Program Aims and Competencies

Aim 1: To increase interns’ expertise and experience in clinical assessment, diagnosis, and treatment to standard of “Readiness for Entry Level Practice.” Specifically, by the conclusion of internship, interns will demonstrate competence in the following major areas:

• effectively and independently utilize assessment procedures, including interview and other standardized assessment procedures in routine cases;
• independently monitor treatment efficacy using evidence-based methods in routine cases;
• forge therapeutic relationships and independently deliver evidence-based treatments with fidelity in typical/uncomplicated cases;
• independently recognize and maintain appropriate ethical and legal standards in conducting diagnostic, assessment, and therapeutic activities, relying on supervision for more complex and atypical situations.

Aim 2: To produce interns who embody Readiness for Entry Level Practice in conducting clinically relevant research. Specifically, by the conclusion of internship, interns will demonstrate the following competencies:

• formulate research questions, conduct critical reviews of the scientific and/or clinical literature, select and apply appropriate research methods and statistical analyses, critically interpret findings, integrate findings with relevant literature, and adhere to APA ethical standards in the conduct of research;
• analyze relevant data and produce an original research paper (involving either secondary analysis of existing data or original data collection) in a format and style suitable for submission to an appropriate professional journal;
• orally disseminate research findings, specifically as reflected by making an effective oral research presentation (of either the research conducted during internship or a practice “job talk”) during the internship’s Research Seminar.

Aim 3: To increase interns’ clinical communication, interpersonal and professionalism skills, and interdisciplinary consultation to facilitate multi-disciplinary relationships with patients as well as other health professionals. Specifically, by the end of internship interns will demonstrate Ready for Entry Level competence in the following domains:

• making an effective and informative scholarly presentation of a clinical case (including a summary of relevant literature and assessment and intervention utilization) within the internship’s Clinical Case Conference;
• effectively communicating and collaborating with psychologists and other health professionals within their training sites, relying on supervisory consultation in complex or atypical situations;
• demonstrating professional attitudes, values, and behavior consistent with the traditions of the profession, including (but not limited to) self-reflection to determine the need for additional or supplementary training.  

Aim 4: To increase interns' ability to independently conduct all professional activities with sensitivity to human variability, including the ability to deliver high quality services to all people. Specifically, interns will demonstrate the following competencies at a Readiness for Entry Level practice:

• demonstrate professional competence (e.g., establish rapport, maintain therapeutic relationships, effectively deliver services, conduct ethically responsible research) with groups that may include historically under resourced and exploited communities, older adults, veterans, and trauma exposed patients and others whose identities and values may differ from their own.

In our program, the competence level of “Readiness for Entry Level Practice” means the ability to manage professional duties (e.g., clinical service delivery, assessment, interpersonal communication, ethical behavior, research activity, etc.), independently and without substantive assistance, under routine conditions or in typical situations. We recognize that in complex, unusual, or otherwise challenging situations, individuals performing at the “Readiness for Entry Level Practice” level of competence will require expert consultation and/or supervision.

The primary learning elements for achieving these aims and competencies are supervised experiential clinical training in service delivery; mentored research training; and didactic seminar presentations and discussions.