Practicum Orientation Clinical FO PsyD Program 2010-2011

1. Practicum OrientationClinical FO PsyD Program2010-2011 Department of Applied Professional Practice

2. Hello and Congratulations! • Dr. Romita Sillitti, Director of Training • #4119 (312) 467-2168 • Dr. Kelly Neville, Associate Director of Training • #4128 (312) 467-8619 • Ms. Katie Bowes, APP Department Manager • All paperwork should still be obtained and turned in to her on the third floor of 325 North Wells Street.

3. Today’s Discussion • Part I: Forms and Deadlines • Brief review of documents that both you and your supervisor will be completing • Part II: Practicum/Internship Overview • Basic reminders about requirements and professional behavior/ comportment • Discussion of what to expect throughout the training year • Common issues that arise on internship and methods for problem solving and conflict resolution • Part III: How to Make the Most of Supervision • What to expect in this relationship & strategies to maximize learning

4. Training Timeline • Begin Academic Program • 1st Practicum Experience • 2nd Practicum Experience • 3rd Practicum Experience • Internship Application Process • Complete Dissertation • Internship • Licensure

5. Strategies for Success • Be mindful of the training timeline and involved logistics. • If you are struggling with any issues, reach out to APP in the early stages… we are here to help. • At the onset, begin documenting your hours. This will be a huge asset for you come licensure time.

6. Training Support Network

7. Part I: Forms and Logistics

8. APP Point Person • Either Dr. Sillitti or Dr. Neville will be assigned to you as your designated “point person” • You will be emailed this information by July 1st • While you are always welcome to contact either individual with any questions or concerns, the “point person” will be your main contact throughout the practicum process

9. APP Professional Training Database • APP will be implementing a new software system at the onset of the Fall semester • All forms will now be required to be submitted electronically, this applies to all parties (e.g., student, on-site supervisor, seminar leader) • More detailed information and trainings will be available closer to the system launch

10. Required Documents

11. Hour Log • The PsyD Hour Log has been revised to facilitate filling out the APPIC internship application • Gradually build up to 40-60% direct client contact • Obtain approximately 250-300 hours after first semester • Total hours at the completion of practicum • 280 direct client • At least 700 total hours

12. Hour Documentation • Accurate documentation of your hours is crucial for a number of reasons • Hour Log Tracking Templates • University of Kentucky example (http://education.uky.edu/EDP/content/counseling-psych-practicum-guidelines) • Another FO template will be available via the eGo page starting July 1st • APP highly recommends that you preview the APPIC internship application and process • APPIC Website (http://www.appic.org/) • APPIC Internship Application Example (http://www.appic.org/match/5_3_match_application.html)

13. Training Agreement • The only written contract between you and the site • Provides the opportunity to • Review expectations • To develop a shared understanding of your role on site, • Outline short-term and long-term goals, responsibilities, etc.

14. Training Agreement: Important Reminders • Provide your supervisor’s e-mail • Clarify expectations for “in/out” times, set training days, procedures for “calling out,” lunch hours, weekend hours, etc. • Identify the number of days you will be allotted for vacation time • Fill out all sections and have your supervisor sign!

15. Practicum Evaluations • Evaluation forms need to be submitted electronically by your supervisor twice per year • You should review the evaluation with your supervisor and sign before submission • Final practicum grades are obtained by combining seminar leader and site supervisor evaluations • You will receive “In Progress” (IP) as a grade until all forms are submitted, reviewed, and processed

16. Site Evaluation • Due within two weeks of your end date • Your opportunity to provide candid, “confidential” feedback about your site in a constructive and appropriate manner • Your ratings and comments will be used to review site quality and as a resource for future students as they research sites

17. Diagnostic Focus • Must complete 8 full batteries if completing a diagnostic focus practicum, 4 if blended • A full battery involves: • an interview • mental status exam • record review/collateral information • a cognitive instrument (including full and short forms) • at least one personality measure (objective and/or projective--no specific requirements for projective since many of them are at sites that will not use projective) • at least one forensic instrument if possible (could include a measure w/Forensic norms--i.e. MMPI)

18. Voluntary Forms • PsyD student survey: • 2 part electronic survey that will cover: • What resources did you use during practicum search? • Which ones were most helpful to you? • What resources do you think would have been helpful, but were not available? • Words of Wisdom • Consent to be contacted by students searching for practicum (December)

19. FAQs • What happens if I don’t have enough hours when I turn in the mid-year hour log? • Should my supervisor be logging my hours too? • Can I make up hours over holiday breaks? • What if I finish 700 hours before the agreed upon end date on my training agreement? • What will make me competitive for internship?

20. Preparing for Internship • The internship application process is highly competitive • The internship application and match process is run by the Association for Psychology Postdoctoral and Internship Centers (APPIC) • 2010 APPIC Match Statistics • To better understand the process, you are encouraged to visit the APPIC website and review the involved information and statistics • More competitive applicants typically have more direct client hours and a greater number of completed assessment batteries

21. APPIC Statistics Snapshot (APPIC, 2010) • While the minimum for a diagnostic practicum is 8 full batteries, you are highly encouraged to exceed that number • Additionally, successfully matched internship applicants often exceed the minimum required hours on site

22. Part II: Overview and Expectations

23. Discussion • Expectations for the training year • Professional comportment • What the year might look like… • What the training experience might feel like… • Acknowledging that the training year involves a developmental process • When to reach out to APP

24. Training Overview

25. Developmental Process 1. At First… 2. Mid-year… 3. Further along… Motivation High, Acquiring Skills Vacillate between very confident to unconfident and confused Consistent, occasional doubt though not immobilizing Autonomy Dependent, Structure, Positive Feedback Autonomy and dependency-resistance to supervisor Solid belief in judgment Awareness High self-focus, Limited awareness, Apprehensive about Evaluation Empathy development, Enmeshment can occur Client-focused and one’s own reactions

26. Evaluation and Anxiety Evaluation in helping professions hits close to home Power differential Anxiety related to work with clients and work with supervisor, which affects Supervisee learning Supervisee performance Supervisee-supervisor interactions Bernard & Goodyear, 2004

27. Professional Comportment: Keep in Mind . . . . • The Mental Health Field • The Chicago School • Future Students You

28. Professional Comportment • Recall that you are a guest on site • Training entails a full range of responsibilities • Boundaries: Difference between personal and professional self • Be aware of your presentation outside of school/practicum: Facebook, MySpace, Google, Blogging, etc.

29. Conflict Resolution Applied Professional Practice

30. You should ABSOLUTELY come to APP if... You are not receiving supervision You are receiving poor supervision (i.e. focused upon administrative tasks) You are overworked or underworked You have ethical concerns or dilemmas Any perceived harassment or hostile work environment You are overwhelmed and experiencing academic, emotional, or behavioral disturbances

31. Other Problems that Arise: Supervisor or Seminar Leader Complaints Supervisor complaints about professional comportment Poor use of supervision Lack of clinical development Personality conflicts Conflicts between recommendations made by site supervisor and practicum seminar leader

32. Conflict Resolution 1st step: Gather information 2nd step: Problem Solve & Promote self-advocacy 3rd step: Follow up & Intervene Joint meeting Remediation Plan SAC-PC Referral

33. Part III: Making the Most of Your Supervision

34. Supervision Vignettes • You are sitting in supervision and your supervisor picks up the phone while you are asking a question to address an emergency situation on the unit and tells you that supervision will need to be rescheduled? This is the fifth time something like this has happened . . . . • Your supervisor goes off on tangents as you talk about your case. After awhile, he has discussed stories from his own clinical past, and gives you his opinion about the public policies related to mental illness. All of this information is interesting, but your supervision hour is over and you still have questions. This seems to happen in almost every session . . .

35. Supervision Vignettes • During supervision, your supervisor asks you about your recent break up with a long term partner . . . . • Your client makes an inappropriate statement toward you and you were told at the beginning of practicum to report it within 24 hours. However, you were rushing to get to class and forgot to notify anyone. When you realize your mistake, it is over the 24 hour point …. • You feel attracted to one of your clients and find yourself thinking about them more frequently during the week. . . .

36. Supervision Has the simultaneous purposes of enhancing the professional functioning of the more junior person, monitoring the quality of professional services offered to the clients that is seen, and serves as the gatekeeper for those who are to enter the particular profession (Bernard & Goodyear, 2004)

37. Purpose of Supervision Foster the supervisee’s professional development and identity To ensure client welfare and the provision of quality services

38. Preparing for the Supervision Experience Self-assessment of one’s interest and motivation for receiving supervision To what degree do you consider supervision to be… An opportunity for learning An inconvenience A restriction An imposition

39. Counselor Attributes Qualities conducive to the successful use of supervision cannot be separated for qualities necessary to become and effective counselor What are some characteristics that you attribute to competent therapists? Pearson, 2004

40. Desired Trainee Attributes Study surveyed both supervisors and supervisees, the most important qualities involved (Vespia et al., 2002): Demonstrate willingness to grow Takes responsibility for consequences of behavior Actively participates in supervision sessions Demonstrates respect and appreciation for individual differences Demonstrates understanding of own personal dynamics as they relate to therapy and supervision

41. Possible Questions What kinds of students have been most successful and satisfied in supervision at this site? What are some of the behaviors and qualities you value most in your work with supervisees? How do you see your role in promoting these positive characteristics and interactions? Pearson, 2004

42. Models of Supervision • Theory-based Models • Influenced by supervisor’s theoretical orientation; focus on specific counseling skills from different theoretical orientations • Murphy & Kaffenbergr, 2007 • Developmental Models • Beginning, intermediate, advanced; from rigid and shallow to competence and self-assured • Stoltenberg & Delworth,1987 • Integrative Models • Focuses on social roles • Three supervisory roles, three areas for skill-building • Discrimination Model, Bernard & Goodyear, 2004

43. Discrimination Model(Bernard & Goodyear, 2004) • Provides options that supervisors use when training student counselors throughout their clinical field experiences • Emphasizes three roles of the supervisor: • Teacher-Provide information, instruction, direction • Counselor-Focus on interpersonal and intrapersonal interactions • Consultant-Relate as colleagues in the exchange of information and ideas • Emphasizes four foci for supervision: • Intervention-what specific interventions are implemented to address client concerns? • Conceptualization-how well does the student counselor understand the needs of the client? • Personalization-what personal counseling style does the student use, and are they area of boundaries, transference, counter-transference? • Professional behaviors and standards-does the student counselor model professional and ethical behavior at all times in interactions with students, parents, teachers, and other school-based personnel?

45. Supervisor Domains: Teacher Identify counseling interactions Identify appropriate interventions Teach, demonstrate, or model interventions Explain rationale behind strategies

46. Supervisor Domains: Counselor Explore trainee’s feeling during counseling and/or supervision sessions Facilitate self-exploration of awareness, identity, concerns, etc.

47. Supervisor Domains: Consultant Encourage brainstorming of strategies Provide alternative interventions and conceptualizations Allow trainee to structure the supervision session

48. Supervisor Responsibilities Tracking and monitoring student’s work Providing regular and consistent feedback Offering suggestions for improvement Restricting relationship to supervision Bernard & Goodyear, 2004

49. Further expectations for effective supervisors… Offering suggestions for dealing with specific therapeutic situations Providing practical support through modeling and coaching Giving emotional support through reassurance and encouragement Delivering feedback in a constructive way Being proficient as a therapist Pearson, 2004

50. Ideal Qualities in a Supervisor… Responsive to needs and interests Empathic Supportive and Challenging Available Dedicated to trainee’s professional growth Ethical Provides constructive feedback