingthisseminar,whichalsoprovides foundational didactic training on assessment services, diagnosticformulation, group therapy interventions, the phases of treatment, treatmentplanning,andgoal-setting. InternswillalsoattendSacramentoCountytrainingstolearn specific documentation requirements and how to complete onlinedocumentationusingAVATARduringtheirfirstmonthoftraining.
§ Intervention Seminar: This seminar meets on a weekly basis throughout thetraining year and provides a special focus on evidence-based practices that areeffectivewithourclinicpopulation(listedbelow).
o GroupTherapyo Parent-ChildInteractionTherapy(PCIT)o Trauma-FocusedCognitiveBehaviorTherapy(TF-CBT)o FunctionalFamilyTherapy(FFT)
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Inaddition,eachinternwillbeabletodeveloptheirownseminar(withastatementof training goals and objectives, an outline of relevant literature, audio/videomaterial,data,andquestionsforthegroup),andpresentittothegrouptowardtheendofthetrainingyear.Theintern’sprimarysupervisorandassessmentsupervisorwillbeabletoassisttheminpreparingfortheirfinalproject.
§ Assessment Seminar: This seminar meets on a monthly to bi-monthly basis
throughout the training year. This seminar is facilitated by the supervisingpsychologists(andco-facilitatedbythepostdoctoralfellows),whoprovidedidactictraining on the selection, administration, scoring and interpretation of commonlyusedassessmentmeasuresattheCAPSClinic.Inaddition,latterseminarswillfocusontopicsrelevanttotheinterns’assessmentcases.
DiversitySeminar
§ Carlina R. Wheeler, Ph.D. leads this seminar twice per month throughout thetrainingyear*,whichprovidesanenvironmenttobravelyexploredifferentaspectsofindividualdiversityanddiscusscases(Arao&Clemens,2013).AlthoughtheDiversitySeminar isrequiredforthe internsandfellows,othercliniciansarealso invitedtoattendthisseminarinordertofurtherenrichanddiversifythediscussions.Aprimarygoal for internswill be to improve their understanding of individual and culturaldiversity,theroleitplaysinclientinteractions,andhowtoreplacefearandmistrustwithculturalhumility,mutualunderstanding,andrespect.Internswillbeprovidedaspace to learn the RESPECTFUL Model (D’Andrea & Daniels, 1997; 2001) andADDRESSINGModel (Hays, 1996) todeepen their insight intohoweach aspect oftheiridentityinfluencestheirpersonalperspectiveandapproachtoclientcare.*For the 19-20 training year, the Diversity Seminar will be held twice a month,beginninginJanuaryandendinginJune.
ComprehensiveMultidisciplinaryAssessmentTeam(CMAT)
§ This team-based assessment is unique to the CAPS Clinic. Members of the teamincludeoneortwopsychologistsandachildpsychiatrist,aswellasdoctoralinternsandfellowsinpsychologyandpsychiatryandrotatingmedicalstudents.Theteam’spsychologistsandpsychologyfellowstaketheleadinconductinglive,comprehensivepsychological assessments behind a one-way mirror. These assessments areconductedwithchildrenandadolescentswithextremelycomplexpresentationswhoare referred to the team by mental health and medical professionals within thecommunity. Oftentimes these clients’ clinical presentations are complicated byseriousmedicalproblemsand/orsevereenvironmentalstressors.Basedoninterestand demonstrated competency in assessment skills, interns may have theopportunitytoleadaCMATorco-facilitateaCMATwiththeirAssessmentSupervisororpostdoctoralfellow.
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ADDITIONALEDUCATIONALOPPORTUNITIESThereareadditionaleducationalopportunitiesforinternstoattendtrainingsrequiredforourpost-doctoralfellows(AdvancedAssessmentSeminarandZerotoFiveSeminar).Basedoninterninterestandabilitytomeetclinicalexpectations,internsmaybeabletoobserveand gain clinical exposure to these various educational opportunities. In addition, otheropportunitiesareavailablefromthedepartment,including: UCDavisSchoolofMedicineGrandRounds
§ InternsareinvitedtoattendtheDepartment’sbimonthlygrandrounds.Typicallythepsychology teamwill attendgrand roundpresentations that are applicable toourclinicpopulation. InternswhohavecompletedtheirdissertationdefensescanalsosubmittheirtopicstothetrainingcommitteetobeconsideredforGrandRounds.
M.I.N.D.InstituteSpeakerSeries
§ TheUCDavisMINDInstitute’sDistinguishedLecturerSeriesofferspubliclecturesbynationally and internationally-recognized researchers in neurodevelopmentaldisorders.These monthlypresentations are intended for both specialists andcommunitymembers.Alllecturesarefreeandopentothepublicandnoreservationsarenecessary(seatingislimited).
APPOINTMENT,STIPEND,ANDBENEFITSTwo applicants will be accepted for the 2019 - 2020 training year. Clinical internshipappointments are full-time (average 40-hour week) for one year. Our doctoral internsacquireatotalof2000supervisedhoursduringthetrainingyearinordertoqualifyforvarious states’ licensure requirements.Upon successful completion, the doctoral clinicalchildpsychologyinternwillbeawardedacertificateofinternshipcompletionfromtheUCDavisSchoolofMedicine.Clinicalmoonlightingisnotpermitted.2019–2020TrainingYear:July1,2019-June30,2020Internsreceiveastipendof$25,600forthetrainingyear.Applicablefederalandstatetaxesand social security deductions are withheld. Interns receive approximately 24 days ofvacation,including12daysofsicktimeperyear,andpaidholidays(approximately12daysoffperyearforcountyandfederalholidays).Atthistime,wearepleasedtoofferourinternsUCDMid-LevelHealthandWelfarebenefits.Employeeshiredtowork100percenttimeforatleastthreemonths(butforlessthanoneyear)areeligibleforthefollowingMid-Level Benefits: choice ofmedical plans, legal, disability, life, and accident insurance, tax-saving programs, and family care resources. For more information about the Mid-Levelbenefitsplan,pleasevisit:http://ucnet.universityofcalifornia.edu/compensation-and-benefits/eligibility/index.html
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Our interns share an officewith each having their own designatedworkspace, personalcomputer,voicemail,email (UCDandSacramentoCounty),administrativeassistance,andfullaccesstotheUCDavislibrariesandassociatedservices.Theinternsalsohaveaccesstoart/play therapymaterials. In addition, interns can reserve a number of therapy offices,observation rooms (with one-way mirror and audio/visual equipment), and thepsychologicaltestingofficetoprovideconfidential,directserviceswithCAPSClinicclients.
ACCREDITATIONSTATUSAtthistime,ourinternshiptrainingprogramisamemberoftheAssociationofPsychologyPostdoctoral and Internship Centers (APPIC). Our program is also accredited by theAmerican Psychological Association (APA), on-contingency status. Any questions aboutaccreditation may be addressed to: Office of Accreditation, American PsychologicalAssociation,750FirstStreet,NE,Washington,DC20002.Telephone:(202)336-5979.OurprogramwillbeparticipatingintheNationalMatchingService(NMS).Our2019-2020NationalMatchingService(NMS)ProgramNumberis245711.Theinternshiptrainingprogram agrees to abide by the recruitment and ranking policies. More specifically, noperson at this training facilitywill solicit, accept, or use any ranking-related informationfromanyinternapplicant.
ELIGIBILITYANDAPPLICATIONPROCEDURESApplicantscurrentlyenrolledatanAPA-accreditedgraduateuniversityfromaclinicalorcounseling psychology are preferred, although strong applicants from non-accreditedprograms will be considered. Applicants from educational psychology programs with astrongemphasisinclinicaltrainingwillalsobeconsidered.Priortotheinterview,applicantsmusthavecompletedatleast3yearsofgraduateleveltraining, 500 hours of doctoral level supervised intervention hours, all doctoralcoursework as required, pass their academic program’s comprehensive exams, beacceptedintodoctoralcandidacy,andhaveanaccepteddissertationproposalbeforethebeginning of the internship. Successful applicants will have acquired doctoral levelexperience with children and adolescents and have written at least three child oradolescentintegratedpsychologicalassessmentreportsand/orcompleted100hoursofAssessmentInterventions.The UCD Clinical Child Doctoral Internship program utilizes the uniform applicationdevelopedbytheAssociationofPsychologyPostdoctoralandInternshipCenters(APPIC).OurNationalMatchingService(NMS)ProgramNumberis245711.Pleasesubmitonlythe APPI online application located on the APPIC website (www.appic.org). Follow thedirections detailed on the APPICwebsite for submitting your application and uploading
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additionaldocumentsrequestedbelow.Yourapplicationwillbeconsideredcompleteuponreceiptofthefollowing: AcompletedAPPICUniformApplication(APPI)
Acoverletter
AcurrentCurriculumVitae
Transcriptsofallgraduatelevelcoursework
Apsychologicalevaluationofachildoradolescentwithallidentifyinginformationremoved
Threelettersofrecommendations-onefromcurrentgraduateschoolfaculty,andpreferablytwofrompracticumplacementsupervisors
OurapplicationdeadlineisFridayNovember30,2018(11:59PM,EST).
SELECTIONPROCEDURESIntern selection is made by a committee comprised of the training director and thesupervisingtrainingpsychologists.Applicantsareratedonthebasisoftheirclinicaltraining(i.e.,assessmentandtherapy),academiccoursework,letterofrecommendation,clinicalandresearchinterests,progresstowarddissertationcompletion,andstatedgoalsforinternship.Strong writing skills are also favorably evaluated, as evidenced by the APPI essays andredactedpsychologicalreport.Thoseprospectivecandidatesassessedbythecommitteetoholdinterestsandgoalsmostcloselymatchingthoseopportunitiesofferedbyourprogramwillbeaskedtoparticipateinanon-siteinterview.ProspectivecandidateswillbenotifiedviaemailbyFridayDecember21,2018whetherornottheywillbegrantedaninterviewwiththetrainingdirectorandsupervisors.Duringtheinterview, candidates will also have the opportunity to meet with the current doctoralinterns,postdoctoral fellows, clinical staff, and tour the clinic. Interviewswill beheldonFridayJanuary11,2019andFridayJanuary25,2019.Interviewsarerequiredandweighheavily in the matching process, as this provides an opportunity for program staff andapplicants to determine fit. In addition, the program values applicants who are able todemonstrateanabilitytobalancestronginterpersonalskillswithprofessionalism.Shouldeconomicorotherreasonsinterferewithahighlyrankedcandidate’sabilitytotravelforanin-person interview, a case-by-casedecisionwill bemadeby training staff to arrangeanalternativevideo/phoneinterview.Interviewswillonlybeofferedtoapplicantswhohavesubmittedacompleteapplicationandonlyaftertheseapplicationshavebeenscreenedbythefaculty.ApplicantswhowishtobeconsideredforinterviewsshouldsubmitapplicationmaterialspriortoNovember30,2018.
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The internship trainingprogramagrees to abideby theAPPICpolicy regardingoffersoracceptances.Morespecifically,nopersonatthistrainingfacilitywillsolicit,accept,oruseanyranking-relatedinformationfromanyinternapplicant. IfyouencounterviolationsoftheAPPIC policy, please consider discussing itwith your academic training director andreporting the violation to APPIC Standards and Review Committee by completing aComplaint Form at: http://www.appic.org/Forms/APPIC-Standards-Review-ASARC-Complaint-Form.
NON-DISCRMINATIONPRACTICESTheUniversityofCalifornia,Davis,doesnotdiscriminateonthebasisofrace,color,nationalorigin, religion, sex, gender identity, pregnancy (including pregnancy, childbirth, andmedical conditions related topregnancyor childbirth),physicalormentaldisability, age,medical condition (cancer related or genetic characteristics), ancestry, marital status,citizenship,sexualorientation,orserviceintheuniformedservices(includesmembership,applicationformembership,performanceofservice,applicationforservice,orobligationforservice in the uniformed services) status as a Vietnam-era veteran or special disabledveteran, in accordance with all applicable state and federal laws, and with universitypolicy.AsrequiredbyTitleIX,theUniversityofCalifornia,Davis,doesnotdiscriminateonthebasisofsexinitseducationalprograms,admissions,employmentorotheractivities.InquiriesrelatedtoTitleIXandtoSection34CFR§106.9maybereferredtotheTitleIXcoordinator:WendiDelmendoMarkHall,FourthFloorOneShieldsAve.,Davis,California,95616530-752-9466
Inquiriesmayalsobedirectedto:AssistantSecretaryforCivilRightsoftheDeptofEducationSanFranciscoOfficeU.S.DepartmentofEducation50BealeSt.,Suite7200SanFrancisco,California,94105-1813415-486-5555
PERFORMANCEEVALUATIONTheevaluationprocessisapproachedinamannertoprovidetimelyfeedbacktoandfromtheinterninordertoensuretraininggoalsandexpectationsarebeingmet.Atthebeginningof the internship year, interns complete a self-assessment of their experience relative totrainingobjectivesoftheinternship(seeAppendixD).Theinitialself-assessmentopensadialogueabouttheintern’sstrengthsandspecifictrainingareasofgrowth.Theinternsarealsoencouragedtoidentifyaspecificcompetencytofurtherdevelopthroughoutthetrainingyear.
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Progress ismonitored throughout the internship year, however,more formal verbal andwritten feedbackprovidedat themid-yearpoint (December)andendof theyear (June).Duringthesebiannualevaluations,theinternwillmeetwitheachsupervisorand/ortrainingdirectortoreviewtheInternPerformanceEvaluationcompletedbythesupervisorandtheSupervisorEvaluationcompletedbytheintern(seeAppendixEandF,respectively).Theseevaluationsareused toprovideanopportunity to communicate the intern’sprogress. Inaddition,theSupervisorEvaluationallowstheinterntospecifywhattheinternwouldlikemore(orlessof)fromthesupervisor.Attheendoftheinternshipyear,summativefeedbackisgiventotheinternduringtheirfinalPerformanceEvaluationinJune.
Lastly,aProgramEvaluationisprovidedtotheinternstocompleteduringthemiddleandendofthetrainingyear(DecemberandJune).Thisevaluationallowsourinternstobroadlyevaluate program strengths and areas for growth. Our Performance Evaluation Policy isfurtherdescribedinAppendixC.
Seriousconcernsregardinganintern’sperformancewillbeaddressedthroughdueprocessprocedures(seeAppendixH).Internsarestronglyencouragedtoaddressgrievancesrelatedto training, supervision, or evaluation with their primary supervisor first and resolveconcernsinformally.FormalproceduresaredescribedinAppendixI.
MAINTENANCEOFRECORDSPerCommissionofAccreditation(CoA)requirements,ourprogramhasaconfidentialsystemformaintaining internrecords.Hardcopiesof internrecordsarestored inaconfidential,lockedfilingcabinetandelectronicallystoredinasharefolderwithonlythetrainingdirectorwhohasaccesstothisfolder.Thetrainingdirectorisresponsibleforstoringthisinformation.Thisfileisalsosharedwithadministrative/clericalstaffwhomayassistinorganizingbothhardcopyandelectronic charts.Complete recordswill alsohaveaccess to these recordsduringon-sitereviewbysitevisitors.Allrecordswillbemaintainedindefinitely,including:CertificatesofCompletion; InternEvaluations(2peryear foreach intern);DescriptionofTrainingExperiencesforEachInternshipYear.
TRAININGPROGRAMCONTACTINFORMATION
DetailedinformationaboutourprogramisavailableinonourUCDaviswebpage:
https://health.ucdavis.edu/psychiatry/education/child_psychology/internship.html
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Foradditionalinformation,pleasecontact:
UniversityofCalifornia,DavisMedicalCenterDepartmentofPsychiatryandBehavioralSciences
ClinicalChildPsychologyTrainingProgram2230StocktonBlvd.Sacramento,CA95817-1419KoriFeinstein,TrainingOffice:(916)734-2614
Dr.CarlinaR.Wheeler,TrainingDirector:(916)875-1183
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APPENDICESA)SampleTrainingCalendar 28B)SampleDidacticSchedules 29CoreInterventionandAssessmentSeminar 29DiversitySeminar 34C)PerformanceEvaluationPolicy 36D)InternSelf-Evaluation 37E)InternPerformanceEvaluation 39F)SupervisorEvaluation 43G)ProgramEvaluation 46H)DueProcessProcedures 48I)GrievanceProcedures 55J)TrainingStructure 56K)StaffBiographies 57
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APPENDIXA-SAMPLETRAININGCALENDAR*Activitiesinredareoptional
Monday Tuesday Wednesday Thursday Friday310:00–11:15ClinicalGroupSupervision1:00–2:00TherapySupervision
4
58:15–9:45CMAT10:30–12:00InterventionSeminar12:00–1:00PsychTeamGroupSupervision
61:00–2:00AssessmentSupervision
7
1010:00–11:30SupervisionofSupervision1:00–2:30TherapySupervision
11
128:15–9:45CMAT10:30–12:00InterventionSeminar12:00–1:00PsychTeamGroupSupervision1:00–2:30DiversitySeminar
131:00–2:00AssessmentSupervision
1411:30–12:30GrandRounds
1710:00–11:15ClinicalGroupSupervision1:00–2:30TherapySupervision
18
198:15–9:45CMAT10:30–12:00InterventionSeminar12:00–1:00PsychTeamGroupSupervision
201:00–2:00AssessmentSupervision
21
2410:00–11:30SupervisionofSupervision1:00–2:30TherapySupervision
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268:15–9:45CMAT10:30–12:00AssessmentSeminar12:00–1:00PsychTeamGroupSupervision1:00–2:30DiversitySeminar
271:00–2:00AssessmentSupervision
2811:30–12:30GrandRounds
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APPENDIXB-SAMPLEDIDACTICSCHEDULES
CoreInterventionandAssessmentSeminarsAllinternsarerequiredtoattendtheweeklyinternshipdidacticseries.Allseminars,unlessotherwiseindicated,areheldintheCAPSConferenceRoomfrom11:00amto12:00pmonWednesday mornings. See the Internship Handout for abstracts and learning objectivesassociatedwitheachscheduledpresentation. Date Topic Presenter7/1/19 OrientationSeminar
Welcome,ReviewInternManualBOPForms/SupervisionAdministrative
TrainingFaculty
7/2/19 OrientationSeminarProgramOverviewTrainingSeminarsandDidacticsAssessmentConsultationandInterprofessional/InterdisciplinarySkillsEthicalandLegalIssuesCulturalandIndividualDiversity
Dr.Wheeler
7/3/199am-4pm
OrientationSeminarAVATARTraining-CWS
SacramentoCounty
7/4/19 NOSEMINAR-HOLIDAY --7/5/19 OrientationSeminar
CommunicationandInterpersonalSkillsSupervisionSelf-CareProfessionalValuesandAttitudesInterventionResearch
Dr.LongDr.Peerson
7/8/198am-12pm
OrientationSeminarUCDNewEmployeeWelcome(NEW)
UCDMC
7/9/198:30am
OrientationSeminarDocumentationTrainingPt.1
SacramentoCounty
7/10/198:30am
2:00pm
OrientationSeminarDocumentationTrainingPt.2PsychTestingMaterials
SacramentoCountyDr.Wheeler
7/11/199am-11am
OrientationSeminarAVATARTraining-ProviderServiceRequest
SacramentoCounty
7/15/1911am-1pm
OrientationSeminarAVATARTraining-Scheduler
SacramentoCounty
7/16/19 OrientationSeminarCAPSDocumentationTraining
Dr.Loyola
7/17/19 InterventionSeminar TriciaWatters
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10:30am-12pm1:30pm
RiskAssessment&Management-MandatedReportingandWorkingwithDifficultClientsAssessmentSeminarQ-Interactive,MHS,WPSOverview
Dr.Long
7/24/1910am-11am11:30am-1pm
InterventionSeminarMoodDisorders-Depression,Bipolar,andDMDDMINDPresentationASDandTrauma
Dr.PeersonDr.Loyola(MINDInstitute)
7/31/191:30pm
InterventionSeminarAnxietyDisordersAssessmentSeminarPhasesofAssessmentProcess-Part1
Dr.LoyolaDr.Wheeler
8/6/199am-2:30pm
OrientationSeminarCANSTraining
SacramentoCounty
8/7/191:30pm
InterventionSeminarTrauma:DifferentialDiagnosisAssessmentSeminarPhasesofAssessmentProcess-Part2
Dr.BobDr.Wheeler
8/14/191:30pm
InterventionSeminarTrauma:TreatmentPlanningAssessmentSeminarReportWriting
Dr.ContrerasDr.Wheeler
8/21/191:30pm
AssessmentSeminarGivingFeedbacktoChildren&Families
Dr.Long
8/28/191:30pm
InterventionSeminarGroupTherapy:IntroductionAssessmentSeminarQ-InteractiveOverview
Dr.LoyolaDr.Burns
9/4/191:30pm
InterventionSeminarGroupTherapy:GroupFactorsAssessmentSeminarCognitiveFunctioning:Q-InteractivePractice
Dr.LoyolaDr.Long
9/11/1910:00am
InterventionSeminarGroupTherapy:RoleofGroupFacilitators
Dr.Loyola
9/18/19 InterventionSeminar:PCITOverviewandAssessment
Dr.Long
9/25/19 InterventionSeminar:PCITWeb-BasedCourse:Modules1-3
Dr.Long
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10/2/192:00pm
InterventionSeminar:PCITWeb-BasedCourse:Module4Trauma-InformedCareSeminarApproachestoAssessingTraumainChildren
Dr.LongDr.Long
10/9/192:00pm
InterventionSeminar:PCITCodingandCoachingTrauma-InformedCareSeminarImpactofTraumaonAssessmentResults
Dr.LongDr.Long
10/16/192:00pm
InterventionSeminar:PCITWeb-BasedCourse:Modules5–6Trauma-InformedCareSeminarTherapeuticInterventionsandTreatmentPlanning
Dr.LongDr.Long
10/23/192:00pm
InterventionSeminar:PCITTeaching/CodingCDISkills(RelationshipEnhancement)Trauma-InformedCareSeminarAdaptationstoTherapeuticInterventions
Dr.LongDr.Long
10/30/101:00pm
2:00pm
InterventionSeminar:PCITWeb-BasedCourse:Modules7–8Adv.AssessmentSeminar:NeuropsychologicalFunctioningTrauma-InformedCareSeminarSittingwithTrauma
Dr.LongDr.HaenerDr.Long
11/6/191:00pm
InterventionSeminar:PCITTeaching/CodingPDISkillsAdv.AssessmentSeminar:NeuropsychologicalFunctioning
Dr.LongDr.Haener
11/13/191:00pm
InterventionSeminar:PCITWeb-BasedCourse:Module9Adv.AssessmentSeminar:NeuropsychologicalFunctioning
Dr.LongDr.Haener
11/20/191:00pm
InterventionSeminar:PCITTroubleshooting:WorkingwithResistanceAdv.AssessmentSeminar:NeuropsychologicalFunctioning
Dr.LongDr.Haener
11/27/19 NOSEMINAR-HOLIDAY --12/4/19 InterventionSeminar:PCIT
Web-BasedCourse:Modules10-11Dr.Long
12/11/19 InterventionSeminar:PCITPuttingitAllTogether
Dr.Long
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12/18/19 InterventionSeminar:PCITCaseConsultation
Dr.Long
12/25/19 NOSEMINAR-HOLIDAY --1/1/20 NOSEMINAR-HOLIDAY --1/8/20 InterventionSeminar:TF-CBT
IntroductionDr.Loyola
1/15/20 InterventionSeminar:TF-CBTApplicationofTF-CBT
Dr.Loyola
1/22/20 InterventionSeminar:TF-CBTModificationsofTF-CBT
Dr.Loyola
1/29/20 AssessmentSeminarNeurodevelopmentalSeries
Dr.Haener
2/5/20 InterventionSeminar:TF-CBTApplicationofTF-CBT
Dr.Loyola
2/12/20 NOSEMINAR-HOLIDAY --2/19/20 InterventionSeminar:TF-CBT
CasePresentationDr.Loyola
2/26/20 AssessmentSeminarNeurodevelopmentalSeries
Dr.Haener
3/4/20 InterventionSeminar:TF-CBTCasePresentation
Dr.Loyola
3/11/20 InterventionSeminar:TF-CBTCaseConsultation
Dr.Loyola
3/18/20 InterventionSeminar:TF-CBTCaseConsultation
Dr.Loyola
3/25/20 AssessmentSeminarMeasuresofPersonalityFunctioning
Dr.Peerson
4/1/20 InterventionSeminar:TF-CBTCaseConsultation
Dr.Loyola
4/8/20 InterventionSeminar:FFTOverviewandAssessment
Dr.Wheeler
4/15/20 InterventionSeminar:FFTEngagementandMotivation-Pt.1
Dr.Wheeler
4/22/20 InterventionSeminar:FFTEngagementandMotivation-Pt.2
Dr.Wheeler
4/29/20 AssessmentSeminarCulturalCompetenceinAssessment
Dr.Peerson
5/6/20 InterventionSeminar:FFTBehaviorChange
Dr.Wheeler
5/13/20 InterventionSeminar:FFTGeneralizationandTermination
Dr.Wheeler
5/20/20 InterventionSeminar:FFTCaseConsultation
Dr.Wheeler
5/27/20 AssessmentSeminarComplexEthicalandLegalIssues
Dr.Peerson
6/3/20 InterventionSeminar:FFTCaseConsultation
Dr.Wheeler
6/10/20 InterventionSeminar Intern1
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10am11am
FinalProjectAssessmentSeminarFinalProject
Intern2
6/17/2010am11am
InterventionSeminarFinalProjectAssessmentSeminarFinalProject
Intern2Intern1
6/24/20 EndofYearInternAppreciationLuncheon AllFaculty
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SAMPLEDIVERSITYTRAININGSEMINAR
2019-20202ndand4thWednesday12:30pm–2:00pm
DescriptionØ Participantswillbeprovidedanenvironmenttobravelydiscusscasesandexplore
differentaspectsoftheirowndiversity(Arao&Clemens,2013).Aprimarygoalforparticipantswillbetoimprovetheirunderstandingofdiversity,theroleitplaysinclient interactions, andhow to replace fear andmistrustwith cultural humility,mutualunderstanding,andrespect.
Goals
Ø LearneachletteroftheRESPECTFULModel(D’Andrea&Daniels,1997;2001)andADDRESSINGModel(Hays,1996),whateachlettermeansforthemandhoweachaspectinfluencestheirpersonalperspectiveandapproachtoclientcare.
Ø Exploretheirownpersonalbiasesandhowthosebiasesaffecttheirperspectiveandtheirrelationshipswithclientsandcolleagues.
Ø Exploredifferentaspectsofdiversityinordertohaveadeeperunderstandingofpeoplewhoaredifferentfromthemselves.
Ø LearnhoweachaspectoftheRESPECTFUL/ADDRESSINGModelaffectstheirclient’spsychologicaldevelopmentandimplicationsforclinicalpractice.
SeminarScheduleTime 2ndTuesday 4thTuesday12:30pm-12:50pm
GroupDiscussionaboutRecentEvents
GroupDiscussionaboutRecentEvents
12:50pm-1:10pm Self-AssessmentActivity Self-AssessmentActivity1:10pm-1:30pm TopicOverview TopicReview1:30pm-2:00pm Self-Reflection ClinicalApplications
*scheduleisslightlymodifiedforthe19-20TrainingYearduetoinstructorbeingonleave DATE TOPIC DESCRIPTIONJanuary-Week2
Introduction SeminarOutline,GroupRules/Values,KeyConcepts,RESPECTFULModel,DSMCulturalFormulation
January-Week4
(R)ReligionandSpirituality
Beliefs,Practices,ReligiousPrejudice
February-
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Week2 (E)Economic/Class
BackgroundOccupation,Education,Ethnicity,Lifestyle,Classism,InvisibleWorkingPoor
February-Week4
(S)SexualIdentityandGender
GenderIdentity,GenderRoles/Socialization,SexualOrientation,Heterosexism,Sexism
March-Week2
(P)PersonalStyle/PsychologicalMaturity
Structural-DevelopmentalTheories,Intellect,Insight,Morality,Social/Interpersonal,Elitism
March-Week4
(E)Ethnic,Cultural,andRacialIdentity
Language,Values,Traditions,Worldview,NationalOrigin,Biologicalvs.Socio-PoliticalPerspectives,Racism,EthnicPrejudice
April-Week2
(C)ChronologicalStage/Age/LifespanChallenges
Maturation,LifespanDevelopment,PhysicalHealth,GenerationalDifferences,Ageism
April-Week4
(T)TraumaandThreatstoOne’sPersonalWell-Being
PsychologicalHealth,OrganicFactors,ChronicStress,Power/Privilege,CopingSkills,Self-Esteem,SocialSupport,DenialofTrauma’sImportance
May-Week2
(F)FamilyBackground,HistoryandDynamics
FamilyOrganization/Structure,FamilyInfluencesonIdentity,FailuretoConsider
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APPENDIXC-PERFORMANCEEVALUATIONPOLICY
TheUCDavisClinicalChildPsychologyInternshiprequiresthatinternsdemonstrateminimumlevelsof achievement across all training competencies and training elements. Interns are formallyevaluatedbytheirprimarysupervisor(with input fromtheirothersupervisors)twiceduringthetrainingyear(DecemberandJune).Evaluationsareconductedusingastandardratingform. Theevaluationformincludesinformationabouttheinterns’performanceregardingalloftheexpectedtrainingelements.Supervisorsareexpectedtoreviewtheseevaluationswiththeinternsandprovideanopportunity fordiscussion if the internhasquestionsorconcernsabout the feedback.TheUCDavisClinicalChildPsychologyInternshiprequiresthatinternsreceiveaminimumof4totalhoursof supervision each week, with 2 of those hours being individual, face-to-face with a licensedpsychologist.Aminimumlevelofachievement(MLA)oneachevaluationisdefinedasaminimumratingof“3”foreachelementforthemid-yearevaluationperiodandaminimumratingof“4”foreachelementforthesecondandthirdevaluationperiod.Internswhoachievethislevelofcompetenceareconsideredpreparedforentrylevelindependentpracticeandlicensure.Theratingscaleforeachevaluationisona5-pointLikertscale,withthefollowingratingvalues:1=SignificantDevelopmentNeeded,2=Basic,3=Competent,4=HighCompetence,5=Advanced.IfaninternreceivesascorelessthantheMLA(3onthefirstevaluationora4onthefinalevaluation)onanoverallareaofcompetency,orifsupervisorshavereasontobeconcernedaboutthestudent’sperformanceorprogress,theprogram’sDueProcessprocedureswillbeinitiated.TheDueProcessguidelinescanbefoundintheInternshipManual.Internsmustreceiveanaverageratingof4oraboveonalloverallcompetencyareasduringtheirsecondandfinalevaluationtosuccessfullycompletetheprogram. Additionally,allUCDavisClinicalChildPsychologyinternsareexpectedtocomplete2000hoursoftrainingduringtheinternshipyear.Meetingthehoursrequirementandobtainingsufficientratingsonallevaluationsdemonstratesthattheinternhasprogressedsatisfactorilythroughandcompletedtheinternshipprogram.InternevaluationsandcertificatesofcompletionaremaintainedindefinitelybytheTrainingDirector.Feedbacktotheinterns’homedoctoralprogramisprovidedattheendofeachofthethreeevaluationperiods.Ifsuccessfulcompletionoftheprogramcomesintoquestionatanypointduringtheinternshipyear,orifaninternentersintotheformalreviewstepoftheDueProcessproceduresduetoagrievancebyasupervisororaninadequateratingonanevaluation,thehomedoctoralprogramwillalsobecontactedwithin30days.Inadditiontotheevaluationsdescribedabove,internsmustcompleteaself-evaluationformatthebeginningofthetrainingyearandduringthetwoevaluationperiodsthroughoutthetrainingyear.Additionally,internswillcompleteanevaluationoftheirsupervisor(s)twotimesduringthetrainingyear.Aprogramevaluationwillalsobecompletedtwiceduring the trainingyear(DecemberandJune), inordertoprovidefeedbackthatwill informanychangesor improvements inthetrainingprogram.
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APPENDIXD-INTERNSELF-EVALUATION
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APPENDIXE-INTERNPERFORMANCEEVALUATION
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APPENDIXF-SUPERVISOREVALUATION
SUPERVISOREVALUATIONFORM
AcademicYear:_________________
SuperviseeName SupervisionPeriod MidYear EndofYearSupervisorName DateofEvaluation
Purpose: Toprovidethesupervisorwithanunderstandingofhis/herjobperformanceinrelationtothesupervisee,tosuggestareasforimprovement,topermitthestudenttoofferfeedbacktothesupervisorinawrittenformthatisbasedonaset of clearly and previously-established criteria, and to increase thesupervisor’scompetenceasasupervisor.
PerformanceLevelRatingScale:
Basedoncurrentassessmentandprogressofsupervisionandexpectationsofsupervisee:
3– Muchmoreofthisisneeded 2– Itwouldbedesirabletohavesomewhatmore 1– Itwouldbedesirabletohavealittlemore 0– Thisareaissatisfactory N/A- NotApplicable-noopportunitytorate
Directions: UtilizingtheRatingScaleabove,checktheappropriatenumberonthelineprovidedattheendofeachitem.
EvaluationItems
Supervisorisableto:
-3-
-2-
-1-
-0-
N/A
1 Beflexibleandresponsivetoyourchangingneeds
2 Establishanatmosphereofacceptanceandpsychologicalsafety
3 Callattentiontoerrorsinatactfulmanner 4 Recognizeandaccommodatetoyourlevelof
experienceandstyleoflearning
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5 Refrainfromindiscriminateuseofpraise 6 Provideopportunitiesforyoutoquestion,
challengeordoubt
7 Encourageyoutoexploretheimplicationsofyourinterventions
8 Encourageyoutoformulateyourunderstandingofthecasematerial
9 Makespecificsuggestionswhenyouneedthem
10 Notfosterunduedependenceonyourpart 11 Whenasked,presentaclear,theoretical
rationaleforsuggestions
12 Clearlyinformyouoflegalissues 13 Clearlyinformyouofethicalissues 14 Besensitivetotherequirementsplacedon
youbyyouragency
15 Admiterrorsand/orlimitationswithoutunduedefensiveness
16 Bespecificandconcreteincomments 17 Facilitateyourunderstandingof
countertransferencereactionstoyourclients
18 Seekconsultationwhenitisneeded 19 Summarizeand/orhighlightmajorpointsof
supervisorysession
20 Bereachedincaseofemergencies 21 Helpyouformulatethedynamicsofthe
client
22 Listensensitivelytoyou 23 Helpclarifyanddefinethenatureof
problem(s)youarehavinginyourwork
24 Beclearaboutthelimitsofthesupervisoryrelationship
25 Dealexplicitlywiththeformalevaluationprocess
26 Throughrole-playingorothersuitabletechniques,tohelpyoumoreeffectivelyintervenewithyourclient
27 Bestraightforwardwithyouregardingareasinwhichyouneedimprovement
28 Beclearwithyouaboutthedifferencesbetweensupervisionandpsychotherapy
29 Maintainanappropriatefocusinyoursessions
30 “Bethere”tomeetyourneedsandnotimposehis/herissuesonyou
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31 Beopentodiscussinganydifficultiesbetweenthetwoofyouwhicharehinderingyourlearning
32 Clearlydefinethenature,structure,expectations,andlimitationsofthesupervisoryrelationship
33 Makedecisionsandtakeresponsibilitywhenappropriate
34 Makeyoufeels/hegenuinelywanttohelpyoulearn
35 Beagoodrolemodelforyou 36 Provideyouwithgeneralknowledgeabout
professionalpsychology
37 Besensitiveandadaptivetothestressesyouareexperiencingasanintern
Summarizethesupervisor’sstrengthsandweaknessesasyoucurrentlyviewthemandmakesuggestionsforwaysinwhichyoursupervisorcouldfurtherfacilitateyourlearning.
Hall-Marley(2001)developedthisSupervisorFeedbackformasaninstrumenttoprovidefeedbacktosupervisorsonthetrainee’sexperienceofsupervision. Theformconsistsofsectionsincludingatmospherefor learning,supervisionstyle,supervisionconduct,andsupervisionimpact.Itisrecommendedasupervisorfeedbackformbeusedaminimumoftwotimesduringthetrainingyearandideally,morefrequently.Itisatoolinestablishingadialogueandafeedbackloopwhichshouldenhancethesupervisoryalliance.
©SusanHall-Marley,2001
AlsoincludedinAppendicesofFalender,C.A.,&Shafranske,E.P.(2004).ClinicalSupervision:ACompetency-basedApproach.Washington,D.C.:APA.
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APPENDIXG-PROGRAMEVALUATION
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APPENDIXH-DUEPROCESSPROCEDURESProceduresforIdentifyingandManaging
Performanceand/orCompetency-RelatedIssues(AdaptedfromAPPICDueProcessGuidelines)
Introduction
ThisformprovidesUCD-CAPStraineesandstaffwithanoverviewoftheidentificationandmanagementoftraineeproblemsandconcerns.Wheneverasupervisorbecomesawareofatrainee’sproblemareathatdoesnotappearresolvablebytheusualsupervisorysupportandintervention,thefollowingprocedureswill be followed. These procedures provide the trainee (intern/fellow) and staff with a definition ofcompetence problems, a listing of possible sanctions, and an explicit discussion of the due processprocedures. Also included are important considerations in the remediation of performance-relatedand/orcompetency-basedproblems.
ThisDueProcessDocumentisdividedintothefollowingsections:I. Definitions:Providesbasicorgeneraldefinitionsoftermsandphrasesusedthroughoutthedocument.II. DueProcessGeneralGuidelines:Providesanoverviewofhowtheprograminformstraineesaboutour
DueProcessproceduresandothergeneralexpectations.III. ProceduresforRespondingtoaTrainee’sProblematicBehavior:Providesourbasicprocedures,
notificationprocess,andthepossibleremediationorsanctioninterventions.IV. AppealsProcedures:Providesthestepsforanappealprocessrelatedtoastaff-initiatedDueProcess
procedures.
I. Definitions
TraineeThroughoutthisdocument,theterm“trainee”isusedtodescribeanypersonintrainingwhoisworkingintheagencyincludingadoctoralinternorpostdoctoralfellow.
TrainingCoordinator(TC)
Throughoutthisdocument,theterm“trainingcoordinator”isusedtodescribethestaffmemberswhooverseethatspecifictraininggroup’sactivities.ForthedoctoralinternsthisistheTrainingDirector(TD)andforthepostdoctoralfellowsthisistheTrainingDirectorandAssistantTrainingDirector(ATD).IncertaincircumstancestheTCsmayconsultwiththeCAPSClinicMedicalDirectorforadditionalguidance.
StaffMemberThroughoutthisdocument,theterm“staffmember”isusedtodescribestaffthatarenotdirectlyinvolvedinthetrainees’training,butinteractwiththemwithinaprofessionalcapacity.Thistypicallyincludesotherclinicstaff(i.e.,clinicalandadministrativestaff),butmayalsoincludeotherprofessionalswithwhomthetraineesengagewithonasemi-regularbasis(i.e.,socialworkers,cliniciansfromotheragencies,etc.).
TrainingStaff
Throughoutthisdocumenttheterm“trainingstaff”isusedtodescribestaffdirectlyinvolvedinthetrainees’training.ThiscanincludeTCs,supervisingpsychologists,othercontributors(VolunteerClinicalFacultywhoproviderecurringdidacticsandcaseconferences),andtheCAPSClinicprogramcoordinator.
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TrainingCommitteeThroughoutthisdocumenttheterm“trainingcommittee”isusedtodescribetheformalmeetingthatoccursoncepermonth,inwhichtheTCsandsupervisingpsychologistsmeettodiscusstrainingandprogrammatic-relatedissues.
DueProcess
Thebasicmeaningofdueprocessistoinformandtoprovideaframeworktorespond,actordispute.Dueprocessensuresthatdecisionsabouttraineesarenotarbitraryorpersonallybased.ItrequiresthattheTrainingProgramidentifyspecificprocedureswhichareappliedtoalltrainees’complaints,concernsandappeals.
Performanceand/orCompetenceProblemsPerformanceand/orcompetenceproblemsaredefinedbroadlyasaninterferenceinprofessionalfunctioningwhichisreflectedinoneormoreofthefollowingways:
1) Aninabilityand/orunwillingnesstoacquireandintegrateprofessionalstandardsintoone’srepertoireofprofessionalbehavior;
2) Aninabilitytoacquireprofessionalskillsinordertoreachanacceptablelevelofcompetency;and/or
3) Aninabilitytocontrolpersonalstress,interpersonaldifficulties,psychologicalproblems,and/orexcessiveemotionalreactionsthatinterferewithprofessionalfunctioning.
Traineesmayexhibitbehaviors,attitudesorcharacteristicswhich,whileofconcernandrequiringremediation,arenotunexpectedorexcessiveforprofessionalsintraining.Professionaljudgmentisappliedtodeterminewhenatrainee’sbehaviorbecomesproblematicratherthanaconcern(basedontheprofession’sstandards).Suchproblemsaretypicallyidentifiedwhentheyincludeoneormoreofthefollowingcharacteristics:
1) Thetraineedoesnotacknowledge,understand,oraddresstheproblemwhenitisidentified;
2) Theproblemisnotmerelyareflectionofaskilldeficitwhichcanberectifiedbyacademicordidactictrainingoradditionalsupervision;
3) Thequalityofservicesdeliveredbyatraineeissufficientlynegativelyaffected;4) Theproblemisnotrestrictedtooneareaofprofessionalfunctioning;5) Adisproportionateamountoftimeandattentionbytrainingpersonnelisrequired;
and/or,6) Thetrainee’sbehaviordoesnotchangeasafunctionoffeedback,remediationefforts,
and/ortime.
II. DueProcess:GeneralGuidelines
Dueprocessensuresthatdecisionsabouttraineesarenotarbitraryorpersonallybased.Itrequiresthatthetrainingprogramidentifyspecificevaluativeprocedures,whichareappliedtoalltrainees,andprovideappropriateappealproceduresavailabletothetrainee.Allstepsneedtobeappropriatelydocumentedandimplemented.Generaldueprocessguidelinesinclude:
1. Duringtheorientationperiod,traineeswillreceiveinwritingUCD-CAPS’expectationsrelatedto
professionalfunctioning.TheTCwilldiscusstheseexpectationsinbothgroupandindividualsettings.
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2. Theproceduresforevaluation,includingwhenandhowevaluationswillbeconductedwillbedescribed.Suchevaluationswilloccuratmeaningfulintervalsinatimelymanner.
3. Thevariousproceduresandactionsinvolvedindecision-makingregardingtheproblembehaviorortraineeconcernswillbedescribedandprovidedinwriting.Suchproceduresareincludedinthetraineehandbook.Thetraineehandbookisprovidedtothetraineesandreviewedduringorientation.
4. UCD-CAPSwillcommunicateearlyandoftenwiththetraineeandwhenneededthetrainee’sgraduateprogramifanysuspecteddifficultiesthataresignificantlyinterferingwithperformanceareidentified.
5. TheTCswillinstitute,whenappropriate,aremediationsupportplanforidentifiedissues,includingatimeframeforexpectedremediationandconsequencesofnotrectifyingtheissues.
6. Ifatraineewantstoinstituteanappealprocess,thisdocumentdescribesthestepsofhowatraineemayofficiallyappealthistrainingprogram'saction(s).
7. UCD-CAPSdueprocessprocedureswillensurethattraineeshavesufficienttime(asdescribedinthisdueprocessdocument)torespondtoanyactiontakenbytheprogrambeforetheprogram’simplementation.
8. Whenevaluatingormakingdecisionsaboutatrainee’sperformance,UCD-CAPSstaffwilluseinputfrommultipleprofessionalsources.
9. TheTCswilldocumentinwritingandprovidetoallrelevantparties,theactionstakenbytheprogramandtherationaleforallactions.
III. ProcedurestoRespondtoProblematicBehavior
A.BasicProcedures
Ifatraineereceivesan“SignificantDevelopmentNeeded”rating(1)ora“Basic”rating(2)duringthe secondor third evaluationperiod fromanyof the evaluation sources in anyof themajorcategoriesofevaluation,orifastaffmemberhasconcernsaboutanintern’sbehavior(e.g.,ethicalor legal violations, professional incompetence), some or all of the procedures below will beinitiatedinthefollowingorder:
1) Insomecases,itmaybeappropriateforthestaffmemberortrainingstafftospeakdirectlytothetraineeabouthisorherconcerns.Inothercases,aconsultationwiththeTCswillbewarranted.Thisdecisionismadeatthediscretionofthestaffmember,trainingstaff,ortraineewhohasconcerns.
2) OncetheTCshavebeeninformedofthespecificconcerns,theywilldetermineifandhowtoproceedwiththeconcernsraised.TheTCswillcommunicatetheirdecisioninwritingtothetrainingstaffortraineewhohasconcernswithin5businessdays.
3) IfthestaffmemberortrainingstaffwhobringstheconcerntotheTCsisnotthetrainee’ssupervisor,theTDwilldiscusstheconcernwiththetrainee’ssupervisor(s).
4) IftheTDandprimarysupervisordeterminethattheallegedbehaviorinthecomplaint,ifvalidand/orproven,wouldconstituteaseriousviolation,theTCswillinformthestaffmemberwhoinitiallybroughtthecomplaint.
5) TheTCswillmeettogetherorwiththeTrainingCommitteetodiscusstheperformanceratingintheevaluationortheconcernandpossiblecoursesofactiontobetakentoaddresstheissueswithin10workingdays.
6) TheTCs,supervisor(s),and/orMedicalDirectormaymeettodiscusspossiblecoursesofaction.7) ThetraineewillbeprovidedanopportunitytomeetwiththeTCstoaddressraisedconcerns
regardingthetrainee’sbehavior(e.g.ethical,legal,and/orprofessionalcompetence)and/or“1”
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duringallevaluationperiodsor“2”ratingsduringthesecondorthirdevaluationperiodsontheevaluationform.
8) AnytimeadecisionismadebytheTCsaboutatrainee’strainingprogramorstatusintheagency,theTCswillinformthetraineeinwritingandwillmeetwiththetraineetoreviewthedecisionwithin5workingdays.Thismeetingmayincludetheintern’ssupervisor(s)and/orMedicalDirector.
9) Theinternmaychoosetoaccepttheconditionsormaychoosetochallengetheaction.TheproceduresforchallengingtheactionarepresentedbelowinsectionIV.
10) Iftheinternacceptsthedecision,anyformalactiontakenbytheTrainingProgramwillbecommunicatedinwritingtothetrainee’sgraduateprogram.Thisnotificationindicatesthenatureoftheconcernandthespecificactionsimplementedtoaddresstheconcern.
B.NotificationProcedurestoAddressProblematicBehaviororPerformance
Itisimportanttohavemeaningfulwaystoaddresscompetenceproblemsoncetheyhavebeenidentified. In implementing remediation or sanction interventions, the training staff must becarefultobalancetheneedsofthetrainee,theclientsinvolved,othermembersofthetrainingcohort,thetrainingstaff,andotheragencypersonnel.Oncetheconcernhasbeenbroughttotheattention of the TCs, and/or a supervisor, the trainee will meet with the TCs and theirsupervisor(s) within 10 working days to discuss the concern. Within 5 working days of themeeting,oneofthefollowingwillbeissuedtothetrainee.TheDirectorofClinicalTrainingatthetrainee’sgraduateprogramwillalsobenotified.
1) Verbalwarningtothetraineeemphasizestheneedtodiscontinuetheinappropriatebehaviorunderdiscussion.Norecordofthisactioniskept.
2) Writtenacknowledgement(RemediationSupportPlan)tothetraineeformallyacknowledges:
a)ThattheTCsareawareofandconcernedwiththeperformanceorcompetenceproblem;b)Thattheconcernhasbeenbroughttotheattentionofthetrainee;c)ThattheTCswillworkwiththetraineetorectifytheproblemorskilldeficitsbyidentifyinggoalsandobjectives,and;d)Thatthebehaviorsassociatedwiththeproblemarenotsignificantenoughtowarrantmoreseriousaction.e)Thewrittenacknowledgementwillberemovedfromthetrainee’sfilewhenthetraineeadequatelyaddressestheconcernsandsuccessfullycompletestheinternship/fellowshiptrainingprogram.
3) Writtenwarning(RemediationPlan)tothetraineeindicatestheneedtodiscontinueaninappropriateactionorbehavior.Dependingonthespecificperformanceorconduct-relatedissue,aRemediationPlanmayfollowaRemediationSupportPlaniftheoutlinedgoalsandobjectivesarenotcompletedwithinareasonableoragreeduponamountoftime.Thisletterwillcontain:
a)adescriptionofthetrainee’sunsatisfactoryperformanceorproblematicbehavior;b)actionsthatmustbetakenbythetraineetocorrecttheunsatisfactoryperformanceorproblematicbehavior;c)thetimelineforcorrectingtheproblem;d)whatactionwillbetakeniftheproblemisnotcorrected;and,e)notificationthatthetraineehastherighttorequestareviewofthisaction(seeDueProcess:AppealsProcedures).
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Acopyofthiswrittenwarningwillbekeptinthetrainee’sfile.Considerationmaybegiventoremovingthisletterattheendoftheinternship/fellowshipbytheTCsinconsultationwiththetrainee’s supervisor(s) and/or Medical Director. If the letter is to remain in the file,documentationshouldcontainthepositionstatementsofthepartiesinvolvedinthedispute.
C.RemediationandSanctionAlternatives
TheimplementationofaRemediationSupportPlanoraRemediationPlanwithpossiblesanctionsshould occur only after careful deliberation and thoughtful considerationof the TCs, relevantmembersofthetrainingstaffand/ortheMedicalDirector.Theremediationandsanctionslistedbelowmaynotnecessarilyoccurinthatorder.Theseverityoftheproblematicbehaviorplaysaroleinthelevelofremediationorsanction.
1) Schedule modification is a time-limited, remediation-oriented closely supervised period oftrainingdesigned toreturn the trainee toamore fully functioningstate.Modifyinga trainee’sschedule isanaccommodationmade toassist the trainee incompletingoutlinedgoalsand/orresponding to personal reactions to environmental stress, with the full expectation that thetraineewillcompletetheinternship/fellowshiptrainingprogram.ThisperiodwillincludemorecloselyscrutinizedsupervisionconductedbytheregularsupervisorinconsultationwiththeTCs.Several possible and perhaps concurrent courses of action may be included in modifying aschedule.Theseinclude:
a)increasingtheamountofsupervision,eitherwiththesameordifferentsupervisors;b)changingtheformat,emphasis,and/orfocusofsupervision;c)recommendingpersonaltherapy;d)reducingorredistributionofthetrainee’sclinicalorotherworkload;e)requiringspecificacademiccoursework.
The length that a schedule modification will be in effect will be determined by the TCs inconsultationwiththesupervisor(s)and/ortheMedicalDirector.Theterminationoftheschedulemodification period will be determined, after discussions with the trainee, by the TCs inconsultationwiththesupervisor(s)and/ortheMedicalDirector.
2) Probationisalsoatimelimited,remediation-oriented,morecloselysupervisedtrainingperiod.Itspurpose is toassess theabilityof thetraineetocomplete the internship/fellowshipandtoreturnthetraineetoamorefullyfunctioningstate.ProbationdefinestherelationshipthattheTCssystematicallymonitorforaspecificlengthoftimethedegreetowhichthetraineeaddresses,changes and/or otherwise improves the performance of competency-related problematicbehavior.Thetraineeisinformedoftheprobationinawrittenstatement,whichincludes:
a)thespecificbehaviorsassociatedwiththe“1”or“2”ratingand/orraisedconcern;b)therecommendationsforrectifyingtheproblem;c)thetimeframefortheprobationperiodduringwhichtheproblemisexpectedtobeameliorated,and;d)theprocedurestoascertainwhethertheproblemhasbeenappropriatelyrectified.
IftheTCsdeterminethattherehasnotbeensufficientimprovementinthetrainee’sbehaviortoremove the probation ormodified schedule, then the TCswill discusswith the supervisor(s)
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and/ortheMedicalDirectorpossiblecoursesofactiontobetaken.TheTCswillcommunicatetothetraineeinwritingthattheconditionsforrevokingtheprobationormodifiedschedulehavenotbeenmet.ThisnoticewillincludethecourseofactiontheTCshavedecidedtoimplement.These may include continuation of the remediation efforts for a specified time period orimplementationofanalternativeaction.Additionally,theTCswillcommunicatetotheMedicalDirectorandifapplicable,theDirectorofClinicalTrainingatthetrainee’sgraduateprogram,thatif the trainee’s behavior does not change, the trainee will not successfully complete theinternship/fellowshiptrainingprogram.
3) SuspensionofDirectServiceActivitiesrequiresadeterminationthatthewelfareofthetrainee’sclientorconsulteehasbeenjeopardized.Therefore,directserviceactivitieswillbesuspendedforaspecifiedperiodoftimeasdeterminedbytheTCsinconsultationwiththeMedicalDirector.Atthe end of the suspension period, the trainee’s supervisor in consultation with the TCs andMedicalDirectorwillassessthetrainee’scapacityforeffectivefunctioninganddeterminewhendirectservicecanberesumed.
4) AdministrativeLeaveinvolvesthetemporarywithdrawalfromallresponsibilitiesandprivilegesintheagency.IftheProbationperiod,SuspensionofDirectServiceActivities,orAdministrativeLeave interfereswith the successful completion of the required supervised hours needed forcompletionoftheinternship/fellowshiptrainingprogram,thiswillbenotedinthetrainee’sfileandthetrainee’sacademicprogramwillbeinformed.TheTCswillinformthetraineeoftheeffectstheadministrativeleavewillhaveonthetrainee’sstipendandaccrualofbenefits.
5) Dismissal from the internship/fellowship program involves the permanentwithdrawal of allagencyresponsibilitiesandprivileges.Whenspecificinterventionsdonot,afterareasonabletimeperiodand/oragreedupontimeperiod,rectifythecompetenceproblemsandthetraineeseemsunableorunwillingtoalterher/hisbehavior,theTCswilldiscusswiththeMedicalDirectorthepossibility of termination from the training program or dismissal from the agency. Notice ofdismissalfromtheprogramwillbeprovidedtothetraineeinatimelymannerandwillallowthetrainee8businessdaystoexercisehis/herappealsrights.IfthefinaldecisionmadebytheTCs,supervisor(s), andMedicalDirector is todismiss the trainee from theprogram, thisdismissalbecomeseffectiveimmediatelyfollowingnoticeofthefinaldecision.althoughthetraineeEitheradministrative leave or dismissal would be invoked in cases of severe violations of statejurisprudenceregulations,theAPACodeofEthics,orwhenimminentphysicalorpsychologicalharm to a client is a significant concern, or when the trainee is unable to complete theinternship/fellowshipprogramduetophysical,mentaloremotionalillness.Whenatraineehasbeendismissed,theTCswillcommunicatetothetrainee’sacademicprogramthatthetraineehasnotsuccessfullycompletedtheinternshiporfellowshipprogram.
6) Immediate Dismissal involves the immediate permanent withdrawal of all agencyresponsibilitiesandprivileges.ImmediatedismissalwouldbeinvokedbutisnotlimitedtocasesofsevereviolationsoftheAPACodeofEthics,orwhenimminentphysicalorpsychologicalharmtoa client is amajor factor, or the trainee isunable to complete the trainingprogramdue tophysical,mentaloremotionalillness.Inaddition,intheeventatraineecompromisesthewelfareofaclient(s)orthecampuscommunitybyanaction(s)whichgeneratesgraveconcernfromtheTCs,thesupervisor(s),ortheMedicalDirectormayimmediatelydismissthetraineefromCAPS.This dismissal may bypass steps identified in notification procedures (Section IIB) andremediation and sanctions alternatives (Section IIC).When a trainee has been dismissed, theMedicalDirectorandTCswillcommunicatetothetrainee'sacademicdepartmentthatthetraineehasnotsuccessfullycompletedthetrainingprogram.
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IV.AppealsProcedures
In the event that a trainee does not agree with any of the aforementioned notifications,remediation,orsanctions–thefollowingappealproceduresshouldbefollowed:
1) Thetraineeshouldfileaformalappealinwritingwithallsupportingdocuments,withtheMedicalDirector.Thetraineemustsubmitthisappealwithin5workingdaysfromtheirnotificationofanyoftheabove(notification,remediation,orsanctions).
2) Within threeworking days of receipt of a formal written appeal from a trainee, theMedicalDirectorwillconsultwiththeTCsand/orthemembersoftheTrainingCommitteeandthendecidewhethertoimplementaReviewPanelorrespondtotheappealwithoutaPanelbeingconvened.
3) IntheeventthatatraineeisfilingaformalappealinwritingtodisagreewithadecisionthathasalreadybeenmadebytheReviewPanelandsupportedbytheMedicalDirector,thenthatappealis reviewed by the Medical Director in consultation with the CAPS Management Team. TheMedicalDirectorwilldetermineifanewReviewPanelshouldbeformedtoreexaminethecase,orifthedecisionoftheoriginalReviewPanelisupheld.SeebelowforfurtherdetailoftheReviewPanelprocess.ReviewPanelandProcessIf the formal decisionmade by theTCs ormembers of the training staff is challenged by thetrainee,theReviewPanelprocesswillbeginasdelineatedbelow.TheReviewPanelisthefinalstep in the decision-making process and members of this panel have final discretion of theoutcomeoftheappeal.
a)Whenneeded, aReviewPanelwill be convenedbyTCs.ThePanelwill consistof two staffmembersselectedbytheTCs, theTCs,andthetrainee involved inthedispute.TheReviewPanelwillalsoextendatleastonestepbeyondtheTCsbyincludingtheMedicalDirector.Thetraineehastherighttohearallfactswiththeopportunitytodisputeorexplainthebehaviorofconcern.
b)Withinfive(5)workdays,anappealshearingwillbeconductedinwhichthechallengeisheardandrelevantmaterialpresented.Withinthree(3)workdaysofthecompletionofthereview,theReviewPanel submits awritten report to theTCs, including any recommendations forfurtheraction.RecommendationsmadebytheReviewPanelwillbemadebymajorityvote.
c)Withinthree(3)workdaysofreceiptoftherecommendation,theTCswilleitheracceptorrejecttheReviewPanel’srecommendations.IftheTCsrejectthePanel’srecommendations,duetoanincompleteorinadequateevaluationofthedispute,theTCsmayreferthematterbacktotheReview Panel for further deliberation and revised recommendations or maymake a finaldecision.
d)IfreferredbacktothePanel,thePanelwillreportbacktotheTCswithinfive(5)workdaysofthereceiptof theTCs’ requestof furtherdeliberations.TheTCs thenmakea finaldecisionregardingwhatactionistobetaken.
e)TheTCsinformthetraineeandifnecessarythetrainingprogramofthedecisionsmade.f)IfthetraineedisputestheReviewPanel’sfinaldecision,thetraineehastherighttocontacttheDepartmentofHumanResourcesatUCDavistodiscussthesituation.
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APPENDIXI-GRIEVANCEPROCEDURES
DueProcessProceduresforHandlingInternandFellowGrievancesGrievanceProceduresareimplementedinsituationsinwhichaninternorfellowraisesaconcernaboutasupervisororotherfacultymember,trainee,ortheinternshiporfellowshiptrainingprogram.Theseguidelinesareintendedtoprovidethetraineewithameanstoresolveperceivedconflicts.Traineeswhopursuegrievancesingoodfaithwillnotexperienceanyadverseprofessionalconsequences.Forsituationsinwhichatraineeraisesagrievanceaboutasupervisor,staffmember,trainee,orthetrainingprogram:InformalReviewFirst,thetraineeshouldraisetheissueassoonasfeasiblewiththeinvolvedsupervisor,staffmember,othertrainee,orTCsinanefforttoresolvetheprobleminformally.FormalReviewIf themattercannotbesatisfactorilyresolvedusing informalmeans, the traineemaysubmita formalgrievance in writing to the TCs. If the TCs are the object of the grievance, the grievance should besubmitted toanothermemberof theTrainingCommitteeand/or theMedicalDirector.The individualbeinggrievedwillbeaskedtosubmitaresponseinwriting.TheTCs(orTrainingCommitteememberorMedicalDirector,ifappropriate)willmeetwiththetraineeandtheindividualbeinggrievedwithin10workingdays.Insomecases,theTCsorTrainingCommitteememberorMedicalDirectormaywishtomeetwiththetraineeandtheindividualbeinggrievedseparatelyfirst.Thegoalofthejointmeetingistodevelopaplanofactiontoresolvethematter.Theplanofactionwillinclude:
a) thebehaviorassociatedwiththegrievance;b) thespecificstepstorectifytheproblem;and,c) proceduresdesignedtoascertainwhethertheproblemhasbeenappropriatelyrectified.
TheTCsorTrainingCommitteememberorMedicalDirectorwilldocumenttheprocessandoutcomeofthemeeting. The trainee and the individual being grievedwill be asked to report back to theTCs orTrainingCommitteememberorMedicalDirectorinwritingwithin10workingdaysregardingwhethertheissuehasbeenadequatelyresolved.Iftheplanofactionfails,theTCsorTrainingCommitteememberorMedicalDirectorwillconveneareviewpanelconsistingofhim/herselfandatleasttwoothermembersof theTrainingCommitteewithin10workingdays.Thetraineemayrequestaspecificmemberof theTrainingCommitteetoserveonthereviewpanel.Thereviewpanelwillreviewallwrittenmaterialsandhaveanopportunitytointerviewthepartiesinvolvedoranyotherindividualswithrelevantinformation.Thereviewpanelhasfinaldiscretionregardingoutcome.Ifthereviewpaneldeterminesthatagrievanceagainstastaffmembercannotberesolvedinternallyorisnotappropriatetoberesolvedinternally,thentheissuewillbeturnedovertotheemployeragencyinorder to initiate thedueprocessproceduresoutlined in theemploymentcontract. If thereviewpaneldeterminesthatthegrievanceagainstthestaffmemberpotentiallycanberesolvedinternally,thereviewpanelwilldevelopasecondactionplanthatincludesthesamecomponentsasabove.TheTCsorTrainingCommitteememberorMedicalDirectorwilldocumenttheprocessandoutcomeofthepanelmeeting.Thetraineeandtheindividualbeinggrievedwillagainbeaskedtoreportbackinwritingregardingwhetherthe issue has been adequately resolvedwithin 10working days. The panelwill reconvenewithin 10working days to again review written documentation and determine whether the issue has beenadequatelyresolved.Iftheissueisnotresolvedbythesecondmeetingofthepanel,theissuewillbeturnedovertotheemployeragencyinordertoinitiatethedueprocessproceduresoutlinedintheemploymentcontract.
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APPENDIXJ-TRAININGSTRUCTURETrainingStructureAsasmaller trainingprogram, theTDserves inprogrammatic, training/teaching,andsupervisoryroles. Inaddition, supervising psychologists also contribute to the development of training seminars and otheropportunities. Volunteer Clinical Faculty (VCF) are a vital part of the training program by providingprofessionaldevelopmentsupervisionorongoinginstructionoftheprogram’sdidacticsandcaseconferences.Theprimarymembersofthetrainingstaffarelistedbelow:
PsychologyProgramDirectorStaceyPeerson,Ph.D.
TrainingDirector
CarlinaR.Wheeler,Ph.D.
AssistantTrainingDirectorElizabethS.Loyola,Psy.D.
AdditionalSupervisingPsychologists
StaceyPeerson,Ph.D.RichelleLong,Ph.D.
MargaretBezmalinovic,Psy.D.(VCF)
OtherContributorsTriciaWatters,LCSW
Asacommitmenttostrengtheningthetrainingprogramandfosteringgrowthinthestaffastrainingdirectors,supervisors,and/orteachers/trainers,theUCD-CAPSstaffparticipateinmonthlymeetings.Onceamonth,thefourstaffpsychologists(notincludingVCF)participateinanhourandahalfTrainingCommittee.TheTrainingCommitteemeetingsensureconsistentcommunicationbetweensupervisorystaffaboutallmattersrelatedtothe trainees and the training program. The agenda is set by the TD, however, other supervisory staff areencouraged to raise any issues that are relevant todiscuss together.An intern representativealsohas theopportunitytoattendthefirst15minutesoftheTrainingCommittee.Typicallyeachinternwillgetalternatingopportunities to participate as an intern representative. The intern representative can utilize this time toprovidefeedbackabouttheprogramorraiseanyconcernsthathe/shewouldlikethetrainingstafftodiscussduringtheTrainingCommittee.Additionally, the five supervisingpsychologistsattendanhourandhalfmonthlySupervisorConsultationMeeting to communicate about the observed strengths and/or challenges that arise in the supervisoryrelationship.Thistimealsoaimstodevelopandmaintaincompetenceassupervisorsbyreviewingthevariousvalues,standards,andlegalrequirementsforsupervisorsofdoctoralleveltrainees.
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APPENDIXK-STAFFBIOGRAPHIESCarlinaRamirezWheeler,Ph.D.Dr. Wheeler is clinical faculty at the UC Davis Medical Center, Department of Psychiatry and BehavioralSciences,ChildandAdolescentPsychiatry,whereshealsocompletedherpostdoctoralclinical training.Sheearnedherdoctoratedegree inclinicalpsychology,withadualemphasis inChildandFamilyandForensicPsychology,atthePacificGraduateSchoolofPsychology-PaloAltoUniversity.SheiscredentialedasaHealthServicePsychologistbyTheNationalRegister.Dr.WheelerprovidesarangeofdirectclinicalservicesasapsychologistattheSacramentoCountyChildandFamilyMentalHealthProgram.SheistheTrainingDirectorfortheAPA-AccreditedClinicalChildPsychologyDoctoralInternshipProgramandCo-TrainingDirectoroftheAPPIC-member Clinical Child Psychology Postdoctoral Fellowship Program. In addition, she serves as theinstructorfortheUCDavisPsychiatryResidencyProgram’sIntroductiontoPsychologicalAssessmentSeminarandChildandAdolescentPsychiatryFellowshipProgram’sFamilyTherapySeminar.ShesupervisesadvancedchildpsychiatryresidentsintheirFamilyTherapyrotation.Dr.Wheelerhasaspecializedbackgroundinprovidingclinicalserviceswithsystems-involvedyouthstemmingbacktoherpositionasagrouphomeresidentialcounselorin2007.Herclinical,teaching,andresearchinterestsinclude: multiculturalism, diversity issues, and acculturative stress; developmental psychopathology; risk,resilience,andposttraumaticgrowth;trauma/maltreatment;attachmentandfamilysystemstheory;strength-based, comprehensive psychological assessment; and prevention/early intervention programdevelopmentandoutcomesresearch.Dr.Wheelerhasreceivedspecializedtrainingandsupervisioninarangeofevidence-basedpractices(e.g.,Trauma-FocusedCBT,FunctionalFamilyTherapy,Child-ParentPsychotherapy,Parent-Child Interaction Therapy, Incredible Years, Aggression Replacement Training, and Acceptance andCommitmentTherapy)andhasdedicatedhercareertobringingtheseservicestochildrenandfamiliesfromunderserved,low-income,anddiversecommunities.StaceyPeerson,Ph.D.Dr.StaceyPeersonbeganworkingintheDepartmentofPsychiatryandBehavioralSciencesin2001asaclinicalintern,andcompletedherpostdoctoraltrainingthefollowingyear.Dr.StaceyPeersonreceivedherdoctoratedegreefromUCSantaBarbara,andwasfortunatetobeabletocontinueherinterestinresearchwithchildrenandfamilieswhohaveexperiencedtraumaticstress,andcomplexdevelopmentaltrauma.Priortograduateschool,Dr. Peersonwas an elementary school teacher and laterwas involved in academic research in thespecialeducationdepartmentatUCSantaBarbaraforfouryears.SheistheleadpsychologistintheChild&AdolescentsPsychiatryServicesClinic (CAPS). Inaddition to training, teachingandsupervisingdevelopingclinicalpsychologists,Dr.Peersonprovidesdirectservicetochildrenbetweentheagesof0to21,andtheirfamilies,includingcomprehensivepsychologicalevaluations,therapy,andscreeningandconsultationwiththe0to5population.Shehasalsobeeninvolvedinassessingchildrenandadolescentsinacutepsychiatriccrises.
Herclinical trainingandexperiencehas focusedprimarilyon theassessmentandtreatmentofabusedandneglected children, including those in the 0 to 5 population, prevention/early intervention, programdevelopment,ChildParentPsychotherapy(CPP),reflectivesupervision,diversityissues,parentingstress,theimpact of Adverse Childhood Experiences (ACEs) in young children and their families, and the training ofdevelopingchildpsychologists.ShewasselectedtoparticipateintheInfant-ParentMentalHealthPostgraduateCertificateProgram&FellowshipthroughUniversityofMassachusettsBoston,inwhichshebecamecertifiedinTouchpoints,NewbornBehavioralObservationssystem,FussyBabyandothermodalities.Additionally,Dr.PeersoncompletedtrainingthroughtheHarrisEarlyChildhoodMentalHealthReflectiveFacilitatorsTrainingatUCSanFranciscoBenioffChildren’sHospital,Oakland. Shequalifies forEndorsement for Infant-MentalHealthandReflectiveSupervisionthroughtheStateofCalifornia.
RichelleLong,Ph.D.Dr.LongisachildclinicalpsychologistandassistantprofessorattheUCDavisMedicalCenter,DepartmentofPsychiatryandBehavioralSciences,ChildandAdolescentPsychiatry.Shecompletedhergraduatetrainingin
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counselingpsychologyatTheUniversityofMemphisandreceivedspecializedtrainingintraumainformedcareasapostdoctoralfellowatChildren’sHospitalLosAngeleswhereshealsocompletedaLeadershipEducationin Neurodevelopmental and Related Disabilities (LEND) fellowship. Dr. Long provides comprehensivepsychologicalservicestochildrenfrom0-21andtheirfamiliesattheSacramentoCountyChildren’sMentalHealthClinic.Inadditiontoprovidingtherapy,psychologicalassessment,screening,andconsultation,shealsoprovidestrainingopportunitiesandsupervisionforthepostdoctoralpsychologyfellowsintheClinicalChildPostdoctoralPsychologyProgramatUCDavis.ThroughDr.Long’seducationandtraining,shehasgainedspecializedtraininginworkingwithchildrenofallageswhohaveexperiencedvariousformsofpsychologicaltraumaincludingworkingwithinfantsandyoungchildren. Her clinical, teaching, and research interests include: the impact of early adversity on childdevelopment;interventionsforcomplextraumadisordersinchildrenandadolescents;trainingpsychologistsindevelopingbasiccompetenceintreatingpsychologicaltrauma;riskforabuseinchildrenwithdevelopmentaldisabilities;providingservices to fosteredandadoptedchildren;comprehensive treatment forsurvivorsofhumantrafficking;incorporatingcultureanddiversityintotherapeuticpractice;therapeuticassessment;andprogram evaluation. Dr. Long has received specialized training and supervision in several evidence-basedpractices including Child-Parent Psychotherapy, Trauma-Focused CBT, Parent-Child Interaction Therapy,IncredibleYears,andSeekingSafety.ElizabethSolomonLoyola,Psy.D.Dr.ElizabethLoyola isachildclinicalpsychologistandassistantprofessorat theUCDavisMedicalCenter,DepartmentofPsychiatryandBehavioralSciences,ChildandAdolescentPsychiatry,whereshealsocompletedher postdoctoral training. Dr. Loyola completed her graduate training in clinical psychology at the PGSP-StanfordPsyDConsortium,whereshefocusedherstudiesonchildrenandfamilies.Shecurrentlyprovidesarange of psychological services to youth ages0-21 and their families at the SacramentoCountyChildren’sMentalHealthClinic.Inaddition,Dr.LoyolaisinvolvedinleadingSocialSkillsgroupsattheUCDavisMINDInstitute.SheisalsoinvolvedinongoingresearchrelatedtoAutismSpectrumDisorderwiththeAutismandDevelopmentalDisabilitiesClinicthroughStanfordUniversitySchoolofMedicine.Throughout graduate school, Dr. Loyola’s clinical and research interests focused on complex trauma,neurodevelopmentaldisorders,andpsychologicalassessment. Dr.Loyolaremainsinterestedontheuniqueintersectionofthesethreeareasandthecomplexitiesofprovidingathoroughassessmenttoyouthwithtraumahistories, developmental disabilities, and other mental health symptoms (e.g. psychosis). Dr. Loyola hasreceivedspecializedtraininginevidencebasedtreatmentforyouthwithahistoryoftrauma,inparticular,sheisacertifiedtherapistinTraumaFocusedCBT.Additionally,Dr.Loyolahasaninterestinandhassoughtoutspecifictraininginprovidinggrouptherapytochildren,adolescents,andadultswithavarietyofpresentingproblems.Dr.Loyolaalsohasaninterestinteachingandsupervision.SheprovidestrainingopportunitiesandsupervisionforthepostdoctoralpsychologyfellowsintheClinicalChildPostdoctoralPsychologyProgramatUCDavis.Sheco-facilitatestheRorschachSeminarforthefellowsandoverseesthegrouptherapycomponentoftheirtrainingyear.Shealsosupervisesgraduatestudents,researchassistants,andoutsidevolunteersattheMINDInstitute.MargaretBezmalinovic,Psy.D.Dr.MargaretBezmalinovic is a clinicalpsychologistand facilitatesourgroup supervision. She receivedherDoctorateinPsychologyfromtheGraduateSchoolofAppliedandProfessionalPsychology(GSAPP)atRutgersUniversity.Shecompletedherdoctoral internshipat theDepartmentofPsychiatryUniversityofCaliforniaDavisMedicalCenterandwentontodoaPost-DoctoralFellowshipatUniversityofCaliforniaDavisCounselingandPsychologicalServices.Shehasbeeninprivatepracticeforover10years,primarilyprovidingindividualpsychotherapytoadults.Clinically,sheisinterestedintheintersectionbetweenmindandbody,includingintraumaandchronicpain.Locally,shehasbeeninvolvedwithvariousorganizationsincludingtheSacramentoValleyPsychologicalAssociationandtheSacramentoPsychoanalyticSociety.