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APA Accredited Doctoral Psychology Internship Program Brochure

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APA Accredited Doctoral Psychology Internship Program Brochure Updated 6/28/2021 Laurie Schleper, PhD Director of Internship Lisa Puma, PhD Chief Psychologist Director, Outpatient Services Division Community Reach Center 1870 W. 122 nd Ave., Ste. 100 Westminster, CO 80234
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Page 1: APA Accredited Doctoral Psychology Internship Program Brochure

APA Accredited Doctoral Psychology Internship Program Brochure

Updated 6/28/2021

Laurie Schleper, PhD Director of Internship

Lisa Puma, PhD Chief Psychologist

Director, Outpatient Services Division

Community Reach Center 1870 W. 122nd Ave., Ste. 100

Westminster, CO 80234

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Community Reach Center – Internship Handbook 2

TABLE OF CONTENTS

Community Reach Center 3 Center’s Commitment to the Doctoral Internship Program 3 Clinical Programs and Divisions 4 Locations 5

Doctoral Internship Program

6

Internship Admissions, Support and Initial Placement 6 Application COVID-19 Impact on Internship Recruitment and Selection Diversity, Equity, and Inclusion Internship Rotations

9 10 11 12

Training and Supervision 14 Psychology Faculty

16

Training Model and Philosophy

18

Intern Goals and Requirements

20

Training Meetings and Professional Development

23

Supervision

24

Examples of Intern Schedules

25

Evaluation and Communication with Academic Programs

26

Competency-Based Performance Evaluation 27 Problem Solving, Disciplinary Action and Due Process 30 Rights and Responsibilities 32 Appendices:

A. Sample Didactic Seminar Schedule B. Sample Assessment Seminar Schedule C. Anticipated COVID-19 Modifications to Training and Recruitment D. Temporary Telesupervision and Remote Learning Policy

34 36 37 40

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Community Reach Center is a comprehensive community mental health center,

which provides services to residents of Adams County, excluding the city of Aurora.

The county is adjacent to and immediately north of Denver. As of the most recent

annual report, the Center served over 21,000 unduplicated consumers. The Center

offers services to children, adolescents, adults, and families. Services are available

for persons experiencing difficulties ranging from school challenges to severe and

persistent mental illness.

Values

We embrace and RESPECT the DIVERSITY of our COMMUNITY.

We create a SAFE environment that encourages INNOVATION.

We focus on building lasting RELATIONSHIPS, EXCELLENCE and COMPASSION.

We demonstrate good STEWARDSHIP and GRATITUDE.

Our Mission

“To enhance the health of our community.”

CENTER’S COMMITMENT TO THE DOCTORAL INTERNSHIP PROGRAM

Community Reach Center exists for the purpose of providing high quality mental health services

to the citizens of Adams County, Colorado. This purpose includes a broader responsibility to

participate in the training of doctoral students in psychology in order to advance and improve the

field of community mental health. It is our belief that interns significantly enhance the quality of

a service-providing program and contribute vitality, new perspectives, and considerable expertise.

At the Center, we believe the optimal environment for interns to transition from student to

professional is under the supervision and guidance of an experienced licensed psychologist. In

keeping with these beliefs, the Community Reach Center has developed an American

Psychological Association (APA) accredited psychology internship program for graduate students

who have completed all course work necessary for a doctorate in psychology.

Questions related to the program’s accreditation status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation American Psychological Association

750 1st Street, NE, Washington, DC 20002 Phone: (202) 336-5979 / E-mail: [email protected]

Web: http://www.apa.org/ed/accreditation

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CLINICAL PROGRAMS AND DIVISIONS The following is a non-exhaustive list of programs and services available to clients through the Center. The list is organized by clinical divisions and programs.

❖OUTPATIENT SERVICES❖ The Outpatient Services division is comprised of the six outpatient clinics in Adams County, located in the following cities: Brighton, Broomfield, Commerce City, Northglenn, Thornton, and Westminster. This division also includes: PSYCHOLOGICAL SERVICES (DOCTORAL

INTERNSHIP; TESTING TEAM; PRACTICUM STUDENT TRAINING), Intake, the A.W.A.R.E. Center, and Resiliency and Support Services (including case management, vocational services, and peer specialists).

❖CHILDREN AND FAMILY SERVICES❖ The Children and Family Services division is comprised of teams focused on providing care to youth and families. This division includes four School Based Therapy teams, Day Treatment, IRSS Team (In-home Resiliency and Support Services), and Early Childhood Services.

❖INTENSIVE SERVICES❖ The Intensive Services division houses programs focused on high-risk consumers who are often in need of several services; these programs include: Stages; Detox; Justice, Accountability, and Recovery team (Adult and Adolescent forensic therapy team); the Emergency Services continuum (Behavioral Health Urgent Care, Mobile Response Team), ACT (Assertive Community Treatment), and PREP (First Episode of Psychosis program). Intensive Services also houses programs that provide ongoing support services for clients in residential settings: HUD Housing, Respite Services, Crestone Place (ACF level of care), and Mesa House (independent living).

❖MEDICAL SERVICES❖ Medical Services are provided to all programs at the agency, with a focus on Psychiatric Services.

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LOCATIONS Doctoral internship primary outpatient rotations are housed at one of the designated office locations (❖).

ADMINISTRATIVE CAMPUS 1870 W. 122ND AVE., STE. 100 WESTMINSTER, CO 80234

BEHAVIORAL HEALTH URGENT CARE 2551 W. 84TH AVE., STE. 2 WESTMINSTER, CO 80031

BRIGHTON OUTPATIENT 1850 E. EGBERT ST., STE. 200 BRIGHTON, CO 80601

❖ BROOMFIELD OUTPATIENT ❖ 100 SPADER WAY, ST. 267 BROOMFIELD, CO 80020

CENTER FOR DETOX SERVICES 2551 W. 84TH AVE. WESTMINSTER, CO 80031

COMMERCE CITY OUTPATIENT 4371 E. 72ND AVE. COMMERCE CITY, CO 80022

EARLY CHILDHOOD SERVICES 8889 FOX DR., STE. B THORNTON, CO 80260

MARGARET CARPENTER CENTER 8801 LIPAN ST. THORNTON, CO 80260

MOUNTAINLAND PEDIATRICS 8889 FOX DR., STE. A THORNTON, CO 80260

❖ NORTHGLENN OUTPATIENT ❖ 11285 HIGHLINE DR. NORTHGLENN, CO 80233

❖ THORNTON OUTPATIENT ❖ 8989 HURON ST. THORNTON, CO 80260

WESTMINSTER OUTPATIENT 3031 W. 76TH AVE. WESTMINSTER, CO 80030

CLIENT POPULATION: DEMOGRAPHICS

18,121 unduplicated consumers served in Fiscal Year 2020, including:

AGE

RACE

YOUTH (0-17) 39% AFRICAN AMERICAN 5% ADULT (18-59) 57% AMERICAN INDIAN 5% SENIOR (60+) 4% ASIAN 2% CAUCASIAN 66% HISPANIC 38%

NATIVE HAWAIIAN 0.7% Total exceeds 100% to reflect individuals who

endorsed multiple categories.

Number of consumers served per municipality:

BRIGHTON 1,637 FEDERAL HEIGHTS 437

BROOMFIELD 554 NORTHGLENN 1,351 OTHER 2,321

COMMERCE CITY 1,700 THORNTON 4,272 UNSPECIFIED 673 DENVER 2,614 WESTMINSTER 3,057

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DOCTORAL INTERNSHIP PROGRAM

he goal of our psychology internship program is to prepare doctoral students in clinical and counseling psychology to provide psychological services in public mental health, managed care, and private sector settings. Our model is the scholar-practitioner model with a generalist focus and opportunities for specialization. We expect that the interns

will begin the training year with knowledge of the theories, research, and models of general psychology, in addition to having basic clinical skills in therapy and assessment.

During the internship year, interns are expected to increase their knowledge of clinical psychology and their ability to intervene in ways that are sensitive to the level of the client’s psychopathology, ethnic or cultural background, and legal or ethical factors. Because Community Reach Center holds a contract with the State of Colorado to provide mental health services to Medicaid consumers living within the county boundaries, all interns gain experience with managed care. In addition, experience is gained with various insurance companies and fee-for-service situations. Interns are expected to be functioning at a beginning doctoral level by the end of internship.

There are five full-time, one-year, Generalist training internship positions at Community Reach Center. Interns are paid an annual stipend of $27,500. For qualifying Bilingual (English/Spanish) interns, an additional 10% pay differential is offered to compensate for language skills competency. Bilingual interns matched with the internship program must pass a language proficiency exam, provided by the agency, to qualify for compensation. Interns are expected to function and be treated as full professional members of the team. The 2022-2023 training year will begin on July 25, 2022 and end on July 21, 2023.

INTERNSHIP ADMISSIONS, SUPPORT, AND INITIAL PLACEMENT DATA

INTERNSHIP PROGRAM TABLES Date Program Tables were updated: 06/28/2021

Internship Program Admissions

Community Reach Center provides a generalist training experience with the primary rotation being a year-long placement in an outpatient setting serving children, adolescents, adults, and families. Interns additionally complete four supplemental rotations:

(1) Emergency Services Rotation: a 96-hour rotation (one day a week for 12 consecutive weeks) with the emergency services program co-conducting crisis evaluation and intervention;

(2) SPMI Rotation: a 100-hour rotation working with agency programs that provide services to individuals with severe and persistent mental illness;

(3) Elective Rotation: a 75-hour rotation focused on an area of interest chosen by the intern (custom-designed at the start of the year to reflect individual training goals and interests);

4) Psychological Assessment: a year-long rotation during which interns complete 10 psychological evaluation assignments and serve as testing consultant for one or more clinical programs within the agency.

T

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Additionally, interns meet with a primary clinical supervisor (licensed psychologist) for individual supervision 2 hours weekly, and with the training director for secondary supervision a minimum of 1 hour monthly. A variety of training experiences are provided to the interns via a 3-hour weekly assessment seminar and 2-hour weekly didactic/group supervision seminar. Interns also develop and provide a presentation on a professionally relevant topic to staff at the agency. Lastly, interns are provided 2 hours each week for peer consultation and support as part of their internship experience.

A number of factors are considered when reviewing applications, including prior training and experience, grounding in theoretical orientation, exposure to a variety of treatment modalities, experience with clients of varying ages, backgrounds, and clinical presentations, assessment experience, progress in academic program, and candidate’s goals for the internship year. Ideal candidates for Community Reach Center display investment in serving underserved populations, interest in community mental health, and demonstrate clinical competence and practice grounded in theory and science. Training faculty favor applicants who value diversity, seek generalist training, and demonstrate dedication to continued learning and professional development. Applicants must not have a felony conviction.

We prefer applicants to have attended an accredited graduate program in clinical or counseling psychology. If an applicant is from a non-accredited graduate program and their training appears commensurate with our training philosophy, model, and expectations, we will consider him/her for our training year. We expect that interns begin the training year with knowledge of theories, research, and models of general psychology, in addition to having basic clinical skills in therapy and assessment.

Please see Page 10 and Appendix C for COVID-19 modifications to recruitment and training.

Internship Program Admissions

Does the program require that applicants have received a minimum number of hours of the following at time of application? YES

If Yes, indicate how many:

Total Direct Contact Intervention Hours: YES 500 hours of psychotherapy under supervision. *

Total Direct Contact Assessment Hours: NO No specific hours requirement; however, applicant must have administered and written a minimum of 5 comprehensive evaluations. *

Describe any other required minimum criteria used to screen applicants:

▪ Comprehensive exams passed by start of internship. ▪ Dissertation proposal approved by start of internship. ▪ Minimum years of graduate training required: 3

* Please see Page 10 and Appendix C for COVID-19 modifications to recruitment and training. *

Financial and Other Benefit Support for Upcoming Training Year

Annual Stipend/Salary for Full-time Interns $27,500ˢ

Annual Stipend/Salary for Half-time Interns N/A

Program Provides access to medical insurance for intern? YES

Trainee contribution to cost required? YES MONTHLY PAYROLL DEDUCTION

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Coverage of family member(s) available? YES

Coverage of legally married partner available? YES

Coverage of domestic partner available? YES

Hours of Annual Paid Personal Time Off (PTO and/or Vacation) 112 ACCRUED AT A RATE OF

9.33 HOURS PER MONTH Hours of Annual Paid Sick Leave 48

In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?

YES

Other Benefits: 9 PAID HOLIDAYS: NEW YEAR’S DAY, MARTIN LUTHER KING DAY, PRESIDENT’S DAY, MEMORIAL DAY, INDEPENDENCE DAY, LABOR

DAY, THANKSGIVING DAY, DAY AFTER THANKSGIVING, CHRISTMAS DAY; DENTAL INSURANCE; LIFE & ACCIDENTAL DEATH AND

DISMEMBERMENT INSURANCE; SHORT & LONG TERM DISABILITY; 401K RETIREMENT PLAN; CAFETERIA FLEXIBLE

BENEFITS PLAN; EMPLOYEE ASSISTANCE PROGRAM ˢ Additional 10% pay differential is provided for interns who pass a language proficiency exam qualifying them to provide clinical

services in Spanish.

Initial Post-Internship Positions (Aggregated Tally for Past 3 Cohorts: 2017-2020)

Total # of interns who were in the 3 cohorts 15

Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree

1

PD EP

Community mental health center 0 4

Federally qualified health center 0 0

Independent primary care facility/clinic 0 0

University counseling center 0 0

Veterans Affairs medical center 0 0

Military health center 0 0

Academic health center 0 0

Other medical center or hospital 1 0

Psychiatric hospital 0 0

Academic university/department 0 0

Community college or other teaching setting 0 0

Independent research institution 0 0

Correctional facility 0 0

School district/system 0 0

Independent practice setting 5 2

Not currently employed 1 0

Changed to another field 0 0

Other: Neuropsychology Practice (1 PD), Private community-based clinic (1 EP) 1 1

Unknown 0 0 Note: “PD” – Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table is counted only one time; former trainees working in more than one setting are listed for the setting that represents the primary position.

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APPLICATION Intern Selection: Application review is completed by the Director of Internship and Chief Psychologist, with additional support provided by psychology faculty members and interns interested in assisting with the process. Each complete application has, at minimum, two readers: a primary reader (either the Director of Internship or the Chief Psychologist) and a secondary reader (e.g., psychology faculty member and/or current intern). Readers provide content-specific ratings, an overall rating, and recommendation to either invite the applicant for interview or remove the applicant from consideration. An additional rating is provided by the Director of Internship based upon the sample psychological evaluation report(s) submitted and assessment experience, and the ratings by all reviewers are combined to guide the decision to invite for interview or remove the applicant from further consideration. Care is taken to avoid review of application materials by staff or interns previously familiar with an applicant to ensure a fair and objective review of all applications.

Interview: An interview is required of all applicants being considered after applications have been thoroughly screened and reviewed. All applicants will be notified via e-mail of their interview status no later than December 15th. Interviews will be conducted virtually. Interactive video conferencing is preferred; however, telephone interviews can be arranged upon request. In addition to an individual interview, applicants will be provided with a pre-recorded video, a virtual (real-time) interactive program overview and Q&A session with psychology faculty, a virtual (real-time) Q&A session with current interns, and optional drop-in sessions for further dialogue and interaction with faculty. APPIC Policies: The Community Reach Center Psychology Internship agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking related information from any intern applicant. As an APPIC internship, we adhere to APPIC match policies.

Applicants who match with Community Reach Center must also successfully complete the following: Application for employment, reference checks, education verification, and background check.

Human Resources Statement regarding background checks and drug testing: Our top priority is the safety of our staff and consumers. We review each criminal infraction on an individual basis and consider multiple factors when we adjudicate a background screen including the recency, severity, and consumer population the candidate will be working with. Our review process aligns with all federal and state regulations and are generally accepted standards for companies who work in the healthcare space. CRC reserves the right to require a drug screen as a condition of continued employment. We do require post-accident drug screens and we have a policy on maintaining a Drug- and Alcohol-Free Workplace.

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Application Materials: Applicants must submit the following online through APPIC. Deadline: November 8, 2021, 11:59pm (MST)

1. Completed APPIC Application for Psychology Internship (AAPI).

2. Three standardized reference forms, with two being from persons who have directly

supervised clinical work.

3. Graduate Transcripts (from all graduate schools attended).

4. Curriculum Vita (CV).

5. Supplemental material:

A de-identified comprehensive psychological evaluation report. Please submit a report that includes: an individually administered cognitive test (e.g., WISC-V, WAIS-IV), a personality measure (e.g., MMPI-3, MMPI-2-RF, PAI, MMPI-A, PAI-A) or a comprehensive self- or parent-report inventory if evaluation was completed with a child, and at least one additional measure. If possible, applicants are strongly encouraged to submit a report that includes the Rorschach Inkblot Test. Applicants are asked to submit a report using real client data rather than a report completed as coursework or a fictitious case; if one is not available, please clearly designate the report as one that reflects coursework, a fictitious case, or use of archival data.

Please note: If unable to submit an integrated report that includes the Rorschach as part of a comprehensive battery, please include a separate sample write-up of a Rorschach. This supplemental item may involve a practice case or coursework if needed. If an applicant has not received Rorschach training using either R-PAS or Exner’s Comprehensive System, this will not be a rule-out factor for consideration but may necessitate a willingness to pursue basic exposure/training prior to the start of internship. In lieu of a sample write-up, applicants may submit a statement of intent or willingness to seek such training.

COVID-19 Impact on Internship Recruitment and Selection

Community Reach Center will implement virtual intern recruitment for the 2021-2022 application season, including the following practices:

Review of applications will take into consideration the possible impact of COVID-19 on applicants’ accrual of hours and clinical experiences. While our preference for 500 or more direct services hours and a minimum of 5 psychological evaluations remains intact, we will gladly accept and review applications reflecting fewer than 500 direct services hours and/or fewer than 5 psychological evaluations. Applicants are asked to include a statement in their cover letter outlining the impact of COVID-19 on planned clinical activities and describe any alternate learning experiences substituted for originally planned activities. Telehealth service provision will be considered equivalent to in-person service provision when reviewing application numbers and applicant training experiences.

All interviews will be conducted virtually. Our preference is interactive video conferencing via Zoom; however, telephone interview requests will be granted. In addition to an individual interview, applicants will be provided with a pre-recorded video, a virtual (real-time) interactive program overview and Q&A session with psychology faculty, a virtual (real-time) Q&A session with current interns, and optional drop-in sessions for further dialogue and interaction with faculty.

WE ENCOURAGE ALL QUALIFIED APPLICANTS TO APPLY.

Community Reach Center is an Equal Employment Opportunity Workplace (EEO).

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COMMUNITY REACH CENTER AND THE PSYCHOLOGY INTERNSHIP PROGRAM

ARE DEDICATED TO PROVIDING AN INCLUSIVE ENVIRONMENT THAT VALUES

AND RESPECTS INDIVIDUALS OF ALL BACKGROUNDS.

We are committed to:

Actively fostering open and respectful exchanges of ideas.

Embracing the values, perspectives, and contributions of all individuals.

Increasing self-awareness, including ongoing examination of implicit bias.

Enhancing cultural humility and implementing culturally responsive practices.

Understanding issues of social justice and the impact of oppression on behavioral health and

access to care and resources.

Taking action toward dismantling systemic inequities impacting clients and staff alike.

Examples of the program’s efforts toward diversity, equity, and inclusion include:

Increased diversity-focused didactics through the addition of a monthly Cultural Humility Seminar.

Addition of a monthly Professional Development Seminar to foster self-awareness, self-reflection,

and active engagement in implementing professional integrity, deportment, accountability, concern for the welfare of others, and professional identity.

Supervisor development through focused reading and group discussion on topics

related to diversity, equity, and inclusion.

Modified recruitment practices to increase accessibility and reduce bias in intern selection.

Participation in a regional collaboration of internship programs to facilitate quarterly student

caucuses as a means of enhancing intern diversity training and fostering interaction across programs.

The agency has developed several groups and work committees (e.g., BIPOC Consultation Group,

Spanish Consultation Group, and Diversity, Equity, & Inclusion Committee). Interested interns can incorporate participation in one or more of these groups into their individualized learning plan.

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INTERNSHIP ROTATIONS Each intern has a licensed psychologist who serves as primary supervisor for his or her clinical work for the duration of the training year. Supervision is provided for all rotations.

Primary Rotation The primary rotation is 25 hours per week, spread across Monday-Friday, for the duration of the year. The primary assignment is at one of the outpatient office sites and includes provision of individual, family and group therapy. Approximately 3-4 hours per week is allotted for individual supervision, team meetings, and meetings with team managers. This full-year assignment allows interns the opportunity to develop a sense of stability and professional identity. It also promotes continuity of client care and experience providing intermediate and long-term treatment, though brief therapy is emphasized. Interns will additionally develop

skills reflecting agency values and practice, including collaborative documentation, trauma-informed care, Trust Edge, and Feedback Informed Treatment. Each site offers the intern generalist training by providing a caseload of children (ages 7 and older), adolescents, families, and adults. Interns have a furnished individual office space with a computer dedicated to their use. All necessary software for administrative tasks and access to the agency’s medical record system are supplied. Additionally, interns receive administrative support, including assistance with scheduling, client check-in, phone calls (e.g., appointment reminders, rescheduling/ cancelling appointments), and letter writing/mailing.

Testing and Evaluation Rotation Each intern will serve as a testing consultant for one or more clinical programs within the

agency, providing support to staff by participating in collaborative care team meetings, discussing the purpose and applications of psychological testing, collaborating with staff to identify consumers who will benefit from psychological testing and to determine medical necessity of testing. Interns complete 10 testing assignments over the course of the training year. Assignments will vary, ranging from comprehensive test batteries to testing with a narrow scope of evaluation (limited battery), and may include observation-based parent-child interactional evaluations. Some assignments may not involve client contact but will be individually tailored to support development of specific assessment-related competencies. Referrals for psychological testing are received from internal clinical staff as well as external sources, such as social services and the legal system. Test batteries are individually tailored to suit each case, depending on the presenting concerns and reason for referral. Over 40

different tests are available for use, and training is provided on all available measures over the course of the training year. Interns must demonstrate evidence of basic Rorschach training (either Exner’s Comprehensive System or R-PAS) prior to beginning internship; R-PAS will be emphasized during the internship year. Training and supervision are provided weekly during a three-hour assessment seminar and supplemental individual supervision with a licensed psychologist. Informal case consultation is a weekly component of the rotation; additionally, interns contribute to four didactic trainings over the course of the year by distributing relevant research articles and leading discussion of them, and each intern completes one formal assessment case presentation with research articles incorporated.

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Minor Rotations To complement and broaden the training gained from the primary and testing rotations, each intern is required to complete the following three rotations of 75-100 hours each:

Emergency Services Rotation (96 hours) This rotation includes working with the continuum of Emergency Services at Community Reach Center. Interns have opportunities to work side-by-side with staff in a variety of emergency services interventions, including walk-in crisis stabilization services, hospital step-down services, and/or crisis evaluations for psychiatric hospitalization. Duties include fielding crisis phone calls, conducting evaluations, and providing crisis support services for consumers at-risk for psychiatric hospitalization. The rotation is scheduled for one 8-hour day per week for 12 consecutive weeks.

SPMI Rotation (100 hours) The purpose of this rotation is to focus on developing interns’ confidence and competence in providing clinical services to consumers with severe and persistent mental illness (SPMI). A wide variety of services throughout the agency are available for this rotation and options for SPMI rotations are reviewed with interns at the beginning of the training year. An illustrative, but non-exhaustive, list of SMPI rotations developed by previous interns follows:

❖ EMDR: Basic Training, clinical practice, group consultation, and individual supervision ❖ Trauma Systems Therapy: home-based family intervention with the In-Home Resiliency and

Support Services team ❖ Psychosocial Rehabilitation ❖ Addictive Behaviors and Personality Disorders ❖ Intensive Outpatient Group Therapy ❖ Group therapy with clients involved with Community Reach Center’s Justice, Accountability,

and Recovery program (consumers with both mental health concerns and involvement in the legal system)

❖ Dual Diagnosis/Substance Abuse Intervention ❖ Prevention and Recovery in Early Psychosis (PREP Program)

Elective Rotation (75 hours) The training faculty at Community Reach Center value individual tailoring of the program to address each incoming intern’s particular interests and goals for internship. The elective rotation is a prime example of this, as it provides interns with the opportunity to pursue a specialty interest of their choice. Interns are introduced to the range of services and experiences available at the agency early in the year, and each intern receives faculty support

in custom-designing this component of the training experience. A non-exhaustive list of clinical and non-clinical examples of past interns’ Elective Rotation descriptions follows:

❖ Emotion-Focused Couples Therapy ❖ Early Childhood Services ❖ Group Therapy ❖ CIT (Crisis Intervention Team) Training for community partners ❖ Parenting and Family Interventions ❖ Culturally responsive work group participation, staff trainings, focused caseload ❖ Bilingual Clinical Services: caseload of clients for whom services are provided in Spanish +

participation in Spanish Consultation Group (facilitated in Spanish)

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Additional Internship Experiences Interns are expected to develop and provide one two-hour presentation on a clinically relevant professional topic to staff at the agency. In addition, interns present two clinical case presentations (one previously mentioned under Testing Rotation) and one professional topic during intern didactic seminar to the intern cohort and program faculty.

Additionally, we strive to offer all interested interns with the opportunity to serve in the role of supervisor. Specific opportunities will vary depending upon the number of practicum students on-site in a given year and may include provision of individual and/or group supervision to trainees. All interns participate in a monthly Supervision of Supervision didactic seminar and receive individual and group supervision of supervision.

Interns at Community Reach Center gain experience providing clinical services for clients in a community-based setting. This work necessitates self-awareness, clinical skill, and cultural humility. Vital to our clinical work is continual exploration regarding the impact of our own backgrounds, histories, and identities in the context of responsibly working with consumers with diverse histories, background experiences, and identities. The program is committed to cultivating an environment that supports open and respectful dialogue, exchange of ideas, self-reflection, and promotion of social justice. This work is continuous and ever-present for faculty and interns alike. Through diversity-focused readings and trainings, discussions with supervisors, peers, and co-workers, and direct services with clients, we will actively address how individual differences, worldviews, biases, systemic injustices, experiences of privilege and oppression, and our own life experiences inform and impact the work we do.

TRAINING AND SUPERVISION Interns spend five to seven hours each week in training activities and group supervision, in addition to two hours per week of individual supervision, all facilitated by a licensed psychologist. Interns are required to attend their outpatient office team meetings and encouraged to attend agency in-service trainings. Time is also allotted on a weekly basis for intern cohort time; each cohort determines how to structure and use this time, which can include informal case consultation, providing support to one another, etc.

The following is a partial list of training activities:

❖ Two hours weekly of individual supervision with primary supervisor (a licensed psychologist). The primary supervisor carries clinical responsibility for the intern’s cases. All areas of the intern’s work are discussed in supervision. To allow for depth of training, the primary clinical supervisor remains consistent throughout the training year.

❖ One hour monthly of individual supervision with the Director of Internship. Supervision with the Director of Internship frequently focuses on topics related to professional development and overall internship progress.

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❖ Two hours weekly of didactic seminar/group supervision. Staff psychologists and other mental health professionals provide trainings to interns in their areas of expertise. The specific schedule of topics is modified each year to reflect intern cohort interests and training needs, although particular emphasis is placed on expanding interns’ knowledge and skill base relevant to the clinical population served at Community Reach Center. One meeting per month is dedicated to supervision didactics and supervision of supervision. One meeting per month is dedicated to professional development didactics. And one meeting per month is focused on cultural humility, culturally responsive clinical practice, advocacy, and social justice.

❖ Three hours weekly* of assessment seminar. Assessment seminar is facilitated by the Director of Internship and is composed of didactic trainings on specific measures and topics related to psychological testing (e.g., ethical concerns related to psychological testing, cultural considerations, tips for engaging children in testing, facilitating effective feedback sessions, etc.). In addition to didactic trainings, weekly group supervision and case consultation is emphasized. *One meeting per month is substituted with open work time for assessment cases and informal case consultation.

❖ Additional Supervision. Interns receive additional supervision for each rotation, including testing, SPMI, emergency services, and the elective rotation.

❖ Two hours a week in Intern Time. Two hours per week are devoted intern cohort time. Interns may use this time for informal case consultation, discussions relevant to their professional development, support during times of challenge, celebration during times of accomplishment, etc. Interns determine as a cohort how to best utilize this time to enhance their training year.

Assessment seminar was the highlight of my experience when I completed this internship program myself nearly twenty years ago, and it remains the highlight of my work week now as Director of Training. My mission as facilitator of this training seminar is to foster critical thinking and active, engaged clinical dialogue. I am not seeking to foster practice identical to my own, but rather to foster professionals who are skilled in knowing, articulating, and justifying how and why they practice the way they do. I take very seriously the importance of staying abreast of advances in our field and ensuring interns have exposure to and awareness of the most recent assessment literature. We will learn and respect the science behind our work. Just as important, for the areas that entail subjectivity, opinion, and personal style, I strive to create a safe and supportive environment in which we embrace active dialogue and debate. In assessment seminar we challenge one another’s assumptions, respectfully delve into areas of disagreement, and honor and celebrate variations in perspective and opinion; in doing so, we grow together in our clinical knowledge and understanding of self while simultaneously enhancing competence in practice.

~ Laurie Schleper, Ph.D., Director of Internship Training

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PSYCHOLOGY FACULTY

INTERNSHIP / TESTING TEAM FACULTY

NAME POSITION THEORETICAL

ORIENTATION AREAS OF INTEREST

Lisa Puma, PhD, LP* University of Akron, 1996

Chief Psychologist, Clinical Director, Outpatient Services

Humanistic Interpersonal

LGBTQ Personality Disorders Psych Assessment Supervision

Laurie Schleper, PhD, LP Colorado State University, 2003

Director of Internship Training

Existential Cognitive Behavioral

Psych Assessment Children/Adolescents Autism Spectrum Trauma Health Psychology

Crystal Wildes, PhD, LP* Illinois School of Professional Psychology, Argosy-Chicago, 2012

Psychologist Integrative Cognitive Behavioral Psychodynamic Systems

Trauma Psych Assessment EMDR Play Therapy Parenting, Families

* Serves as a primary clinical supervisor to interns. Serves as secondary clinical supervisor to all interns.

ADJUNCTIVE PROGRAM FACULTY

NAME POSITION THEORETICAL

ORIENTATION AREAS OF INTEREST

Cameron Cannon, PhD, LP* University of Denver, 2013

Manager, Westminster Outpatient

Cognitive Behavioral Constructivist

Feedback Informed Treatment Staff/Org. Development Psychology/Theology Integration Treatment Outcomes

Erin Caughman, PsyD, LP University of Denver, 2017

Therapist, Northglenn Outpatient

Behavioral (ACT/DBT) Community Mental Health Generalist ACT, DBT Telepsychology

Janae Gray, PhD, LP University of Northern Colorado, 2016

Therapist, Commerce City Outpatient

Interpersonal incorporating DBT and emotion-focused therapy

Relational issues, CFT work, integrated care, anxiety disorders, trauma

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ADJUNCTIVE PROGRAM FACULTY, cont.

NAME POSITION THEORETICAL ORIENTATION AREAS OF INTEREST

Jill Atkinson, PsyD, LP California School of Professional Psychology-Los Angeles, 1994

Director, Population Health & Integrated Care

Cognitive Behavioral Trauma Children and Families Personality Disorders

Kyle Simon, PsyD, LP Chicago School of Professional Psychology, 2018

Therapist, Adult IOP

Humanistic-Existential, Integrative (ACT, Mindfulness, Systemic)

Addiction/Substance Use, Trauma, Systemic oppression, Sociocultural determinants of health

Victoria Bernard, PsyD, LP Adler University, 2019

Therapist, Northglenn Outpatient

Relational/Feminist Trauma/PTSD, Sexual violence, LGBTQ+ Community, EMDR

PSYCHOLOGIST CANDIDATE (Post-Doctoral Staff)

NAME POSITION THEORETICAL ORIENTATION AREAS OF INTEREST

Julia Core, PsyD Azusa Pacific University, 2020

Therapist, Northglenn Outpatient

Interpersonal/ Trauma-Informed

EMDR/Trauma, LBTQ+, EFT/Couples, Teens and adults

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TRAINING MODEL AND PHILOSOPHY

The training program at Community Reach Center offers supervised experience to

students from professional clinical and counseling psychology programs. The philosophy

of the training program includes:

❖ An emphasis on the professional, scholar-practitioner model.

❖ A generalist rather than specialist focus.

❖ A developmental approach in which enhancement of basic skills is followed

by a focus on specialized needs.

❖ A commitment to the use of direct observation in training including the use

of audiotaping, videotaping and co-therapy.

TRAINING MODEL

We recognize that psychologists are generally not employed publicly just to do psychotherapy, so we offer training in supervision, consultation, and assessment as well. We also provide opportunities in outcome/program development and evaluation. We believe the optimal environment for interns to transition from student to professional is under the supervision and guidance of experienced licensed psychologists. We provide individual and group supervision. Audio and videotapes of therapy sessions are

used in supervision, and sometimes the supervisor may be the co-therapist. We use the developmental model of supervision, focusing first on enhancement of basic skills, and transitioning to the special needs of the intern. Training includes academic presentation and opportunities for co-therapy and observation.

The goal of the Internship is to prepare doctoral students for professional service delivery in public mental health, managed care, or some other private service delivery setting. Our training is generalist with some opportunities for specialization.

We expect that interns will begin the training year with

knowledge of the theories, research and models of general

psychology, in addition to having basic clinical skills in therapy and assessment. During the

“I love being part of student training.

Very rarely will someone

experience the kind of rapid

professional growth that happens in

their final years of training. It is a ton

of fun and an absolute privilege to

be part of that. I appreciate the

energy and fresh perspectives

students bring to our programs and

really enjoy seeing how quickly they

become valued members of their

teams. I take a developmental,

collaborative approach to

supervision, emphasizing client

feedback, developing strong

therapeutic alliances, and monitoring

progress towards goals. I also think

laughter is great medicine, so prefer

to try and find a bit of humor and

fun in our work together.”

Cameron Canon, Ph.D., LP,

Program Manager

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Internship, interns are expected to increase their knowledge of clinical psychology and their

ability to intervene in ways that are sensitive to the level of the clients’ psychopathologies,

ethnic or cultural factors, and legal or ethical factors. Interns are also expected to develop a

continuing self-monitoring process by which their impact on clients, staff and peers is

recognized and areas in need of continuing education are identified and corrected. We expect

interns to be functioning at a doctoral level by the end of internship.

Community Reach Center offers a number of unique training experiences. Interns will have

opportunities to work with a wide variety of clients in their outpatient office, and further

expand their clinical exposure and experience through the minor rotations. Interns work as

an integral member of a number of different clinical teams, gaining experience in collaboration

with internal mental health providers and external community partners. The training year is

designed to develop interns’ clinical effectiveness with a variety of ages and presenting

concerns in addition to enhancing their diagnostic skills, risk assessment and crisis

intervention skills, psychosocial assessment (i.e., interview/intake) skills, and effectiveness

working with clients who have severe and persistent mental illness. Interns round out the

required components of the program by selecting from a specialized area of focus reflective

of their personal goals and interests. In addition, interns will have the opportunity to perform

psychological assessments with diverse populations and gain experience contributing to the

training and development of fellow staff members.

What I love about my job and working at Community Reach Center is

bringing what people learn in the classroom or research into actual

clinical practice. I get inspired watching students develop their voices

and helping people find meaning in their work. I believe we do our best

work when we can be authentic and valued for who we are and my

job as a supervisor is to create an environment that gets us all to our

best selves.

Lisa Puma, PhD, LP

Chief Psychologist, Director, Outpatient Services

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INTERN GOALS AND REQUIREMENTS

1. Individualized Learning Program The Center expects each intern to learn specific skills as covered in this section on goals. However, the training program provides flexibility in terms of individual training needs. For instance, interns are encouraged to choose from a wide selection for their SPMI and elective rotations.

2. Intake and Clinical Interviewing Skills Interns are expected to become proficient with interview-based intake assessments. Professional intake interviews (psychosocial assessments) will include:

❖ Demographic data ❖ Presenting problem(s) ❖ Mental status exam ❖ Medical conditions ❖ Drug/alcohol concerns ❖ Assessment of suicide/homicide risk ❖ Precipitating factors and symptoms ❖ Individual psychiatric history

❖ Family history ❖ Support systems ❖ Strengths ❖ Cultural Formulation ❖ Risk assessment ❖ DSM-5 diagnosis ❖ Treatment recommendations ❖ Case management needs

Our Center format for compiling and organizing this information is presented during orientation. This skill is refined over time in supervision. Interns are expected to engage in collaborative documentation during the intake with the client to provide the best care possible.

3. Brief Therapy Skills Interns will be able to clearly articulate a theoretical framework and be comfortable with various models of brief therapy, including time effective therapy. They will be able to establish and maintain a therapeutic relationship and form appropriate treatment plans and effectively timed interventions. They will complete necessary paperwork in a professional and timely manner. Seminars early in the training year, and later as needed, will expose interns to different models and applications.

4. Longer-term Therapy Skills Interns will be able to discriminate when longer-term therapy is the most appropriate mode of treatment. They will be able to articulate a theoretical framework of longer-term therapy and translate that into effective interventions. Seminars will address longer-term therapy theories, methods, and issues.

5. Group Therapy Skills Interns are encouraged to co-facilitate groups with experienced clinicians. There is a wide variety of groups offered and each general outpatient group usually runs for 1 to 1½ hours. Interns are expected to have an active role in leading the group, have good working relationships with their co-facilitators and share the administrative duties required of the group. They will be able to clearly articulate a theoretical framework of group therapy and be able to translate that theory into practice.

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6. Consultation/Outreach Skills Interns will demonstrate theoretical knowledge of consultation models and will be able to apply theory to practice. They are encouraged to manage administrative and program development/evaluation issues effectively. They will demonstrate facility with public visibility, agency representation, presentation and public relations. They will demonstrate the ability to coordinate services with other professionals and agencies.

7. Emergency Services/Crisis Intervention Interns are required to complete 96 hours (i.e., 1 day a week for 12 consecutive weeks) with the Emergency Services Team, providing phone and face-to-face contact with local residents and/or clients in crisis. Intensive training and on-site supervision are provided during this rotation. Experienced, licensed staff train interns, modeling and teaching appropriate assessment, intervention, and referral techniques. Interns work with licensed emergency services therapists, first observing, and then being observed handling crisis situations. By the end of this rotation, interns will be able to quickly identify and clarify the nature of the client’s presenting problem, perform basic mental status exams and accurately assess the risk of suicide/homicide/grave disability. They will be able to quickly identify environmental stressors and support systems and will be able to assess for clients’ strengths and weaknesses. Interns will design appropriate short-term treatment plans with follow up as needed using community and agency resources as indicated.

8. Assessment/Psychodiagnostic Testing Skills Interns will learn to effectively consult with referral sources and clients about assessment-related topics and results. Interns will complete 10 psychological evaluation assignments and receive assessment-related training via assessment seminar and individual supervision. Interns will write clear, concise reports answering specific referral questions. Interns will develop appropriate test batteries to reflect the presenting concern(s) and purpose of an evaluation. Interns will gain experience in determining medical necessity for this in-depth level of adjunctive clinical service and will develop skills in conducting culturally responsive evaluations.

Test batteries may include: ❖ Clinical interview and mental status exam ❖ Intelligence measure (e.g., WPPSI-IV, WISC-V, WAIS-IV) ❖ Objective personality test (e.g., MMPI-2, MMPI-A, MCMI-IV, PAI, PAI-A) ❖ Performance-based and/or projective personality tests (Rorschach, TAT/CAT, Roberts-2,

projective drawings, sentence completion.) ❖ Various other specialized tests and inventories (e.g., CPT-3, Vineland-3, TSI-2, etc.) ❖ Integrated, comprehensive written report (approx. 10-12 pages in length) ❖ Interactive feedback session to discuss results

9. Therapy for Clients with Severe and Persistent Mental Illness (SPMI) Interns may choose from a wide selection of services and sites for this rotation. Interns will become proficient and comfortable working with clients who present with severe and persistent mental illness, recognizing the major diagnostic categories and understanding appropriate interventions.

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10. Supervision Skills Interns will act as professional role models with any persons they supervise and will demonstrate understanding of and adherence to ethical standards. They will understand various models of supervision, including the Developmental Model. When they have supervisees, they will aid them in diagnostic and treatment issues, establish a supportive yet challenging learning environment, and develop a good supervisory relationship respecting individual differences. There are typically opportunities to supervise doctoral practicum students and Master’s level externs. Interns receive didactic training on supervision and participate in supervision of supervision.

11. Adherence to Ethical Standards/Development of a Professional Identity Interns will demonstrate a working knowledge of and adherence to the APA ethical guidelines. Interns will be aware of and appropriately function within pertinent Colorado laws governing professional practice. In initial sessions with clients, interns will review the Center’s legal and ethical statement and obtain signatures on appropriate Disclosure Statements. During all contact with clients, interns will demonstrate concern and advocacy for client welfare and implement ethical clinical practices. Interns will be proactive in seeking consultation related to ethical concerns when they arise.

12. Work with Diverse Populations Interns will be sensitive to and be able to evaluate the special needs of diverse populations. They will become cognizant of available community resources and will make referrals when appropriate. They will become aware of their own implicit attitudes and how these affect the therapy process. They will demonstrate theoretical knowledge and the ability to use effective techniques with special populations. Discussion of multicultural considerations in providing clinical service is embedded throughout the training program, including individual supervision, group supervision, intern didactic training seminars, and agency-wide training for all staff members.

13. Variety of Training Experiences Interns learn through a variety of modalities. Experiential learning is supported and refined through giving and receiving supervision, didactic instruction, observation, modeling, and receiving feedback on an ongoing basis. It is expected that interns regularly participate in audio and videotaping, co-therapy, and case presentation. Interns learn from each other, as well as from training staff. Interns are required to attend internship-specific training seminars and are further encouraged to attend training workshops and professional seminars provided for staff at Community Reach Center and within the community.

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TRAINING MEETINGS AND PROFESSIONAL DEVELOPMENT

The Center places a strong emphasis on excellence in training. After completing a week-long orientation, interns are provided a weekly three-hour testing seminar, two-hour didactic seminar/group supervision, and the opportunity to attend Center in-service trainings. Interns also contribute to the training and development of their peers and fellow staff members by providing one all-staff professional training presentation, two additional trainings for the intern cohort, a clinical case presentation, and an assessment case presentation.

Weekly didactic seminars are held on a variety of topics, focusing on approaches to treating the clients seen at Community Reach Center. Topics vary each year depending upon the training interests and needs of the intern cohort. Examples include:

❖ Treatment of Trauma ❖ Vicarious Trauma/Vicarious

Posttraumatic Growth ❖ Grief and Loss ❖ Multigenerational Work Force ❖ Family Therapy and Parenting

Interventions

❖ Gender Identity and Expression ❖ Overview of Eye Movement Desensitization and

Reprocessing ❖ Personality Disorders ❖ Dialectical Behavioral Therapy ❖ Faith & Spirituality ❖ Testifying in Court

Assessment-specific trainings are provided in the weekly assessment seminar. Instrument-specific trainings are provided for the 40+ measures used at the agency; examples of additional training topics include:

❖ Culturally and Linguistically Responsive Practices in Psychological Assessment

❖ Ethical and Legal Considerations in Psychological Assessment

❖ Parent-Child Interactional Evaluations ❖ Tips for Assessing Child and

Adolescent Clients

❖ Assessment as a Career Choice ❖ Difficult Differential Diagnosis ❖ Integrating Self-Report and Performance-Based

Test Data ❖ Therapeutic and Effective Delivery of

Assessment Feedback

Intern attendance is encouraged at Center in-service trainings, available to all staff. Topics from previous training years included:

❖ Neurobiology of Play Therapy ❖ Principles of Addiction Treatment ❖ Attachment Focused Interventions ❖ Complex PTSD ❖ Trauma-Focused CBT ❖ Sexual Trauma in Children and

Adolescents

❖ Disaster Field Response Training ❖ Assessment and Diagnosis of Substance Use

Disorders in Adolescents ❖ Understanding Human Trafficking Victims and

Creating a Proactive Response ❖ Working with Families and Loved Ones Through

the Coming Out Process

Additionally, interns are invited to participate in clinical consultation groups as available throughout the year (e.g., Spanish Consultation Group, Family Therapy Consultation Group, etc.).

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SUPERVISION The internship program takes a developmental approach to training and supervision. Interns are viewed as colleagues-in-training with consideration given for each intern’s individual needs and skill level. The year is viewed as transitional in that interns move from the role of student to the role of professional. The supervisors are committed to helping that transition be as stress-free as possible. Interns are encouraged to use the year to challenge themselves in the supportive environment of the training program.

The Center supports a variety of therapeutic approaches within a framework that maintains the therapist-client relationship is central to effective intervention. If the intern and the supervisor are to grow professionally and personally, this relationship must be one of mutual trust, respect, honesty, and commitment to sustaining the relationship. The intent is not to pressure trainees to prematurely solidify their current theoretical orientations, but rather to encourage an open and honest examination of their developing view.

The primary supervisor for each intern is a licensed psychologist

who carries clinical responsibility for the intern’s cases. This

supervisor provides 2.0 hours of individual supervision per week.

All areas of the intern’s work are discussed in supervision. The

supervisor can also serve as advocate and consultant and can

assist the intern in decisions related to professional development.

Interns are required to bring video and/or audio of therapy

sessions, at least one time per month, to supervision with their

primary supervisor. Live observation of a telehealth session may

be substituted for recording. In addition, each intern has one

hour of individual supervision with the Director of Internship

Training monthly. This time is frequently focused on professional

development and overall internship progress; however, can also

include supervision on independent projects or supplemental supervision on therapy cases. Interns also

receive additional supervision for each rotation, including testing, SPMI, emergency services, and the

elective rotation.

Interns will also participate in group supervision with the core training faculty. This supervision provides

peer support and an opportunity to discuss clinical and administrative issues, as well as the experience and

process of the internship year. Interns are exposed on a regular basis to other staff members with

experience and expertise in a wide variety of areas. Interns may co-lead therapy groups with other clinicians

and have time set aside to receive supervision from the co-leader. Interns are exposed on a regular basis to

a range of role models and theoretical orientations. Exposure to different orientations encourages interns

to expand their perspectives and to hone their case conceptualization skills. In addition to supervisory

experiences, interns are encouraged to keep abreast of current clinical literature.

I feel honored to be part of the

training team. I appreciate the

collaborative work that we do as

a team and with our psych

interns. We take pride in

providing our interns with a

supportive environment that

facilitates growth by meeting

them where they are

developmentally in order to

challenge, as well as provide

support. It is a privilege to watch

interns grow in their sense of

competence, confidence, and

independence throughout their

time at Community Reach

Center. I feel lucky to have a

supervisory role as I continue to

learn from each intern's unique

expertise and experience that in

turn enriches my professional

growth.

- Crystal Wildes, Psy.D., LP

Staff Psychologist

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EXAMPLES OF INTERN SCHEDULES Two sample schedules are provided below; however, schedules are largely determined by interns, will vary at different points of the year, and will reflect individual differences in rotations/clinical activities.

INTERN 1: COMPLETING EMERGENCY SERVICES ROTATION (SPLIT CELLS = ALTERNATING WEEKS) M T W TH F

8:00 Intern Time

Emergency Services

Outpt Office Outpt

Office

Outpatient Office Testing session

or Testing consult

time

Testing: Report writing

8:30

9:00

Assessment Seminar

9:30

10:00 Sup with TD

Outpatient Team Meeting Outpt

Office 10:30

11:00 Lunch Lunch

11:30

12:00 Lunch & travel Lunch

Didactic Seminar

Outpatient Office

Lunch & travel 12:30

1:00 Sup w/Primary

Supervisor

Emergency Services

Meet w/Outpt Manager 1:30

2:00 Intern Time

Outpatient Office

2:30

Outpatient Office 3:00 Travel 3:30

Outpatient Office 4:00

4:30

5:00

INTERN 2: COMPLETING SPMI & ELECTIVE ROTATIONS, FINISHED WITH ES ROTATION M T W TH F

8:00 Intern Time

Testing session

or Testing consult

time

Testing: Report writing

Sup w/Primary Supervisor

Elective: Early Child. Serv.

SPMI: Dual

Dx Grp Outpt Office

8:30

9:00

Assessment Seminar

9:30

Outpt Office Outpt Office

10:00

10:30

11:00 Lunch & Travel Lunch Outpt Team Mtg

11:30 Lunch

12:00 Lunch & Travel Lunch

Didactic Seminar

Outpt Office

Lunch 12:30 Sup

with TD 1:00

Outpt Office

Testing/ Report writing

Outpt Office

1:30

Outpt Office

2:00 Intern Time

2:30

3:00 Travel 3:30

SPMI: Seeking Safety Group

Outpt Office 4:00 Meet w/Outpt Manager 4:30

5:00

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EVALUATIONS AND COMMUNICATION WITH ACADEMIC PROGRAMS

ix weeks into the training year, primary rotations are informally evaluated to see if they are meeting

interns’ needs. If there are difficulties, a structured procedure is followed to address any concerns

and is overseen by the Director of Internship. Interns are formally evaluated at three points during

the internship year: at first quarter, mid-year, and upon completion of the internship. Formal evaluations

are completed by primary clinical supervisors and the Director of Internship (for assessment cases and

professional development). Interns also meet with training program faculty at third-quarter to review

progress and to assist in planning for the remaining portion of internship. To ensure that Community

Reach Center is meeting interns’ training needs, interns will complete a mid- year and year-end

evaluation of the internship training program and of primary and secondary supervision experiences. We

encourage informal feedback and evaluative comments and thoughts throughout the internship year. Formal mid-year and year-end evaluations of each intern’s performance are completed by the primary supervisor, and by the Director of Internship for assessment work, and are provided to the respective graduate school (or as requested by each program). The Director of Internship requests formal mid-year and year-end written evaluations of the internship program and supervisors from each intern. Informal evaluations of individual and program performance are expected to take place in individual and group supervision throughout the year. Direct observation of skills is emphasized, including live and/or videotape observation of competencies being formally evaluated.

For each rotation, interns are provided with forms to define their goals and desired skill attainment.

Interns are encouraged to operationalize these goals in order to objectively measure progress. Each

intern will discuss goals for the rotation with the Director of Internship Training and with their primary

supervisor. Part of the mid-year evaluation process is a review of progress on all rotations and steps are

taken to adjust as needed. Rotation agreement forms are used to outline goals and how hours will be

spent for the Assessment, SPMI, and Elective rotations, and rotation summary forms are submitted upon

completion. Evaluation of the Emergency Services rotation is also included as part of the intern’s

evaluation at mid-year and year-end.

The Director of Internship Training initiates contact with the intern’s academic program during the

internship year as needed. The mid-year and year-end formal evaluations of interns are submitted to

academic training directors with a letter summarizing internship progress. At the end of the year, a letter

is sent to the academic program summarizing the intern’s participation in the training program.

S

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COMPETENCY-BASED PERFORMANCE EVALUATION Subject areas highlighted below reflect focus areas for the training program. Bulleted items are specific competencies formally evaluated at first quarter, mid-year, and year-end.

RESEARCH

❖ Demonstrates the substantially independent ability to critically evaluate and disseminate research or other scholarly activities at the local, regional, or national level.

ETHICAL AND LEGAL STANDARDS

❖ Independently monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation.

❖ Knowledgeable of and acts in accordance with the current version of APA Ethical Principles of Psychologists and Code of Conduct and relevant professional standards and guidelines.

❖ Knowledgeable of and acts in accordance with relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels.

❖ Demonstrates specific ability to implement standards on confidentiality, child/elder abuse reporting, Tarasoff, suicidal risk situations, treatment of minors, and dual-role relationships.

❖ Recognizes ethical dilemmas as they arise and applies ethical decision-making processes to resolve ethical dilemmas.

❖ Conducts self in an ethical manner in all professional activities.

INDIVIDUAL AND CULTURAL DIVERSITY

❖ Demonstrates an understanding of how own personal/cultural history, attitudes, and biases may affect how intern understands and interacts with people different from oneself.

❖ Demonstrates knowledge of the current theoretical and empirical knowledge base related to addressing diversity in all professional activities including research, training, supervision/consultation, and service.

❖ Demonstrates the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles. This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews conflict with one’s own identities, values and/or worldviews.

❖ Demonstrates the ability to independently apply knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.

PROFESSIONAL VALUES AND ATTITUDES

❖ Behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.

❖ Engages in self-reflection regarding one’s personal and professional functioning. Demonstrates awareness of personal issues and their potential impact on one’s work. Engages in activities to maintain and improve performance, well-being, and professional effectiveness.

❖ Actively seeks and demonstrates openness and responsiveness to feedback and supervision.

❖ Responds professionally in increasingly complex situations with a greater degree of independence as intern progresses across levels of training.

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PROFESSIONALISM

❖ Displays ability to function successfully in stressful situations.

❖ Demonstrates ability to manage multiple and/or competing assignments.

❖ Meets expectations of level of productivity.

❖ Develops and maintains effective relationships with a wide range of clients, colleagues, organizations and communities.

❖ Manages difficult communication; possesses advanced interpersonal skills.

❖ Completes projects in a timely manner; meets deadlines.

❖ Avoids missing appointments, coming late to meetings; adheres to scheduling expectations.

COMMUNICATION AND INTERPERSONAL SKILLS

❖ Develops and maintains effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.

❖ Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated; demonstrates thorough grasp of professional language and concepts.

❖ Presents information clearly, coherently and at an appropriate level for the audience.

❖ Demonstrates effective interpersonal skills and the ability to manage difficult communication well.

ASSESSMENT

❖ Selects and applies assessment methods that draw from empirical literature and reflect the science of measurement and psychometrics; collects relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.

❖ Demonstrates accurate use of test measures. Adheres to standardized administration, scores test data in a manner consistent with authors’ guidelines and instructions, and accurately reports test results.

❖ Accurately interprets assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases and distinguishing the aspects of assessment that are subjective from those that are objective.

❖ Reports are structured clearly and organized in a fashion that is clear, concise, and fosters comprehension and accessibility for the referral source. Communicates in written document the implications of the assessment results in an accurate and effective manner sensitive to a range of audiences.

❖ Communicates orally the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.

❖ Effectively manages assessment caseload. Records are complete and timely. Evaluation turnaround times meet expectations. Feedback sessions are provided promptly after assessments are completed.

INTERVENTION

❖ Establishes and maintains effective relationships with the recipients of psychological services.

❖ Develops evidence-based intervention plans specific to the service delivery goals.

❖ Implements interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.

❖ Demonstrates the ability to apply the relevant research literature to clinical decision making.

❖ Displays clinical skills with a wide variety of clients and uses good judgment even in difficult or unexpected situations.

❖ Modifies and adapts evidence-based approaches effectively when a clear evidence-base is lacking.

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❖ Evaluates intervention effectiveness and adapts intervention goals and methods consistent with ongoing evaluation.

❖ Caseload management – initiates and terminates therapy appropriately. Takes proactive steps toward completion of services when warranted and requests cases as needed to ensure adequate caseload.

SUPERVISION

❖ Demonstrates knowledge of supervision models and practices.

❖ Applies knowledge of supervision models and practices in direct or simulated practice with psychology trainees or other health professionals.

❖ Understands the ethical, legal, and contextual issues of the supervisor role.

CONSULTATION AND INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS

❖ Demonstrates knowledge and respect for the roles and perspectives of other professions.

❖ Applies knowledge of the roles and perspectives of other professions in direct or simulated consultation with individuals and their families, other health care professionals, inter-professional groups, or systems related to health and behavior.

❖ Determines situations that require different role functions and shifts roles accordingly to meet referral needs.

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PROBLEM SOLVING, DISCIPLINARY ACTION, AND DUE PROCESS

he Director of Internship Training and supervising psychologist encourage open discussion of

problems interns may experience with their training. Interns are encouraged to bring up any

concerns, complaints, or constructive feedback to their supervisors and program managers. The

Director of Internship Training and Chief Psychologist meet with interns regularly in their weekly

didactic seminar/group supervision and invite identification of potential problem areas. The Director of

Internship Training and Chief Psychologist are also available to intervene with interns, supervisors, or

administration as needed. If interns have a problem with the Director of Internship Training that cannot

be resolved directly, they should speak to the Chief Psychologist, Human Resources Director, or Chief

Clinical Officer responsible for oversight of the Psychological Services and Internship Team.

Regular evaluation and feedback occur informally in supervision. If a supervisor finds an intern has

deficiencies in basic skills, the supervisor will arrange for specific training experiences to improve the

intern’s skills. For example, extra supervision and co-therapy experiences may be offered, or the intern

may be assigned relevant reading, and more practice opportunities may be arranged. Internship is an

opportunity to learn new skills and become more proficient in previously learned skills. We expect

progress, not perfection. If an intern is not making adequate progress in professional skills, is behaving

unethically, or is inadequately monitoring personal functioning, this will be discussed among the Core

Faculty responsible for overseeing the internship program. The supervisor with the concern will

complete a focused performance evaluation of the competency area(s) of concern and will create a

development plan to foster improved competency or a remediation plan if concerns are related to

denoted items on the performance evaluation form that reflect heightened concern for client welfare.

Competency Development Plan: A developmental plan, titled Intern Focus Plan for Competency Development, lists area(s) identified by a supervisor in need of enhanced development and tasks the intern is expected to complete as well as supervisory and training support faculty will provide to enhance performance in specified area(s). A deadline for completion will be listed on the plan and focused re-evaluation of performance will occur after the deadline. A development plan is intended to support intern development and is not considered punitive.

❖ Successful resolution of performance by the specified deadline will result in formal

conclusion of the development plan; unsuccessful resolution of performance by the

specified deadline will result in creation of a formal Remediation Plan and graduate

program notification.

Remediation Plan: A remediation plan is considered a higher level of intervention and represents a higher level of concern regarding intern performance than a Developmental Plan. A remediation plan entails a detailed description of areas of concern, a list of tasks the intern is expected to complete and specifies supervisory and training support faculty will provide to enhance performance in specified area(s). A deadline for completion will be listed on the plan and focused re-evaluation of performance will occur upon the deadline. Creation of a remediation plan will result in formal graduate program notification as well as notification to Community Reach Center’s Department of Human Resources. The purpose of a remediation plan is to foster intern

T

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development as well as communicate considerable concern regarding intern performance. Most commonly, a remediation plan identifies specific training activities to be completed by the intern to address areas of concern (e.g., focused readings, online training, supplemental supervision sessions); however, a remediation plan may entail schedule modification or reduction of direct service activities until improvement is observed.

❖ Successful resolution of performance by the specified deadline will result in formal

conclusion of the remediation plan, although monitoring of performance and supervisory

support to address the area of initial concern may continue throughout the remainder of

internship.

❖ Unsuccessful resolution of performance by the specified deadline will result in a faculty

meeting with the intern, to include the intern’s primary clinical supervisor, the Director of

Internship Training, and the Chief Psychologist. Unsuccessful resolution of a remediation

plan may result in the intern being placed on probation (a time-limited, remediation-

oriented, more closely supervised training period, typically with reduced work activities to

allow focused time for remediation), suspension of direct service activities, administrative

leave, or dismissal from the training program.

NOTE: If the identified problem is so severe or persistent that continuing internship would be

harmful to either the intern or the intern’s consumers (e.g., unethical or illegal behavior), the

intern will be counseled out of internship or formally dismissed.

If an intern feels aggrieved by an adverse performance evaluation or a decision to place on probation or

dismiss, the intern may submit their grievance in writing to the Director of Internship Training within 7

calendar days of the incident or action. The intern must specify why the action is considered unjustified

and include any supporting documentation. Psychology Faculty will meet with the intern, investigate the

intern’s concern(s), and provide written communication of next steps within 3 calendar days. If further

consultation with the intern’s graduate program, Community Reach Center’s Department of Human

Resources, and/or APPIC is necessary, the intern will be provided with written Notice of Review and

notified of consultations in progress. Training faculty will then make a binding decision and provide the

intern with a written statement of the conclusion within 7 calendar days of providing the Notice of

Review.

(See Community Reach Center Employee Handbook for further information)

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RIGHTS AND RESPONSIBILITIES Expectations of Community Reach Center interns will include the following:

1. To behave according to the guidelines established by the APA “Ethical Principles of Psychologists and

Code of Conduct.”

2. To behave in accordance with the laws and regulations of the State of Colorado.

3. To conduct oneself in a professional, appropriate manner that is congruent with the standards and

expectations of the Center (including reasonable dress code). Also, to integrate these standards as

a professional psychologist into one’s repertoire of behaviors, and to be aware of the impact one’s

behaviors have on colleagues.

4. To responsibly meet training expectations by developing competencies in intakes, paperwork, group

therapy, consultation and outreach, crisis intervention, psychodiagnostic assessment, work with

SPMI population, and diverse populations.

5. To make appropriate use of supervision and other training formats through such behaviors as

arriving on time and being prepared, taking full advantage of the learning opportunities, and

maintaining an openness to learning and effectively accepting and using constructive feedback.

6. To be able to manage personal stress, which includes tending to personal needs, recognizing the

possible need for professional help, accepting feedback regarding this, and seeking help if indicated.

7. To give professionally appropriate feedback to peers and training staff regarding the impact of their

behaviors, and to the training program regarding the impact of the training experience.

8. To actively participate in the training, service, and overall activities of Reach Center, with the end

goal of being able to provide services across a range of clinical activities.

In general, the Community Reach Center will provide trainees with the opportunity to work in a setting

conducive to the acquisition of skills and knowledge required for a beginning professional.

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The rights of trainees will include:

1. The right to a clear statement of general rights and responsibilities upon entry into the Internship

Program.

2. The right to clear statements of standards upon which the trainee is to be evaluated at mid-year and

upon completion of training.

3. The right to be trained by professional who behave in accordance with the APA Ethical Guidelines.

4. The right and privilege of being treated with professional respect, as well as being recognized for the

training and experience attained prior to participation in the training program.

5. The right to on-going evaluation that is specific, respectful, and pertinent.

6. The right to engage in an on-going evaluation of the training experience.

7. The right to initiate an informal resolution of problems that might arise in the training experience

through a request to the individual concerned, the Director of Internship Training, Chief Psychologist,

and/or the training staff as a whole.

8. The right to due process to deal with problems after informal resolution has failed or to determine

when rights have been infringed upon.

9. The right to request assistance in job search and application.

10. The right of privacy and respect of one’s personal life.

11. The right to expect that the training faculty will try to make reasonable accommodations to meet any

special training needs and that the training faculty will consult with the Center’s Human Resource

Director regarding requested accommodations.

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APPENDIX A

SAMPLE INTERN DIDACTIC SEMINAR SCHEDULE OF TOPICS

July 27-31 New Employee Orientation, Internship Orientation Lisa Puma, PhD, LP & Laurie Schleper, PhD, LP

August 3-7 Internship Orientation, cont. Lisa Puma, PhD, LP & Laurie Schleper, PhD, LP

August 12 Trauma Interventions, Crystal Wildes, PsyD, LP

August 19 Engaging Clients via Telehealth, Laurie Schleper, PhD, LP

August 26 Risk Management, Lisa Puma, PhD, LP

Sept. 2 BHUC Tour and Emergency Services Rotation Overview Jenna Bogan, MA, LPC, LAC, QMAP & Laurie Schleper, PhD, LP

Sept. 9 Supervision Seminar, Lisa Puma, PhD, LP

Sept. 16 Feedback Informed Therapy, Cameron Cannon, PhD, LP

Sept. 23 Trauma Interventions, Part 2, Crystal Wildes, PsyD, LP

Sept. 30 Working with Clients Experiencing Psychosis, Ryan Berry, MA, LPC

Oct. 7 Addressing Prejudice with Clients Laurie Schleper, PhD, LP & Lisa Puma, PhD, LP

Oct. 14 Supervision of Supervision Seminar, Lisa Puma, PhD, LP

Oct. 21 Postdoc Options and Considerations, Laurie Schleper, PhD, LP

Oct. 28 Play Therapy, Crystal Wildes, PsyD, LP

Nov. 4 First Quarter Group Check-In Lisa Puma, PhD, LP & Laurie Schleper, PhD, LP

Nov. 11 Supervision of Supervision Seminar, Lisa Puma, PhD, LP

Nov. 18 Vicarious Trauma and Vicarious Posttraumatic Growth, Lisa Puma, PhD, LP

Nov. 26 No Seminar – CRC Holiday

Dec. 2 Group Case Consultation, Laurie Schleper, PhD, LP

Dec. 9 Supervision of Supervision Seminar, Lisa Puma, PhD, LP

Dec. 16 Gender Identity, Victoria Bernard, PsyD

Dec. 23 No Seminar

Dec. 30 No Seminar

Jan. 6 Interview Day. APA Substance Use Disorders Curriculum

Jan. 13 Interview Day. APA Substance Use Disorders Curriculum

Jan. 20 Interview Day. APA Substance Use Disorders Curriculum

Jan. 27 Interview Day. APA Substance Use Disorders Curriculum

Feb. 3 Mid-Year Group Check-In Lisa Puma, PhD, LP & Laurie Schleper, PhD, LP

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Feb. 10 Supervision of Supervision Seminar, Lisa Puma, PhD, LP

Case Consultation, Laurie Schleper, PhD, LP

Feb. 17 APA Substance Use Disorders Curriculum – Group Discussion, Part 1 Laurie Schleper, PhD, LP

Feb. 24 APA Substance Use Disorders Curriculum – Group Discussion, Part 2 Laurie Schleper, PhD, LP & Lisa Puma, PhD, LP

March 3 Parenting: Love & Logic + Positive Discipline, Crystal Wildes, PsyD, LP

March 10 Supervision of Supervision Seminar, Lisa Puma, PhD, LP Case Consultation, Laurie Schleper, PhD, LP

March 17 Intern Case Presentation #1

March 24 Grief and Loss, Lisa Puma, PhD, LP

March 31 Intern Case Presentation #2

April 7 Private Practice Considerations, Crystal Wildes, PsyD, LP

April 14 Supervision of Supervision Seminar, Lisa Puma, PhD, LP Case Consultation, Laurie Schleper, PhD, LP

April 21 Intern Case Presentation #3

April 28 Third Quarter Check-In and End-of-Year Planning, Laurie Schleper, PhD, LP

May 5 Intern Case Presentation #4

May 19 Supervision of Supervision Seminar Lisa Puma, PhD, LP Case Consultation, Laurie Schleper, PhD, LP

May 19 Intern Case Presentation #4

May 26 Parent-Child Interventions: Fostering Attachment, Crystal Wildes, PsyD, LP

June 2 Preparing for the EPPP: What to Expect Panel: Lisa Puma, PhD, LP, Laurie Schleper, PhD, LP, Crystal Wildes, PsyD, LP, Victoria Bernard, PsyD, LP, Julia Core, PsyD

June 9 Supervision of Supervision Seminar Lisa Puma, PhD, LP Case Consultation, Laurie Schleper, PhD, LP

June 16 Intern Topic of Interest #1

June 23 Intern Topic of Interest #2

June 30 Intern Topic of Interest #3

July 7 Intern Topic of Interest #4

July 14 Intern Topic of Interest #5

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APPENDIX B

SAMPLE INTERN ASSESSMENT SEMINAR SCHEDULE OF TOPICS 8/3 Assessment Rotation Orientation

8/10 Test Battery Construction; Report Writing 8/17 Clinical Interviewing; Case Distribution

8/24 Ethical and Legal Considerations in Psychological Testing

8/31 Child Measures: BASC-3, BRIEF-2, CDI 2, MASC-2, PRQ, SSP-2

9/7 No Seminar – CRC Holiday

9/14 Wechsler Scales: WAIS-IV, WISC-V, WPPSI-IV, WASI-II, WNV

9/21 No Seminar: Work Day

9/28 Overflow from Child Measures and/or Wechsler Scales

10/5 Parent-Child Interactional Evaluations

10/12 R-PAS: Administration & Scoring

10/19 No Seminar: Work Day

10/26 R-PAS: Interpretation

11/2 Assessing Child and Adolescent Clients

11/9 Providing Effective & Therapeutic Feedback to Clients and Therapists

11/16 Culturally and Linguistically Responsive Practices in Cognitive Assessment

11/23 No Seminar: Work Day

11/30 Culturally and Linguistically Responsive Practices in Personality Assessment

12/7 Trauma Measures: TSI-2, TSCC, TSCYC

12/14 Projective Drawings

12/21 No Seminar: Work Day

12/28 No Seminar: Work Day

1/4 Integrating MMPI-2 or PAI and Rorschach Data

1/11 Inventory of Altered Self-Capacities (IASC)

1/18 No Seminar – CRC Holiday

1/25 Case Consultation & Catch-up

2/1 PAI, PAI-A

2/8 Assessment of Schizophrenia-Spectrum Disorders

2/15 Screening for Autism Spectrum Disorder

2/22 No Seminar – CRC Holiday

3/1 Conners’ Continuous Performance Tests

3/8 Assessment of Intellectual Disability

3/15 Vineland-3 Administration Practice

3/22 No Seminar: Work Day

3/29 Introduction to the MMPI-3

4/5 MCMI-IV

4/12 Intern Presentation #1

4/19 Difficult Differential Diagnosis

4/26 Intern Presentation #2

5/3 No Seminar: Work Day

5/10 Working with Schools, Assessing for Learning Disabilities

5/17 Intern Presentation #3

5/24 Apperception Tests: TAT, CAT, Roberts-2

5/31 No Seminar – CRC Holiday

6/7 Intern Presentation #4

6/14 M-FAST; Assessment of Malingering

6/21 Case Presentation #5

6/28 No Seminar: Work Day

7/5 No Seminar: Holiday

7/12 Forensic Testing and Court Testimony

7/19 Assessment as a Career Choice; Wrap-Up

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APPENDIX C

ANTICIPATED 2021-2022 COVID-19 MODIFICATIONS TO COMMUNITY REACH CENTER TRAINING AND RECRUITMENT

As of June 2021, agency staff have largely transitioned back to on-site work (including telehealth service provision). Clinical service delivery continues in a hybrid model, including both in-person service delivery and telehealth services. The current status of low COVID-19 transmission rates, designation of “Level Clear” for the county, and widespread availability of the COVID-19 vaccine brings optimism that the 2021-2022 intern cohort will experience limited restrictions in comparison to the previous two training cohorts. The program is committed to implementing public health guidance from the Colorado Department of Public Health and Environment (CDPHE) and the Governor’s Office and will continually follow APPIC guidelines by emphasizing the following guiding principles: Safety, Equity, Ethics, and Science. As the COVID-19 pandemic evolves, there will be continued flexibility and adaptability to ensure continued service provision for our consumers and continued high-quality training for our psychology interns. It is currently anticipated that the 2021-2022 training year will entail the following approaches to training and recruitment: Orientation It is anticipated that agency orientation will occur in-person, but total number of participants will be limited to allow physical distancing in large meeting rooms.

Intern orientation will be provided via a hybrid model of in-person and virtual activities. All in-person activities will be scheduled in large meeting spaces with plenty of space for physical distancing or outdoors. Should public health orders warrant a shift, all orientation activities can be shifted to on-site or remote virtual training via Zoom if needed.

Clinical Service Provision As of June 2021, clinical service provision at the agency reflects a hybrid of in-person service delivery and telehealth services. Interns will be provided with telehealth access, training, and supervision as well as supervisory support in clinically evaluating clinical appropriateness of telehealth or in-person service delivery. 2021-2022 interns will be issued agency laptops equipped with technology to facilitate implementation of interactive video telehealth services. Zoom account access under the agency’s business agreement and thus meeting criteria for HIPAA compliance will also be provided. Current public health guidelines do not suggest restrictions to on-site work time are necessary; however, public health guidance will be continually monitored, and adjustments will be made if necessary. Should there be a need to shift to remote work, interns will be supported in identifying appropriate off-site activities to maintain their training and continued professional development. All work time spent off-site requires prior approval by the Director of Internship and a typed summary at day-end accounting for work activities completed off-site.

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Interns are not to schedule any clinical service outside of standard business hours. This is not a change in expectation of intern schedules but please note this expectation applies to all services, including telehealth services. Psychological Assessment Rotation As of Spring 2021, the program has resumed availability of in-person testing. Safety protocols will be thoroughly reviewed and implemented for activities necessitating in-person administration, and virtual or physically distanced activities will be implemented when possible.

Emergency Services Rotation Crisis Services are considered critical services for our consumers and these were not interrupted by COVID-19. In-person rotations at the Behavioral Health Urgent Care were successfully implemented in the Spring of 2021, and it is anticipated this will be an option for the 2021-2022 training year. Should public health status necessitate a shift to greater restrictions during the training year, the program has procedures for implementing a hybrid learning model or, if necessary, an entirely virtual learning model to meet the training goals of this rotation.

SPMI and Elective Rotations The SPMI and Elective Rotations allow for significant custom-tailoring to reflect individual intern interests and preferences. Psychology Interns will be supported in designing their SPMI and Elective rotations in a manner that reflects personal interests and training goals. Should public health concerns increase and necessitate restrictions to in-person service delivery or on-site attendance, interns will be supported in implementing appropriate modifications while maintaining integrity to their original learning goals. Typical restrictions on hour limits for reading and webinar trainings will be relaxed to allow greater flexibility in training activities if necessary.

Didactics/ Seminar Trainings It is currently anticipated that 2021-2022 didactics and seminar meetings will occur in-person, in large conference rooms that allow physical distancing. If needed in response to increased public health concerns, the program is equipped to implement a rapid shift to remote trainings using interactive video conferencing. Supervision Standard practice at Community Reach Center is in-person supervision. Given the current public health status, in-person supervision will be strongly encouraged for all primary and secondary supervision meetings. Telesupervision, utilizing interactive video conferencing, may be implemented on an as-needed basis and will be available as an alternative modality should public health concern increase during the training year. Agency Operations/Procedures and Staff Requirements The Center will continue to follow CDC and CDPHE guidance on appropriate safety measures. As of June 2021, the agency continues to screen at the door prior to entrance for all visitors. Clients coming in for therapy appointments are screened on the phone in advance of their visit when possible and at the door of the outpatient facility. Clients exhibiting or endorsing symptoms are asked to return home and call to reschedule when they are symptom free. When clients are being rescheduled, we are following up with phone calls to ensure safety.

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The Center is providing alcohol-based hand sanitizers throughout the workplace and in common areas. The Center is following CDC and CDPHE guidance on cleaning and disinfecting common surfaces and signs are clearly posted in each of our office waiting areas regarding infection control practices. All offices and facilities provide clients and their families with a place to wash or disinfect their hands, tissues, and trash receptacles. Clients are asked to wash their hands or use hand sanitizer prior to beginning their appointment. All surfaces are disinfected a minimum of once per each shift and further as needed. All agency staff are to follow CDC and CDPHE guidelines on social distancing and handwashing. As of June 2021, staff are required to wear face covering while working in clinics. Staff are required to wear masks whether vaccinated or not when with consumers. Masks are optional in administrative-only buildings (the Campus Administrative Building, Margaret Carpenter Center, and the Maintenance building). Staff are not to report to work if they are sick. All staff must take their temperature prior to coming to work and if above 100.4 call their manager, who will find alternative coverage, if necessary. Staff will continue self-monitoring for other symptoms of illness. Staff must promptly notify their manager if they are experiencing symptoms of COVID-19, have been in close contact with an individual diagnosed with COVID-19, have been in close contact with an individual displaying symptoms of COVID-19, or have tested positive for COVID-19. Advised quarantine or isolation procedures, based on CDC and CDPHE recommendations, must be followed.

For circumstances that may be unique and require special consideration, staff are advised to contact Community Reach Center’s People Success Team for consultation. Impact on Internship Recruitment and Selection Community Reach Center will implement virtual intern recruitment for the 2021-2022 recruitment season, including the following practices: Review of applications will take into consideration the possible impact of COVID-19 on applicants’ accrual of hours and clinical experiences. While our preference for 500 or more direct services hours and a minimum of 5 psychological evaluations remains intact, we will review applications reflecting fewer than 500 direct services hours and/or fewer than 5 psychological evaluations. Applicants are asked to include a statement in their cover letter outlining the impact of COVID-19 on planned clinical activities and describe any alternate learning experiences substituted for originally planned activities. Telehealth service provision will be considered equivalent to in-person service provision when reviewing application numbers and applicant training experiences. All interviews will be conducted virtually. Interactive video conferencing via Zoom is preferred; however, telephone interview requests will be granted. In addition to an individual interview, applicants will be provided with a pre-recorded video, a virtual (real-time) interactive program overview and Q&A session with psychology faculty, a virtual (real-time) Q&A session with current interns, and optional drop-in sessions for further dialogue and interaction with faculty.

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APPENDIX D

COMMUNITY REACH CENTER PSYCHOLOGY INTERNSHIP TEMPORARY TELESUPERVISION AND REMOTE LEARNING POLICY

2021-2022 TRAINING YEAR

Adams County was designated “Level Clear” as of May 16, 2021 and is under a 90-day observation period as of the writing of this document. There is currently not a public health order that would restrict in-person supervision or training seminars; however, given the fluidity of the public health situation over the past 15+ months, the following guidelines are offered in case a shift to telesupervision and/or remote training didactics becomes appropriate at any point during the training year. In the context of CDC disease prevention recommendations for social distancing, telesupervision and didactic seminar training via interactive video conferencing will temporarily be allowed as an alternative to face-to-face supervision of doctoral interns and physical attendance to training seminars when appropriate and necessary. • The rationale for the temporary use of telesupervision and interactive video conferencing for didactic training seminars is to allow adequate social distancing measures and reduce demands for face-to-face meetings in compliance with CDC recommended disease prevention measures during the Covid-19 pandemic. If needed, telephone-based supervision may be substituted as needed if either party is unable to access interactive video conferencing. Staff are to limit the sharing of protected health information if utilizing cell phone(s) and are not to leave voicemail messages containing any protected health information on personal voicemail systems. • The interactive videoconferencing platform being used by Community Reach Center is HIPAA compliant and requires secure log-in utilizing a new passcode for every meeting. Only Zoom (using a communityreachcenter.org email account) and phones are HIPAA compliant. Use of personal Zoom accounts, GotoMeeting, Skype, WebEx, Google Hangout, Facetime etc. are not permitted. • The Center has provided training resources to facilitate use of the technology, including detailed description of system requirements and step-by-step instructions for use. Compliance with agency protocols for use of the technology is expected. Please note Community Reach Center Supervisors and Information Technology staff are available to assist. • Primary supervisors are advised to prioritize the health and safety of doctoral interns. Supervisors will follow Colorado Department of Public Health and Environment (CDPHE) guidelines when determining appropriateness of face-to-face meetings with interns. Supervisors will also elicit intern preference and comfort level regarding telesupervision. • If telesupervision is implemented, supervisors will proactively attend to and discuss with interns the potential impact of technology on the supervisory relationship and any modifications to expectations or responsibilities for both supervisor and supervisee.

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• Primary clinical supervisors maintain full professional responsibility for intern supervisee’s clinical cases and are expected to remain in close contact with interns. Additional coverage is available and interns can always reach a licensed manager or director to assist with imminent needs. • The use of interactive video conferencing through a secure platform will allow availability of supervision and seminar training to be unimpacted by social distancing measures. Scheduling and documentation requirements for telesupervision are identical to those for face-to-face supervision. Should a supervisor experience limited availability for scheduling due to illness, limited childcare while schools are closed, care of a family member, etc., please notify the Director of Internship Training. The Director of Internship is available to provide supplementary individual supervision for interns as needed. • Consistent supervision and didactic training seminar attendance remains an expectation of the internship program. Interns are advised to be proactive in speaking with the Director of Internship if personal factors prohibit attendance. • Supervisors and interns are reminded that each performance evaluation must be based in part on direct observation. Discussion of methods for implementing direct observation in context of recent changes to service modality is advised. Supervisors are strongly encouraged to incorporate live observation of all service modalities being utilized by supervisees, including telehealth live observation (with client consent).


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