Training Goals and Responsibilities
1.1 Demonstrate ability to critically evaluate research.
1.2 Demonstrate ability to disseminate research and/or participate in other scholarly activities (case conference, presentation, publication).
2.1 Have working knowledge and act in accordance with APA Ethics code, relevant laws, regulations, rules, and policies, and relevant professional standards and guidelines
2.2 Identify ethical dilemmas as they arise and apply ethical decision-making processes to these dilemmas.
2.3 Act in an ethical manner in all professional activities.
- Individual and cultural diversity
3.1 Demonstrate self-awareness and awareness of possible impacts of one’s own history, background, and biases.
3.2 Demonstrate knowledge of theory and research in intercultural competence/humility and social justice.
3.3 Demonstrate an ability to independently apply awareness, knowledge, attitudes and skills regarding diversity to work effectively with the range of individuals and groups encountered on internship.
- Professional values and attitudes
4.1 Act in ways that reflect core professional values such as integrity, deportment, professional identity, lifelong learning, and concern for others.
4.2 Engage in self-reflection, self-evaluation, and intentional efforts to maintain and improve competence and well-being.
4.3 Demonstrate openness and responsiveness to feedback.
4.4 Demonstrate increasing ability to respond to complex situations
- Communication and interpersonal skills
5.1 Demonstrate effective relationships with a wide range of individuals and groups, e.g., colleagues, communities, organizations, supervisors, supervisees, and clients.
5.2 Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
5.3 Demonstrate effective interpersonal skills and the ability to manage difficult communication well.
6.1 Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
6.2 Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
6.3 Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
6.4 Select and apply assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the goals and questions of the assessment and relevant diversity characteristics of the service recipient
6.5 Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, clarifying aspects of assessment that are more subjective from those that are more objective.
6.6 Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to different audiences.
6.7 Completes assessments in a timely manner (as discussed in the Assessment manual).
7.1 Establish and maintain effective relationships with clients.
7.2 Develop evidence-based intervention plans specific to the service delivery goals
7.3 Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
7.4 Demonstrate the ability to apply the relevant research literature to clinical decision making.
7.5 Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking,
7.6 Evaluate intervention effectiveness, and adapt intervention goals and methods consistent with ongoing evaluation
8.1 Demonstrate knowledge of supervision models and practices.
8.2 Apply this knowledge in direct or simulated practice with psychology trainees, or other health professionals
- Consultations and interprofessional/interdisciplinary skills
9.1 Demonstrate knowledge and respect for the roles and perspectives of other professions.
9.2 Demonstrates knowledge of consultation models and practices.
9.3 Apply this knowledge in direct or simulated consultation with individuals and their families, other health care professionals, interprofessional groups, or systems related to health and behavior.
- SERT in professional practice.
10.1 Demonstrates awareness of one’s own SERT history and identity as these element bear upon professional practice/identity.
10.2 Demonstrates facilitative attitudes regarding SERT factors (e.g., openness, curiosity, respect, differentiation).
10.3 Demonstrates knowledge of and/or initiative to consult and learn about SERT factors and traditions as indicated.
10.4 Incorporates SERT resources and engages SERT issues in assessment, treatment planning, and therapy in skillful, ethical ways.
Rating Scale for Internship Profession Wide and Site-specific Competencies
1 = Not competent, needs extensive guidance and supervision
2 = Beginning competence, needs close supervision on all cases (practicum level)
3 = Foundational competence, needs regular supervision (intern entry level)
4 = Intermediate competence, ready for early career practice with supervision/consultation (intern exit level)
5 = Advanced competence, demonstrates refined skills and/or skillful negotiation of challenges for an early career psychologist
N = not able to rate (for particular areas/raters).
Successful completion requires ratings of 4 or above for all competencies