Evaluation, Required Minimum Levels of Achievement, Due Process and Grievance Procedures, and Exit Criteria

Evaluation

Interns receive ongoing feedback regarding their areas of strength and weaknesses in the course of supervision, and a formal evaluation is provided at mid-year and at the end of the training year. The primary and delegated supervisors collaborate in the evaluation process, and the primary supervisor completes a single evaluation form, comprising feedback from supervisors. The format for this evaluation consists of the CAPS Psychology Intern Evaluation Form developed in accordance with the APA Standards of Accreditation in Health Service Psychology. Both the primary and individual delegated supervisors meet with the intern together to discuss and review the evaluation. Interns are provided with a completed and signed copy of both mid-year and end-of-year Psychology Intern Evaluation forms. Interns are evaluated on the following Profession-Wide Competencies (PWC) and related elements.

Competency I: Research

Competency Elements:

Critically evaluates and disseminates research or other scholarly activities (e.g., case conference presentations, in-service presentations, publications) at the local, regional, or national level.
Demonstrates competence to independently critically evaluate and discuss empirically supported research and its application to their clinical work.
Demonstrates ability to locate, appraise, and assimilate scientific evidence on college mental health, individual and cultural differences, and local clinical data (e.g., trends in mental health issues in college populations; research comparing issues/needs of USF students to the broader college population).

Competency II: Ethical and Legal Standards

Competency Elements:

Demonstrates knowledge of and acts in accordance with APA Ethical Principles of Psychologists and Code of Conduct.
Demonstrates knowledge of relevant CA laws and regulations and relevant professional standards, guidelines, rules, and policies governing Health Service Psychology.
Recognizes ethical dilemmas and applies ethical decision-making processes.
Conducts self in an ethical manner in all professional activities.
Seeks guidance and consultation from supervisors in addressing ethical and legal issues.

Competency III: Individual and Cultural Diversity

Competency Elements:

Demonstrates an understanding of how own personal and cultural history may impact interactions with those who are different from themselves.
Demonstrates knowledge of current theoretical and empirical knowledge bases as it relates to diversity in all professional activities.
Integrates awareness and knowledge of individual and cultural differences in the conduct of professional roles.
Integrates knowledge and understanding of diversity and culture into assessment, case formulation, treatment planning, and interventions.
Independently applies knowledge in working effectively with a range of diverse individuals and groups.
Pursues ongoing learning about individual and cultural diversity.

Competency IV: Professional Values, Attitudes, and Behaviors

Competency Elements:

Conducts self in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, professional development, accountability, and concern for the welfare of others.
Demonstrates the ability to engage in reflective practice.
Demonstrate openness and responsiveness to feedback and supervision.
Responds professionally in increasingly complex situations with a greater degree of independence.
Regularly attends and actively participates in trainings as an engaged participant; comes prepared to discuss case material and/or readings.
Demonstrates understanding and adherence to CAPS clinical and administrative policies and procedures.
Recognizes areas of strength and areas of growth in all professional roles.
Self-monitors own reactions, behaviors, and needs for self-care and takes initiative in addressing concerns.
Demonstrates competence in time management skills, including punctuality, meeting project deadlines, and CAPS commitments.
Effectively manages clinical demands of the expected client caseload.

Competency V: Communication and Interpersonal Skills

Competency Elements:

Develops and maintains good working relationships with a range of individuals, including the training cohort, professional and administrative staff, the University, and the wider community.
Effectively produces and comprehends oral, nonverbal, and written communications, displaying a thorough grasp of professional language.
Demonstrates effective interpersonal skills and the ability to manage challenging interactions.
Maintains appropriate and timely record-keeping in accordance with professional standards and CAPS policies.
Collaborates and provides constructive feedback to supervisor(s), training staff, and training cohort.

Competency VI: Assessment

Competency Elements:

Selects and applies assessment methods that draw from empirical literature.
Gathers accurate and relevant data during an intake assessment, utilizing multiple sources and methods.
Demonstrates current knowledge of diagnostic classification systems and functional and dysfunctional behaviors, including client strengths and psychopathology.
Demonstrates understanding of human behavior within its context (e.g., family, social, societal, and cultural).
Applies knowledge of functional and dysfunctional behaviors, including context to the assessment and/or diagnostic process.
Interprets assessment results to inform case conceptualization, diagnostic impressions (that are culturally contextualized and developmentally appropriate), and disposition planning.
Articulates appropriate brief therapy case formulations.
Communicates findings in an accurate and effective manner to clients, supervisors, and appropriate third parties.

Competency VII: Intervention

Competency Elements:

Establishes and maintains effective working relationships with clients reporting a range of presenting problems and developmental concerns.
Develops evidence-based intervention plans in accordance with service delivery model and therapeutic goals of client.
Applies relevant research literature to clinical decision-making.
Implements interventions informed by current scientific literature, diversity characteristics, and contextual variables.
Integrates a range of evidence-based therapeutic modalities and interventions as appropriate for clients and in accordance with service delivery model.
Modifies and adapts evidence-based approaches.
Evaluates intervention effectiveness and modifies intervention goals as necessary in collaboration with the client.
Refers clients to appropriate university resources and/or community referrals, including psychiatric evaluation, longer-term therapy, and intensive outpatient therapy.

Competency VIII: Supervision (only included in the end-of-year evaluation)

Competency Elements:

Demonstrates knowledge of supervision models and practices.
Applies supervisory models and practice in peer supervision with psychology interns.

Competency IX: Consultation and Interprofessional/Interdisciplinary Skills

Competency Elements:

Consults in a respectful and competent manner with faculty, administrators, student support staff, and other university professionals.
Consults in a respectful and competent manner and with mental health professionals, family members, and agencies outside of the university.
Responds sensitively and appropriately to ethical issues, confidentiality, and professional boundaries during consultation.
Provides accurate and relevant information, appropriate referrals, and effective follow-up, as necessary.

Interns are evaluated on the following Program-Specific Competencies and related elements:

Program-Specific Competency: Crisis Response

Competency Elements:

Identifies urgent/emergency situations and conducts risk assessments pertaining to danger to self and/or others and grave disability.
Implements appropriate crisis interventions.
Appropriately seeks consultation in crisis response.
Determines and facilitates appropriate dispositions related to urgency and conducts appropriate follow-up with client and/or provider.
Utilizes family, social, academic, medical, or other environmental support systems to assist students in crisis.
Manages internal responses and maintains sound judgment during crisis situations.
Completes appropriate documentation of crisis assessment and response, including safety and risk factors, in a timely manner according to CAPS policies and professional standards.

Program-Specific Competency: Outreach

Competency Elements:

Designs effective outreach programming based on demonstrated need in the University community.
Integrates knowledge and understanding of diversity and culture into outreach programming.
Provides accurate and relevant information in outreach activities.
Effectively represents CAPS and the range of services provided to the University community.
Utilizes evaluation measures to improve outreach activities.

Required Minimum Levels of Achievement

Interns are formally evaluated on a Likert scale from one to seven for each element on the CAPS Psychology Intern Evaluation Form. It is expected that an intern will receive a minimum rating of three (Emerging Competence Level) on all elements in all Competency areas at mid-year.

If an intern receives a rating of two at mid-year on any element, the primary supervisor provides specialized attention to increase the intern’s functioning to the expected level of competency, which may include remedial work. If an intern receives a rating of one on any element at mid-year, the primary supervisor, in collaboration with the training director, develops and institutes a specific remediation plan.

For successful completion of the internship, it is expected that the intern will receive a rating of four (Competence Level) at end of year on all elements in the Profession-Wide and Program-Specific Competency areas; this is the expected level at completion of an internship required by APA-accredited internships, indicating appropriate for “entry-level practice in health service psychology.” If a rating below four is given on any element of a Competency area on the final evaluation, the intern does not successfully complete their internship.

Due Process and Grievance Procedures

CAPS adheres to the written procedures outlined by our Due Process and Grievance Procedures for the effective resolution of problems, disputed evaluations, and problematic behavior. Interns are informed of these procedures during orientation, receive a hard copy during the first day of training, and are also encouraged to further review these guidelines and procedures as needed. (These procedures are also available in the CAPS internal “Jade” server.)

Dismissal from the training program would be invoked in cases of severe violations of the APA Code of Ethics; when imminent physical or psychological harm to a client, staff member, or other trainee is a major factor; or if the intern is unable to complete the training program due to significant physical, mental, or emotional illness. The Senior Director makes the final decision about dismissal or administrative leave in accordance with University policy.

Intern Feedback and Evaluation of Doctoral Internship Program

Interns are encouraged to provide ongoing verbal and written feedback to CAPS licensed staff throughout the training year and are given the opportunity to formally evaluate their supervisors on a biannual basis. Interns complete the Evaluation of Individual Supervisor Form for each individual supervisor during the mid-year and end-of-training year evaluation periods. Additionally, interns complete Training Director and Training Program Evaluation Forms at the end-of-training year. This information allows CAPS to continue to adapt and refine the program, based on interns’ perceptions and needs. The intern cohort has the opportunity to reflect upon and provide feedback about the training program at the mid-training year Staff Retreat and to provide written feedback following each training seminar.

The final feedback session consists of an individual exit interview with the training director. In addition to providing feedback on various aspects of the program, we would like your general comments (i.e., strengths/weaknesses, likes/dislikes) about the training experience as a whole. We welcome your comments and suggestions about any or all aspects of the program, including orientation, training seminars, case conferences, supervision and clinical training, clinical caseload, groups, and outreach/consultation opportunities.

Exit Criteria for Successful Completion of Internship

In order to successfully complete the internship, each intern must meet the following criteria:

Successful completion of a minimum of 1850 hours of Supervised Professional Experience (SPE) over a 12-month period. We have structured the training program to allow for the completion of 2000 SPE hours. Interns are responsible for completing administrative paperwork and tracking their accrued hours, including time spent in direct service activities, supervision, training seminars, professional development, staff meetings, and administrative activities.
No significant ethical violations were committed by the intern.
Supervisor evaluations indicate that the intern’s performance is consistent with the expected level of performance for completion of the internship.
All clinical records required of the intern have been completed and signed by their supervisor(s).
The intern has completed all required evaluations of supervisors, training director, and training program.