doctor (psyd) p rogram training h andbook...demonstration of competencies related to psyd program...

Doctor of Psychology (PsyD) Program

Training Handbook

2017-2018 Copyright 2017 Institute for the Psychological Sciences. All rights reserved.

TABLE OF CONTENTS FORWARD 4

Vision 4 Mission 4

CLINICAL TRAINING PHILOSOPHY 5 I. Introduction 5 II. Demonstration of Competencies Related to PsyD Program Goals and Objectives 6

A. Remediation 8 B. “At-Risk” and Dismissal from Program 8

Dismissal from program 8 III. Definitions 8

A. Clinical Experiences 8 B. Faculty Roles 10 C. Supervision 12

CLINICAL EXPERIENCE REQUIREMENTS 13 IV. Doctoral Clinical Experience 13

A. Student Responsibilities 13 B. Clinical Practicum 16 C. Comprehensive Examination Process 23 D. Pre-doctoral Clinical Internship/Residency 27 E. Graduation Requirements 33

EVALUATION AND AGREEMENT FORMS 35 Note: All forms must be submitted electronically. Paper forms will not be accepted.35 V. Appendices 35

Appendix B: Student Ethical Agreement 37 Appendix C: Evaluation of Students’ Clinical Skills 38 Appendix D: Student Evaluation of Practicum Site 40 Appendix E: Clinical Site Evaluation of Extern 42

(IPS-Center) 49 (External Practicum) 56 (Internship) 63

Appendix F: Student Evaluation of Site Supervisor(s) 70 Appendix G: External Practicum Agreement 73

_____________________________________ PsyD Program Training Handbook, page 2

Appendix H: Articles about Pre-Doctoral Internship 77 Appendix I: Request for Clearance to Apply for Pre-Doctoral Internship 79 Appendix J: Affidavit of Handbook Review 82 Appendix K: PsyD Program Comprehensive Exam Progress Form: Component PsyD-I 83 Appendix L: PsyD Program Comprehensive Exam Component PsyD-II Process for Faculty 85 Appendix M: PsyD Program Comprehensive Exam Scoring Summary Form Component; PsyD-II: Case Presentation (Written and Oral) 90 Appendix N: Policy on PsyD Student Participation in Professional Associations93 Appendix O: PsyD Supervisor Information Form 94 Appendix P: Clinical Skill Remediation Form 96 Appendix Q: Remediation Completion Form (template) 97


FORWARD return to table of contents

Vision click here for IPS Vision

Mission click here for IPS Mission


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CLINICAL TRAINING PHILOSOPHY

I. Introduction return to table of contents

This handbook provides an overview of the clinical skills, procedures, practicum, and internship requirements and opportunities available to students in the Doctor of Psychology (PsyD) Degree Program at the Institute for the Psychological Sciences (IPS or the Institute). This document is adjunct to other Institute Publications such as the IPS Academic Catalog and Divine Mercy University Student Handbook. All students are responsible for reading and becoming familiar with the clinical skill and field experience requirements of the PsyD program. This document is subject to ongoing review and revisions and students will receive updates as issued. Students are bound by the most recent policies and procedures of the IPS and DMU

The PsyD Program is designed to provide students with a coordinated, progressive and logical sequence of clinical training to facilitate their development as emerging professionals. The training program is aimed at fostering specific clinical competencies. A number of these competencies are achieved in the context of formal coursework. Many others are developed through carefully supervised clinical experiences. The clinical training sequence is a planned course of study incorporating didactic and supervised experiential training. In order to ensure that students are adequately formed in their clinical skills, in addition to clinical coursework, students are required to complete a minimum of 1,800 hours of clinical practicum/externship. The initial year of practicum training occurs in the IPS Center for the Psychological Services (IPS Center) and additional training occurs in both secular and nonsecular off-site externship clinical settings). At the IPS Center, supervision is provided by on-site supervisors, who provide regular feedback to the student regarding their progress.

Admission to, and progression through, the clinical practicum/externship is contingent upon satisfactory academic progress and successful completion of all program requirements, including each practica/externship training placement as outlined in the Catalog section: Demonstration of Competencies Related to Psy.D. Program Goals and Objectives, and in the Doctor of Psychology (PsyD) Program Training Handbook.


Practicum course training is facilitated by supervision provided at training sites, combined with seminars instructed by IPS faculty. While site supervisors retain primary legal responsibility for the student’s supervision and caseload, the practicum seminar courses extend this training and facilitate extensive exploration of integration issues.

Due to of the practitioner-scholar model adopted by the doctoral program, a substantial amount of students’ time will be spent applying/refining psychological knowledge and skills in clinical contexts. The PsyD Program is designed to produce competent practitioners of clinical psychology who are poised to continually enhance their practice with ongoing developments in the field. Although the PsyD Program does not attempt to produce professionals who function primarily as researcher-scientists, our students are equipped to function as psychologists who are capable of being intelligent consumers of clinical research.

A key distinction in the program at IPS is the fact that all instruction occurs within the Catholic Christian worldview. The IPS’s Christian commitment brings with it additional implications for clinical training. First, the religious context is viewed as a ‘value-added’ component of clinical training. Students do not receive a weakened or compromised professional training because of the religious component of the program. Second, students are expected to go beyond the field’s minimal ethical standards and function in a manner consistent with Christian ethical principles. Finally, students are required to become proficient in integrating a Catholic Christian perspective in all of their professional work.

II. Demonstration of Competencies Related to PsyD Program Goals and Objectives return to table of contents

In order to graduate, students enrolled in the PsyD program are required to demonstrate proficiency in a wide variety of competencies related to the PsyD program’s goals and objectives. These competencies are assessed throughout all years of the program and generally fall under three classifications: 1) knowledge and application of the foundational scientific content areas of psychology, 2) clinical knowledge, attitudes and skills, and 3) knowledge and application of a Catholic understanding of the person in clinical work. A wide variety of methodologies for assessing student competencies are utilized including: clinical rating scales in clinical courses, evaluation of course related assignments, evaluations from practicum placements and internship supervisors, the PsyD comprehensive exam, and ratings made through the dissertation process. All of these formal assessments of competencies utilize a 5-point rating scale and all require


a rating of a minimum of “3” or “functional proficiency” in order to be passed. In general, if a student receives a rating below “3” on any given competency probe, they must remediate the competency deficiency and ultimately successfully obtain the required rating of “3” which is assessed through an additional work sample requirement specific to each competency.

Course grades are one of the main methodologies used to assess student knowledge of the foundational scientific content areas of psychology and to assess their knowledge of a Catholic understanding of the person. To demonstrate competency of their knowledge of the foundational scientific content areas of psychology, students must obtain a course grade of “B” or better in each of the following courses: PSY 500 History and Systems of Psychology PSY 503 Personality Theories PSY 504 Psychological Measurement PSY 507 Psychopathology PSY 512 Law, Ethics, and Psychology PSY 605 Developmental Psychology PSY 718 Research Design for the Psychological Sciences PSY 721 Cognitive Psychology PSY 729 Advanced Statistical Methods PSY 736 Advanced Child Psychopathology PSY 822 Biological Bases of Behavior PSY 825 Social Psychology PSY 827 Cultural, Religious, and Individual Diversity in Clinical Practice

To demonstrate competency in their knowledge of a Catholic understanding of the person, students must obtain a course grade of “B” or better in each of the following courses: PHT 502 Philosophical and Theological Anthropology, PHT 614 Practical Reasoning and Moral Character and PHT 635 Theology of Marriage and Family.

In the event that a student receives a final grade lower than a B in one of these courses, the student will be allowed one opportunity to remediate this competency deficit through individual study followed by successfully passing an alternate version of the final exam for the course which will be comprehensive in nature. This alternative final exam must be administered within 30 days following the date grades are reported to the Registrar and the student must obtain a grade of “B” or better on this alternative final exam in order for the specific competency to be passed. If the student does not obtain a “B” or better on the alternate version of the final, the student will be required to retake the course in question and obtain a grade of B in order to demonstrate competency. It


should be noted that this remediation process is only applicable for the courses noted above and in the case in which a grade higher than a C- is obtained. It does not replace the existing policy that any course for which a C- or below is obtained must be repeated. In addition, the grade from the alternative version of the final exam can only be used to document competency and will not result in any change of the grade originally assigned by the instructor.

A. Remediation return to table of contents

(taken from PsyD Catalog) A student who fails to meet the minimum clinical, course, and/or program competencies are required to complete a remediation plan. The remediation plan is a formal, written, individualized corrective action(s) plan specifically developed to outline the requirements for the student to resolve any identified problems and deficiencies. The remediation plan is intended to assist the student in meeting the required program competencies in a timely manner for continued progression through the program. A student receives formal, written notification upon successful completion of the remediation plan.

B. “At-Risk” and Dismissal from Program return to table of contents

(taken from PsyD Catalog

“At-Risk” A student who fails to successfully complete a remediation plan, has multiple remediation plans, and/or in the matters of serious gravity (e.g., severe ethical violations), will be deemed “at risk.”

A student determined to be “at-risk” may be dismissed from the program.

Dismissal from program A student dismissed from the program may elect to pursue due process following the Grievance Policies and Procedures published in the Catalog and Psy.D. Program Training Handbook.

III. Definitions A. Clinical Experiences return to table of contents


The pre-internship clinical experience requires a minimum of 1,800 total hours, which are typically obtained during three years of practicum/externship training. These clinical training hours are accumulated via formal clinical practicum/externship experiences which begin in the second year and continue with progressive training experiences through the fourth year of studies.

It is imperative for students to understand the subcomponents of this requirement, which are based upon the American Psychological Association Model Licensure Act and the Guidelines of the Association of State and Provincial Psychology Boards. The required sub-components are defined as follows. Students should remember that the most important subcategories include service-related hours and supervision hours.

1. A minimum of 900 hours (approximately 50% of the total hours) must be obtained from service-related activities, such as: interviews, treatment/intervention, assessment, report-writing, case presentations, and consultations. a. A minimum of 550 hours (approximately 30% of the total hours) must be obtained

from interviews, treatment/intervention, and assessment. The following activities can be counted toward this subcategory: individual therapy (regardless of age or modality, may include co-therapy); couples, family, or group therapy (regardless of age or modality, may include co-therapy); intake interviews; psychological assessment and testing; assessment feedback sessions.

b. A minimum of 350 hours (approximately 20% of the total hours) must be obtained from report-writing, case presentations, and consultations. The following activities can be counted toward this subcategory: psychological testing scoring and interpretation; psychological report writing; providing formal case presentations; providing consultations to third parties (schools, organizations, etc.)

2. A minimum of 225 hours must be obtained from supervision. IPS Policy requires that students receive one hour of individual supervision for every four hours of client contact, each week; and at least one hour of individual supervision for every assessment battery. Additional supervision hours and modalities (e.g., dyad or group supervision) are encouraged. Please note that peer supervision (student-to-student) may not be counted for this category.

3. The remaining hours (approximately 650 hours) are obtained by engaging in support activities. Support activities are any activities that are directly related to the students’ clinical work and training. Examples include: writing of treatment notes, treatment plans, or discharge plans; didactic activities (seminars, case conferences, continuing education programs, training programs); staff meetings; peer supervision; as well as preparation for clinical work (e.g., reading specific literature pertaining to the science and practice of psychology); etc.


For the sake of clarity and convenience, these minimum requirements are summarized in the table below:

Program Year

Direct service-related

(interviews, treatment,

assessment)

Other service-related (report-writing,

case presentations, consultations) Supervision

Other (support) estimates Total

2nd year 100 75 45 130 350 3rd year 225 145 90 265 725

4th year 225 145 90 265 725 Total 550 365 225 660 1,800

Following the year-long training experience at the IPS Center for Psychological Services (i.e., PsyD-2 year), students obtain agreements with outside agencies (both secular and nonsecular) as additional practicum training in which non-faculty members provide supervision (i.e., PsyD-3 & PsyD-4). Students will generally be involved on a continuous basis in these types of clinical training through to the beginning of pre-doctoral internship.

*N.B.: The breakdown in terms of percentages is in accordance with the Commonwealth of Virginia licensure requirements for clinical psychologists upon graduation (i.e., licensure without formal post-doctoral hour-requirements). The Commonwealth of Virginia have these requirements as follows:

In addition to these practicum experiences, students are involved in a number of clinical practicum courses in the IPS curriculum in which clinical consultation is provided from the perspective of the training models taught through the Institute.

The pre-doctoral internship is a 2000 hour, full-time experience for which students typically apply upon completion of necessary requirements at the IPS (see Appendix I). Applications are accepted at internship sites nationally and internationally (i.e., Canada). The process is a competitive one, and students are expected to be enrolled in an approved full-time clinical internship at an established APA or APPIC-accredited site. On a case-by-case basis, students may petition the Dean to pursue a part-time clinical internship (see Time and Residency Policy in the Student Handbook).

B. Faculty Roles return to table of contents


The Director of the PsyD Program (PsyD Director) is responsible for the continued development and advancement of the overall program and oversees students’ progress toward completion of Comprehensive Exams and dissertation proposals and defenses. The Director is the individual who meets with the student regularly to discuss curriculum choices and other aspects of the student’s progress in the program.

The Associate Director of the PsyD Program assists the PsyD Director in the oversight and administration of the PsyD Program.

The Director of Clinical Training (DCT) has responsibility and authority for the continued development, implementation, and oversight of the clinical training sequence in the PsyD Program as delegated by the Director of the PsyD Program. The DCT maintains information about students’ clinical skill development, reflected through practicum evaluations and other coursework measures of development of clinical skills. The DCT is the primary liaison with practicum and internship agencies. Other duties include approving students’ practicum arrangements; serving as a consultant to students and faculty on practicum and internship matters; maintaining practicum and internship information resources; developing and disseminating all policies and procedures that apply to practicum placements and internships; and interpreting/applying those policies to specific cases.

Director of the IPS Center for Psychological Services (the Center Director) is responsible for the operations of the campus clinic and development of other training experiences for practicum students during their initial year of training (typically the third year). The Center Director coordinates the supervision of all practicum students functioning in the Center and serves as a liaison with the Clinical Faculty for the purposes of identifying appropriate cases for coursework and maintaining quality supervision.

Clinical Faculty is the term used for a member of the IPS faculty who provides consultation and oversight at the Institute level as the instructor of a clinical practicum class. Ordinarily, the faculty member is not privy to identifying information about clients seen by students at their practicum sites. Consequently, the site supervisor retains primary responsibility for student supervision. The clinical faculty promotes and monitors student skill development throughout the year and conveys information about this to the DCT.

The Site Supervisor provides overall supervision at the practicum site and may delegate other site personnel to work with the student. The site supervisor will typically be a licensed clinical psychologist, and may at times be a faculty member of IPS (in such cases, students should clarify at the beginning of a clinical experience the role of


the supervisor/faculty). However, there may be situations where supervision by another mental health professional occurs. Such arrangements are acceptable providing the following conditions are met: 1. The student does not perform services that are outside of the mental health

professional’s scope of practice (e.g., a psychiatrist or social worker supervising psychological testing would not be appropriate).

2. The student is obtaining supervised clinical experience in an area contained within the scope of practice for clinical psychology.

3. The supervisor must be a licensed mental health professional, preferably a clinical psychologist.

The Dissertation Chair is designated upon the student’s request with the approval of the selected faculty member. The Dissertation Chair is the student’s primary consultant during the process of completing dissertation requirements. (Refer to the latest edition of the Dissertation Handbook for additional information.)

C. Supervision return to table of contents

Overview . Supervision is the process through which students receive their most personal and intensive professional training. Supervision is a unique type of tutorial relationship in which a person with less experience submits his/her work for the scrutiny and critique by a person with more experience. The supervisory session typically focuses upon a work sample presented (e.g., videotape of a therapy session or written protocol) along with the variety of issues that may arise in the context of the work. The focus of the supervision will vary with the training level and needs of the student. Generally, through the supervisory process, students are assisted in:

1. incorporating knowledge relevant to the practice of assessment and therapy, 2. developing specific assessment and therapy skills, and 3. developing a coherent model for integrating the Catholic understanding of the human

person in clinical practice.

Styles. It is important to note, that although all faculty at IPS share the same general goals, that they vary widely in their personal styles and approaches. In any case, faculty and supervisors will endeavor to promote an atmosphere of openness, and it is expected that the student will be receptive to the feedback and guidance provided. This may at times touch upon issues for which a student has some sensitivity. Therefore, it is important to be clear that the supervision process is distinct from personal therapy, and should never be construed as such, by either supervisor or supervisee. Should


either party perceive that the issues discussed lend themselves to a more therapeutic encounter, this should be raised immediately and appropriate referral and consultation sought. It is not uncommon for trainees to seek personal therapy during their training, and the IPS faculty is supportive of such efforts. It is important to note, however, that this boundary between supervision and therapy should not prevent issues related to personal style, feelings about a client, or reactions to issues being discussed, from being usefully addressed within the supervisory relationship. Context. Supervision will occur within both individual and group contexts. Individual supervision enables the supervisor to provide consistent, on-going and uninterrupted attention to the work of the individual supervisee. It is here that it is more likely for a student to address their individual responses to a client and process feelings and reactions. Group supervision is based upon the premise that participants can learn a great deal from witnessing others’ case presentations, viewing differing styles of interaction, and from the insights of classmates. In addition, making presentations before small group supervision will enhance the student’s skill in organizing case materials and functioning in professional settings.

CLINICAL EXPERIENCE REQUIREMENTS

IV. Doctoral Clinical Experience

A. Student Responsibilities return to table of contents

Throughout their clinical experiences, students are expected to conduct themselves in a professional manner which reflects well on the Institute’s commitment to treat all people with dignity and respect.

Be punctual, responsible, ethical, and professional at all times. Since the admission process to the PsyD program is selective, and only students of the highest quality, maturity, and motivation are accepted, it is expected that students function on an appropriate professional level at all times, particularly in interactions with those outside of the IPS. Of special concern is the maintenance of careful ethical behavior: Clients should not be discussed casually or at inappropriate times. Confidential records should be handled with great care and the privacy of clients always carefully protected. Finally, adherence to Ethical Standards of the American


Psychological Association (APA) is necessary. This document may be obtained from the APA website at: www.apa.org.

Care of clients By embarking on a doctoral degree program in clinical psychology, one accepts the restrictions this places on their individual freedoms. When accepting a client into one’s caseload, the student is making a commitment to that individual which goes beyond mere contractual obligations. Due to the nature of therapeutic relationship, the intimate details of lives that are often shared, and the inherent vulnerability and difference in power within the relationship, it is incumbent upon the student-therapist to consider the client’s welfare in many contexts. The general guiding principle is that the student practice in a competent manner that does “no harm” to clients. This means that students must: 1. request additional supervision if needed; 2. be self-aware and open about their own limitations; 3. expeditiously inform the site supervisor of significant problems with cases or client

emergencies; 4. seek adjunctive training as needed beyond that which may be provided in the formal

structure of the program. This may take the form of additional reading, consultation, or attendance at training seminars.

The following examples of the type of situations that a student might confront are offered for consideration; however, note that many unique circumstances may arise in particular cases [the student should always consult the supervisor when the correct action is uncertain]:

● The student-therapist is responsible for ensuring continuity of care with their clients. This will require careful planning of vacations or other trips during which the student will be unavailable to the client;

● Many clients may choose to seek therapy from students of the IPS because of the Institute’s unique mission. This may present challenges in the ethical context of dual relationships because of common social or religious activities attended simultaneous with the student’s public identity as a ‘clinical psychology student’—it is the student’s obligation to ensure that no client be placed in an awkward position by social interactions which may occur out of the context of therapy.

Note: It is common for beginning students to feel uneasy about assuming real world clinical responsibilities. Students are not expected to start their practicum experience already proficient in professional competencies. They should, however, take their


http://www.apa.org/

http://www.apa.org/

http://www.apa.org/

clinical responsibilities seriously, operating under appropriate supervision in a teachable, self-aware manner.

Complete all administrative requirements. Examples of administrative duties are not limited to but include: 1. Completing client records in a timely and professional manner; 2. Submitting all required practicum documentation to the DCT (i.e., January 3rd and

June 3rd of each training year), including Appendices D, E, F, and the required attachments (In addition, students on pre-doctoral internship are also required to complete a final evaluation of their internship sites as well as of their clinical supervisors at the end of their internship training. These evaluations are due a week before the official last day of their internship contract.);

3. Maintaining personal copies of practicum documentation; 4. Being available for required work hours.

Feedback from students regarding agencies and supervisory experiences is necessary and encouraged at all times. This information is vital to the IPS’s efforts at building and maintaining the highest quality of clinical training. Copies of the Site Evaluation Form (Appendix D) and the Site Supervisor Evaluation Form (Appendix F) are included in this handbook. It is crucial that students be honest and open in their feedback. In addition, the IPS encourages open and frank discussion between its students and their supervisors.

Inform the Director of Clinical Training of any consideration of changes in supervisors or agency placements Due to the time involved in placing and orienting students at agencies, the multiple demands on most supervisors, and the time it takes to develop full benefit from supervisory relationships, it is important that changes not occur quickly or frequently. Should a situation arise at a practicum agency which is seen clearly to be inhibiting proper clinical training, the student should immediately consult with the Director of Clinical Training and/or the clinical supervisor. No changes in the practicum training contract should be made until a full discussion with and an acceptable resolution is made through the Director of Clinical Training.

See clients only on the premises of the agency [or an agency-approved site] and only during regularly established agency client hours. Despite the inconvenience an agency’s hours might present to a particular client, it is unethical and at times illegal for a student to see a client outside of the scheduled hours of operations.


Handle any difficulties or conflicts which arise at the agency in a professional manner. The Director of Clinical Training and the student’s Clinical Faculty and supervisors are available to assist in difficulties arising at practicum sites, and should be notified as soon as possible.

B. Clinical Practicum return to table of contents

Clinical Practicum Training Sequence Overview The Clinical Practicum Training sequence is a three-year experience designed to give students opportunities for developing their professional identity, consolidating basic psychotherapy skills, and initiating students in the professional activities basic to the practice of clinical psychology under the supervision of faculty and other practicum supervisors. All doctoral students, regardless of their background, are required to take four courses in the advanced clinical practicum sequence. These courses include: PSY724 Advanced Adult Psychotherapy; PSY 734 Advanced Child, Marriage, Family Therapy I; PSY820 Group Psychotherapy; and PSY836 Advanced Personality Assessment. In addition, students are required to complete 18 hours of clinical practicum hours (PSY 601/602, PSY 701/702/703, and PSY 801/802), which are courses that reflect the time and experience obtained on practicum as well as serve as a forum for discussing cases in a consultative manner with IPS faculty. Student progress in clinical skills will be monitored through the use of an Evaluation of Students’ Clinical Skills: Clinical Rating Scales (see Appendix C for a sample). [Please note: Pre-requisites to the clinical practicum training sequence, i.e., Basic Interviewing (PSY 516), Cognitive/Behavioral Assessment (PSY 608), Adult Psychotherapy (PSY609), Child Psychotherapy (PSY610), Marital Psychotherapy (PSY611), and Personality Assessment (PSY 613), should be completed in the first two years of coursework.]

Students are expected to begin functioning within the professional identity as a “psychologist in training” as they progress through these courses. Among other things, this means that students must take responsibility for ensuring that clients have adequate follow-up/treatment following the conclusion of the courses, either through referral to agency personnel, or through continued treatment by the student.

The fundamental aim of the Practicum training is to provide students with on-going opportunities for supervised practice in a variety of areas of clinical psychology. In order to achieve this objective, sites approved by the program agree to serve in a


training role with students. Practicum site supervisors agree to provide required supervision, training and oversight outlined in this handbook.

Admission to, and progression through, the clinical practicum/externship is contingent upon satisfactory academic progress and successful completion of all program requirements, including each practica/externship training placement as outlined above in the Demonstration of Competencies Related to Psy.D. Program Goals and Objectives section of this Doctor of Psychology (PsyD) Program Training Handbook.

Introductory Clinical Practicum Experience The minimum requirement of 350 hours of supervised professional experience for the Introductory Clinical Practicum which occurs in the second year of the program entails a 40-week placement of an average of 8 hours per week in the IPS Center for the Psychological Sciences. Students are encouraged to exceed the minimum required hours of experience whenever possible.

In addition to direct service hours, students will be expected to participate in didactics, meetings, and other required in-service trainings as deemed appropriate by the Center Director.

Students will be also required to participate in meetings and in-service training sessions as scheduled by the Center Director, which will introduce them to the legal and ethical issues of practice, the practical issues of practice, case management or record keeping, as well as the administrative structure and functioning of clinical settings.

Intermediate Clinical Practicum Experience The minimum requirement of 725 hours of supervised professional experience for the Intermediate Clinical Practicum which occurs in the third year of the program entails a year-long placement of an average of 16 hours per week experience in both secular and nonsecular off-site externship clinical settings. Students are encouraged to exceed the minimum required hours of experience whenever possible.

Students are expected to identify and secure placement at a Practicum site approved by the Director of Clinical Training. Practicum sites that have not received prior approval must be submitted for review to the DCT for approval. In addition, all sites must sign a three-way agreement between the IPS, the site, and the individual student stating the terms of the student’s stay at the site (see Appendix G). Students are encouraged to exceed the minimum required hours of experience whenever possible. Students are also required to have Appendix O filled in by their supervisor, providing basic details of the supervisor’s licensure status.


Advanced Clinical Practicum Experiences The minimum requirement of 725 direct client contact hours of the Advanced Clinical Practicum can be completed at any time following completion of the Intermediate Practicum, but is typically initiated in the Fall of the 4th academic year, and continues until the beginning of Internship training. Students are expected to identify and secure placement at a Practicum site approved by the Director of Clinical Training. Practicum sites that have not received prior approval must be submitted for review to the DCT for approval. In addition, all sites must sign a three-way agreement between the IPS, the site, and the individual student stating the terms of the student’s stay at the site (see Appendix G). Students are encouraged to exceed the minimum required hours of experience whenever possible. Students are also required to have Appendix O filled in by their supervisor, providing basic details of the supervisor’s licensure status.

General Aspects 1. Content: Practicum training is designed to provide the student with depth and

breadth of experience. Each student will be expected, over the course of his or her career at IPS, to experience a range of roles, settings, populations, clients, clinical problems, and techniques, potentially including aspects of: a. Psychological Assessment: Students are expected to become proficient in

psychological evaluation. Psychological evaluations will typically include relevant client data, diagnostic formulations, psychological testing interpretations and treatment recommendations.

b. Psychotherapy: The student may be involved in individual, marital, group or family psychotherapy with several clients. The practicum may offer experiences in long-term and short-term interventions.

c. Social Systems Interventions: The student will gain exposure to and have a direct working experience with a variety of social systems including families, educational institutions, social welfare, and the legal system. This work may include consultation and program development, as well as direct intervention within a system such as family therapy or network intervention.

d. Colloquia/Clinical Meetings/Staffing/Multidisciplinary Teams: Time spent in clinical extern course sessions, clinical colloquia, and in pre-approved didactic activities (conferences, guest lectures) may be logged as clinical experiences.

e. Teaching: Teaching or other purely didactic experiences may be a portion of the required practicum experience and may involve clinical supervision of lower level trainees or conducting educational seminars.


f. Other Activities: The student may also function in such roles as consultants, supervisors, administrators, researchers, program developers, and specialized assessment clinicians.

2. Direct Experience with Clients: Students will typically devote large portions of their direct service time to assessment and intervention activities. The remaining hours in intervention modalities will vary according to both student needs and interests and the particular strengths of the agency. In some instances, a particular agency may not be able to offer training experiences in all of the intervention areas that is desired by the student, but may still be an appropriate site because of the overall strength of its training program.

3. On-Site Supervision: The IPS recommends that practicum sites provide the equivalent of one hour of individual face-to-face supervision per four client contact hours. In addition, there should be additional supervision (individual or group) sufficient to provide a positive learning experience as well as ethical and adequate patient care. Supervisory groups must be small enough and last a sufficient amount of time so that each group member has a chance to present regularly and receive feedback on his or her work. Beyond supervision hours, additional learning experiences such as case conferences, staff or agency meetings, seminars, colloquial, special projects and in-service training programs should be available to the student for professional development purposes. It is equally acceptable that the same supervisor provide both individual and group supervision or that each is provided by different supervisors. If one of the supervisory hours is not provided by a licensed, doctoral level psychologist, the licensed, doctoral level psychologist must be the primary supervisor while the other supervisor acts in a secondary capacity. In all circumstances, the primary supervisor must have responsibility for the care provided by the student within the agency.

4. Ethical Practice: It is critical that agencies involved in training students adhere to the highest standards of ethical professional practice, and impart these standards to students in training. In practical, meaningful ways, extern sites and students must be familiar with the APA Ethical Principles of Psychologists and the laws of the state in which the site is located, and are expected to practice in accordance with these (see Appendix B).

5. Documentation: Students are required to maintain careful documentation of their training hours. Students are responsible for maintaining a detailed log of their practicum experiences with a service provided to students by the IPS called “Time2Track” or "MyPsychTrack". Students are required to complete their


Time2Track/MyPsychTrack training log weekly, maintaining confidentiality, and providing feedback to the program on student experiences. Students should consult with the DCT if they have questions about the program. Students should also make themselves familiar with the APPIC website (http://www.appic.org/) early in their training to begin to identify opportunities for internship and become familiar with the online APPIC Application for Psychology Internships (AAPI) portal.

Specific Policies

1. Termination of Clinical Responsibilities Should Coincide with End of the Practicum: Students must plan their caseload and other clinical responsibilities to terminate all client work by the end of the placement. Nevertheless, students do form real world clinical relationships with clients, therefore, despite a relatively short 9-12 month placements, all normal professional responsibilities still apply. Students must not abandon their clients or prematurely terminate therapy relationships but must instead ensure that an adequate transition to an alternative service provider occurs.

2. Compensation: In some cases, students may be compensated for the work they perform while on practicum. In such cases, compensation should be in the form of a salary or stipend. A “percentage of fees” arrangement may not be used as the basis for compensation.

3. Dual Relationships with Supervisors: It is unethical for students to receive supervision from persons when such supervision creates a conflictual dual relationship. This includes receiving supervision from one’s own therapist, spouse, close relative, or friend. It is also unethical to engage in dual relationships of a sexual or romantic nature with a supervisor, as the APA Ethical Guidelines state. Nothing in the faculty supervision role should interfere with the broader faculty relationship to the student. The faculty-student relationship is one that is continuously evaluative, so clinical supervision does not generate a new context or conflict. The evaluative dimension of clinical training, however, might inhibit a student’s willingness to discuss personal issues, which could interfere with the provision of therapy for the student’s clients. In the event that such issues arise, students will be encouraged to pursue individual therapy to address these concerns.

4. Changing Practicum Sites during the course of an agreement: The student has an ethical responsibility to fulfill contractual commitments unless relieved of them explicitly by the DCT and the practicum site. Problem resolution prior to termination should always be attempted. If, for any reason, a student is unwilling or unable to complete a practicum, he or she must immediately notify the practicum supervisor


http://www.appic.org/


and the DCT. This must be done prior to any agreement to terminate the practicum placement. The student will not contract with a new practicum placement without the approval of the DCT. Furthermore, such unexpected transitions often interfere with the progressive and cumulative nature of clinical training. Consequently, switching practice sites will generally not be approved unless serious reasons dictate the need for such changes.

5. Professional Liability Insurance: The practice of psychology carries with it inherent liabilities, which the student acknowledges (see Appendix A). All PsyD students are required to carry and continue to maintain professional liability insurance once the student begins any form of practicum training involving direct client contact. The professional liability insurance policy provides protection for the student only while he or she is enrolled in the PsyD program and while he or she is in a practicum placement or pre-doctoral internship. The policy does not cover the student while engaging in non-school related professional activities. All students registered for Practicum training must provide written proof of liability insurance before beginning work on the site. Failure to comply with this requirement may result in removal from the site. Information on obtaining liability insurance is available from the DCT.

6. Required Extended Practice: In cases where a student’s clinical skills and experience are judged to be in need of improvement prior to the pre-doctoral internship, a student may be formally required to do an additional practicum during the program in order to augment his or her clinical training. In all cases, the decision and its consequences, based on the recommendations of the PsyD Co-Director most familiar with the student’s progress, the DCT (and in some cases, the student’s direct supervisor), will effectively place the student under formal Remediation (see Appendix P for sample form).

7. Practicum Selection: Students typically are placed in a captive site in their introductory clinical practicum year and the IPS Center during their Intermediate Clinical Practicum year. This is followed by the Advanced Clinical Practicum year which is completed in an external clinical setting. Students are encouraged to apply for practicum sites which will enhance their skills in areas of interest. Students are expected to take a proactive role in tailoring their clinical experiences to their unique strengths and interests. Each student must complete the following steps in obtaining a placement: a. Students should always begin the process of practicum site selection by

consulting with the DCT and other resources (i.e., faculty and peers). These


discussions should focus on the clinical experiences that the student should be looking for in the upcoming practicum.

b. Students are encouraged to seek practicum and internships that provide clinical training for diverse populations and clients.

c. After decisions have been made regarding the types of experiences appropriate for the student, he or she should search for sites which offer those experiences and which is geographically accessible. A list of practicum sites is continually updated by the DCT and will be distributed to the students. Students are also responsible for looking out for additional sites which may be of interest to them, for example, through internet searches and networking sources (listservs, etc.)

d. Students may explore the possibility of completing a practicum placement at a site that has not yet affiliated with the program, but which has the resources to offer the training experiences which are desired. Students wishing to do this must first consult with the DCT. Students will not be allowed to enter into a training contract with a site which has not completed the approval process. Approval to pursue a practicum placement does not guarantee that a site will agree to accept a particular student. Sites agree to offer opportunities to doctoral students on a voluntary basis.

e. Students must apply to at least 8 external practicum sites. The list of sites applied to along with the cover letters for the applications must be submitted to the DCT.

f. During the entire process of practicum site selection, students should regularly consult with the DCT (and other resources [e.g., faculty, students] as necessary) about their progress in the selection process. This is especially important if they are seeking a modification to any of the previously listed requirements or if they are requesting approval of a previously unaffiliated site.

The External Practicum Agreement: (see Appendix G) The External Practicum Agreement has two purposes. It spells out the three-way agreement being made by the student, the practicum site, and the IPS PsyD program regarding specific and required training experiences. The Agreement clarifies the objectives, activities, and responsibilities of each of the three parties. The Agreement becomes part of the program’s documentation of how a student has structured his or her training experience in the placement setting.

When a practicum site has its own internal contract or agreement used as a matter of course for its training program, a student may use that contract or agreement in addition to Appendix G as long as there are no competing terms in the contracts. Both contracts


must be submitted to the DCT within one week of the practicum start date or before the first client contact is made, whichever is sooner.

C. Comprehensive Examination Process return to table of contents

In addition to the evaluation of student learning by means of the usual evaluation and grading conducted by each instructor during courses, student achievement of clinical and professional skill proficiency is also documented through the successful completion of the PsyD Comprehensive Examination Process.

The PsyD Comprehensive Process includes two components: ● Component PsyD-I: Demonstrated viability of developing clinical skills proficiency as

assessed by Clinical Skills Competency Probes. The PsyD-I component must be on schedule for completion prior to application for internship, i.e., the student has taken all required clinical classes available up to that point in their curriculum, and are scheduled to complete the remainder prior to the internship (see Appendix K).

● Component PsyD-II: Successful completion of a formal Case Presentation. The PsyD-II component must be completed before a student can apply for pre-doctoral internship, that is, by April 30th, and must submit their Request for Clearance to Apply for Pre-doctoral Internship (see Appendix I) to the DCT by September 15th.

Component PsyD-I: Clinical Skills Competency Probes: At the end of each of the clinical courses taken by a student, the instructor makes ratings of the student on Clinical Rating Scales (see Appendix C for a sample) which cover the following four areas: specific clinical skills, responsiveness and use of supervision, ethical reasoning and judgment, and the ability of the student to integrate a Catholic Christian perspective into their work. Each course in which such evaluation takes place is considered a clinical probe. In order to pass the clinical probe for a given course, the student must have an average score of 3 (on a 5-point scale) across the areas assessed. In addition, in the case where a student receives a rating score below 3 for any of the four areas assessed, the student may be required to complete remediation in order for the probe to be considered “passed.” PsyD students must pass both the Basic and Advanced Clinical Skills Competency Probes. PsyD students who have completed their M.S. in Clinical Psychology degree at the IPS are deemed to have passed the Basic Clinical Skills Competency Probes.

Basic Clinical Skills Competency Probes Areas and Courses of Assessment: Course Clinical Skills Competency Probe PSY 516 Basic Interviewing and Clinical Skills


PSY 608 Cognitive / Behavioral Assessment Skills PSY 613 Personality Assessment Skills PSY 609 Adult Psychotherapy Skills PSY 610 Child Psychotherapy Skills PSY 611 Marital Psychotherapy Skills

Advanced Clinical Skills Competency Probes Areas and Courses in of Assessment:

Course Clinical Skills Competency Probe PSY 724 Advanced Adult Psychotherapy Skills PSY 734 Advanced Child, Marriage, Family Therapy I Skills PSY 836 Advanced Personality Assessment Skills

Component PsyD-II: Case Presentation: This component of the PsyD comprehensive exam process has three purposes: 1. To assess the student’s competency in the essential psychological skills of

gathering, summarizing, and utilizing information for purposes of diagnosis, treatment planning, and the delivery of therapeutic interventions in a manner which is proficient, ethical and respectful of diversity;

2. To assess the quality of integrative reasoning used by the student in analyzing, assessing and summarizing the clinically relevant subject matter of his or her clinical case;

3. To assess the student’s mastery of skills associated with the time honored role of the psychologist as educator through the oral case presentation

In service of these ends, the student will conduct a formal Case Presentation before a panel of no less than three faculty members. Students will be rated by the panel on five dimensions related to the program goals and objectives of the practitioner-scholar model. They are as follows:

Program Goal 2: Integrity in Practice Objective a. Knowledge of diversity & integration of multicultural competence in

all areas of professional practice Objective b. Ethical decision making and judgment

Program Goal 3: Assessment and Diagnosis

Objective b. Intake evaluation Objective c. Knowledge, administration, scoring, and interpretation of

psychological tests


Objective d. Integration of multi-source test data and clinical interview information into a comprehensive report

Objective e. Diagnosis and treatment planning

Program Goal 4: Therapeutic Interventions Objective a. Case conceptualization Objective b. Treatment planning Objective d. Psychotherapy skills

Program Goal 5: Professional Roles

Objective b. Educator

Program Goal 6: Clinical Practice from a Catholic Integrative Perspective Objective a. Knowledge of the human person from the Catholic perspective Objective b. Catholic integration in clinical practice

Quality of Case Presentation Skills The student must receive a rating of 3 on a 5-point rating scale on each of the objectives listed above to successfully pass the PsyD-II component. A total average rating of 4.0 or more will receive a “Pass with Honors.”

Guidelines for preparing for the Case Presentation (see also Appendix L):

1. The student is given a list of times which they may choose to give his or her Case Presentation. If none of those times are possible due to circumstances beyond the student’s control, the student should contact a Co-Director of the PsyD Program to identify another time and committee of faculty who will participate in the examination process. The deadline for completing the Case Presentation is April 30th of the 3rd year in the PsyD program. Exceptions are made only with the approval of the Director of the PsyD Program.

2. The case to be presented must have been seen by the student for a minimum of 10 sessions, and must be a recent sample of work seen in the IPS Center for Psychological Services. If the Case Presentation is delayed (past the student’s 3rd year in the PsyD program), the case discussed must have been seen within one year of the Case Presentation date. In making decisions about the choice of a case, the student should be guided by the following considerations: a. The case is one which can be used easily with confidentiality maintained through

the usual methods of removing or modifying possible identifying information.


b. There is enough relevant client history available to be able to understand the client’s developmental history from both the perspective of traditional psychological theories as well as from an integrated Catholic anthropological perspective.

c. There must be adequate client history and assessment material present to demonstrate the ability to move logically from raw clinical data to plausible interpretation and to make meaningful DSM-IV-TR/DSM-V/ICD-10 diagnoses, as well as to identify strengths contributing to and obstacles hindering human flourishing.

d. The treatment process is of adequate duration and complexity so as to be able to demonstrate development of a coherent treatment plan and implementation of treatment interventions.

3. The student is also responsible for preparing and providing a copy of a written case report to each of the committee members three weeks prior to the oral component of the Case Presentation. This written case report should be no more than 20 pages in length, not including raw testing data which should also be submitted as attachments to the written case report. This written case report will be reviewed by all members of the examining committee in advance of the oral Case Presentation. Both the written case report and the oral case presentation must include the following sections:

Comprehensive Examination Report Format 1) Title Page 2) Introduction – Reason for Referral, Descriptive Background Information,

Developmental History 3) Case Conceptualization/ Catholic Integrative Perspective/ Diversity issues 4) Assessment Process/ Consideration of Ethical Standards 5) Assessment Results and Interpretation 6) DSM Diagnostic Formulation 7) Treatment Process and Plan

● Short term goals ○ Symptom relief / treating the DSM Diagnosis

● Long-term, including flourishing, goals ○ How does the client fulfill his/her vocation in their state of life

8) Treatment Progress 9) Treatment Termination/Plan to address unresolved issues

It is expected that the student will address relevant ethical issues, diversity issues, and Catholic integrative perspective issues throughout the written


case report and oral case presentation. The student should be proactive in addressing these issues. For example, it will not be assumed by the examining panel that the student engaged in an informed consent process unless it is noted by the student that is was done, or that a Catholic integrative perspective was considered unless it is clearly identified as such. In the oral case presentation, issues should be addressed when relevant and as time permits.

4. During the oral case presentation, the student will be given a maximum of 30 minutes (40 for a couple’s/ family case) to present his or her case. The case presentation should not be a simple reading of the written case report, but instead should be a summary based on the written case report which highlights the most important aspects of the case. Following this summary, the examining committee will ask questions aimed at gathering information to assess better the student’s skills and competencies. Following this examination period, the committee will meet alone briefly. The student will then be invited back and to be notified of the committee’s decision to “pass” or “fail” the student. The committee will give constructive feedback on the student’s oral performance as well as feedback relating to the written case report. The student will need to make requested revisions on the written case report within a specified timeframe in order to be formally recognized as having successfully completed the PsyD-II component of the comprehensive exam process. Revised written case reports should be submitted to the Chair of the examining committee for approval. Once the revisions are approved, a copy of the “PsyD Program Comprehensive Exam Scoring Summary Form” documenting successful completion of the comprehensive exam will be forwarded to a Co-Director of the PsyD program. In addition, copies of this summary document will be distributed to the student and included in the student’s official student record.

5. If a student fails the Case Presentation, the examining committee, in consultation with a Co-Director of the PsyD program, will determine whether the student must complete the entire process again with a new case, or whether the student may revise the original case and present it again at a later date. The committee will also consider the level of deficiencies existing in the original case presentation and determine when the student will be eligible to retake his or her PsyD-II Case Presentation before the examining committee.

D. Pre-doctoral Clinical Internship/Residency return to table of contents 1. Preparation For Pre-Doctoral Internship: It is highly recommended that students

begin preparing for internship at the time they are accepted into the PsyD program. The following recommendations may provide some assistance in this process.


a. Keep thorough records of coursework, practicum experiences and related work experiences.

b. Check the APPIC Directory (www.appic.org). It is helpful to become familiar with the online APPIC Application for Psychology Internships Portal in order to use the specified categories for documenting clinical work experiences. It is also helpful to check the requirements for a variety of sites which are of interestto the student so as to help guide current clinical work experiences.

c. Become a member of the APPIC Email Lists (i.e., listserves) early in the clinical practicum training sequence to stay apprised of changes.

d. Obtain information regarding the state licensing requirements and laws in the geographical areas the student would consider practicing following graduation.

e. Students must fulfill at least eight conditions to apply for the pre-doctoral internship:

i. be in good standing in the PsyD program ii. have a dissertation proposal approved prior to applying for internship (the

proposal must be approved by May 30th of the year the student intends to apply for internship Exceptions regarding this deadline must be based on compelling reasons and must be approved by the CO-Director of the PsyD Program).

iii. complete at least 330 face-to-face client contact hours, 640 direct service related hours, 1280 total practicum hours prior to applying for internship, with the remainder of the required 130 face-to-face client contact hours, 250 direct service hours, and 300 total practicum hours to have been completed prior to internship start date

iv. demonstrate feasibility of completing all required coursework and the Component PsyD-I Clinical Skills Competency Probes

v. complete Component PsyD-II Case Presentation by April 30 (unless an exception is granted by the PsyD Co-Director for a later date based on compelling circumstance).

vi. demonstrate adequate emotional maturity, stability and professional conduct vii. submit a completed Request for Clearance to Apply for Pre-doctoral

Internship(see Appendix I) to the Director of Clinical Training to apply for clinical internship no later than September 15 (see Appendix I), along with a copy of the most up-to-date hours from Time2Track/MyPsychTrack, and an up-to-date Curriculum Vitae. (Internship applications should not be formally initiated prior to an official response from the DCT, who will respond by within



two weeks of receiving the completed Request for Clearance to Apply for Pre-doctoral Internship (Appendix I).

viii. obtain letters of support for the internship applications from the Director of Clinical Training and other relevant sources (e.g., practicum supervisors, IPS faculty, etc.). Allow at least 10 business days from the date of request for the letters of request to be prepared and submitted.

f. Students should be aware that meeting minimal requirements may not make them competitive in the internship selection process and are therefore encouraged to obtain additional clinical experience prior to internship application while maintaining the goal of completing the PsyD program in the suggested five-year time period. Ideas and/or recommendations for obtaining additional clinical experience can be discussed with the DCT.

2. The Pre-Doctoral Internship: Consistent with APA accreditation policies and state licensing laws, students must complete a full-time one-year internship in clinical psychology as part of the coursework for the PsyD degree. In certain cases where the internship is extended beyond one year, the placement must be completed within 24 months of the beginning date of the placement. Hours to be accrued during internship include at least 500 hours of face-to-face client contact and a total of 2,000 hours (including direct service hours and support hours).

3. Requesting Approval to Pursue an Internship: Students must receive approval to apply to pre-doctoral internship (see above #1e for specific requirements to apply for internship). Approval is obtained by completion of a Request for Clearance to Apply for Pre-doctoral Internship (see Appendix I), which must be endorsed by the student’s Dissertation Chair, PsyD Program Co-Director, and the Director of Clinical Training. (After endorsement by the required parties, this form must be submitted to the DCT no later than September 15.) As noted in the IPS Time and Residency Policy (see Student Handbook or Academic Catalog), students are expected to be enrolled in an approved full-time clinical internship at an established APA or *APPIC member site. On a case-by-case basis, students may petition the Dean to pursue a part-time clinical internship.

*Non-APA APPIC member sites must meet the equivalent minimum standards and criteria of APA approved sites.

4. Applying to an Internship Site: Internship sites listed in the APPIC directory require students to submit the APPIC Internship Application Form through the Portal on the APPIC web site (www.appic.org). Students should directly review each site’s information to determine its specific application procedures. Obtaining an internship



is a highly competitive activity. The following recommendations serve to provide some assistance in this process. a. Students should apply to a number of internships of varying degrees of

competitiveness consistent with their training goals. These sites should be APA-approved sites. If the site is a non-APA APPIC member site, then that site must meet the equivalent minimum standards and criteria of APA approved sites.

b. Students should take great care to ensure that their curriculum vitae, completed application forms, and written correspondence with potential internship sites are of very high quality. The DCT is available to assist students with these documents.

c. Students should begin to prepare for the internship application process from the beginning of clinical training. Since internship sites receive many applications from strong students, it is important for each student to distinguish his or her strengths to the best of their ability. Internship sites often differ in the characteristics which they value most highly. For instance, internships at research-based clinics will typically value students who have published in a relevant area and who have strong research skills. Community mental health settings may value more highly students who have a broad range of clinical experience prior to the internship. Students can often find out what is most valued at a particular site by talking with current interns and reviewing written materials describing the internship site, and begin accumulating the relevant skills and experiences as soon as they begin clinical training. Students should look for those sites which seem to be the best match with their existing strengths. There are a number of useful resources available to assist students in preparing for internships (see attached list of suggested articles in Appendix H).

d. Students are encouraged to have these other qualifications prior to internship application:

i. obtaining additional practicum placements and/or practicum hours ii. completing of the Dissertation prior to application and/or the beginning of

internship iii. applying for and receiving a variety of student awards [e.g., through

professional organizations] iv. obtaining student membership in professional organizations v. delivering professional presentations or publications

e. Submit strong letters of recommendation. Request letters of recommendation from professors or supervisors who will provide positive, detailed and strongly supportive endorsements. Make this request prior to October 1st, since


application deadlines from various internship sites can be as early as November 1st.

f. Students must apply to at least 12 internship sites in order to be allowed to rank for the APPIC Match. The APPIC Matching Process: APPIC utilizes a matching system. All APPIC sites are required to utilize the matching system to determine intern selections. Detailed information about the matching process is available at the APPIC web site (www.appic.org) and at the web site for the National Matching Services (NMS), which has been contracted by APPIC to conduct the process (www.natmatch.com/psychint). A brief summary of the AAPI Online procedures are outlined below*:

i. All applications must be submitted online, and no site may request a printed copy of a student's application materials. The use of the AAPI Online to apply to programs that are not participating in the APPIC Match is prohibited.

ii. Applicants are charged a fee for use of the APPIC Online system based on the number of applications submitted.

iii. At the end of the application period, each internship site and applicant completes a rank ordering of their preferences. This listing is submitted to National Matching Services. No information about ranking or preferences may be communicated by either the applicant or internship site anytime during the application, interviewing, and ranking periods.

iv. Rank ordered lists must be completed online by the stated deadline (typically early February).

v. On a specified date (typically mid February) often called “Match Day,” students will be informed of whether they were successfully matched to an internship program as well as to which program they were matched. All notifications will be sent by email or may be retrieved from the Internet through procedures that will be announced by APPIC.

vi. Students who were not matched with an internship site in Phase I (i.e., “e” above) should continue to pursue open slots in Phase II of the internship application process. Consult the APPIC website to determine the date when the “Phase II” process begins and ends. Students who are not successful in Phase II of the internship application process should proceed to utilize the post-match vacancy service, of which information can also be found on the APPIC website.


http://www.natmatch.com/psychint


*The procedures outlined here are subject to change without notice based on the discretion of APPIC

1. Specific Requirements to begin Pre-Doctoral Internship training: (Please note that the requirements to begin the pre-doctoral internship training are more stringent that the requirements to apply for a pre-doctoral internship.) a. At least four conditions must be met to begin pre-doctoral internship.

i. Students must have successfully completed their PsyD Comprehensive Examinations (Components PsyD-I and PsyD-II).

ii. Students must have successfully completed at least 375 face-to-face client contact hours and at least 1500 total clinical hours.

iii. Students must have completed all coursework in the PsyD curriculum (excluding the Dissertation defense)

iv. Students must have had their dissertation proposal approved

b. Any student not meeting these requirements prior to the beginning of the predoctoral internship will not be permitted to begin the pre-doctoral internship even if one has been secured until all requirements are successfully completed.

2. Pre-doctoral Internship Evaluation: Evaluation of the student, the site supervisor, and the internship site are completed on a regular basis throughout the internship year. All evaluations are sent to the DCT at the IPS. All evaluations are due January 3 and June 3 each year (i.e. biannual evaluations): a. During the internship year, the student will be evaluated by the site supervisor

biannually using the Clinical Site Evaluation of Extern/Intern form (Appendix E). b. The student will evaluate the site supervisor bi-annually using the Student

Evaluation of Site Supervisor(s) form (Appendix F). c. The student will evaluate the internship site on a bi-annual basis using the

Clinical Practice Site Evaluation form (Appendix D).

At the end of the internship training year, students are required to submit Appendix D and Appendix F, as well as request his or her internship site to send an official Letter of Completion to the DCT at the IPS confirming the student’s successful completion of the internship placement.

E. Graduation Requirements return to table of contents

In order to qualify for graduation, the following must be successfully completed within seven academic years from the date of admission to the Psy.D. Program: 122 credit


hours of coursework; a minimum of 1,800 hours of clinical practicum (externship), comprehensive exams, a doctoral dissertation, and a pre-doctoral internship. It is the responsibility of each student to successfully fulfill all of their degree requirements.

In addition to the academic and clinical requirements, it is necessary for students to be cleared of all library obligations and to present a satisfactory clearance of financial accounts prior to graduation. Students who have not made satisfactory financial arrangements will not have access to any student services, including transcripts, diploma verifications, transfer credits, or enrollment in courses or for another program.

The Institute confers degrees upon the recommendation of the faculty and by the authority of the Board of Directors, three times a year: August, December, and May. Students whose degrees are conferred in August or December are encouraged to participate in the following annual May Commencement. Degree conferral and Commencement dates are posted in the Academic Calendar. The Graduation Fee covers all aspects of the degree completion process and will be applied to all student accounts of degree candidates, regardless of participation in the Commencement ceremony.

Students who are eligible for graduation (degree candidates) must submit an Application to Graduate form to the Registrar at the time of registration for their final semester to obtain a final degree audit and receive the approval of their respective program director. Materials related to the Commencement exercises, including orders of invitations and regalia, will be distributed approximately 90 days prior to the degree conferral date.

Participation in the Commencement ceremony is allowed only if all coursework and degree requirements have been completed prior to the event. However, because of the unique schedule of some predoctoral-internship experiences, students who have completed all other degree requirements prior to the Commencement, except for outstanding pre-doctoral internship hours (which can be reasonably completed by the end of summer according to the individual sites’ schedules), may be eligible to walk at the Commencement with the approval of a Co-director of the PsyD Program and Registrar. This special participation does not signify degree conferral. Once all degree requirements have been completed with the successful conclusion of the pre-doctoral internship, degree conferral will occur in August. (See Official Catalog for further details).


EVALUATION AND AGREEMENT FORMS

Note: All forms must be submitted electronically. Paper forms will not be accepted.

V. Appendices return to table of contents


Appendix A: Waiver of Liability return to table of contents

Doctoral Program in Clinical Psychology Waiver of Liability (To be signed by student and given to the DCT for student’s permanent file) Students are advised that malpractice in psychotherapy may result in liability. Therefore, students are required to seek appropriate liability protection. The Institute for the Psychological Sciences assumes no responsibility to defend, hold harmless or indemnify any student sued for malpractice whether or not the lawsuit is successful. ____________________________________________ _________________

Signature Date Printed name of student: ____________________________________________


Appendix B: Student Ethical Agreement return to table of contents

Doctoral Program in Clinical Psychology Student Ethical Agreement (To be signed by student and given to the DCT for student’s permanent file) Please read and sign below

1. I hereby attest that I have read and understand the American Psychological Association Ethical Principles of Psychologists and Code of Conduct* and will practice in accordance with these standards, as well as the standards of the Institute for the Psychological Sciences. Any breach of these ethics or any unethical behavior on my part may result in my removal from the Practicum site or Internship site; a failing grade; and documentation of such behavior will become part of my permanent record.

2. I agree to adhere to the administrative policies, rules, standards, practices and program requirements of the internship and clinical placement site.

3. I understand that it is my responsibility to keep the Director of the PsyD program, the Director of Clinical Training, and all supervisor(s) informed regarding my practicum and internship placements.

4. I understand that I will not be issued a passing grade on my practicum course (PSY 601, PSY 602, PSY 701, PSY 702, PSY 703, PSY 801, PSY 802) unless I demonstrate the specific minimal level of skill, knowledge, and competence; complete course requirements; and requirements of the PsyD program at the given level of my training. Signature: _____________________________________________ Date: _______________________ *A copy of the Ethical Principles of Psychologists and Code of Conduct is on long-term reserve in the IPS Library.


Appendix C: Evaluation of Students’ Clinical Skills return to table of contents

Evaluation of Students’ Clinical Skills (2 pages) PSY-609 Adult Psychotherapy (revised 05.07.15) Student: ____________________________________________________________ Instructor:____________________________________ Semester: ______________ This evaluation is intended to help the faculty and Institute assess the student's progress and readiness to pursue further graduate study in clinical psychology. This form is intended as a guide only; feel free to include additional comments that you think would help the student’s development as a professional psychologist. Rating Scale: 1 = Inadequate proficiency (clinical remediation or corrective training required) 2 = Marginal proficiency (clinical remediation or corrective training required) 3 = Functional proficiency 4 = Advanced proficiency 5 = Mastery n/a = not applicable Program Goal 2: Integrity in Practice Objective A: Knowledge of diversity and integration of multicultural competence in all areas of practice 1. Understands the importance of respecting diversity 1 2 3 4 5 na Objective B: Ethical decision making and judgment 1. Knowledge of ethical code and practices 1 2 3 4 5 na Objective G: Responsiveness to supervision 1. Open to new ideas/non-defensiveness in supervision 1 2 3 4 5 na


Program Goal 4: Therapeutic Intervention Objective B: Treatment planning 1. Identifying interventions 1 2 3 4 5 na 2. Implementing interventions 1 2 3 4 5 na 3. Emotion-Focused Therapy skills 1 2 3 4 5 na 4. Cognitive/Behavioral skills 1 2 3 4 5 na Subscale Average _____ Objective C: Building and maintaining the therapeutic relationship 1. Establishing therapeutic alliance 1 2 3 4 5 na Program Goal 6: Clinical Practice from a Catholic Perspective Objective A: Knowledge of the human person from the Catholic perspective 1. Understands the Catholic view of the human person 1 2 3 4 5 na Objective B: Catholic integration in clinical practice 1. Understands how a Catholic view of the human person can be integrated within therapy 1 2 3 4 5 na Is this student in need of clinical remediation (i.e., Subscale Average < 3 for Program Goals 3 and 4)? Yes □ No □

If so, which areas? Is this student in need of corrective instruction (i.e., Subscale Average < 3 for Program Goals 1, 2, 5, and 6)? Yes □ No □ If so, which areas? Comments: Instructor’s Signature: _____________________________ Date: ________________


Appendix D: Student Evaluation of Practicum Site return to table of contents

Doctoral Program in Clinical Psychology Student Evaluation of Practicum Site (completed by student) (2 pages) (Rev. Dec 3, 2012) Student’s Name:______________________ Practicum/Internship Site:___________ Site Supervisor(s):_______________________ Semester/Year: _______________________Course # _________ / Practicum / Internship Please rate your satisfaction with the practice site on the following items: Training Experiences 1. Amount of clients

1 2 3 4 5 Not at all Acceptable Very much

2. Types of clients


3. Provision of necessary testing supplies


4. Availability of testing supplies / ease of access



5. Availability of space (Therapy rooms, Testing tables) 1 2 3 4 5

Not at all Acceptable Very much 6. Training facilities (video, audio, observation)


Administrative Support/Milieu 7. Thorough orientation to facility and procedures (within first two weeks)

1 2 3 4 5 Not at all Acceptable 8. Introduction to other staff

Very much

1 2 3 4 5 Not at all Acceptable 9. Consistent relay of messages

Very much

1 2 3 4 5 Not at all Acceptable

10. Assistance in obtaining needed materials

Very much

1 2 3 4 5 Not at all Acceptable 11. Consistency in scheduling appointments for clients

Very much

1 2 3 4 5 Not at all Acceptable 12. Consistently available office space

Very much

1 2 3 4 5 Not at all Acceptable Very much Other Comments: ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________


Appendix E: Clinical Site Evaluation of Extern return to table of contents

CLINICAL SITE EVALUATION OF EXTERN (Introductory Practicum) (7 pages) (Rev. July 6, 2015) Extern Name: ______________________ Year of Graduate Training: 2 3 Supervisor: ________________________ Term: Fall Spring Summer Year: ______ Agency/Practice Site:_________________________________________________ Methods of Evaluation (check appropriate box)

Review of Written Work/ Reports Direct Observation/Co-facilitation Review of Raw Test Data Seminars/Staffing Discussion of Clinical Interaction Audio/Videotape Comments from Other Staff Case Presentation/Discussion Live supervision/shadowing Other __________

Evaluation Process: In each section, use the following rating scale to reflect the student’s performance in the area identified

Rating Scale 5 = Mastery: Definite area of strength: Able to function at an autonomous level, competent to begin full-time pre-doctoral training 4 = Advanced proficiency: An area of advanced competency for the level of an introductory practicum placement, but supervision still needed to strengthen competence with more complex cases. 3 = Functional proficiency: An area of developing competency, routine, on-going supervision required for advancement in skill area in preparation full-time pre-doctoral practicum 2 = Marginal proficiency: An area of weakness, marginal competency displayed, requires more focused and structured supervision to achieve minimum standards of functional proficiency. Remediative steps required. 1 = Inadequate proficiency: A major area of weakness, little or no competency displayed, alternative placement, training, or additional coursework needed. Remediation required.


Section 1. Independent and Professional Functioning ___ RESPONSIBILITY: Ability to follow through and complete assigned tasks; ability to work independently and assume responsibility for actions ___ INITIATIVE: Shows keen interest, initiative, and willingness to be involved; participates in staff meetings and/or organizational events ___ TIME MANAGEMENT: Punctuality; attendance; meeting deadlines as required (e.g., case notes, closing files, returning phone calls) ___ RECORDS: Ability to maintain complete records and all pertinent client information, notes are clear and concise, filing is in compliance with HIPAA ___ COLLEGIALITY: Presents a favorable appearance and impression with staff and clientele (attire, conduct, speech); cooperates with other staff and co-workers ___ PROBLEM SOLVING: Ability to conceptualize, analyze, synthesize, and evaluate information obtained, utilizes critical thinking skills to resolve dilemmas ___ SELF-AWARENESS: Ability to critically evaluate own strengths and weaknesses in clinical practice and the larger organizational scheme Section 2. Knowledge of the Psychological Sciences as Applied to Clinical Practice ___ CURRENT RESEARCH: Stays informed on current research in clinical and scholarly literature ___ APPLIED KNOWLEDGE: Ability to utilize current research for implementing best-practice standards and skills Section 3. Ethical Functioning ___ KNOWLEDGE: Knows legal/ethical considerations pertinent to each case; identifies ethical concerns ___ PRACTICE-Therapy: Ability to adhere to ethical practices and procedures; ability to make sound ethical reasoning and judgment; maintains confidentiality; implements adequate informed consent procedures ___ PRACTICE-Case Management: Ability to adhere to ethical standards and able to make sound judgments on the discontinuation/transfer of care of clients Section 4. Diversity Awareness ___ KNOWLEDGE: Demonstrates foundational knowledge of the diversity considerations concerning the human person; student is able to assess the appropriate diversity considerations that play a role in the treatment of the individual under consideration. ___ PRACTICE: Ability to implement clinical interventions based upon knowledge


of diversity issues ___ SELF: Awareness of how student’s own diversity impacts his/her performance and the views of the client Section 5. Supervision Utilization ___ AVAILABILITY: Meets consistently with supervisor ___ OPENNESS: Willing to be observed, reviews/critiques own tapes; raises questions or problems; shows appropriate insight into own behaviors / feelings, knows own strengths and weaknesses ___ USE OF FEEDBACK: Ability to handle constructive criticism well; open to new ideas and techniques; ability to incorporate suggestions from previous supervision sessions into current functioning ___ PREPARATION-Written: Ability to organize material into written reports, case summaries, letter writing, etc. ___ PREPARATION-Oral: Ability to make clear oral reports, verbal communication, etc.; able to articulate rationale for conceptualization and related treatment of client Section 6.Assessment and Diagnosis ___ CLINICAL INTERVIEWING: Ability to gather information during intake sessions sufficient to assess mental status, obtain pertinent history for diagnostic formulation and treatment recommendations; identifies needed referrals ___ INTAKE EVALUATION: Ability to gather sufficient collateral data, including medical records, previous psychiatric/psychological evaluations, and interviews with relevant significant others ___ KNOWLEDGE OF ASSESSMENT: Ability to choose appropriate psychological tests for presenting concerns ___ ADMINISTRATION AND SCORING OF ASSESSMENT: Ability to administer and score psychological tests in standardized manner ___ INTERPRETATION OF ASSESSMENT: Ability to interpret psychological tests appropriately ___ CASE FORMULATION: Ability to conceptualize cases based on data gathered from interviews and standardized assessment tools ___ DIAGNOSIS: Ability to generate appropriate diagnostic hypotheses and articulates justification for conclusions ___ TREATMENT RECOMMENDATIONS: Ability to make appropriate treatment recommendations and communicating treatment goals and process to clients and other relevant professionals


___ REPORT WRITING: Ability to integrate, synthesize, and organize into written format the social, clinical, and assessment data collected from relevant sources Section 7.Therapeutic Intervention ___ THEORETICAL KNOWLEDGE: Ability to identify and explain theoretical foundations guiding case formulation and intervention ___ TREATMENT PLANNING: Ability to develop and organize treatment according to best practices; utilizes evidence-based treatments appropriately based on presenting issues and diagnoses ___ DISCHARGE: Ability to develop a plan for termination of therapy based on treatment progress, client’s needs, or any foreseen and unforeseen circumstances ___ APPLICATION: Ability to implement treatment plan goals and objectives; ability to apply theoretical constructs in a therapeutically beneficial way ___ CRISIS MANAGEMENT/SPECIAL CIRCUMSTANCES: Ability to bridge ethics and law to practice by identifying situations where emergency management and/or mandated reporting are necessary; ability to follow-through identified procedures needed to resolve crisis or other special circumstances Techniques ___ LISTENING: Appropriate use of support and empathy skills; Appears to have good non-verbal attending skills; Knows how to use silence effectively ___ PROCESS: Possesses understanding of interpersonal processes; ability to adjust treatment plan in session based on contextual needs in session ___ SELF: Ability to portray calmness, confidence, and relaxed demeanor even when stressed in session; ability to front effectively when necessary; aware of how transference and countertransference impact interventions; ability to use self disclosure appropriately, ability to intervene with clients through self-correcting as mistakes or ruptures occur ___ RESPECT AND ENCOURAGEMENT: Ability to treat the client with dignity while motivating them and encouraging new learning ___ RAPPORT: Demonstrates a capacity for empathy and a capacity to form a therapeutic alliance and a holding environment for the client ___ BOUNDARIES: Ability to initiate and terminate sessions in a timely and therapeutically beneficial way; possesses skills in ending therapeutic relationships Section 8. Self-Care ___ KNOWLEDGE: Ability to identify the factors of self-care relevant to healthy functioning as a therapist


___ PRACTICE: Ability to carry out and monitor self-care activities that promote healthy functioning as a therapist Summary of Evaluation/Additional Comments Areas of strength include: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Areas of deficiency/weakness, need for additional supervision or training: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Recommendations for further training: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ In your opinion as site supervisor, should this student be given a passing grade? YES or NO, and Comment: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Have you shared this completed form with the student? YES NO If not, may we share it with the student? YES NO Explain:_______________________________________________________________ ______________________________________________________________________


For accreditation purposes, please respond to the following questions: Supervision Setting (choose all that apply) ( ) Group ( ) Individual ( ) Other___________ Learning Opportunities (choose all that apply)

( ) Intake ( ) Assessment ( ) Treatment Planning ( ) Case Presentations

( ) Seminar Series/Grand Rounds ( ) Multidisciplinary Teams Other: _________________________________________________

Populations Served by Clinic (choose all that apply)

( ) Pediatric/Children ( ) Adolescent ( ) College ( ) Adult ( ) Geriatric ( ) Low SES ( ) Physically Challenged ( ) Chronic Mental Illness ( ) Medical ( ) Developmentally Challenged ( ) Chemical Dependency ( ) LGBT ( ) Other:___________________________________________

What race/ethnic group(s) do you serve (choose all that apply)

( ) American Indian or Alaska Native ( ) Asian ( ) Black or African American ( ) Native Hawaiian or Other Pacific Islander ( ) Hispanic ( ) White ( ) Other: ______________________________________________

Type of Setting (choose all that apply)

( ) Community Mental Health Center ( ) General Hospital ( ) Health Maintenance Organization ( ) Veterans Affairs Medical Center ( ) Medical Center ( ) Private Psychiatric Hospital ( ) Military Medical Center ( ) Correctional Facility ( ) Private General Hospital ( ) School District/System ( ) University Counseling Center ( ) Medical School ( ) Consortium ( ) Other (e.g., consulting), please specify:_______________________________

Services Provided (choose all that apply): ( ) Administration ( ) Research

( ) Consultation ( ) Supervision ( ) Assessment ( ) Psychotherapy ( ) Teaching


______________________________________ ________________________ Site Supervisor's Signature Date

______________________________________ ________________________

Student Signature (if appropriate) Date Thank you for assisting as a site supervisor for our clinical students. We appreciate your commitment and time. Please send to: Director of Clinical Training, The Institute for the Psychological Sciences, 2001 Jefferson Davis Highway, Suite 511, Arlington, Virginia 22202


Appendix E (IPS-Center) return to table of contents

CLINICAL SITE EVALUATION OF EXTERN (IPS Center for Psychological Services) (7 pages) (Rev. July 6, 2014) Intern/Extern Name: ______________ Year of Graduate Training: 2 3 4 5 6+ Supervisor: _____________________Term: Fall Spring Summer Year: _____ Agency/Practice Site: _________________________________________________ Methods of Evaluation

Review of Written Work/ Reports

Direct Observation/Co-facilitation

Review of Raw Test Data Seminars/Staffing Discussion of Clinical

Interaction Audio/Videotape

Comments from Other Staff Case Presentation/Discussion Live supervision/shadowing Other __________

Evaluation Process: In each section, use the following rating scale to reflect the student’s performance in the area identified Rating Scale 5 = Mastery: Definite area of strength: Able to function at an autonomous level, competent to begin full-time pre-doctoral training 4 = Advanced proficiency: An area of advanced competency for the level of an introductory practicum placement, but supervision still needed to strengthen competence with more complex cases. 3 = Functional proficiency: An area of developing competency, routine, on-going supervision required for advancement in skill area in preparation full-time pre-doctoral practicum 2 = Marginal proficiency: An area of weakness, marginal competency


displayed, requires more focused and structured supervision to achieve minimum standards of functional proficiency. Remediative steps required. 1 = Inadequate proficiency: A major area of weakness, little or no competency displayed, alternative placement, training, or additional coursework needed. Remediation required. Section 1. Independent and Professional Functioning ___ RESPONSIBILITY: Ability to follow through and complete assigned tasks; ability to work independently and assume responsibility for actions ___ INITIATIVE: Shows keen interest, initiative, and willingness to be involved; participates in staff meetings and/or organizational events ___ TIME MANAGEMENT: Punctuality; attendance; meeting deadlines as required (e.g., case notes, closing files, returning phone calls) ___ RECORDS: Ability to maintain complete records and all pertinent client information, notes are clear and concise, filing is in compliance with HIPAA ___ COLLEGIALITY: Presents a favorable appearance and impression with staff and clientele (attire, conduct, speech); cooperates with other staff and co-workers ___ PROBLEM SOLVING: Ability to conceptualize, analyze, synthesize, and evaluate information obtained, utilizes critical thinking skills to resolve dilemmas ___ SELF-AWARENESS: Ability to critically evaluate own strengths and weaknesses in clinical practice and the larger organizational scheme Section 2. Knowledge of the Psychological Sciences as Applied to Clinical Practice ___ CURRENT RESEARCH: Stays informed on current research in clinical and scholarly literature ___ APPLIED KNOWLEDGE: Ability to utilize current research for implementing best-practice standards and skills Section 3. Ethical Functioning ___ KNOWLEDGE: Knows legal/ethical considerations pertinent to each case; identifies ethical concerns ___ PRACTICE-Therapy: Ability to adhere to ethical practices and procedures; ability to make sound ethical reasoning and judgment; maintains confidentiality; implements adequate informed consent procedures ___ PRACTICE-Case Management: Ability to adhere to ethical standards and able to make sound judgments on the discontinuation/transfer of care of clients


Section 4. Diversity Awareness ___ KNOWLEDGE: Demonstrates foundational knowledge of the diversity considerations concerning the human person; student is able to assess the appropriate diversity considerations that play a role in the treatment of the individual under consideration. ___ PRACTICE: Ability to implement clinical interventions based upon knowledge of diversity issues ___ SELF: Awareness of how student’s own diversity impacts his/her performance and the views of the client Section 5. Supervision Utilization ___ AVAILABILITY: Meets consistently with supervisor ___ OPENNESS: Willing to be observed, reviews/critiques own tapes; raises questions or problems; shows appropriate insight into own behaviors / feelings, knows own strengths and weaknesses ___ USE OF FEEDBACK: Ability to handle constructive criticism well; open to new ideas and techniques; ability to incorporate suggestions from previous supervision sessions into current functioning ___ PREPARATION-Written: Ability to organize material into written reports, case summaries, letter writing, etc. ___ PREPARATION-Oral: Ability to make clear oral reports, verbal communication, etc.; able to articulate rationale for conceptualization and related treatment of client Section 6. Assessment and Diagnosis ___ CLINICAL INTERVIEWING: Ability to gather information during intake sessions sufficient to assess mental status, obtain pertinent history for diagnostic formulation and treatment recommendations; identifies needed referrals ___ INTAKE EVALUATION: Ability to gather sufficient collateral data, including medical records, previous psychiatric/psychological evaluations, and interviews with relevant significant others ___ KNOWLEDGE OF ASSESSMENT: Ability to choose appropriate psychological tests for presenting concerns ___ ADMINISTRATION AND SCORING OF ASSESSMENT: Ability to administer and score psychological tests in standardized manner ___ INTERPRETATION OF ASSESSMENT: Ability to interpret psychological tests appropriately ___ CASE FORMULATION: Ability to conceptualize cases based on data gathered from interviews and standardized assessment tools


___ DIAGNOSIS: Ability to generate appropriate diagnostic hypotheses and articulates justification for conclusions ___ TREATMENT RECOMMENDATIONS: Ability to make appropriate treatment recommendations and communicating treatment goals and process to clients and other relevant professionals ___ REPORT WRITING: Ability to integrate, synthesize, and organize into written format the social, clinical, and assessment data collected from relevant sources Section 7. Therapeutic Intervention ___ THEORETICAL KNOWLEDGE: Ability to identify and explain theoretical foundations guiding case formulation and intervention ___ TREATMENT PLANNING: Ability to develop and organize treatment according to best practices; utilizes evidence-based treatments appropriately based on presenting issues and diagnoses ___ DISCHARGE: Ability to develop a plan for termination of therapy based on treatment progress, client’s needs, or any foreseen and unforeseen circumstances ___ APPLICATION: Ability to implement treatment plan goals and objectives; ability to apply theoretical constructs in a therapeutically beneficial way ___ CRISIS MANAGEMENT/SPECIAL CIRCUMSTANCES: Ability to bridge ethics and law to practice by identifying situations where emergency management and/or mandated reporting are necessary; ability to follow-through identified procedures needed to resolve crisis or other special circumstances Techniques ___ LISTENING: Appropriate use of support and empathy skills; Appears to have good non-verbal attending skills; Knows how to use silence effectively ___ PROCESS: Possesses understanding of interpersonal processes; ability to adjust treatment plan in session based on contextual needs in session ___ SELF: Ability to portray calmness, confidence, and relaxed demeanor even when stressed in session; ability to front effectively when necessary; aware of how transference and countertransference impact interventions; ability to use self disclosure appropriately, ability to intervene with clients through self-correcting as mistakes or ruptures occur ___ RESPECT AND ENCOURAGEMENT: Ability to treat the client with dignity while motivating them and encouraging new learning ___ RAPPORT: Demonstrates a capacity for empathy and a capacity to form a therapeutic alliance and a holding environment for the client


___ BOUNDARIES: Ability to initiate and terminate sessions in a timely and therapeutically beneficial way; possesses skills in ending therapeutic relationships Section 8. Integration Skills ___ KNOWLEDGE: Demonstrates foundational knowledge of the Catholic view of the human person; ability to assess the appropriate role of the Christian view given case issues (e.g., moral health, worldview, religion) ___ PRACTICE: Ability to implement interventions based upon Integrated Diagnoses ___ SELF: Awareness of how to utilize their Catholic identity within the boundaries of psychological treatment and with respect for the views of the client Section 9. Self-Care ___ KNOWLEDGE: Ability to identify the factors of self-care relevant to healthy functioning as a therapist ___ PRACTICE: Ability to carry out and monitor self-care activities that promote healthy functioning as a therapist Summary of Evaluation/Additional Comments Areas of strength include: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Areas of deficiency/weakness, need for additional supervision or training: ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Recommendations for further training: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ In your opinion as site supervisor, should this student be given a passing grade? YES NO Comment:


______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Have you shared this completed form with the student? YES NO If not, may we share it with the student? YES NO Explain:_______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ For accreditation purposes, please respond to the following questions:

Supervision Setting (choose all that apply) ( ) Group ( ) Individual ( ) Other___________

Learning Opportunities (choose all that apply) ( ) Intake ( ) Assessment ( ) Treatment Planning ( ) Case

Presentations ( ) Seminar Series/Grand Rounds ( ) Multidisciplinary Teams Other: _________________________________________________






( ) Community Mental Health Center ( ) General Hospital ( ) Health Maintenance Organization ( ) Veterans Affairs Medical Center ( ) Medical Center ( ) Private Psychiatric Hospital ( ) Military Medical Center ( ) Correctional Facility ( ) Private General Hospital ( ) School District/System


( ) University Counseling Center ( ) Medical School ( ) Consortium ( ) Other (e.g., consulting), please specify:_______________________________




______________________________________ ________________________

Student Signature (if appropriate) Date Thank you for assisting as a site supervisor for our clinical students. We appreciate your commitment and time. Send to: Director of Clinical Training The Institute for the Psychological Sciences 2001 Jefferson Davis Highway, Suite 511 Arlington, Virginia 22202


Appendix E (External Practicum) return to table of contents

CLINICAL SITE EVALUATION OF EXTERN (External Practicum) (7 pages) (Rev. July 06, 2015) Intern/Extern Name: ________________ Year of Graduate Training: 2 3 4 5 6+ Supervisor: _______________________ Term: Fall Spring Summer Year: ______ Agency/Practice Site: ________________________________________________ Methods of Evaluation



Review of Raw Test Data Seminars/Staffing

Discussion of Clinical Interaction

Audio/Videotape

Comments from Other Staff Case Presentation/Discussion

Live supervision/shadowing Other __________

Evaluation Process In each section, use the following rating scale to reflect the student’s performance in the area identified Rating Scale 5 = Mastery: Definite area of strength: Able to function at an autonomous level of functioning at pre-doctoral level practice 4 = Advanced proficiency: An area of advanced competency for a predoctoral student, but supervision still needed to strengthen competence with more complex cases. 3 = Functional proficiency: An area of developing competency, routine, on-going supervision required for advancement in skill area in preparation for internship. 2 = Marginal proficiency: An area of weakness, marginal competency


displayed, requires more focused and structured supervision to achieve minimum standards of functional proficiency. Remediative steps required. 1 = Inadequate proficiency: A major area of weakness, little or no competency displayed, alternative placement, training, or additional coursework needed. Remediation required. Section 1. Independent and Professional Functioning ___ RESPONSIBILITY: Ability to follow through and complete assigned tasks; ability to work independently and assume responsibility for actions ___ INITIATIVE: Shows keen interest, initiative, and willingness to be involved; participates in staff meetings and/or organizational events ___ TIME MANAGEMENT: Punctuality; attendance; meeting deadlines as required (e.g. case notes, closing files, returning phone calls) ___ RECORDS: Ability to maintain complete records and all pertinent client information, notes are clear and concise, filing is in compliance with HIPAA ___ COLLEGIALITY: Presents a favorable appearance and impression with staff and clientele (attire, conduct, speech); cooperates with other staff and co-workers ___ PROBLEM SOLVING: Ability to conceptualize, analyze, synthesize, and evaluate information obtained, utilizes critical thinking skills to resolve dilemmas ___ SELF-AWARENESS: Ability to critically evaluate own strengths and weaknesses in clinical practice and the larger organizational scheme Section 2. Knowledge of the Psychological Sciences as Applied to Clinical Practice ___ CURRENT RESEARCH: Stays informed on current research in clinical and scholarly literature ___ APPLIED KNOWLEDGE: Ability to utilize current research for implementing best- practice standards and skills Section 3. Ethical Functioning ___ KNOWLEDGE: Knows legal/ethical considerations pertinent to each case; identifies ethical concerns ___ PRACTICE-Therapy: Ability to adhere to ethical practices and procedures; ability to make sound ethical reasoning and judgment; maintains confidentiality; implements adequate informed consent procedures ___ PRACTICE-Case Management: Ability to adhere to ethical standards and able to make sound judgments on the discontinuation/transfer of care of clients


Section 4. Diversity Awareness ___ KNOWLEDGE: Demonstrates foundational knowledge of the diversity considerations concerning the human person; student is able to assess the appropriate diversity considerations that play a role in the treatment of the individual under consideration. ___ PRACTICE: Ability to implement clinical interventions based upon knowledge of diversity issues ___ SELF: Awareness of how student’s own diversity impacts his/her performance and the views of the client Section 5. Supervision Utilization ___ AVAILABILITY: Meets consistently with supervisor ___ OPENNESS: Willing to be observed, reviews/critiques own tapes; raises questions or problems; shows appropriate insight into own behaviors / feelings, knows own strengths and weaknesses ___ USE OF FEEDBACK: Ability to handle constructive criticism well; open to new ideas and techniques; ability to incorporate suggestions from previous supervision sessions into current functioning ___ PREPARATION-Written: Ability to organize material into written reports, case summaries, letter writing, etc. ___ PREPARATION-Oral: Ability to make clear oral reports, verbal communication, etc.; able to articulate rationale for conceptualization and related treatment of client Section 6. Assessment and Diagnosis ___ CLINICAL INTERVIEWING: Ability to gather information during intake sessions sufficient to assess mental status, obtain pertinent history for diagnostic formulation and treatment recommendations; identifies needed referrals ___ INTAKE EVALUATION: Ability to gather sufficient collateral data, including medical records, previous psychiatric/psychological evaluations, and interviews with relevant significant others ___ KNOWLEDGE OF ASSESSMENT: Ability to choose appropriate psychological tests for presenting concerns ___ ADMINISTRATION AND SCORING OF ASSESSMENT: Ability to administer and score psychological tests in standardized manner ___ INTERPRETATION OF ASSESSMENT: Ability to interpret psychological tests appropriately


___ CASE FORMULATION: Ability to conceptualize cases based on data gathered from interviews and standardized assessment tools ___ DIAGNOSIS: Ability to generate appropriate diagnostic hypotheses and articulates justification for conclusions ___ TREATMENT RECOMMENDATIONS: Ability to make appropriate treatment recommendations and communicating treatment goals and process to clients and other relevant professionals ___ REPORT WRITING: Ability to integrate, synthesize, and organize into written format the social, clinical, and assessment data collected from relevant sources Section 7. Therapeutic Intervention ___ THEORETICAL KNOWLEDGE: Ability to identify and explain theoretical foundations guiding case formulation and intervention ___ TREATMENT PLANNING: Ability to develop and organize treatment according to best practices; utilizes evidence-based treatments appropriately based on presenting issues and diagnoses ___ DISCHARGE: Ability to develop a plan for termination of therapy based on treatment progress, client’s needs, or any foreseen and unforeseen circumstances ___ APPLICATION: Ability to implement treatment plan goals and objectives; ability to apply theoretical constructs in a therapeutically beneficial way ___ CRISIS MANAGEMENT/SPECIAL CIRCUMSTANCES: Ability to bridge ethics and law to practice by identifying situations where emergency management and/or mandated reporting are necessary; ability to follow-through identified procedures needed to resolve crisis or other special circumstances Techniques ___ LISTENING: Appropriate use of support and empathy skills; Appears to have good non-verbal attending skills; Knows how to use silence effectively ___ PROCESS: Possesses understanding of interpersonal processes; ability to adjust treatment plan in session based on contextual needs in session ___ SELF: Ability to portray calmness, confidence, and relaxed demeanor even when stressed in session; ability to front effectively when necessary; aware of how transference and countertransference impact interventions; ability to use self-disclosure appropriately, ability to intervene with clients through self-correcting as mistakes or ruptures occur ___ RESPECT AND ENCOURAGEMENT: Ability to treat the client with dignity while motivating them and encouraging new learning


___ RAPPORT: Demonstrates a capacity for empathy and a capacity to form a therapeutic alliance and a holding environment for the client ___ BOUNDARIES: Ability to initiate and terminate sessions in a timely and therapeutically beneficial way; possesses skills in ending therapeutic relationships Section 8. Self-Care ___ KNOWLEDGE: Ability to identify the factors of self-care relevant to healthy functioning as a therapist ___ PRACTICE: Ability to carry out and monitor self-care activities that promote healthy functioning as a therapist Summary of Evaluation/Additional Comments Areas of strength include: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Areas of deficiency/weakness, need for additional supervision or training: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Recommendations for further training: ______________________________________________________________________ ______________________________________________________________________ In your opinion as site supervisor, should this student be given a passing grade? YES or NO, and Comment: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Have you shared this completed form with the student? YES NO If not, may we share it with the student? YES NO Explain:_______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


For accreditation purposes, please respond to the following questions:














______________________________________ ________________________ Student Signature (if appropriate) Date

Thank you for assisting as a site supervisor for our clinical students. We appreciate your commitment and time. Send to: Director of Clinical Training The Institute for the Psychological Sciences 2001 Jefferson Davis Highway, Suite 511 Arlington, Virginia 22202


Appendix E (Internship) return to table of contents

CLINICAL SITE EVALUATION OF INTERN (Internship) (7 pages) (Rev. July 06, 2015) Intern/Extern Name: ________________ Year of Graduate Training: 2 3 4 5 6+ Supervisor: ______________________ Term: Fall Spring Summer Year: ______ Agency/Practice Site: _________________________________________________ Methods of Evaluation



Review of Raw Test Data Seminars/Staffing

Discussion of Clinical Interaction

Audio/Videotape

Comments from Other Staff Case Presentation/Discussion

Live supervision/shadowing Other __________

Evaluation Process

In each section, use the following rating scale to reflect the student’s performance in the area identified

Rating Scale 5 = Mastery: Definite area of strength: Able to function at an autonomous level of functioning at post-doctoral level practice 4 = Advanced proficiency: An area of superior competency in most cases, but supervision continues to be required to achieve autonomous functioning in more complex cases. 3 = Functional proficiency: An area of developing competency; ongoing


supervision required for progress in the skill area in order to achieve autonomous functioning at post-doctoral level. 2 = Marginal proficiency: An area of weakness, marginal competency displayed, requires focused and structured supervision to achieve minimum standards of functional proficiency. Remediative steps required. 1 = Inadequate proficiency: A major area of weakness, little or no competency displayed, additional training or additional coursework needed. Remediation required. Section 1. Independent and Professional Functioning ___ RESPONSIBILITY: Ability to follow through and complete assigned tasks; ability to work independently and assume responsibility for actions ___ INITIATIVE: Shows keen interest, initiative, and willingness to be involved; participates in staff meetings and/or organizational events ___ TIME MANAGEMENT: Punctuality; attendance; meeting deadlines as required (e.g., case notes, closing files, returning phone calls) ___ RECORDS: Ability to maintain complete records and all pertinent client information, notes are clear and concise, filing is in compliance with HIPAA ___ COLLEGIALITY: Presents a favorable appearance and impression with staff and clientele (attire, conduct, speech); cooperates with other staff and co-workers ___ PROBLEM SOLVING: Ability to conceptualize, analyze, synthesize, and evaluate information obtained, utilizes critical thinking skills to resolve dilemmas ___ SELF-AWARENESS: Ability to critically evaluate own strengths and weaknesses in clinical practice and the larger organizational scheme Section 2. Consultation ___ ASSESSMENT: Ability to consult with interdisciplinary teams, staff while working with client(s) and/or organization(s) in order to assess the needs of the latter. ___ RESPONSE AND PROPOSAL: Ability to respond accurately to the consultation needs and make appropriate proposals. Section 3. Knowledge of the Psychological Sciences as Applied to Clinical Practice ___ CURRENT RESEARCH: Stays informed on current research in clinical and scholarly literature ___ APPLIED KNOWLEDGE: Ability to utilize current research for implementing best- practice standards and skills


Section 4. Ethical Functioning ___ KNOWLEDGE: Knows legal/ethical considerations pertinent to each case; identifies ethical concerns ___ PRACTICE-Therapy: Ability to adhere to ethical practices and procedures; ability to make sound ethical reasoning and judgment; maintains confidentiality; implements adequate informed consent procedures ___ PRACTICE-Case Management: Ability to adhere to ethical standards and able to make sound judgments on the discontinuation/transfer of care of clients Section 5. Diversity Awareness ___ KNOWLEDGE: Demonstrates foundational knowledge of the diversity considerations concerning the human person; student is able to assess the appropriate diversity considerations that play a role in the treatment of the individual under consideration. ___ PRACTICE: Ability to implement clinical interventions based upon knowledge of diversity issues ___ SELF: Awareness of how student’s own diversity impacts his/her performance and the views of the client Section 6. Supervision Utilization: ___ AVAILABILITY: Meets consistently with supervisor ___ OPENNESS: Willing to be observed, reviews/critiques own tapes; raises questions or problems; shows appropriate insight into own behaviors / feelings, knows own strengths and weaknesses ___ USE OF FEEDBACK: Ability to handle constructive criticism well; open to new ideas and techniques; ability to incorporate suggestions from previous supervision sessions into current functioning ___ PREPARATION-Written: Ability to organize material into written reports, case summaries, letter writing, etc. ___ PREPARATION-Oral: Ability to make clear oral reports, verbal communication, etc.; able to articulate rationale for conceptualization and related treatment of client Section 7. Assessment and Diagnosis ___ CLINICAL INTERVIEWING: Ability to gather information during intake sessions sufficient to assess mental status, obtain pertinent history for diagnostic formulation and treatment recommendations; identifies needed referrals


___ INTAKE EVALUATION: Ability to gather sufficient collateral data, including medical records, previous psychiatric/psychological evaluations, and interviews with relevant significant others ___ KNOWLEDGE OF ASSESSMENT: Ability to choose appropriate psychological tests for presenting concerns ___ ADMINISTRATION AND SCORING OF ASSESSMENT: Ability to administer and score psychological tests in standardized manner ___ INTERPRETATION OF ASSESSMENT: Ability to interpret psychological tests appropriately ___ CASE FORMULATION: Ability to conceptualize cases based on data gathered from interviews and standardized assessment tools ___ DIAGNOSIS: Ability to generate appropriate diagnostic hypotheses and articulates justification for conclusions ___ TREATMENT RECOMMENDATIONS: Ability to make appropriate treatment recommendations and communicating treatment goals and process to clients and other relevant professionals ___ REPORT WRITING: Ability to integrate, synthesize, and organize into written format the social, clinical, and assessment data collected from relevant sources Section 8. Therapeutic Intervention ___ THEORETICAL KNOWLEDGE: Ability to identify and explain theoretical foundations guiding case formulation and intervention ___ TREATMENT PLANNING: Ability to develop and organize treatment according to best practices; utilizes evidence-based treatments appropriately based on presenting issues and diagnoses ___ DISCHARGE: Ability to develop a plan for termination of therapy based on treatment progress, client’s needs, or any foreseen and unforeseen circumstances ___ APPLICATION: Ability to implement treatment plan goals and objectives; ability to apply theoretical constructs in a therapeutically beneficial way ___ CRISIS MANAGEMENT/SPECIAL CIRCUMSTANCES: Ability to bridge ethics and law to practice by identifying situations where emergency management and/or mandated reporting are necessary; ability to follow-through identified procedures needed to resolve crisis or other special circumstances Techniques ___ LISTENING: Appropriate use of support and empathy skills; Appears to have good non-verbal attending skills; Knows how to use silence effectively


___ PROCESS: Possesses understanding of interpersonal processes; ability to adjust treatment plan in session based on contextual needs in session ___ SELF: Ability to portray calmness, confidence, and relaxed demeanor even when stressed in session; ability to front effectively when necessary; aware of how transference and counter-transference impact interventions; ability to use self-disclosure appropriately, ability to intervene with clients through self-correcting as mistakes or ruptures occur ___ RESPECT AND ENCOURAGEMENT: Ability to treat the client with dignity while motivating them and encouraging new learning ___ RAPPORT: Demonstrates a capacity for empathy and a capacity to form a therapeutic alliance and a holding environment for the client ___ BOUNDARIES: Ability to initiate and terminate sessions in a timely and therapeutically beneficial way; possesses skills in ending therapeutic relationships Section 9. Self-Care ___ KNOWLEDGE: Ability to identify the factors of self-care relevant to healthy functioning as a therapist ___ PRACTICE: Ability to carry out and monitor self-care activities that promote healthy functioning as a therapist Summary of Evaluation/Additional Comments Areas of strength include: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Areas of deficiency/weakness, need for additional supervision or training: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Recommendations for further training: ______________________________________________________________________ ______________________________________________________________________ In your opinion as site supervisor, should this student be given a passing grade? YES or NO, and Comment: ______________________________________________________________________ ______________________________________________________________________


______________________________________________________________________ Have you shared this completed form with the student? YES NO If not, may we share it with the student? YES NO Explain:_______________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ For accreditation purposes, please respond to the following questions:














______________________________________ ________________________

Student Signature (if appropriate) Date Thank you for assisting as a site supervisor for our clinical students. We appreciate your commitment and time. Send to: Director of Clinical Training The Institute for the Psychological Sciences 2001 Jefferson Davis Highway, Suite 511

Arlington, Virginia 22202


Appendix F: Student Evaluation of Site Supervisor(s) return to table of contents

Student Evaluation of Site Supervisor(s) (Completed by Student) (3 pages) (Rev. Dec 3, 2012) Name of Practicum Student: ____________________________________ Semester/Year: _________________________ Date: ______________ Name/Address of Site:__________________________________________________

_____________________________________________________________________ At the Practicum /Internship Site: Who is your site supervisor? ______________________________________________ Did this person receive your practicum /internship contract form (Appendix G)? YES NO If NO, who received it? ___________________ Title____________________________ How often did you meet with your site supervisor to discuss counseling or related activities? ___________________________________________________________ How much time was given per meeting? ________ minutes or hours. Mode of supervision: Individual ______% Group ________ % Type of supervision: Video ____% Audio ____% Cotherapy ____%

Live Supervision ___% Verbal Case review ____%


Please rate your satisfaction with the supervision you received on practicum/internship on the following parameters: 1 2 3 4 5

Not at all Acceptable Very much

1. Rapport established with supervisee 1 2 3 4 5

2. Theoretical knowledge of psychotherapy 1 2 3 4 5

3. Assistance with conceptualization 1 2 3 4 5

4. Giving specific guidance on techniques or approaches 1 2 3 4 5

5. Encouraging questions/sharing of problems with cases 1 2 3 4 5

6. Allowing for expressions of personal style differences 1 2 3 4 5

7. Offers criticism or guidance in a constructive manner 1 2 3 4 5

8. Accessibility and dependability 1 2 3 4 5 Please rate your satisfaction with the communication between the practicum/internship and IPS: 1 2 3 4 5

Not at all Acceptable Very much Please indicate the percent of time (in total 100% of hours on site) you spent in the following activities for this current evaluation period: 1. Conducted intake interviews _____% and _____# of actual hours 2. Conducted psychotherapy _____% and _____# of actual hours 3. Observed one-on-one counseling _____% and _____# of actual hours 4. Observed group counseling _____% and _____# of actual hours 5. Supervision (faculty & site) _____% and _____# of actual hours 6. Administrative activity _____% and _____# of actual hours 7. Other (describe below) _____% and _____# of actual hours

Total 100 % and _____# of TOTAL hours

(Other)____________________________________________________________

__________________________________________________________________


Have you discussed your level of satisfaction regarding your practicum site with your: Site Supervisor: YES NO Student: Please attach the summary form from your Time2Track/MyPsychTrack account showing the accumulated hours of your training thus far in the PsyD program. If your are currently: 1) on internship, AND 2) not using Time2Track/MyPsychTrack for your internship hours, AND 3) tracking your hours using your internship site’s internal tracking system, please attach a summary form from your internship tracking system showing your accumulated hours at internship thus far. Return form to: Director of Clinical Training The Institute for the Psychological Sciences 2001 Jefferson Davis Highway, Suite 511 Arlington, Virginia 22202


Appendix G: External Practicum Agreement return to table of contents

External Practicum Agreement (4 pages) (Rev. July 10, 2014) Student Name: _______________________________________________________ Practicum Site: _______________________________________________________ Contact Person: ___________________________ Phone: ___________________ Start Date of Training: ________________ End date of training: ______________ Purpose: To assist students in selecting appropriate practicum experiences by providing a list of guidelines which should govern student / practicum / Institute relationships.

Institute responsibilities: 1. to assign an Institute faculty member to facilitate communication between the Institute and the Practicum Site _____________________ _____________ (name) (phone) 2. to notify students that they must adhere to the administrative policies, rules, standards, schedules and practices of the Practicum Site; 3. that the Institute faculty shall be available for consultation with both the Practicum Site supervisor and student, and shall be immediately contacted should any problem or change in relation to the student, Practicum Site, or Institute occur.

Student responsibilities: 1. to fulfill all responsibilities as listed in the Institute for the Psychological Sciences

Doctor of Psychology (PsyD) Program Training Handbook; 2. to adhere to the administrative policies, rules, standards, schedules and practices of the site. 3. to obtain appropriate insurance coverage for their clinical activities at the Practicum Site.


Practicum site responsibilities: 1. to assign a supervisor who has appropriate credentials, time and interest for training the student; 2. to provide the student with adequate work space, telephone, office supplies, support, and staff to conduct professional activities; 3. to abide by all applicable state laws governing the supervision of student trainees. 4. to provide a minimum of 750 hours of total training hours by the end of the practicum placement 5. to provide one-on-one supervision which involves some examination of the student’s work using audio/visual tapes, observation, and/or live supervision; this contact shall be a minimum of

a. for psychotherapy, one hour of face-to-face supervision per 4 hours of client contact, each week.

b. for assessments, one hour of face-to-face supervision per assessment battery. 6. to provide adequate and sufficient opportunities for the student to engage in a variety of clinical psychology activities under supervision of a licensed mental health professional, and for evaluating and documenting the student’s performance by utilizing the attached forms (Site Supervisor’s Evaluation; Clinical Experience Summary). 7. although optimal caseloads vary depending upon the nature of the clinical activity, students should spend at least 30-40% of their Practicum hours in direct services to clients. 8. practicum training must be scheduled by the practicum site so as not to interfere with the student’s coursework and timely completion of mandatory program requirements. Early termination of contract: Discontinuance of student External Practicum Agreement or Recommended Withdrawal: 1. The practicum site may recommend to the IPS the withdrawal of a student if the achievement, academic progress, adjustment, or health of the student does not warrant continuation or of the student's behavior fails to conform to applicable regulations of practicum site. Such recommendation shall be in writing and shall specify the basis for the practicum site's recommendation.


2. Either the IPS or the practicum site may, for cause, discontinue the assignment of any student any time during the period of this Agreement. Complaints, Conflicts and Discipline. Any disciplinary issues, conflicts, or student complaints will be managed jointly and consistent with each organization's currently existing disciplinary and employee conflict resolution policies. The student’s service provision agreement may be terminated prior to the end of the time commitment if the student engages in inappropriate conduct. Optional: The IPS would like to have a better understanding of the functioning of your practicum site. Please provide a description for the training provided at your site (or attach a description to this form): Please check which of the following are available: 1. Interventions

__ Individual Psychotherapy __ Marital/Family Therapy __ Child/Adolescent Therapy __ Group Therapy

2. Assessments __ Intake Interviewing __ Personality Testing __ Cognitive/Neuropsychological Assessment

3. Supervision

___ Individual Supervision ___ Peer or Group Supervision ___ Case Conference/Staff Meetings

4. Other (please describe)

___ ________________________ ___ ________________________

Site Contact Person _______________________ ____________ Name Title _______________________ ____________ Signature Date


IPS Contact Person _______________________ _____________

Name Title ________________________ _____________ Signature Date IPS Student _________________________ ______________ Name Title ________________________ _____________

Signature Date Copies of this completed form should be returned to the Practicum site coordinator, the student, and the IPS Director of Clinical Training. Thank you.


Appendix H: Articles about Pre-Doctoral Internship return to table of contents Articles about Pre-Doctoral Internship (2 pages) Albin, Adams, Walker, & Elwood. (2000). The quest for an internship: Four students' perspective. Professional Psychology: Research & Practice, 31 (3), 295-299. Callahan, J. L., Hogan, L. R., Klonoff, E. A., & Collins, F. L., Jr. (2014). Predicting match outcomes: Science, practice, and personality. Training and Education in Professional Psychology, 8(1), 68-82. http://dx.doi.org/10.1037/tep0000030 Callahan, J. L., Ruggero, C. J., & Parent, M. C. (2013). Hidden gems among clinical psychology training programs.Training and Education in Professional Psychology, 7(4), 278-284. http://dx.doi.org/10.1037/a0034233 Eisenhard, M. L., & Muse-Burke, J. L. (2015). A comparison of individual supervision at forensic, inpatient, and college counseling internship sites. Training and Education in Professional Psychology, 9(1), 61-67.http://dx.doi.org/10.1037/tep0000051 Krieshok, Lopez, Somberg, & Cantrell. (2000). Dissertation while on internship: Obstacles and predictors of progress. Professional Psychology: Research & Practice, 31 (3), 327-331. LeJuez, Read, Gollan, & Zvolensky. (2001). Identifying, obtaining, and completing a predoctoral psychology internship: Research considerations. Professional Psychology: Research & Practice, 32 (6), 650-654. Parent, M. C., Weiser, D. A., & McCourt, A. (2015). “So what are you?”: Inappropriate interview questions for psychology doctoral and internship applicants. Training and Education in Professional Psychology, 9(2), 136143. http://dx.doi.org/10.1037/tep0000068 Rodolfa, Haynes, & Kaplan. (1995). To apply or not to apply: That is the intern applicant’s first question. Professional Psychology: Research and Practice, 26 (4), 393395.


http://psycnet.apa.org/doi/10.1037/tep0000051

http://psycnet.apa.org/doi/10.1037/a0034233






http://psycnet.apa.org/doi/10.1037/a0034233

Rodolfa, Vieille, Russell, Nijjer, Nguyen, Mendoza, & Perrin. (1999). Internship selection: Inclusion and exclusion criteria. Professional Psychology: Research & Practice, 30 (4), 415-419. Stedman, Hatch, & Schoenfeld. (2000). Preinternship preparation in psychological testing and psychotherapy: What internship directors say they expect. Professional Psychology: Research and Practice, 31 (3), 321-326. Stedman, Hatch, & Schoenfeld. (2001). Internship directors’ valuation of preinternship preparation in test-based assessment and psychotherapy. Professional Psychology: Research and Practice, 32 (4), 421-424. Wells, S. R., Herbst, R. B., Parent, M. C., Ameen, E. J., El-Ghoroury, N. H., Mattu, A. M., . . . FitzGerald, M. E. (2014). The internship crisis: Graduate students look back and plan ahead. Training and Education in Professional Psychology, 8(2), 112- 118. http://dx.doi.org/10.1037/tep0000042




Appendix I: Request for Clearance to Apply for Pre-Doctoral Internship return to table of contents

Request for Clearance to Apply for Pre-Doctoral Internship (3 pages) (rev. Aug 31, 2016) Instruction: Student is to supply necessary information on form and is to meet with their Dissertation Chairperson, the Director of the PsyD Program and the Director of Clinical Training for evaluation and approval. Once form is complete, return to the Director of Clinical Training. SECTION I

Applicant Name: ______________________________________ Date Entering PsyD Program:__________ Projected Start of Internship:__________ Director of Clinical Training Clearance By November 1 of the internship application year, these minimum requirements will have been fulfilled: ● 330 face-to-face client contact hours ● 640 direct service related hours* ● 1280 total practicum hours prior to applying for internship ● the remainder of the required 130 face-to-face client contact hours, 250 direct service

hours, and 300 total practicum hours will have been completed prior to internship start date

*Direct service related hours include treatment/intervention, assessment, and interviewing of clients, scoring and report-writing, treatment note writing, and consultation related face-to-face direct services

Total Face-to-Face Client Contact hours on Practicum(s) by Nov 1

Estimated Additional Face-to-Face Client Contact Hours (prior to internship start date):


Total Direct Service-Related Hours on Practicum(s) by Nov 1

Estimated Additional Direct Service-Related Hours (prior to internship start date)

Total Practicum Hours by Nov 1

Estimated Additional Practicum Hours (prior to internship start date)

I certify that the PsyD student has met criteria related to clinical training and is cleared to apply for internship Director of Clinical Training: _______________________________ Date: _________ Dissertation Chairperson Clearance Requirement: Doctoral Dissertation Proposal successfully defended. I certify that the PsyD student’s dissertation proposal has been approved and is cleared to apply for internship. Dissertation Chairperson: ____________________________ Date: ______________ Director of PsyD Program Clearance Requirement: PsyD Clinical Comprehensive Exam, Component PsyD-II Case presentation—Completed. PsyD Clinical Comprehensive Exam, Component PsyD-I: On schedule for completion. I certify that the PsyD student has made adequate progress on completion of course work and completion of the PsyD Comprehensive Examination Process and is cleared to apply for internship Director of the PsyD Program: __________________________ Date:_____________


SECTION II: Statement of Understanding I understand that final clearance to begin my pre-doctoral internship is contingent upon the following factors: ● Satisfactory progress towards completion of my doctoral dissertation, at a minimum,

successful defense of my dissertation proposal. ● Adequate completion of all required coursework and practicum placements ● Completion of the Clinical Comprehensive Examination, Component PsyD-II ● Remaining a student in good standing at the IPS ● Demonstration of adequate emotional maturity, stability and professional conduct. I also understand that I am required to apply to APPIC-approved internship sites and that I am obligated to accept such an internship should the opportunity arise. Consideration of approval for non-accredited internships may occur after reasonable efforts have been applied to securing an APPIC-approved internship site. Before such a process begins, I will provide sufficient documentation to demonstrate that the proposed site will fulfill the expectations of an APPIC-approved site and will also provide adequate training and experience to meet the licensing requirements of the host state. This documentation will be submitted to the Director of Clinical Training for approval. I understand that approval is not guaranteed and will be considered on a case-by-case basis.

________________________________________ _________________ Student Signature Date


Appendix J: Affidavit of Handbook Review return to table of contents

Affidavit of Handbook Review (Revised 08/11/15)

(To be signed and submitted with the acceptance letter to the PsyD Program by the student and given to the DCT for student’s permanent file; AND to be signed and submitted each year during the PsyD orientation in the Fall semester by the student and given to the DCT for student’s permanent file)

By signing below, I indicate that I have read and understood the contents of the Doctor of Psychology (PsyD) Program Training Handbook, and agree to abide by its policies and procedures. Further, I agree to incorporate any changes to this Handbook into its contents upon notification by the Director of Clinical Training, Department Chair, or the Academic Dean. I further understand that:

● Enrollment in the PsyD program requires a substantial financial commitment. I understand that I must be prepared to meet the financial obligations required without unduly compromising progress in the program through excessive reliance on outside employment.

● Enrollment in the PsyD program requires a substantial commitment and focus of time. Deviation from “on-progress” status (i.e., normal progress is to complete the program, including the clinical internship, within 5 years) is considered to be a serious concern. Lack of continuous progress toward completion of degree requirements will result in formal remediation and possible termination from the program.

● I am required to be registered full-time, on a continuous basis, and to be in residency for the duration of my doctoral training at the IPS (with the exception of the clinical internship which will likely require location away from the IPS).

● I understand that placement in pre-doctoral internship is very competitive. IPS requires students to apply to multiple sites throughout the United States and not only in the Washington, D.C. metro area. Therefore, I am open to the likely possibility of needing to relocate in order to complete the pre-doctoral internship requirement.

Signature_______________________________________ Date _________________

Printed or typed name of student: _____________________________________


Appendix K: PsyD Program Comprehensive Exam Progress Form: Component PsyD-I return to table of contents

PsyD Program Comprehensive Exam Progress Form: Component PsyD-I (Revised 08/11/15) Student Name:_____________________________________________ Component PsyD-I : Clinical Competency Probes PsyD students must pass both the Basic and Advanced Clinical Competency Probes. PsyD students who have completed their M.S. degree at the IPS are deemed to have passed the Basic Clinical Competency Probes Basic Clinical Competency Probes

Semester Passed Course Skills Probe

Psy 516 Basic Interviewing and Clinical Skills

Psy 608 Cognitive / Behavioral Assessment Skills

Psy 609 Adult Psychotherapy Skills

Psy 610 Child Psychotherapy Skills

Psy 611 Marital Psychotherapy Skills

Psy 613 Personality Assessment Skills

Advanced Clinical Competency Probes

Semester Passed Course Skills Probe

Psy 724 Advanced Adult Therapy Skills

Psy 734 Advanced Child, Marital, and Family Therapy Skills

Psy 836 Advanced Personality Assessment Skills


*If not yet passed, the date the course is scheduled to be completed and evaluated (i.e., “Will be completed Spring 20xx”) I certify that the student named above has passed all requirements for the PsyD Comprehensive Exam Component PsyD-I.

___________________________________ ________________ Co-Director of the PsyD Program Date


Appendix L: PsyD Program Comprehensive Exam Component PsyD-II Process for Faculty return to table of contents

PsyD Program Comprehensive Exam Component PsyD-II Process for Faculty (revised 8/11/15) (4 pages) The Chair and the Committee (2 members) will receive a hard copy of the case three weeks prior to the defense. All three members will grade the student on the written case report portion of the exam. The Chair and Committee should review this document in consultation with each other at least one week prior to the scheduled Case Presentation to confirm whether the student should go forward with the oral portion of the Case Presentation. If there are significant concerns as to the quality of the written case report, the student may be asked to rewrite portions of the report and resubmit to the Chair and Committee to be reread. If so, the oral portion of the case presentation will be rescheduled. The Chair and the Committee are responsible for evaluating the student’s ability to present the case in a thorough but concise manner within the allotted 30-minute timeframe (40 minutes for couple’s/family cases). All three members will grade the student on the oral portion of the Case Presentation.

The Chair and the Committee should come prepared to ask focused questions that will challenge the student to (a) defend their formulation, (b) consider alternative formulations, and (c) demonstrate foundational knowledge of an area(s). In essence, all questions are fair game within the bounds of charity. Non-clinicians and clinicians should feel free to pose questions both in the clinical and theological/anthropological areas.

The format is of the oral portion of the Case Presentation is as follows:

1. The Chair of the committee greets the student, reminds the audience of the ethics of confidentiality for the case material, explains the role of the Chair, monitors the audience, and limits seating as appropriate.


2. Case presentation by student (30 minutes, 40 for a couple’s/family case). Recording of any sort is not permitted for confidentiality reasons, disguised name(s) and other characteristics as needed.)

3. Rotating questioning from the committee. The Chair of the committee should direct the process. Ideally, each member of the committee will ask one question and defer to others until all have asked one, then another round of questioning ensues. This continues until all committee members have exhausted their questions (with a maximum of one hour of Q&A).

The content is flexible and at the discretion of the committee; however, a typical format would present: ● Round 1 ~ Questions clarifying the facts or data of the case; ● Round 2 ~ Questions about assessment, diagnosis (anthropological and

psychological); ● Round 3 ~ Questions about the interventions, psychological and spiritual

growth, etc.

4. Time permitting, and at the discretion of the Chair, faculty and students in the audience may be invited to ask questions.

5. The student being examined (and audience) is dismissed after the questioning.

6. The committee discusses the effort and makes their ratings. A summary of ratings from the committee is compiled by the Chair on the Comprehensive Exam Scoring Summary Form.

7. The student is invited back for feedback and results.

8. Typically, the written case report will need some editing or revision. The Committee provides specific feedback (either orally or written on the case report) to the student. The Chair is responsible for reading the final corrected and edited case report and verifying that it is acceptable. The due date for the completed written case report is usually two weeks after the date of the oral Case Presentation, but may be at an earlier or later date according to the discretion of the committee.

9. The Chair submits the completed summary evaluation form and the written case report to a Co-Director of the PsyD Program when the written case report is in its final form and all requirements have been satisfied.

10. The Co-Director of the PsyD Program publicizes the milestone to the IPS community.


Integration issues and doctoral case presentations

The aim of the descriptive dimension of a case study is to formulate as complete a picture of a client as possible as relevant to his or her psychological evaluation and treatment. Since the human person is an integrated body-soul unity, there will be data that is not properly psychological which remains relevant to evaluation and treatment. In this respect, issues and materials more properly philosophical and theological are also significant in a comprehensive case study. The student will be expected to demonstrate facility with this integration material throughout the examination’s written essay and oral presentation. A major point of consideration is the answer to this question: Does this case presentation illustrate a doctoral level integration of philosophical and theological concepts into the psychological subject matter at hand? A few types of integrative reasoning to which a student might attend include: ● Integrative diagnostic considerations: Consider the client and his or her presenting

complaints from the perspective of more abstract, integrative knowledge. Rather than assessing a person simply from the perspective of one’s knowledge of symptomatically defined categories of mental disorder, consider the same person with the same complaints, but also from the perspective of his multiple capacities the integral actualization of which constitute the fulfillment of his or her nature and hence flourishing.

● Character strengths and virtues: Since psychological health is related to character, virtue and vice, a student might ask: What character strengths does the client express? What are his or her weaknesses? What kinds of choices have he or she habituated which have given rise to these? What strengths will assist the client with remediating his or her disorder? What weakness must be attended to?

● Worldview & Value System: What is the functional worldview operative in the client’s thinking, emotions and behavior? How does he or she think about reality, about

● the world, expressed perhaps in what he or she likes to read, watch on video, types of friends, social activities, etc.? What value system arises from this worldview? What events and factors were instrumental in inculcating this worldview (e.g., family, voluntary associations, “conversion” experiences, higher education)?

● Religion: Does the client practice any religion? If so, which religion? What are the client’s ideas about God? What about his or her relatedness to a transcendent and personal being, and divine rewards and punishments? What about death? How do these ideas correspond to the faith of the Catholic Church?

● Logical reasoning: What measure of logical reasoning does the client express? How might disordered thinking contribute to the present disorder?


● Rhetorical approach: Explain the rhetorical approach that best fits the client’s needs. *Note: integrative reasoning does not primarily refer to bringing the topic of religion into the therapeutic relationship, although it does not exclude this. Rather, integrative reasoning refers to understanding the client from a wider anthropological perspective. PsyD Comprehensive Exam Criteria of Evaluation

Program Goal 2: Integrity in Practice (Diversity issues) Has the student exemplified the “virtues of a clinician”, which include but are not restricted to: a. Regard for the dignity: treating the patient with refinement and respect b. Empathy: a capacity to see things from the patient’s point of view c. Listening: being genuinely open to what is expressed by the patient d. Detachment of self: not taking sides or confusing one’s own interests with those of

the patient

(Ethical practice) a. Does the student demonstrate an adherence to Catholic ethical principles and

anthropology, as grounded in Sacred Scripture and Tradition (the Magisterium of the Catholic Church)?

b. Is the student able to reflect upon and explain these principles as appropriate? c. Does the student demonstrate an adherence to the standards of ethics and

professional conduct for a psychologist? d. Is the student able to reflect upon and explain these standards as appropriate?

Program Goal 3: Assessment and Diagnosis, and Program Goal 4: Therapeutic Intervention

Clinical Skills. The student should demonstrate excellent clinical skills in the following respects: a. Attention to detail; b. Asking the right questions; c. Noticing the details which are significant. Reasoning . The student should make explicit his or her reasoning about the case: a. State all relevant evidence, when and as appropriate; b. Distinguish evidence from inferences based upon that evidence; c. Give accurate qualifications of the inferences drawn, when required. d. The student’s reasoning should be logical and justified.


Program Goal 5: Professional Roles

a. Public speaking: Does the student speak with self-confidence, clarify, flair, and interest?

b. Pedagogy: Does the student present and explain the material in a way suited to the understanding of his or her audience?

c. Mastery: Does the presentation display the student’s mastery of the relevant material?

d. Logical order/sequence: Does the presentation follow a suitable logical order or sequence?

e. Appropriate allotment of time: Does the presentation occupy the right amount of time, and is time allotted to parts of the presentation in accordance with their importance?

f. Discussion and questions: Does the student reply to questions effectively and lead the discussion well?

Program Goal 6: Clinical Practice from a Catholic Integrative Perspective

a. Does the student introduce and explain Catholic philosophical and theological understanding of the human person whenever it is relevant, appropriate, or illuminating to do so?

b. Does the student rely upon psychological principles which are concordant with Catholic anthropology?

c. Is the student able to reflect intelligently on questions of concordance between psychological principles with a Catholic philosophical and theological understanding of the human person?


Appendix M: PsyD Program Comprehensive Exam Scoring Summary Form Component; PsyD-II: Case Presentation (Written and Oral) return to table of contents

PsyD Program Comprehensive Exam Scoring Summary Form Component; PsyD-II: Case Presentation (Written and Oral) (Revised 07/18/13) (3 pages) Date: ______________ Student Name: _____________________________ Determination: _____ Pass _____ Pass with Honors _____ Fail (All sections must be passed for a "Pass" to be awarded; Cumulative average must be 4.0 or greater for a "Pass with Honors" to be awarded.) I certify that the student named above has passed Component PsyD-II of the PsyD Comprehensive Exam process Chair of the Examining Committee _________________________________________

Proficiency Description

Inadequate Proficiency

Marginal Proficiency

Functional Proficiency

Advanced Proficiency

Mastery

Proficiency Scale 1 2 3 4 5

Cumulative Average Across 6 Programs Objectives: _____ Summary Comments of the Committee:


Program Goal 2: Integrity in Practice Average Score

a. Knowledge of diversity & integration of multicultural competence in all areas of professional practice (Obj. a.1)

b. Ethical decision making and judgment (Obj. b.1)

Overall average score: _______

Committee Comments:

Program Goal 3: Assessment and Diagnosis Average Score

a. Intake evaluation (Obj. b.1)

b. Integration of multiple sources of data and clinical interview information into a comprehensive report (Obj. d.1)

c. Diagnosis (Obj e.1)

d. Treatment planning recommendations (Obj. e.2)

Overall average score: _______

Committee Comments:


Program Goal 4: Therapeutic Intervention Average Score

a. Case conceptualization (Obj. a.1)

b. Treatment planning (Obj. b.1)

c. Psychotherapy skills (Obj. d.6)

Committee Comments: Overall average score: _______

Program Goal 5: Professional Roles (Educator) Average Score

a. Educator (Obj. b.1)


Program Goal 6: Clinical Practice from a Catholic Integrative Perspective

Average Score

a. Knowledge of the human person from the Catholic perspective (Obj. a.1)

b. Catholic integration in clinical practice (Obj. b.1)


Name___________________________________________ Committee Comments:


Appendix N: Policy on PsyD Student Participation in Professional Associations return to table of contents

Policy on PsyD Student Participation in Professional Associations An important component of a student’s development as a professional psychologist is to become part of the larger community of psychologists through membership in professional associations. Active membership in such organizations fosters awareness of current knowledge and best practices in the field, as well as allowing opportunities for scholarship and leadership. Accordingly, all students enrolled in the PsyD program are required to be members of at least one professional mental health association. Please list your professional organization membership(s): ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Please return this form to the DCT at the beginning of each academic year.


Appendix O: PsyD Supervisor Information Form return to table of contents

Student Name: _______________________________________________________ Date: _______________ Please complete and return this form to the Office of Institutional Effectiveness by September 1st.

Supervisor Information

Full Name: ____________________________________________________________ Institution: ____________________________________________________________ Street Address: ________________________________________________________ City, State, ZIP ________________________________________________________ Office phone (____) _______________ Alternate phone (____) _______________

Type of Training offered (E.g. Practicum, Internship, Field, Laboratory, etc.) __________

______________________________________________________________________

Email:________________________________________

Title: _________________________ Supervisor: ________________________


Supervisor Credential Information *Please do not use abbreviations

Highest Degree Earned Year Earned *Granting Institution



*Program/Field of Study:

Supervisor Licensure, Certification, or Registration Information

Granting Jurisdiction 1 Title ID#



Training Facility Information

▢ Check box if training facility to the same as supervisor information listed above

Institution name: _____________________________________________________:

Address: _____________________________________________________

_____________________________________________________

Primary phone (____) _______________ Alternate phone (____) _______________


Appendix P: Clinical Skill Remediation Form return to table of contents

Clinical Skill Remediation Form Student: [template] Course/Instructor: [template] Semester: [template] Specific Clinical Skill in need of remediation: [template] Documentation of need: [template ] Remediation Plan: [template ] Consequences of Failing Completion [template ] _______________________________ ________________________________ ABC, PsyD Date XYZ, PhD Date Director of Clinical Training Co-Director of PsyD Program ________________________________

Student A. Date


Appendix Q: Remediation Completion Form (template) return to table of contents

Remediation Completion Form (template) Memo: Completion of Remediation Plan for Student A Student: [template] Course/Instructor: [template] Time Frame: [template] Documentation of need (from Remediation Plan dated xx/xx/xx): [template ] Outcome of remediation [template ] ______________________ ______________________ ABC, PsyD Date Student A Date Director of Clinical Training Student


doctor (psyd) p rogram training h andbook...demonstration of competencies related to psyd program...

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