Goals, Objectives, Competencies, Activities, and Assessments
UVU-SHS Psychology Internship ProgramThe overall goal of the UVU-SHS Psychology Internship Program is to prepare each intern to be a competent and ethical licensed professional psychologist. This goal is met as the intern completes the specific goals, objectives, and competencies of the internship program.
Goal I: Produce interns who have the knowledge, skills, values, and aptitudes necessary for entry into the practice of professional psychology leading to licensure.
Objective I-A: Professional Identity and Development. Intern will advance in professional identity and development.
Competency I-A-1: Intern will assess own theoretical orientation, philosophy of change, strengths, skills, interests, and needed growth areas.
Activity I-A-1(a): Intern will write a professional disclosure statement that portrays his or her theoretical orientation and philosophy of change.
Activity I-A-1(b): Intern will turn in completed training contracts outlining expected hours for desired and required duties and training.
Activity I-A-1(c): Issues related to licensure as a psychologist are discussed in didactic training seminars. Licensure requirements for various states are also made available to interns with the strong expectation that all interns will go on to become licensed.
Activity-I-A-1(d): Interns will participate in a self-assessment of psychological competencies.
- Training Committee approval
- Training Director approval
- Review of post-internship professional activities
Objective I-B: Ethical and Professional Standards. Intern will practice psychology in an ethical manner.
Competency I-B-1: Intern will be familiar with and comply with the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association I providing services of a psychologist.
Activity I-B-1(a): Intern will participate in discussions of ethical principles and issues in didactic training. At least four hours of didactic training are devoted to ethical principles and issues. An ethical decision-making model is considered in the seminar.
Activity I-B-1(b): Intern will present a case study (oral and written) in the training seminar involving an ethical dilemma or issue encountered in his or her practice during the training year. Attention will be given to the ethical issues involved, the nature of the decision made by the intern, and the process used to arrive at the decision.
Activity I-B-1(c): Interns will discuss ethical principles and issues related to their work, as needed, in supervision and will demonstrate adherence to ethical principles and professional values.
- Seminar leader approval of the intern's understanding of ethical principles
- Supervisor ratings of intern’s adherence to ethical standards
- Post internship professional activities related to ethical practices
- Training Committee review of ethical case
- Senior staff evaluation of intern’s adherence to ethical standards
Objective I-C: Multicultural Competency. Intern will practice in a manner that respects and takes into account individual and group differences.
Competency I-C-1: Intern will be prepared to work as a professional psychologist in a Multicultural, pluralistic society and effectively provide psychological services to individuals and groups representing diverse populations.
Activity I-C-1(a): Intern will participate in discussions of Multicultural issues and cases in didactic seminar. At least 3 hours of multicultural training will be provided in seminars, and an additional 2 hours will be provided by interns in presentation format during didactic training.
Activity I-C-1(b): Intern will provide psychological services to at least 10 clients in the UVU community who represent diverse populations and in the UVU TRIO Programs.
Activity I-C-1(c): Intern completes the Multicultural Counseling Competencies survey and discusses it with supervisors during the first semester of training. The survey is based on Arredondo, P. et al. (1996). Operationalizations of the Multicultural Counseling Competencies. Journal of Multicultural Counseling and Development, 24, 42-78.
Activity I-C-1(d): Intern writes and presents a case in didactic seminar involving a client from a diverse population. The paper addresses the diversity issues encountered in the case, and how they were resolved using the Cultural Formulation Outline in DSM-IV-TR.
- Seminar leader approval of the intern's work with Multicultural clients
- Review of Intern Report on Diversity Training
- Supervisors' ratings on Intern Evaluation Form at end of year
- Training Committee review of Multicultural case summary
- Supervisor review of Multicultural Counseling Competencies survey
Objective I-D: Supervision. Intern will understand supervision in psychology, make good use of supervision, and prepare to offer supervision.
Competency I-D-1: The interns will make effective use of supervision from a variety of clinical staff in SHS in order to grow professionally as a psychologist.
Competency I-D-2: The intern will begin to become proficient in providing supervision to a trainee in SHS.
Activity-I-D-1(a): Supervision principles and supervision practices in SHS are discussed in the intern orientation at the beginning of the training year.
Activity-I-D-1(b): Intern will receive supervision from a primary and secondary supervisor and from an assessment supervisor, and other rotation supervisors throughout the training year. Supervision adds up to at least two hours of individual and up to two hours of group supervision per week.
Activity-1-D-2(a): Intern will participate in discussion of supervision methods and theory in didactic training. At least two hours of didactic training are devoted to supervision methods and theory.
Activity-I-D-2(b): Intern is required to provide supervision to a doctoral practicum student in SHS during internship year, if practicum students are available. At least 12 hours of supervision are to be provided to the student throughout the semester.
Activity-I-D-2(c): Group supervision of interns’ supervision is provided on a one-hour-per-week basis by the SHS Director of Training. Theories and approaches to supervision as well as requirements of supervisors are discussed in the supervision of supervision.
- Supervisor evaluation of intern’s use of supervision
- Supervisor evaluation of the intern’s understanding of methods and theories of supervision
- Director of Training approval of intern’s participation in supervision of supervision
Objective I-E: Spiritual Beliefs and Values in Counseling. Intern will understand and appropriately involve client spiritual beliefs and values in counseling and other psychological services.
Competency I-E-1: Intern will provide psychological services in a manner that respects and appropriately integrates client spiritual beliefs, values, and practices into the counseling/psychotherapy process according to client wishes.
Activity I-E-1(a): Interns discuss with their supervisors cases that involve spiritual issues as they arise in counseling. The students at UVU are, for the most part, devoutly religious and often choose to bring up their religious beliefs, values, and practices in counseling.
Activity I-E-1(b): Interns are assigned counseling and assessment cases throughout the year in which the clients are usually active in their religion and have a world view that is strongly influenced by their religion.
Activity I-E-1(c): Interns write a summary of a case involving spiritual issues and present the case in a didactic training seminar. The intern should discuss the manner in which spiritual issues were involved and how they were worked with and resolved in the counseling.
- Approval of seminar leader of the intern’s sensitivity to and respect for clients’ spiritual beliefs, values, and practices
- Approval of supervisors and senior staff of the intern’s sensitivity to and respect for clients’ spiritual beliefs, values, and practices
- Seminar leader and Training Committee evaluation of the case presentation on spiritual issues in counseling
Goal II: Produce interns who can provide a range of services in a university counseling center or similar environment.
Objective II-A: Working in a university counseling center. Intern will understand the needs and the development of older adolescents, young adults, and adults and the role of psychological services in a university counseling center or similar agency.
Competency II-A-1: Intern will demonstrate an understanding of the mission of a university counseling center and the roles served by psychologists and other mental health and academic professionals. Intern will participate in offering the services of a comprehensive counseling center.
Competency II-A-2: Intern will acquire an understanding of college student developmental theory and be able to apply this theory to providing counseling and other services to college students. Intern will also be able to help college students understand and appreciate their own development.
Activity II-A-1(a): Interns are given an overview of the services of a comprehensive university counseling center during the orientation to the internship. Throughout the year, interns will be involved in training activities which further involve them in the services of SHS, such as career counseling, emergency services, teaching, and other university student services such as Women’s Resource Center and Accessibility Services Department.
Activity II-A-1(b): Interns are required to participate in the weekly SHS staff meetings where planning and evaluation of services are carried out. Interns also participate in the monthly SHS in-service training which covers a variety of topics
Activity II-A-1(c): Didactic training provides interns with an opportunity to discuss clientele and issues that are frequently treated in a counseling center.
Activity II-A-1(d): Interns write and present a curriculum vita entry at the end of the year which represents the range of services and training activities of the internship.
Activity II-A-2(a): Interns are given an introduction to college student development during orientation. In subsequent intern seminars, interns are given readings in college student developmental and are given opportunity to discuss the development theories and their applications to counseling and other services provided college students.
Activity II-A-2(b): Interns are required to write and present case descriptions that involve developmental issues in the college student. The case description should identify developmental issues using relevant theory and describe how the counseling in the case was informed by developmental theory.
- Approval of seminar leader
- Director of Training review of vita entry
- Review of post-internship employment
- Training Committee review of intern’s developmental case presentation.
Objective II-B: Counseling/Psychotherapy. Intern is an effective counselor/psychotherapist.
Competency II-B-1: Intern provides effective counseling and psychotherapy to individuals, groups, and couples using accepted theoretical approaches and appropriate case management techniques. At least one empirically supported treatment will be used during the training year.
Activity II-B-1(a): Intern will complete 250 hours of individual counseling/psychotherapy. A rating of at least four by the end of the year of the Intern Evaluation form for this area is required for completion.
Activity II-B-1(b): Intern will participate in the delivery of group counseling, as available. A rating of at least four by the end of the year on the Intern Evaluation Form is required for completion.
Activity II-B-1(c): Intern will complete 10 hours of couples counseling. A rating of at least four by the end of the year on the Intern Evaluation Form is required for completion.
Activity II-B-1(d): Intern will write and present a counseling case which clearly reflects effectiveness and a theoretical orientation in a didactic seminar. Choosing a theoretical orientation is discussed in didactic seminar sessions fall semester.
Activity II-B-1(e): Intern will write and report in didactic seminar a case in which an empirically supported treatment has been implemented. Empirically supported treatments are discussed in didactic seminar sessions throughout the year. SHS psychologists who can supervise interns in using ESTs (empirically support treatments) are provided to interns in fall semester.
- Supervision rating on individual, couples, and group therapy on the Intern Evaluation Form. Primary supervisors review and sign-off on intern case notes for counseling cases.
- Seminar leader's approval of counseling case presentation
- Training Committee approval of written case
- Supervisor evaluation of use of an EST
Objective II-C: Psychological Assessment and Diagnosis. Intern is effective in diagnosis and psychological assessment.
Competency II-C-1: Intern demonstrates the ability to effectively select, administer, score, interpret, and report psychological assessments in order to accurately diagnose and respond to referral question.
Activity II-C-1(a): Interns participate in at least 6 hours of Diagnosis and Assessment seminars covering administration, diagnosis issues and interpretation.
Activity II-C-1(b): Supervision in assessment is provided by a SHS psychologist with extensive assessment experience. Assessment approaches are discussed as part of individual and group supervision and may include case presentations.
Activity II-C-1(c): Intern will conduct at least six psychological assessments, including written report, during the training year. A rating of at least four by the end of the year on the Intern Evaluation form is required for completion of the assessment competency.
Activity II-C-1(d): Intern will submit one written report for review by the Training Committee. Report should be submitted by the 6th month of the internship. Training Committee will provide feedback to the intern.
- Supervisor evaluation of intern’s performance of assessments and written reports. The assessment supervisor reviews and signs off on all intern assessment reports.
- Review of intern’s final number of completed assessments and written reports.
- Approval by Training Committee of intern’s submitted assessment report.
Objective II-D: Crisis Intervention. Intern is able to respond to crisis situations.
Competency II-D-1: Intern understands the need for crisis intervention in a counseling center and is able to effectively assist clients who present to SHS or other on-campus locations in crisis.
Activity II-D-1(a): Interns are given instruction in the SHS crisis service during the internship orientation and during fall semester in didactic training.
Activity II-D-1(b): Interns are assigned to emergency hour availability. Interns take one hour per day on call for emergencies. Interns are required to participate in at least five crisis cases during the training year.
Activity II-D-1(c): Crisis cases are discussed weekly during all staff meetings and reviewed by the SHS Director of Mental Health Services, and feedback is given to interns. A rating of at least four by the end of the year is required.
- Supervisor rating on the Intern Evaluation Form
- Training Committee approval of crisis intervention skills
Objective II-E: Outreach, Consultation, and Program Assessment. Intern will be able to provide outreach, as well as gain an understanding of the theories and methods of consultation and program assessment.
Competency II-E-1: Intern will provide outreach in a professional manner that meets the needs of the client.
Competency II-E-2: Intern will gain an understanding of consultation and program assessment.
Activity II-E-1(a): Intern will plan, prepare, and present an outreach activity and obtain participant feedback and discuss feedback with the SHS Training Director.
Activity II-E-1(b): Intern will participate in three outreach activities during the year.
Activity II-E-2(a): Intern will be given 2-4 articles or book chapters on theories and methods of consultation prior to a didactic training which will then later be discussed in a didactic training.
Activity II-E-2(b): Intern will be given 2-4 articles or book chapters on program evaluation prior to a didactic training which will then later be discussed in a didactic training.
- Approval of SHS Training Director
- Supervisor ratings on the Intern Evaluation Form of understanding of program evaluation and consultation, as well as performance of program outreach
- Training Committee approval of outreach program skills
Goal III: Produce interns who are skilled in the integration of science, theory, and practice of psychology.
Objective III-A: Integration of Science, Theory, and Practice of Psychology. Intern will be an informed consumer of research, theory, and other scholarly works and use these to inform his or her practice of psychology. Interns will avail themselves of the scientific research to guide them in intervening in assessment and therapy cases.
Competency III-A-1: Intern will evaluate research and scholarly works for their clinical relevance and will use research, theory and scholarly works to inform and evaluate the practice of psychology.
Competency III-A-2: Intern will understand the role of and approaches to learning from practice as a means of continued professional development and of generating research questions.
Activity III-A-1(a): Interns evaluate research literature and other scholarly works as part of the didactic training seminars, supervision, the SHS in service series, professional development activities and professional conferences they attend.
Activity III-A-1(b): Interns apply research knowledge to their practice of psychology as part of their didactic training and supervision.
Activity III-A-1(c): Interns are given 0-2 hours per week to work on research. Dissertation research is emphasized in order to help the intern move toward completion of the doctoral degree.
Activity III-A-2-(a): Didactic training provides interns with the perspective of the epistemology of practice as an additional means of informing practice, generating research questions, and continuing professional development. Interns will share at least two scholarly articles or other sources that were a direct result of generating answers to assessment or therapy cases.
Activity III-A-2(b): Interns are required to reflect upon their practice experiences throughout the training year and to write a paper on what they have learned from their practice. They will also write a separate summary of the research and evaluation projects they have been involved in during the internship year. Dissertation work, paper presentations, or articles submitted and/or accepted for publication will be included.
- Supervisors’ evaluation of interns' ability to make use of relevant research, theory, and other scholarly works to inform their practice of psychology
- Training Committee approval of intern's written report on involvement in research and other scholarly activities during the training year
- Training Committee approval of intern written report on what he or she has learned from practice during the internship