4APPIC 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
5APPIC Member Programs 740 Internship Programs 499/740 are APA or CPA Accredited160 Postdoctoral Programs57/160 are APA AccreditedInternship Membership Reviews*60 New Applications in 2013*Lose Programs Per Year
8Passages of an Internship in Professional Psychology By Lamb, Douglas H.; Baker, Jeffrey M.; Jennings, Martha L.; Yarris, ElizabethProfessional Psychology, Vol 13(5), Oct 1982,
9Passages 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.
10Pre-entry preparation Includes application, acceptance, and pre-arrival apprehension.
11Early intern syndromeCharacterized by gathering information and finding a place in the agency.
12Intern identityFocuses on the realization of strengths and limitations, a period of self-doubt, and a period of greater role differentiation.
13The emerging professional Characterized by increased sense of competence and independence.
14ResolutionIncorporates various ways of separating from the agency.
15Abstract(10 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
16Contact APPIC Central Office – 832.284.4080 (email@example.com)
17Organizing the Training Year Cycle of recurring tasks:Selection – application review & interview seasonOrientationTraining rotations and evaluationsUpdating recruitment materialsPostdoctoral fellowship/job application seasonPlan for the next training yearAPA accreditation – annual reportOpens May 1; Due Sept 15APPICDirectory update - JulyMatch registration –August/September
18Organizing the Training Year InternshipPostdocSelection/New classSeptemberIntern orientationOrient new supervisorsUpdate website/brochures for internshipSend new interns electronic forms (tour of duty, evaluations, hours logs, etc.)Meet with postdoc preceptors about training plans in late Sept or early OctSend Match registration to NMSDidactics beginMail final intern evaluations to former interns’ graduate programsUpdate former intern contact infoUpdate former postdoc contact info
19Organizing the Training Year InternshipPostdocSelection/New classNovemberSend out mid-rotation evaluations to interns and supervisorsSend quarterly evaluation reminder to supervisorsSet up intern applicant filesMeet individually with interns about current status, second rotation, CV revisions, and postdoc searchMeet with preceptorsSchedule intern Selection Committee meeting by late November and ask for interview times from Committee membersSeminar planning, including job and postdoc search processCheck in with postdocs about job searchReview applicant folders by end of Novemberpostdoc announcement to supervisors, interns, and listservspostdoc brochure as needed
20Organizing the Training Year InternshipPostdocSelection/New classDecemberSeminar planningDetermine all staff interview timesSelection Committee meetingChoose interviewees by Dec 15th and notify those not invited for interviewsArrange intern interviewsStart intern interviewsJanuarySend out end of rotation evaluationsSend second quarter evaluation reminder to supervisors and PreceptorsContinue intern interviewsSelection Committee meets intensivelyFinalize second rotation plansPay APPIC duesPostdoc application deadline
21Organizing the Training Year InternshipPostdocSelection/New classJuneStart 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 updatesSign completion certificates and get framesReview internship application formatComplete planning of rotations for incoming internsRemind to order orientation supplies (binders, etc.)AugustExit interviews by staff (early August)Exit questionnairesExit interviewsProgram evaluationsUpdate internship application letter and complete website update for internshipInterns process outPostdocs processSend final 2 s to incoming internsComplete orientation plans
27APA Accreditation Why Accreditation? Time Costs Quality Standards CredibilityIncrease in ApplicationsTimeCosts
28APA Accreditation APA Office of Accreditation and Program Consultation Accreditation and Operating ProceduresGuidelines and Principles for Accreditation of Programs in Professional PsychologyImplementing Regulations
29APA 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
30Curriculum 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.
31Curriculum 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.
32Curriculum 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.
33Curriculum 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.
34Curriculum 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.
35Curriculum: Major Components Training goals/objectives/competenciesPre-arrival assessmentOrientationDevelop structure(s) for delivery of training programsSeminars, Case Conference, Supervision, cohort meeting, rotation meeting
36Experience versus Training Experience + Competency Skills + Professional Skills = TrainingA program’s model dictates the experience, competency skills, and professional skills that comprise the internship curriculum.
37CompetenciesASPPBMRA + CPA Acc PanelProposed CoAScientific OrientationResearchCore Knowledge DomainsCore Content AreasDiscipline-Specific KnowledgeProfessional PracticeEvidence based practice inAssessmentAssessment and EvaluationIntervention and AssessmentInterventionIntervention and ConsultationConsultationRelational competenceInterpersonal Relationships(Covered in 2 sections)Diversity(also in Intervention & Consultation)Individual & Cultural DiversityRelationshipsCommunication & Interpersonal SkillsProfessionalismProfessional Values & AttitudesPersonal competenceKnowledge of selfReflective practiceReflective PracticeEthical practiceEthics and StandardsEthical and Legal StandardsApplication of ethics codesApplication of laws and rulesEthical decision-makingSystems thinkingInterprofessional and InterdisciplinaryOrganizationsInterdisciplinary collaborationsSupervision
39APA GuidelinesGuideline #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.
40APA GuidelinesGuideline # 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 designAssessmentAnalysis and interpretationGuideline #5: Psychologists strive to apply culturally- appropriate skills in clinical and other applied psychological practices.Client-in-contextInterventions
41APA GuidelinesGuideline #6: Psychologists are encouraged to use organizational change processes to support culturally informed organizational (policy) development and practices.Changing Context for PsychologistsPsychologists in TransitionFrameworks and Models for Multicultural Organizational DevelopmentExamples of Multicultural Practices within OrganizationsPsychologists as Change Agents and Policy Planners
42Cultural and Individual Differences & Diversity Outreach and recruitment/retentionCurriculumOpportunities to work with diverse patients (clinical and research)MentoringWork and training environmentSpecific training objectives
43Cultural and Individual Differences & Diversity Outreach and recruitment/retentionPublic materialsRelationship with graduate programsRelationship with professional organizations (e.g., APA Divisions, ethnic minority psychological associations)Participating in internship “fairs” and informational sessions
44Cultural and Individual Differences & Diversity CurriculumOrientation – diversity awareness exercisesSeminar series – separate diversity topics and infused within seminarsDiversity journal club
45Cultural and Individual Differences & Diversity Opportunities to work with diverse patientsSpecialty training rotations, e.g., with LGB clients, with African American clientsResearch opportunities with diverse populationsMentoringPairing intern with professional or supervisor of same ethnic or other backgroundForming support and mentoring group
46Cultural and Individual Differences & Diversity Specific training objectives that are required and trainees are evaluated onDemonstrate awareness of diversity issues and awareness of own biases and assumptionsConduct treatment and assessments with patients from different cultural backgrounds than themselvesObtain 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 issueWrite up a "cultural formulation" on a patient for whom cultural issues might present a barrier to access to competent treatment
47Cultural and Individual Differences & Diversity Work and training environmentProgrammatic commitment to diversity (e.g., included in program mission and goals)Diverse staff in visible administrative, teaching, and selection rolesModeling being lifelong multicultural learnersSupport for diverse faculty and trainees and diverse clinical and research interests
49Supervising Your Supervisors Integrate as part of training programDevelop supervision of supervision training sessionsIncorporate supervision case conference into senior staff case conference discussionsProvide professional development programs on the development of supervisory skillsCompetencies concerns: of superviseesof supervisorsProvide additional oversight
50Evaluation Targets for evaluation assessment: Program evaluation Interns/postdocsSupervisorsTraining programProgram evaluationEffectiveness of training interventionsSatisfaction with training program componentsEvaluation of TD
51Trainee EvaluationReview 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 correctionsPlan for early, informal pre-evaluation feedback
52Trainee EvaluationEvaluations 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.
53Trainee EvaluationQuality evaluation is not a surprise; should reflect development of skills.Consider potential modifications to evaluation forms carefully.No mid-year changesEnsure linkage to program goals/objectivesConsider impact on self-studyConsider trainee self-assessment of learning goals and outcomes.
54Program EvaluationEffectiveness of training interventionsSatisfaction with training program componentsEvaluation of TDDistal vs. Proximal Data
55Quality AssuranceDomain B To F: Program Self-Assessment and Quality EnhancementThe 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.
56Program 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.
58Due Process & Grievance Procedures A procedure employed when a program has a concern or problem with an intern.GRIEVANCEA procedure employed when an intern has a complaint or problem with an internship program.
59Sample 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.
60The 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.
61Sample Grievance Issues Agency has misrepresented itself in public documentsSupervision is lacking or insufficientEvaluation perceived as unfairBoundary violationsSalary/stipend disputeHarassment
62Grievance ProceduresInterns 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.
63Boundary IssuesDual/multiple role relationships: APA ethical code—avoid if possiblePower differentialed relationshipsMindfulness re unintended consequencesLegal vetting of due process, grievance, trainee expectations and responsibilities, and multiple role documentsConsult, consult, consult…………….
64APPIC Policies www.appic.org Show live both the policies and resources pages