DOCTORAL INTERN GOAL, OBJECTIVES & COMPETENCY EXPECTATIONS
Interns are expected to achieve the following competencies by the end of the internship year.
Internship Goal: At the completion of the internship, UCTC interns will have the requisite competencies for entry into health service psychology, consistent with the practices of a counseling center psychologist.
Objective: Interns will develop an approach to supervision and obtain basic supervisory skills appropriate for an entry level health services psychologist position at a clinical agency similar to a college counseling center.
- Able to assess a supervisee’s developmental level, needs, and strengths, and intervene according to evidence based practices and research.
- Able to form a safe and professional supervisory relationship.
- Effectively attends to and communicates feedback in supervision.
- Attends to and integrates multicultural dimensions in supervision.
Objective: Interns will develop clinical skills appropriate for an entry level health services psychologist position at a clinical setting similar to a college counseling center.
- Develops effective therapeutic alliances with a range of clients.
- Develops multiculturally competent case conceptualizations and treatment plans, and uses these to frame interventions within a model of brief therapy.
- Conducts multiculturally competent and clinically sound assessments and crisis interventions accoding to evidence based practice and research.
- Demonstrates knowledge and appropriate use of DSM-V classification in applying diagnoses.
- Facilitates successful movement through stages of group development and appropriately incorporates group therapy conceptualizations according to evidence based practices.
- Actively explores the impact of clients on the self, and of the self on clients.
- Provides timely and appropriate case management, clinical documentation, and referrals.
Objective: Interns will obtain awareness, knowledge, and skills necessary to become a multiculturally competent health service psychologist.
- Demonstrates understanding of individual differences and multicultural factors in the range of professional work.
- Ability to develop interventions that are congruent with students’ multiple cultural identities.
- Demonstrates awareness of how one’s own identities, including privileged and oppressed identities, might affect professional work.
Consultation and Outreach
Objective: Interns will develop skills toward providing effective prevention-oriented consultation and outreach services within a diverse campus environment.
- Demonstrates ability to establish and maintain appropriate professional and multiculturally informed consulting relationships with staff in the campus community.
- Demonstrates understanding of and skill with multiculturally informed psychoeducational workshop design and delivery.
- Articulates the role prevention and outreach play in expanding the scope of mental health service delivery according to scholarly readings and evidence based practice.
Objective: Interns develop professional behavior expected of an entry level health service psychologist working in a clinical agency similar to a college counseling center.
- Demonstrates responsibility for agency work and internship roles such as timeliness, attendance, and active participation in seminars and meetings.
- Recognizes professional and personal strengths, weaknesses, biases, and needs.
- Appropriately balances self-care with professional responsibilities.
- Demonstrates an awareness of the impact of personal behavior on clients, staff members, and others in the university community.
- Demonstrates openness to feedback from all staff and colleagues.
- Appropriately seeks consultation that is congruent with professional developmental level.
- Demonstrates knowledge of and adherence to the APA Ethics and Oregon statues that impact psychological practice.
In order to successfully complete the internship, the following criteria must be met:
- Working an average of 40-45 hours per week during academic quarters at the UCTC.
- Total full time professional work of at least 2000 hours.
- Provision of 11 client contacts per week during Fall term, 12-14 client contacts per week during Winter and Spring terms, and 8-12 client contacts per week during Summer term (Summer term numbers determined by agency need and availability of clients). Interns should have provided no fewer than 300 individual/couples therapy hours to complete internship. These client contact hours are part of the 500 direct service hours required by APA/APPIC for internship.
- Co-leading a psychoeducational or interpersonal process therapy group for a minimum of one quarter term (preferably 2 quarters minimum).
- Attending all seminars unless absences have been excused by the seminar leader and Training Director.
- Participating in at least two hours weekly, regularly scheduled, individual supervision.
- Providing a minimum of 90 minutes to two hours weekly, regularly scheduled, individual supervision to a practicum intern for nine months.
- Providing a minimum of ten campus outreach programs (two networking outreaches, two tabling outreaches, and six facilitation/presentation outreaches).
- Participate in a minimum of one critical incident and/or crisis debriefing (unless no debriefs requested).
- Completing a year long consultation project (project approved by Director of Education and Prevention Outreach first week of fall term).
- Provision of diagnosis for all clients seen four sessions or longer.
- Completing all clinical paperwork in a timely manner, including having specific paperwork countersigned by the intern's supervisor.
- Evaluations indicate that the intern's performance meets all of the competency requirements outlined in Section XV (Competency Expectations). Competency will be demonstrated at the end of the internship by having 80% of ratings at Doctoral Level and no ratings at Remedial or Emerging Competency on the final Evaluation of Doctoral Intern.
- Certificate information form must be completed and turned in, keys must be returned to administrative staff in addition to all tasks on “End of Year Checklist”.
- Complete Internship Program Evaluation which is used by Training Director to improve program and as feedback for APA re-accreditation.