Training Goals and Responsibilities

Goals, Objectives, competencies, and markers

Goal #1: Develop intermediate to advanced competence for entry to practice in individual psychotherapy

Objectives Competencies
1.1. Interventions are informed by the best available research (relevant for setting, e.g., outpatient therapy for adults utilizing relational approaches). 1.1.1. Knows core concepts and therapeutic implications of developmental and clinical research undergirding relational therapy.
1.2. Intervenes with wisdom and skill. 1.2.1. Knows core concepts and applications from one prominent relational psychotherapy theorist or book.
1.2.2. Builds and sustains a therapeutic alliance.
1.2.3. Develops and adjusts individualized formulations and treatment plans.
1.2.4. Supports individual and cultural diversity
1.2.5. Facilitates emotional processing and affect regulation1.2.6. Addresses relational issues and cultivates relational skills

1.2.7. Engages SERT factors, explicit and implicit, in helpful ways.

1.3. Intervenes with attention and support for individual and cultural diversity. 1.3.1. Demonstrates awareness of one’s own identity, background, values, and social location, and possible impact of these factors upon therapy
1.3.2. Proactively inquires about client background, values, and preferences, and adjusts treatment accordingly.
1.3.3. Appropriately incorporates wisdom and practices from SERT traditions when indicated or useful.

Goal #2: Develop intermediate to advanced competence for entry to practice in diagnostic and psychological assessment

Objectives Competencies
2.1. Conducts effective diagnostic interviews. 2.1.1. Establishes rapport with client.
2.1.2. Obtains relevant and accurate information
2.1.3. Makes an appropriate diagnosis based on available information and applicable diagnostic systems
2.2. Independently selects appropriate assessments given the referral question(s). 2.2.1. Knows standards of practice for areas commonly assessed at our site.
2.2.2. Has a working knowledge about psychometrics in general and about the appropriateness of the core tests[1] we use in the clinic.
2.2.3. Identifies supplemental measures as indicated.
2.3. Independently administers tests according to protocol. 2.3.1. Administers tests in accordance with expected protocols.
2.3.2. Identifies and adjusts appropriately for unusual factors or breaks in protocol.
2.4. Autonomously scores and interprets the results of the tests used and makes appropriate diagnostic formulations. 2.4.1. Demonstrates competence in scoring and interpreting core tests and assessment measures.
2.4.2. Identifies diversity issues (e.g., culture, language, age, gender, ethnic background, religion) that may impact test results, test validity, and testing behavior and relationship.
2.4.3. Integrates background and historical data, behavioral observations, and psychometric data to diagnose accurately.
2.5. Writes a useful assessment report and, if applicable, makes a useful case presentation 2.5.1. The report is comprehensive, clearly written, and well organized.
2.5.2. The report addresses referral questions or presenting concerns.
2.5.3. The report provides specific, fitting formulations, recommendations, or treatment plans
2.5.4. If applicable, makes a clear and relevant presentation to the Intake seminar or other stakeholders.
2.6. Effectively leads the assessment feedback session 2.6.1. Plans and implements the testing feedback session appropriately. Prepares for areas of potential difficulty in session.

[1] Core tests are: WAIS-IV, WJ-III and WJ-IV, WIAT-III, DKEFS, REY-O, CVLT-II, WCST, CPT-II, BDI-II, BAI, MMPI-II, Rorschach (Exner/RPAS)

Goal #3: Consolidate professional identity at an intermediate to advanced level for entry to practice

Objectives Competencies
3.1. Practices in a legal and ethical manner. 3.1.1. Demonstrates knowledge of ethical codes, laws, and standards of practice, and an ability to apply these codes and standards in one’s practice.
3.1.2. Engages the client’s values and beliefs, and incorporates one’s own values and beliefs, in respectful and appropriate ways.
3.2. Attends to diversity in professional practice. 3.2.1. Attends to and reflects upon individual and cultural diversity (including power dynamics and social justice concerns).
3.2.2. Invests in continued growth in cultural competence/humility.
3.3. Utilizes science and scientific methods. 3.3.1. Practice is informed by science and professional literature.
3.3.2. Demonstrates rigor and critical thinking.
3.3.3. Practices as a local scientist through observation and use of data.
3.3.4 Contributes to science through research, writing, presentations, discussions with colleagues, or other collaborations. [aspirational]
3.4. Demonstrates professionalism and integrity/maturity. 3.4.1. Demonstrates integrity and professionalism.
3.4.2. Invests in professional development.
3.4.3. Demonstrates professional communication skills.
3.4.4. Demonstrates professional interpersonal and emotional skills.
3.4.5. Consults effectively within health-care systems.
3.4.6. Demonstrates qualities and practices which reflect professional values, and/or one’s own SERT values, and bear upon professional practice/identity. Examples include humility, courage, honesty, compassion, acceptance, etc. [aspirational]
3.5. Demonstrates reflective practice. 3.5.1. Demonstrates reflectivity during and in-between professional interactions.
3.5.2. Utilizes self-assessment and feedback to inform learning or growth.
3.5.3. Practices self-care.
3.5.4. Incorporates values, beliefs, preferences, intentions into professional practice in appropriate, helpful ways.
3.6. Demonstrates competence in supervision. 3.6.1. Demonstrates knowledge of supervision models, standards and practices, including ethical concerns.
3.6.2. Offers helpful supervision, formal or informal, to students or peers in current setting.
Rating scale for competencies for Psychology Interns:

1 = Not competent, needs extensive teaching/guidance and supervision

2 = Beginning competence, needs close supervision (practicum level)

3 = Foundational competence, needs regular supervision (intern entry level)

4 = Intermediate competence, needs occasional supervision/consultation (intern exit level)

5 = Advanced competence, no supervision required for most cases/situations (entry to independent practice level)

6 = Area of competence and expertise that far exceeds training level