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New Training Director Workshop

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Presentation on theme: "New Training Director Workshop"— Presentation transcript:

1 New Training Director Workshop
Jeff Baker, Ph.D. Pam Epps, Ph.D. Mariella Self, Ph.D. Karen Taylor, Ph.D. Jason Williams, Psy.D.

2 Introductions & Goals

3 Roles of a Training Director

4 APPIC Central Office Staff
Who you gonna call? Membership Services Andrea Torres, B.S. IT and Database Marissa Warner, B.S. Dues, Newsletter and Financial Services Tonneta Whyte

5 APPIC Member Programs 740 Internship Programs
499/740 are APA or CPA Accredited 160 Postdoctoral Programs 57/160 are APA Accredited Internship Membership Reviews *60 New Applications in 2013 *Lose Programs Per Year



8 Passages of an Internship in Professional Psychology
By Lamb, Douglas H.; Baker, Jeffrey M.; Jennings, Martha L.; Yarris, Elizabeth Professional Psychology, Vol 13(5), Oct 1982,

9 Passages of an Internship in Professional Psychology
Presents a model for understanding the various stages of an internship in professional psychology as it affects both the interns and the training agency.

10 Pre-entry preparation
Includes application, acceptance, and pre-arrival apprehension.

11 Early intern syndrome Characterized by gathering information and finding a place in the agency.

12 Intern identity Focuses on the realization of strengths and limitations, a period of self-doubt, and a period of greater role differentiation.

13 The emerging professional
Characterized by increased sense of competence and independence.

14 Resolution Incorporates various ways of separating from the agency.

15 Abstract (10 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

16 Contact APPIC Central Office – 832.284.4080 (

17 Organizing the Training Year
Cycle of recurring tasks: Selection – application review & interview season Orientation Training rotations and evaluations Updating recruitment materials Postdoctoral fellowship/job application season Plan for the next training year APA accreditation – annual report Opens May 1; Due Sept 15 APPIC Directory update - July Match registration –August/September

18 Organizing the Training Year
Internship Postdoc Selection/New class September Intern orientation Orient new supervisors Update website/brochures for internship Send new interns electronic forms (tour of duty, evaluations, hours logs, etc.) Meet with postdoc preceptors about training plans in late Sept or early Oct Send Match registration to NMS Didactics begin Mail final intern evaluations to former interns’ graduate programs Update former intern contact info Update former postdoc contact info

19 Organizing the Training Year
Internship Postdoc Selection/New class November Send out mid-rotation evaluations to interns and supervisors Send quarterly evaluation reminder to supervisors Set up intern applicant files Meet individually with interns about current status, second rotation, CV revisions, and postdoc search Meet with preceptors Schedule intern Selection Committee meeting by late November and ask for interview times from Committee members Seminar planning, including job and postdoc search process Check in with postdocs about job search Review applicant folders by end of November postdoc announcement to supervisors, interns, and listservs postdoc brochure as needed

20 Organizing the Training Year
Internship Postdoc Selection/New class December Seminar planning Determine all staff interview times Selection Committee meeting Choose interviewees by Dec 15th and notify those not invited for interviews Arrange intern interviews Start intern interviews January Send out end of rotation evaluations Send second quarter evaluation reminder to supervisors and Preceptors Continue intern interviews Selection Committee meets intensively Finalize second rotation plans Pay APPIC dues Postdoc application deadline

21 Organizing the Training Year
Internship Postdoc Selection/New class June Start APA Annual Reports (send to interns and intern supervisors with mid- June deadline) Start APA Annual Reports (send to postdocs and clinical supervisors with mid-June deadline) Work on brochure updates Sign completion certificates and get frames Review internship application format Complete planning of rotations for incoming interns Remind to order orientation supplies (binders, etc.) August Exit interviews by staff (early August) Exit questionnaires Exit interviews Program evaluations Update internship application letter and complete website update for internship Interns process out Postdocs process Send final 2 s to incoming interns Complete orientation plans

22 Recruitment & Selection

23 AAPI Online Link to the AAPI to show live.

24 Match, Phase II, and Post Vacancy

25 Directory Update period
Critical to keep information updated for future recruitment Upcoming developments

26 Questions & Discussion

27 APA Accreditation Why Accreditation? Time Costs Quality Standards
Credibility Increase in Applications Time Costs

28 APA Accreditation APA Office of Accreditation and Program Consultation
Accreditation and Operating Procedures Guidelines and Principles for Accreditation of Programs in Professional Psychology Implementing Regulations

29 APA Accreditation Self-Study Domains
A-Eligibility B-Program Philosophy, Objectives, & Curriculum Plan C-Program Resources D-Cultural and Individual Differences & Diversity E-Student-Faculty Relations F-Program Self Assessment & Quality Enhancement G-Public Disclosure H-Relationship with Accrediting Body

30 Curriculum Issues: APPIC Membership Criteria
A psychology internship is an organized training program, which in contrast to supervised experience or on-the-job training, is designed to provide the intern with a planned, programmed sequence of training experiences. The primary focus and purpose is assuring breadth and quality of training.

31 Curriculum Issues: APPIC Membership Criteria
Clarification: The organization of an internship program is evident in a clear: Statement of the goals and objectives of the training activities. Description of the plan, location, and sequence of direct service experiences. Description of the training curriculum; i.e., the content, duration, and frequency of the training activities. Description of how the psychology training program is integrated into the larger organization.

32 Curriculum Issues: APPIC Membership Criteria
The internship must provide at least two hours per week in didactic activities such as case conferences, seminars, in-service training, or grand rounds. Clarification: The Psychology training program should have scheduled didactic experiences available to meet the training needs of their interns, a minimum of 2 hours per week on average with not less than 8 hours in any given month. "Didactic activities" refers to actual training opportunities and should include training activities beyond Intern Case Presentations. Formal processes must be in place to encourage intern socialization.

33 Curriculum Issues: APPIC Membership Criteria
The internship agency has a written statement or brochure which provides a clear description of the nature of the training program, including the goals and content of the internship and clear expectations for quantity and quality of the trainee's work. It is made available to prospective interns.

34 Curriculum Issues: APPIC Membership Criteria
Clarification: Internship programs must make available descriptions of their training program which give their applicants and interns a clear understanding of the program in terms of: The program's training goals and objectives. The program's training methods, content, and curriculum (for example, required rotations, sample weekly schedules, or available training seminars). The program's training resources (e.g., training/supervisory staff, physical facilities and training equipment, clerical support, etc.) The sites at which training and services are provided. For programs with multiple sites, clear descriptions are given for each site of services rendered by interns, supervision offered, and involvement of the training director.

35 Curriculum: Major Components
Training goals/objectives/competencies Pre-arrival assessment Orientation Develop structure(s) for delivery of training programs Seminars, Case Conference, Supervision, cohort meeting, rotation meeting

36 Experience versus Training
Experience + Competency Skills + Professional Skills = Training A program’s model dictates the experience, competency skills, and professional skills that comprise the internship curriculum.

37 Competencies ASPPB MRA + CPA Acc Panel Proposed CoA Scientific Orientation Research Core Knowledge Domains Core Content Areas Discipline-Specific Knowledge Professional Practice Evidence based practice in Assessment Assessment and Evaluation Intervention and Assessment Intervention Intervention and Consultation Consultation Relational competence Interpersonal Relationships (Covered in 2 sections) Diversity (also in Intervention & Consultation) Individual & Cultural Diversity Relationships Communication & Interpersonal Skills Professionalism Professional Values & Attitudes Personal competence Knowledge of self Reflective practice Reflective Practice Ethical practice Ethics and Standards Ethical and Legal Standards Application of ethics codes Application of laws and rules Ethical decision-making Systems thinking Interprofessional and Interdisciplinary Organizations Interdisciplinary collaborations Supervision

38 Multicultural & Diversity Issues
Self Reflection (Awareness, Knowledge, Skills) Recruitment/selection Curriculum Resources APA Guidelines

39 APA Guidelines Guideline #1: Psychologists are encouraged to recognize that, as cultural beings, they may hold attitudes and beliefs that can detrimentally influence their perceptions of and interactions with individuals who are ethnically and racially different from themselves. Guideline #2: Psychologists are encouraged to recognize the importance of multicultural sensitivity/responsiveness, knowledge, and understanding about ethnically and racially different individuals. Guideline #3: As educators, psychologists are encouraged to employ the constructs of multiculturalism and diversity in psychological education.

40 APA Guidelines Guideline # 4: Culturally sensitive psychological researchers are encouraged to recognize the importance of conducting culture-centered and ethical psychological research among persons from ethnic, linguistic, and racial minority backgrounds. Research generation and design Assessment Analysis and interpretation Guideline #5: Psychologists strive to apply culturally- appropriate skills in clinical and other applied psychological practices. Client-in-context Interventions

41 APA Guidelines Guideline #6: Psychologists are encouraged to use organizational change processes to support culturally informed organizational (policy) development and practices. Changing Context for Psychologists Psychologists in Transition Frameworks and Models for Multicultural Organizational Development Examples of Multicultural Practices within Organizations Psychologists as Change Agents and Policy Planners

42 Cultural and Individual Differences & Diversity
Outreach and recruitment/retention Curriculum Opportunities to work with diverse patients (clinical and research) Mentoring Work and training environment Specific training objectives

43 Cultural and Individual Differences & Diversity
Outreach and recruitment/retention Public materials Relationship with graduate programs Relationship with professional organizations (e.g., APA Divisions, ethnic minority psychological associations) Participating in internship “fairs” and informational sessions

44 Cultural and Individual Differences & Diversity
Curriculum Orientation – diversity awareness exercises Seminar series – separate diversity topics and infused within seminars Diversity journal club

45 Cultural and Individual Differences & Diversity
Opportunities to work with diverse patients Specialty training rotations, e.g., with LGB clients, with African American clients Research opportunities with diverse populations Mentoring Pairing intern with professional or supervisor of same ethnic or other background Forming support and mentoring group

46 Cultural and Individual Differences & Diversity
Specific training objectives that are required and trainees are evaluated on Demonstrate awareness of diversity issues and awareness of own biases and assumptions Conduct treatment and assessments with patients from different cultural backgrounds than themselves Obtain consultation and/or supervision from a psychologist or staff member of the same cultural background as the client on at least one therapy and assessment case in which cultural issues are a significant issue Write up a "cultural formulation" on a patient for whom cultural issues might present a barrier to access to competent treatment

47 Cultural and Individual Differences & Diversity
Work and training environment Programmatic commitment to diversity (e.g., included in program mission and goals) Diverse staff in visible administrative, teaching, and selection roles Modeling being lifelong multicultural learners Support for diverse faculty and trainees and diverse clinical and research interests

48 Questions & Discussion

49 Supervising Your Supervisors
Integrate as part of training program Develop supervision of supervision training sessions Incorporate supervision case conference into senior staff case conference discussions Provide professional development programs on the development of supervisory skills Competencies concerns: of supervisees of supervisors Provide additional oversight

50 Evaluation Targets for evaluation assessment: Program evaluation
Interns/postdocs Supervisors Training program Program evaluation Effectiveness of training interventions Satisfaction with training program components Evaluation of TD

51 Trainee Evaluation Review evaluation process & forms during orientation, including requirements for program completion and due process/grievance procedures. Types, source, and delivery method may vary. Schedule of evaluation depends on rotation structure (e.g.,3-mo, 4-mo, 6-mo rotations) Need for mid-rotation evaluations to allow for mutual feedback and mid-course corrections Plan for early, informal pre-evaluation feedback

52 Trainee Evaluation Evaluations must include assessment of specific competencies related to program training goals and objectives. Evaluation forms should have behaviorally anchored ratings that indicate trainee competence or behavioral problems. Need specific minimum thresholds for successful completion of rotations and the training year.

53 Trainee Evaluation Quality evaluation is not a surprise; should reflect development of skills. Consider potential modifications to evaluation forms carefully. No mid-year changes Ensure linkage to program goals/objectives Consider impact on self-study Consider trainee self-assessment of learning goals and outcomes.

54 Program Evaluation Effectiveness of training interventions Satisfaction with training program components Evaluation of TD Distal vs. Proximal Data

55 Quality Assurance Domain B To F: Program Self-Assessment and Quality Enhancement The program demonstrates a commitment to excellence through self-study, which assures that its goals and objectives are met, enhances the quality of professional education and training obtained by its interns and training staff, and contributes to the fulfillment of its host institution’s mission.

56 Program Self-Assessment
The program, with appropriate involvement from its interns, engages in regular, ongoing self-studies that address: 1) Expectations; 2) Effectiveness; 3) Procedures to maintain achievement; 4) Goals, objectives, and outcome data. The program provides resources and/or opportunities to enhance the quality of its training and supervision staff through continued professional development. The program and its host institution value and recognize the importance of internship training and of the staff’s training and supervisory efforts and demonstrate this valuing in tangible ways.

57 Questions & Discussion

58 Due Process & Grievance Procedures
A procedure employed when a program has a concern or problem with an intern. GRIEVANCE A procedure employed when an intern has a complaint or problem with an internship program.

59 Sample Problematic Behaviors
Intern does not acknowledge, understand, or address a problem when it is identified. The problem is not merely a reflection of a skill deficit which can be easily rectified by training. The quality of services delivered by the intern is sufficiently negatively affected. The trainee’s behavior does not change as a function of feedback, remediation efforts, &/or time. The problematic behavior has potential for ethical or legal ramifications if not addressed.

60 The 3 Elements of Due Process
1. NOTICE - intern must be formally notified that the program has identified problematic behavior and plans to address the behavior. 2. HEARING - a meeting of internship faculty with the intern is held in which the problematic behavior is articulated and in which the intern has the opportunity to present information regarding the problematic behavior. 3. APPEAL - provides the intern with an opportunity to appeal the decision made after the Hearing. The intern should have the opportunity to appeal to a person above the Training Director.

61 Sample Grievance Issues
Agency has misrepresented itself in public documents Supervision is lacking or insufficient Evaluation perceived as unfair Boundary violations Salary/stipend dispute Harassment

62 Grievance Procedures Interns should be able to grieve any perceived injustice – not just an evaluation/progress report. The procedure should afford a review at one level above the Training Director.

63 Boundary Issues Dual/multiple role relationships: APA ethical code—avoid if possible Power differentialed relationships Mindfulness re unintended consequences Legal vetting of due process, grievance, trainee expectations and responsibilities, and multiple role documents Consult, consult, consult…………….

64 APPIC Policies
Show live both the policies and resources pages

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