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 (appic@appic.org)

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 www.appic.org
Show live both the policies and resources pages