Internship Training Manual
Thomas E. Cook Counseling Center
Pre-doctoral Internship Program in Professional Psychology
Virginia Tech
240 McComas Hall
Blacksburg, VA. 24061-0108
540-231-6557
Director of Training
Cathye Betzel, Psy.D.
Training Committee
Charlotte Amenkhienan, Ph.D.
Rita Klein, Ph.D.
Carly Rohde, M.A.
Reliford Sanders, Ph.D.
Sandra Ward
Tevya Zukor, Ph.D.
Revised August 2006
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| Table of Contents | |
| Page Number | |
| Appendices | 4 |
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I.
Introduction |
6 |
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II.
Program Philosophy |
6 |
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III.
Program Overview |
6 |
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7 |
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7 |
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7 |
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IV.
Intern Supervision and Instruction |
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A. Clinical Practice |
8 |
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1. Individual Therapy
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8 |
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2. Group Therapy
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8 |
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3.
Screening/Intake/Crisis Intervention/On-Call |
9 |
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B. Seminar Series |
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1. Ethics Seminar
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10 |
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2. Diversity Seminar |
10 |
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3. Psychotherapy and Professional Development Seminar |
10 |
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4. Research Seminar |
10 |
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5. Psychological
Assessment Seminar |
10 |
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6. Group Supervision |
11 |
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7. Intern Supervision of
Practicum Students Seminar |
11 |
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8. Supervision of Groups |
11 |
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C. Professional Development |
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1. Consultation and
Outreach Programming |
12 |
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2. Administration and
Case Conference |
12 |
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3. Administrative
Meetings |
12 |
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4. Topics in Counseling
and Psychotherapy |
12 |
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5. Summer Consultation
Rotation |
12 |
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6. Other Supervision
and Training Experiences |
13 |
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V. Evaluation
Procedures |
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A. Overview |
14 |
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B. Intern Evaluation
Responsibilities |
14 |
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C. Training Director (TD)
Evaluation Responsibilities |
15 |
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D. Primary Supervisor (PS)
Evaluation Responsibilities |
15 |
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E. Secondary Supervisor (SS)
Evaluation Responsibilities |
16 |
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VI.
Policies |
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A.
Outside Practice |
16 |
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B. University Policies |
17 |
Appendices
Appendix A Intern Seminar Curriculum
· Psychological Assessment Seminar
· Psychotherapy and Professional Development Seminar
· Supervision of Supervision Seminar
Appendix B Intern Orientation Schedule
Appendix C Policies and Procedures
· Introduction to Clinical Services
· Electronic Medical Records Overview
· Counseling Center Policies and Procedures
· Virginia Tech Organizational Chart
· Division of Student Affairs Organizational Chart
· Counseling Center Organizational Chart
· Emergency Evacuation Procedures
Appendix D Evaluation of Interns
· Intern Self-Assessment and Goals Statement
· Mid-semester Informal Evaluation
· Intern Competency Evaluation Form
· Procedures for Responding to Inadequate Performance by an Intern
Appendix E Intern Evaluation of Site
· Graduate Clinician Evaluation of Supervision
Appendix F Guidelines and Codes Governing Practice
· Ethical Principles of Psychologists and Code of Conduct
· Guidelines for Psychotherapy with Lesbian, Gay, & Bisexual Clients
· Guidelines for Providers of Psychological Services to Ethnic,
· APA Record Keeping Guidelines
· Virginia Law Governing the Practice of Psychology
Appendix G Supervision
· Supervision Client Data Sheet
Appendix H Miscellaneous
· Sample Training Director Schedule
· Summer Consultation Rotation Requirement
Appendix I Personnel Forms
This document describes the responsibilities and expectations in the Pre-doctoral Internship Program in Professional Psychology at the Thomas E. Cook Counseling Center (CCC). An overview of the program, information about intern’s supervision and instruction, and evaluation procedures are presented. Evaluation procedures and schedules are described in detail so that all interns, supervisors and others can be as informed as possible.
The training program follows a practitioner-scholar model of training. Through study and supervised practice, interns learn the wide range of clinical services provided in a university counseling center setting. Practice-based experiences are designed to refine and further develop the intern's clinical competency, strengthen the intern's identity as a professional psychologist, and develop the intern's knowledge and judgment regarding ethical practice. In addition, scholarly activities such as collegial discourse, topic seminars, and applied research occur throughout the program.
The philosophy of the training program advances the Virginia Tech mission: “To provide quality graduate and undergraduate educational experiences to students.” Interns are important members of the professional staff. They actively participate in all aspects of the CCC's functioning and assume major roles in the delivery of services. The training staff believes that support of intern personal growth is integral to all parts of the training experience.
All of the professional staff of the CCC participates in the training program. Interns also have regular contact with physicians, psychiatrists, nurses, and health educators at Schiffert Health Center (SHC). Affiliate staff participates in the program seminar series. The Counseling Center, SHC, Residential and Dining Programs, and the Office of Student Life and Advocacy have a well-established team approach offering interns many opportunities to work and learn in a multidisciplinary environment.
The CCC professional staff offers a variety of theoretical models, although a common theme is brief treatment. Interns are encouraged to select several longer term cases to follow over the course of the internship.
The training staff focuses on three broad areas of responsibility to interns: supervision and instruction; support of intern personal and professional growth; and evaluation of competencies. These areas of responsibility are discussed in sections IV and V below.
A. Supervision and Instruction
Interns receive supervision and instruction in clinical practice, professional role development, and ethics. Toward meeting this responsibility the training staff members offer a structured and sequenced series of seminars in clinical practice (Appendix A) as well as regular opportunities for consultation and supervision. Interns are regarded as members of the professional team. To facilitate the intern's initial adjustment and introduce the intern class to campus resources, the training staff has designed an in-depth Intern Orientation. The orientation sessions review intern schedules, office policies and procedures, and interns are introduced to campus and counseling center resources (Appendix B, Appendix C).
B. Intern Personal and Professional Growth
Internship is a time of developmental transition that inspires and challenges an intern’s personal and professional identity. The internship is designed to provide opportunities that support growth during this transition. Group supervision, professional development seminars, individual supervision, and meetings with the Training Director address the expected stresses and celebrate the accomplishments during the internship. The professional staff strives to communicate directly and openly with interns regarding their performance and progress.
One means of facilitating communication about intern growth, is the self-assessment (Appendix D). Interns complete a self-assessment regarding personal and professional goals prior to each semester. The training staff facilitates the acquisition of these goals through supervision and evaluation that promotes learning experiences for interns.
C. Evaluation
Interns are formally evaluated twice during the internship year (see section V below) as well as informally at mid-semester during the fall. The Training Director (TD) provides the clinical director at the intern’s home institution with written reports after each regularly scheduled evaluation. The TD and individual supervisors provide regular feedback during group and individual supervision. In keeping with a philosophy of open and clear communication, the CCC has developed the Procedure for Responding to Inadequate Performance by an Intern (Appendix D). This procedure has been reviewed and approved by the university attorney and the Virginia Tech Board of Visitors.
IV. Intern Supervision and Instruction
Interns are instructed and supervised in areas of clinical practice including individual therapy, group therapy, and crisis intervention. Regular seminars are provided in diversity, psychotherapy, research, assessment, group therapy, and supervision (Appendix A). All instruction is provided through the use of a graded, sequenced developmental model, beginning with basic skills and knowledge commonly used in the particular competency area for our client population, then moving to more advanced knowledge / techniques as interns progress both individually and as a training class.
A. Clinical Practice
1. Individual Therapy
Interns are assigned a supervisory team consisting of a Primary Supervisor (PS) and a Secondary Supervisor (SS). The PS is a licensed psychologist, who provides at least 2.0 hours of weekly individual supervision. The SS is a member of the senior staff, typically a licensed psychologist or professional counselor. Interns receive 1.0 hour of weekly individual supervision from the SS. The supervisors and intern work as a team to collaboratively plan the supervisory experience of the intern. The supervisory team changes at the beginning of the spring semester (January); therefore, each intern is supervised by a minimum of four different senior staff members during the year.
Supervision of individual clients is also provided during intern Group Supervision (2.0 hours per week). Group Supervision is led by the TD who is a licensed psychologist.
2. Group Therapy
Instruction in group therapy follows a graded, sequenced instructional model that provides interns with cumulative experience in conducting group work. Interns meet on a weekly basis with the supervision of groups coordinator. The goal of this seminar is to provide trainees and staff with supervision of all components of group counseling including group formation, discussion and exploration of group dynamics, and supervision of the processes of ongoing counseling groups. Interns co-lead a process therapy group with a senior psychologist or counselor during the fall semester. The intern is a junior co-leader role and is supervised by the senior staff member co-leading the group (.5 hours per group session). Interns may co-lead a therapy group with another intern, a psychology graduate student, or continue to co-lead with a senior staff member during the second semester depending on the evaluation of their group work during the fall semester. If interns co-lead a therapy group with another intern during the spring semester, they are supervised by a staff psychologist or counselor (.5 hour per group session). Therapy groups are videotaped for supervision purposes whenever possible.
Interns observe and participate in structured groups including study skills seminars. Interns typically observe a senior staff presentation before conducting a structured group, and work under staff supervision when presenting structured programs. Interns may also design and implement an original structured group under the supervision of the PS, SS, or another selected supervisor.
3. Screening/Intake/Crisis Intervention/On-Call
Interns conduct intakes and provide crisis intervention and on-call services. The following sequence provides an experience that is cumulative and graded in complexity:
· Didactic training in CCC procedures relevant to triage, referral and emergency services
· Didactic training in CCC procedures relevant to intake and crisis intervention.
· Observation of senior staff providing these services.
· Observation by senior staff as the intern provides these services.
· Providing service with consultation by senior staff as needed.
Instruction on the CCC screening (triage) and referral model is provided during Intern Orientation in the Introduction to Clinical Services module (Appendix C). Interns are assigned regular screening times following completion of the above sequence. Interns are also required to provide 4 psychological assessment reports, which are supervised in Assessment Seminar. Interns and staff develop their caseloads from these screening appointments.
Crisis intervention services are provided during regular working hours (8:00 AM to 5:00 PM) as well as after hours. Crisis intervention procedures are also reviewed during Intern Orientation (Appendix C). The following graded sequence is adhered to regarding intern integration into the crisis on-call rotation at the CCC:
· Shortly after Intern Orientation, interns are included in the "on call" rotation for regular working hours. In this assignment, staff members rotate responsibility for emergencies during regular working hours. Interns are initially observed in their work on emergencies and also may observe senior staff who are handling emergency situations if appropriate. Later, interns handle emergencies independently, but have access to senior staff as needed for consultation during emergency sessions. Interns are typically assigned after hours on call rotations beginning later in the fall semester. They are generally on-call two to three weeks during fall, spring and summer sessions, totaling 6-9 weeks per year. Interns receive back-up from senior staff during each of these weeks on call.
B. Seminar Series
1. Diversity Seminar
Interns supplement their exploration of personal and cultural diversity in individual and group supervision with intensive reflection in the Diversity Seminar (Appendix A). This seminar meets bi-weekly during the training year. This seminar utilizes invited speakers, readings, and video recordings as well as case presentations. Experiential exercises provide interns with opportunities to examine personal stereotypes and diversity experiences. The Division of Student Affairs also offers annual workshops and seminars on diversity, and interns are encouraged to participate in these sessions.
2. Psychotherapy and Professional Development Seminar
The Psychotherapy Seminar meets fall and spring semesters. Sessions are 1.5 hours in length and include assigned readings, experiential practice, and discussion (Appendix A). Ethical principles and readings are introduced during the initial seminars beginning in the Orientation period.
3. Research Seminar
Interns are allotted four hours of research time per week with at least one hour during the 8:00-9:00 time block. Research time is used to work on dissertations, clinical research projects, and CCC research projects. Interns develop and conduct an applied research project during their training with a senior staff member who serves as a mentor in this process. Interns present the results of their CCC research project to the staff and invited guests during the spring semester (Appendix A: Intern Research Requirement). In addition, the program places high priority on interns making significant progress on completing their dissertation or clinical research project during the internship year.
4. Psychological Assessment Seminar
Interns meet weekly with a senior staff psychologist in Psychological Assessment seminar (Appendix A). This Seminar provides feedback on psychological reports, reviews testing instruments, and discusses relevant literature. Interns are expected to write a minimum of four psychological reports during the training year. At least one of these reports must assess an individual from an individually or culturally diverse background.
5. Group Supervision
Interns meet 2 hours per week with the Training Director for Group Supervision. Using video recordings of their sessions, interns receive/provide feedback to each other on therapy sessions of individual clients. In addition, this seminar allows interns an opportunity to build cohesion as an intern class. Discussion topics might include clinical issues such as termination, short-term therapy, caseload management, and interpersonal dynamics, as well as professional development. Beginning sessions generally focus on adjustment to internship training followed by an increased clinical focus. Professional development is an additional focus in the second half of the year with assistance given to the job search process. In addition to clinical supervision, the goal of this seminar is to provide a supportive venue in which interns explore personal as well as professional goals (Appendix A).
6. Intern Supervision of Supervision Seminar
Interns supervise the practicum experience of a graduate trainee in Clinical Psychology, Counseling Psychology or Counselor Education during the fall and spring semesters. The intern serves as a primary supervisor of the practicum student, meeting for individual supervision one hour per week. Supervision of the intern’s supervision occurs in a weekly seminar provided by senior staff psychologists (Appendix A). Interns bring video-recorded sessions of their supervision with practicum students for discussion and feedback.
7.
Supervision of Groups
Interns and senior staff participate in weekly group supervision of
ongoing process and psychoeducational group experiences (Appendix A).
C. Professional Development
1. Administrative Staff Meetings and Case Conference
Interns participate in a weekly 2-hour staff meeting that includes administrative discussions as well as case discussion. Administrative discussions focus on CCC policies and procedures and day-to-day CCC operations. Case discussions focus on clinical issues and are conducted with all senior staff, interns and psychiatrists. Interns are expected to present cases, as well as participate in discussions of cases presented by other staff members.
Professional development meetings occur periodically throughout the academic year. Staff and guest speakers from the community are invited to speak to the staff on professional development topics. Interns are required to prepare and present a minimum of 1 staff development seminar over the course of the training year. Interns are encouraged to present on an area relevant to individual and cultural diversity.
2. Administrative Meetings
Interns participate in CCC staff meetings, biannual staff retreats, and joint functions between CCC and SHC. Interns have opportunities to observe center administrative functions and serve on committees. The Director and Training Director of CCC are licensed psychologists and available for additional supervision related to administrative functions.
3. Summer Consultation Rotation
Interns are required to supplement their work at the Cook Counseling Center with consultation services during the summer months. Opportunities for consultation may include, but are not limited to, work with the Women’s Center, the Psychological Services Center, the VT Athletic department, the VA Medical Center, the Cranwell International Center, or the Multicultural Center. The nature of the consultation may vary with the needs of the intern and the external organization. For example, one intern may elect to provide clinical service (e.g., psychotherapy with student athletes, clinical supervision of psychology students at the Psychological Services Center) while another may pursue academic or other scholarly endeavors (e.g., teaching a course, developing a training manual). The intern is responsible for working with the training director to establish the terms of the consultation relationship. Approximately 10 hours per week is expected for this consultation experience.
4. Other Supervision and Training Experiences
The PS, SS, and TD provide most of the clinical supervision; however, interns are encouraged to seek additional supervision. This may take the form of periodically and informally "dropping in" on senior staff or asking for supervision about a specific clinical area or case. External rotations at Virginia Tech or in the community can be negotiated and are contingent on intern dissertation progress and overall progress in the training program.
5. Continuing Education
Interns are encouraged
to attend relevant professional development programming offered by other
departments on campus or in the surrounding community. In addition,
interns may be approved to attend some off-site workshops. Interns
typically attend the Virginia Psychological Association conference in
the Spring semester.
A. Overview
The Training Director, Primary Supervisors, Secondary Supervisors, and seminar coordinators meet regularly to review intern progress. During these meetings the supervisors share perceptions and review the progress of each intern. Formal intern evaluation occurs in January and late July. An informal evaluation is conducted mid-semester in the fall as a preliminary assessment of intern's adjustment to internship and progress toward training goals. Interns are evaluated on skills in the following areas: individual and group counseling, assessment, case conceptualization, treatment planning, documentation, appreciation of individual differences, professional ethics, applied research, consultation/outreach services, summer rotation experiences, and supervision of trainees. The Intern Evaluation Form allows supervisors to evaluate the intern’s performance in these areas on a continuum. In order to successfully complete the internship, interns are expected to have 90% of the skills in the intermediate level or higher, or to demonstrate significant improvement in skill areas falling below the intermediate level over the course of the year.
The PS and SS in collaboration with seminar coordinators are responsible for completing the Intern Evaluation Form. The intern has the opportunity to discuss the evaluation with the PS, SS, TD, and seminar coordinators, and is requested to comment in writing on areas of agreement or disagreement regarding the evaluation. The Intern Evaluation Form (Appendix D) is signed by the intern, the primary supervisor and the secondary supervisor. The Intern Evaluation Form provides the basis for the TD’s scheduled evaluation letter to the intern’s academic training director (ATD). The TD’s evaluation letter to the ATD is reviewed with the intern.
Formal evaluation does not take the place of informal discussions of intern progress. Training staff make every effort to openly share concerns with interns in a timely manner, as well as point out areas of strength and competence.
B. Intern Evaluation Responsibilities
At the beginning of the year and at mid-year, the intern provides the TD with a Self-Assessment that addresses intern goals and interests for the semester (Appendix D). The intern discusses in narrative form his or her personal strengths and areas of relative weakness. The self- assessment forms the basis for the goals and objectives for the internship experience. The Intern Learning Contract (Appendix D) is completed by the intern with the PS and is used by the training staff to gauge intern progress. Like the Self-Assessment, the Intern Learning Contract is completed at the beginning and midway through the training year.
Interns complete a Semester Activities Report (Appendix H) detailing such activities as outreach programs or in-house workshops conducted and other professional activities completed during the semester. This assists the TD with completion of the Intern Training Report (Appendix H) which is completed twice during the internship year to give a more in-depth detailing of intern activities.
Interns evaluate the Training Director, intern seminars, group supervision, individual supervision with their PS, and individual supervision with their SS (Appendix E). Seminar evaluations are collected throughout the course of the year by the seminar leaders. Evaluation of supervisors occurs in January and July on the same schedule as intern evaluation. Interns complete an evaluation of internship (Appendix E) at the conclusion of the internship year. Interns are expected to return the necessary evaluation forms to the TD in a timely manner.
C. Training Director Evaluation Responsibilities
The TD is a licensed psychologist who directs the internship program in collaboration with the Training Committee and the Director of CCC. The TD coordinates the evaluation of interns and intern evaluation of the CCC. The TD schedules and conducts meetings related to internship evaluation. The TD is responsible for communicating intern progress to the intern's academic training director (ATD). The TD sends to the ATD an evaluation report within two weeks following the regularly scheduled Intern Evaluation Meeting (e.g. January, July). Additional contact is made with the ATD as needed. The TD collects intern evaluation data of the CCC and utilizes that information in self-study meetings with the Training Committee to target areas of improvement for the internship. The TD is responsible for making regular and informal contact with each intern in order to identify areas of concern.
D. Primary Supervisor Evaluation Responsibilities
The PS, who is a licensed clinical psychologist, has primary responsibility of monitoring and evaluating the interns day-to-day functioning at the CCC. The Competencies and Exit Criteria (Appendix D) are the primary objective criteria by which the Primary Supervisor evaluates the intern. Listed below are supervision functions fulfilled by the PS:
1. The PS meets with the intern for 2.0 hours of individual supervision per week.
2. The PS, along with the TD, assists the intern in meeting the goals and objectives established for the internship.
3. The PS monitors the size and composition of the intern's client caseload, and the weekly number of contact hours.
4. The PS carries primary responsibility for determining with the intern treatment plans and therapeutic goals for clients.
5. The PS carries primary responsibility for supervising intern intakes and referrals.
6. The PS or SS reviews and cosigns all intern progress notes.
7. The PS monitors intern progress in meeting internship requirements as defined in the Competencies and Exit Criteria (Appendix D), and assists if needed in the planning and execution of these requirements.
8. The PS collaborates with the TD, SS, and seminar coordinators in completing regular intern evaluations.
9. The PS supervises intern assessment report writing, in collaboration with the psychologist conducting the Psychological Assessment Seminar.
10. The PS integrates into intern supervision ongoing discussion and processing of ethics and standards of professional practice.
11. The PS regularly reviews video-recorded material of intern counseling sessions.
E. Secondary Supervisor Evaluation Responsibilities
The SS, a senior staff counselor or psychologist, supervises the intern on 3 or 4 cases which may or may not be supervised by the Primary Supervisor. The SS may have expertise in a specific clinical area of interest to the intern. The Competencies and Exit Criteria (Appendix D) are the primary objective criteria by which the SS evaluates the intern. Listed below are the evaluative functions fulfilled by the SS:
1. Secondary supervisors meet with the intern for 1.0 hour per week.
2. The SS shares with the intern responsibility for meeting the specific goals and objectives set out by the intern for the supervision experience with the SS.
3. The SS reviews and initials progress notes of cases being directly supervised by the SS.
4. The SS collaborates with the PS and TD in completing intern evaluations.
5. The SS integrates into intern supervision ongoing discussion and processing of ethics and standards of professional practice.
6. The SS regularly reviews video-recordings of intern counseling sessions.
A. Outside Practice
Interns agree to first consult and receive written approval from the TD before engaging in any rotations or practice opportunities outside those defined by the CCC training program. If approval is granted for outside rotations or other professional practice opportunities Virginia Tech is not liable nor will any CCC supervisors provide supervision for this work.
B. University Policies
The Thomas E. Cook
Counseling Center abides by all Virginia Tech policies (http://www.policies.vt.edu).