George Fox Integrated Care Internship...3 Program Overview The George Fox Integrated Care Internship...

GeorgeFoxIntegratedCareInternship

APAAccredited,DoctoralInternshipinHealthServicePsychology

InternHandbook

2017-2018

GeorgeFoxUniversity414NMeridianSt,RC#104

Newberg,OR97132

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TableofContentsTABLEOFCONTENTS..............................................................................................................................................2PROGRAMOVERVIEW.............................................................................................................................................3GEORGEFOXUNIVERSITY(GFU)..........................................................................................................................3PROVIDENCEMEDICALGROUP(PMG)................................................................................................................4GEORGEFOXBEHAVIORALHEALTHCLINIC(GFBHC).....................................................................................5FACILITIES..................................................................................................................................................................5

TRAININGMODELANDPROGRAMPHILOSOPHY......................................................................................5GOALSANDCOMPETENCIES....................................................................................................................................6PROFESSIONALAREASOFFOCUS...........................................................................................................................9ESTIMATEDWEEKLYSCHEDULE.........................................................................................................................10

POLICIESANDPROCEDURES............................................................................................................................10APPLICATIONFORINTERNSHIP...........................................................................................................................11STATEMENTOFNON-DISCRIMINATION………………………………………………………………………………11REQUIREMENTSFORSELECTION.........................................................................................................................12STARTANDENDDATES........................................................................................................................................12SALARY,BENEFITS,ANDADMINISTRATIVESUPPORT.....................................................................................12SUPERVISIONANDDIDACTICS.............................................................................................................................12STAFF........................................................................................................................................................................13ORIENTATIONTOINTERNSHIP............................................................................................................................13INTERNSHIPCOMPLETIONCRITERIA.................................................................................................................13EVALUATIONS.........................................................................................................................................................14WORKINGHOURS...................................................................................................................................................14SELF-STUDY............................................................................................................................................................15VACATIONANDSICKLEAVE.................................................................................................................................15EXTENDEDABSENCE.............................................................................................................................................15ACADEMICINTEGRITY...........................................................................................................................................15CLINICALSUITABILITYCONCERNS......................................................................................................................15ConcernsandGrievanceProcess.................................................................................................................16AppealProcess....................................................................................................................................................18ComplaintsAgainstOtherInterns..............................................................................................................18ComplaintsAgainstTrainingDirector,StaffPerson,orSupervisor............................................19

SEXUALHARASSMENTPOLICY.............................................................................................................................20COMMUNITYASPIRATIONS...................................................................................................................................21

GSCPCONSORTIUM,EVALUATIONOFINTERNS……………………………………………………………..22APPENDIXA:INTERNREMEDIATIONPLAN………………………………………………………………………………22APPENDIXB:INTERNEVALUATESSUPERVISOR………………………………………………………………………28INTERNEVALUATIONOFTRAININGSITE……………………………………………………………31INTERNEVALUATIONOFINTERNSHIP………………………………………………………………..36INTERNSHIPFOLLOW-UPQUESETIONNAIRE………………………………………………………39APPENDIXC:TRAINING/DIDACTICSCHEDULE.....................................................................................................45

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ProgramOverview

TheGeorgeFoxIntegratedCareInternshipoperatesundertheauspicesoftheGeorgeFoxUniversityGraduateSchoolofClinicalPsychology(GSCP),whichoffersaPsyDdegreeinclinicalpsychologyaccreditedbytheAmericanPsychologicalAssociation’sCommissiononAccreditation.TheGSCPisdeeplyrootedinGeorgeFox’sQuakeridentityandoperatesfromapositionofrespectforallpeople,commitmenttounderstandingandcelebratinghumandiversity,andadherencetoprevailingethicalstandardsarticulatedbytheAmericanPsychologicalAssociation(APA).Thedoctoralinternshipprogramwasinitiatedin2011andbecameAPAaccreditedin2015.ItwasdevelopedinrecognitionoftheGSCP’sstrategicroleininnovativemodelsofprofessionalpractice,especiallythoseinvolvingintegratedservicesinprimarycaresettingsandshort-termpsychotherapyinterventions.Inadditiontoprovidingtrainingforacohortofinternseachyear,theinternshipcontributestoworkforcedevelopmentforintegratedhealthcare.Nationally,thereisashortageoftrainedpsychologistsfunctioningasBehavioralHealthProvidersintheprimarycaremedicalsetting.TheGeorgeFoxIntegratedCareinternshipprovidestrainingforassessingandtreatingawiderangeofpsychologicalproblems,includingmoodandanxietydisorders,trauma,co-occurringdisorders,eatingdisordersandotherbehavioralhealthconditions.InternsreceivetrainingatvariousmedicalclinicsoperatedbyProvidenceMedicalGroup,locatedinPortland,Oregonandthemetroarea.Thegoaloftheinternshipistoequipinternstobegeneralistclinicianswithcompetenceinbehavioralhealthintegration.DidacticsfocusontheninecompetencyareasestablishedbyAPA,andapplicationofclinicalskillswilltakeplaceonsiteatthevariousPrimaryCareclinics.

GeorgeFoxUniversity(GFU)

GeorgeFoxisOregon'snationallyrecognizeduniversity,providingstudentswithpersonalattention,globalopportunitiestolearnandserve,andasupportivecommunitythatencouragesacademicrigorandspiritualgrowth.GeorgeFoxUniversityoffersbachelor’sdegreesinmorethan40majors,adultdegreeprograms,fiveseminarydegrees,and12master’sanddoctoraldegrees.GeorgeFoxisaccreditedbytheNorthwestCommissiononCollegesandUniversities,andhasgrownrapidlyinthelasttwodecades-bothinreputationandfacilities.U.S.News&WorldReportfor25yearshasnamedGeorgeFox"OneofAmerica'sBestColleges."ForbesrankedGeorgeFoxinthetop150collegesinAmericaandamongthe

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nation'stopChristiancolleges.NationalrecognitionwasalsoreceivedfromtheJohnTempletonFoundation,whichselectedGeorgeFoxasoneof100initsHonorRollofCharacter-BuildingColleges.GFUstrivestopreparestudentsspiritually,academically,andprofessionallytothinkwithclarity,actwithintegrity,andservewithpassion.Morethan3,400studentsattendclassesontheuniversity’sresidentialcampusinNewberg,atitsPortlandandSalemcenters,andatotherteachingsitesinOregon.TheDoctorofPsychology(PsyD)programisabroadandgeneraltrainingprogramdesignedtopreparelicensed,healthservicepsychologists.WhilethePsyDdegreeprovidestraininginthescientificfoundationsofpsychologyandinresearchmethodsandstatistics,itplacesgreateremphasisonthedevelopmentofclinicalskills.SincetheinitialendorsementofthedoctorofpsychologydegreebytheAmericanPsychologicalAssociationin1979,thedoctoralprogramusesanongoingprogramevaluationandimprovementprocesswhichledtothedecisiontofundapartiallyaffiliatedpre-doctoralinternshipprogramthatreceivedAPA-accreditationin2015.

ProvidenceMedicalGroup(PMG)

ProvidenceMedicalGroupisadivisionofProvidence/St.JosephHealthServices,anot-for-profitnetworkofhospitals,healthplans,physicians,clinics,homehealthservicesandaffiliatedhealthservices.AspartofthegreaterProvidenceHealthandServices(PHS),whichfunctionsinAlaska,Washington,Oregon,MontanaandCalifornia,PHShasatraditionofcaringthattheSistersofProvidencebeganmorethan150yearsago.PHSstrivesto“revealGod’sloveforall,especiallythepoorandvulnerable,throughcompassionateservice.”ThecorevaluesofPHSareRespect,Compassion,Justice,ExcellenceandStewardship.Thereare70primarycareclinicsand550providerswithinthePMGsystem.TheProvidenceclinicsareintheprocessofimplementingtheMedicalHomemodelofprimarycare,whichincludestheintegrationofbehavioralhealthservicesprovidedbylicensedpsychologists.PMGhassupportedatrainingrelationshipwiththeGFUGSCPintheirprimarycareclinicsandregionalhospitallocatedintheNewbergservicearea,overthepasttenyears.ThisrelationshipincludespracticumtrainingforGSCPstudents,anEmergencyDepartmentconsultationservicestaffedbyGSCPfacultyandstudents,andanongoingprofessionalalliancewiththeGSCPProgramDirector,Dr.MaryPeterson.InternsareplacedwithinoneoftheProvidenceMedicalGroupclinicswithinthePortland-Metropolitanarea.Internsspend32hoursperweekintheprimarycaresetting,whichincludesdirectserviceprovisionforpatientsfromawidedemographicanddiagnosticrange,opportunitiesforcaseconsultation,observationofpsychologistsandprimarycarephysiciansandprofessionalmentoringbysupervisingpsychologists.TheonsiteProvidencepsychologistprovidesaminimum

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oftwohoursofindividualsupervisioneachweek.Eachclinicalsohasalargestaffofmedicalandbehavioralhealthprovidersthatincludes:physicians,medicalassistants,physician’sassistants,licensedsocialworkers,coordinatedcarecounselorsandnurses.Thesestaffarealsoavailabletohelpinternswithissuesthatmayarise.

GeorgeFoxBehavioralHealthClinic(GFBHC)

TheGeorgeFoxBehavioralHealthClinic(GFBHC)isaminimal-costmentalhealthclinicdesignedtoprovideservicestotheuninsuredandunderinsuredcitizensofYamhillCountyandthesurroundingarea.Itislocatedinthesemi-ruralcommunityofNewberg,Oregon.TheGFBHCoffersservicestothosewithchronicaswellasacutementalhealthissues,typicallyages6andolder.Therapyisshort-termwithfocusonaddressingcurrentproblemsintheclients’livesandhelpingthemplanforthefutureusingtime-limitedtherapytechniques.EveryMonday,theinternsprovideonehourofsupervisiontothepracticumstudentswhoprovideclinicalserviceswithintheGFBHC.Thisisfollowedbysupervisionofsupervision,whichprovidesguidanceasinternslearnssupervisoryskills.Inaddition,internsengageingroupsupervisionwiththeGFBHCpracticumstudents.

Location

GeorgeFoxUniversityissituatedintheheartoftheWillametteValley,23milessouthofPortlandwhichisOregon’slargestcityandculturalcenter.Newbergisasemi-ruralcommunityofapproximately20,000residents.PortlandisOregon’slargestcity,withapopulationnearing600,000.Portlandisaprogressivecitywithavarietyofmuseums,coffeeshops,SaturdayMarket,theWaterfront,andthePortlandTrailblazers(seehttp://www.portlandonline.com/).MountHoodisapproximatelyonehoureastofPortland,offeringavarietyofwintersports.TheOregoncoastisa75-minutedrivewestofNewberg.ThestateofOregonfeatures96,981squaremilesofdiverseterrainsuchastheColumbiaRiverGorge,theCascadeMountainRangeandhigh-desertcountry.

Facilities

TheGSCPislocatedwithintheRobertsCenterontheNewbergcampus.ItsharesaparkinglotwiththeGeorgeFoxBehavioralHealthClinic,whichoperatesinarenovatedfacility.ProvidenceMedicalGroupclinicsarelocatedinPortlandandthemetroarea.Withintheclinics,theyhavedevelopedanintegratedcaremodelwhereprovidersshareexamrooms,andalimitednumberofoffices,forBehavioralHealthProvidersandinterns.Staffingpatternswillbedeterminedatthetimeofservice.

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TrainingModelandProgramPhilosophyTheGraduateSchoolofClinicalPsychology(GSCP)trainingmodelisalignedwithAmericanPsychologicalAssociation’snewlyrevisedStandardsofAccreditation(SOA)fortraininginhealthservicepsychology.Likethedoctoralcurriculum,theinternshipisdesignedtopromotethecompetencytrainingmodeldescribedintheSoA.Thosesuccessfullycompletingtheinternshipshouldknowandexemplifyhighstandardsoflegal,ethical,andprofessionalconduct.Theyshouldbeabletoprovideawidevarietyofclinicalservices,includingassessmentandpsychotherapy,forindividualsacrossthelifespanandfromdiverseethnic,cultural,religious,andsocialbackgrounds.TheGSCPdoctoralprograminclinicalpsychologyisaccreditedbytheAPA’sCommissiononAccreditation.TheIntegratedCareInternshipbecameAPAaccreditedin2015.WearemembersintheAssociationofPsychologyPostdoctoralandInternshipCenters(APPIC)directory,andfollowallAPPICguidelines.

GoalsandCompetencies

TheGSCPisamemberoftheNationalCouncilofSchoolsandProgramsofProfessionalPsychology(NCSPP).Thisorganizationhasbeeninstrumentalinarticulatingthoseareasinwhichpracticingpsychologistsshouldshowcompetency.TheGeorgeFoxIntegratedCareinternship,isguidedbytheSoAswhicharticulatetheexpectationsforcompetency-basedtraininginnineareasessentialtothedevelopmentofpsychologistsintraining.WithinthesenineProfession-WideCompetency(PWC)areas,theinternsareexpectedtodevelopcompetenciesspecifictotheprimarycaresetting.Thefollowingarethegoalsandcompetenciesspecifictoourprogram:Profession-WideCompetency#1:ResearchTrainingObjective:Producenewprofessionalswhocanindependentlyaccessresearchandapplyscientificmethodstopractice.CompetenciesExpected:1. Independentlyaccessesandappliesscientificknowledge&skillsappropriatelyand

habituallytothesolutionofproblems,2. Readilypresentsownworkforthescrutinyofothers,3. Demonstratesadvancedlevelofknowledgeofandrespectforscientificknowledge

ofthebasisforbehaviors,4. Reviewsscholarlyliteraturerelatedtoclinicalworkandappliesknowledgetocase

conceptualization,5. EffectivelyAppliesEBPconceptsinpractice,6. CriticallyComparesandcontrastsEBPapproacheswithothertheoriesand

interventionsinthecontextofcaseconceptualizationandtreatmentplanning.PWC#2:EthicalandLegalStandards

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TrainingObjective:Producenewprofessionalswhocanindependentlyidentifyethicalandlegalconcernsandeffectivelyrespondtothem.CompetenciesExpected:1. Independentlyrecognizesandmanagesspecialcircumstancesandpotentialethical

issues,2. Usesgoodjudgmentaboutunexpectedissues,suchascrises,confrontation,etc.,3. Demonstratesawarenessofpotentialconflictsincomplexethicalandlegalissues

whenconductingsupervision,4. Spontaneouslyandreliablyidentifiescomplexethicalandlegalissueswhen

conductingsupervisionandanalyzesandproactivelyaddressesthem,5. Whenunsureofhowtoproceedwhenconfrontedwithanethicaldilemma,will

reliablyseekconsultationwithsupervisororotherappropriateexpert,6. Theinternisfamiliarwiththerelevantlawsandstatutespertainingtothepractice

ofpsychologyinthesettingandregiontheyareworkingin.PWC#3:IndividualandCulturalDiversity(ICD)TrainingObjective:ProducenewprofessionalswhocanindependentlymonitorandapplyknowledgeofselfandothersasanICD-beingandconsidertheintersectingandcomplexdimensionsofdiversity.CompetenciesExpected:1. Independentlyarticulates,understands,andmonitorsownculturalidentityin

relationtoworkwithothers,2. Regularlyusesknowledgeofselftomonitorandimproveeffectivenessasa

professional,3. Criticallyevaluatesfeedbackandinitiatesconsultationorsupervisionwhen

uncertainaboutdiversityissuescontent,4. Regularlyusesknowledgeoftheroleofcultureininteractionstomonitorand

improveeffectivenessasaprofessional,5. Criticallyevaluatesfeedbackandinitiatesconsultationorsupervisionwhen

uncertainaboutdiversityissueswithothers,6. Articulatesanintegrativeconceptualizationofdiversityasitimpactsclients,self,

andothers(e.g.,organizations,colleagues,systemsofcare),7. Usesculturallyrelevantbestpractices.PWC#4:ProfessionalValues,Attitudes,andBehaviorsTrainingObjective:Producenewprofessionalswhobehaveinresponsibleandprofessionallyeffectivewaysthatrepresentthefieldofpsychologywithhonor.CompetenciesExpected:1. TheInternfollowsthepoliciesoftheirclinic/agency,2. TheInternisconsistentlyontimetoappointmentsandmeetingsandcommunicates

wellaboutabsencesandtime-off,3. TheInternfinishestheirpaperworkinatimelyfashion,4. TheIntern'swrittenworkisataprofessional-levelofquality,5. TheInternispreparedforallmeetingsandappointments,6. TheInterndemonstratestheappropriateprofessionalpresentation(clothing,

posture,language,hygiene,politeness)forthesettinginwhichtheyareworking,7. Habituallyadaptsone’sprofessionalbehaviorinaculturallysensitivemanner,as

appropriatetotheneedsoftheclient,thatimprovesclientoutcomesandavoidsharm,

8. Regularlyusesknowledgeofotherstomonitorandimproveeffectivenessasa

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professional.PWC#5:CommunicationandInterpersonalSkillsTrainingObjective:Producenewprofessionalswhocaneffectivelyfunctionwithinaclinicalsetting.CompetenciesExpected:1. Communicateseffectivelywithindividualsfromotherprofessions,2. Independentlyarticulates,understands,andmonitorsmultipleculturalidentitiesin

interactionswithothers,3. Seeksconsultationwithregardtoaddressingindividualandculturaldiversityas

needed,4. Writesahigh-qualitycasesummaryincorporatingelementsofevidence-based

practiceandpresentsitforpeerreviewanddiscussion,5. Seeksconsultationwhennecessary,6. Theinterncancreateeffectiveworkingrelationshipwithallthestaffattheirsite(s).PWC#6:AssessmentTrainingObjective:Producenewprofessionalswhocaneffectivelyperformcomprehensiveassessmentsandscreeningsandclearlyreporttheresults.CompetenciesExpected:1. Accuratelyassessespresentingissuestakingintoaccountthelargerlifecontext,

includingdiversityissues,2. Effectivelyselectsappropriateassessment/screeningtoolsthatfitthepresenting

issue,3. Effectivelyandaccuratelyperformsvariousscreeningandassessmentprocedures,4. Usesassessmentdatatoconceptualizecasesindependentlyandaccurately,5. Writesaprofessional-caliberreportthatcorrectlyandclearlyintegratesthe

assessmentdataintoadiagnosiswithpatient-specificrecommendations.PWC#7:InterventionTrainingObjective:Producenewprofessionalswhocanindependentlyplanandprovideeffectiveinterventions.CompetenciesExpected:1. Presentsrationaleforinterventionstrategythatincludesempiricalsupportandcan

defendtheirreasoningwell,2. Independentlyselectsaninterventionorrangeofinterventionsappropriateforthe

presentingissue(s),3. Developsrapportandrelationshipswithwidevarietyofclients,4. Effectivelydeliversinterventions,5. Independentlyandeffectivelyimplementsatypicalrangeofinterventionstrategies

appropriatetopracticesetting,6. Terminatestreatmentsuccessfully,7. Independentlyassessestreatmenteffectiveness&efficiency,8. Criticallyevaluatesownperformanceinthetreatmentrole.PWC#8:SupervisionTrainingObjective:Producenewprofessionalswhocanindependentlyprovidesupervisiontoothers.CompetenciesExpected:

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1. Articulatesaphilosophyormodelofsupervisionandcriticallyreflectsonhowthismodelisappliedinpractice,includingintegratedcontextual,legal,andethicalperspectives,

2. Createsaneffectivesupervisioncontract,3. Demonstratesknowledgeoflimitsofcompetencytosupervise(assessesmeta-

competency),4. Constructsplanstodealwithareasoflimitedcompetency,5. Clearlyarticulateshowtousesupervisoryrelationshipstoleveragedevelopmentof

superviseesandtheirclients,6. Demonstratesintegrationofdiversityandmultipleidentityaspectsin

conceptualizationofsupervisionprocesswithallparticipants(client(s),supervisee,supervisor)

7. Demonstratesadaptationofownprofessionalbehaviorinaculturallysensitivemannerasappropriatetotheneedsofthesupervisioncontextandallpartiesinit,

8. Articulatesandusesdiversityappropriaterepertoireofskillsandtechniquesinsupervisoryprocess

9. Identifiesimpactofaspectsofselfintherapyandsupervision10. Providescompetentsupervisiontolessadvancedtrainees,peersorotherservice

providersintypicalcasesappropriatetotheservicesettingPWC#9:ConsultationandInterprofessional/InterdisciplinarySkillsTrainingObjective:Producenewprofessionalswhohaveknowledgeofinterdisciplinaryteamsandcancollaboratewithotherprofessionalsandwhocancriticallyevaluateaprogram'sfunctioning.CompetenciesExpected:1. Demonstratesabilitytoarticulatetherolethatothersprovideinservicetoclients,2. Appreciatesandintegratesperspectivesfrommultipleprofessions,3. Displaysabilitytoworksuccessfullyonaninterdisciplinaryteam,4. Systematicallycollaboratessuccessfullywithotherrelevantpartners,5. Demonstratesskillininterdisciplinaryclinicalsettings,workingwithother

professionalstoincorporatepsychologicalinformationintooverallteamplanningandimplementation,

6. Providessupervisorswithinsightfulandusefulreflectionsonwhatisworkingwellandwhatcanbeimprovedattheirdifferentconsortiumsitesatthemid-yearevaluation.Inthesecondhalfoftheyear,thesereflectionsarepresentedviatheprogramevaluationproject(seehandbook),

7. Collaborateseffectivelywithotherproviders,orsystemsofcare,tocoordinatecontinuityofcareforthepatients.

HowOutcomesareMeasured:Allcompetenciesareratedusingsupervisorratingsona5-pointLikertscale1=CannotDemonstrate,2=Needsextensivesupervisiontodemonstrate,3=Candemonstratewithminimalsupervision,4=Candemonstratewithoutsupervision,5=Candemonstratewithadvancedskill(similartolicensedclinician).Self-reportsbyinternswillbecollectedatthebeginning,middle,andendoftrainingasadiscussiontoolforsupervisionpurposes.Supervisorratingswillbecollectedatthemiddle(February/March)andend(July/August)oftheinternshiptraining.MinimumThresholdsforAchievementforExpectedCompetencies:Withineachobjective,theinternisexpectedtoachievemasteryofallcompetenciesand

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mustachieveascoreofatleast3bytheendoftheyear.Ifanycompetenciesareata2orlessatthemid-yearevaluation,theinternandTrainingDirectorwillcreatearemediationplantoimprovetheseskills.Ifanycompetenciesarebelow3attheendoftheyearthentheinternwillfailtheinternship.

ProfessionalAreasofFocus

Inadditiontoournineareasofcompetency(whicharethemajorfocusoftheinternship)internswillalsoengageintheadditionaltrainingopportunities:

1. Completionofonecomprehensiveassessment.Theinternwilladminister,

interpret,andwriteawrittenreport,includingbutnotlimitedtoIQtesting,ADHDassessment,dementiascreening,academic/learningdisabilityassessmentsandneuropsychologicaltesting.

2. Completionofaformalprogramevaluationcollaborativelyselectedbytheintern

andrespectivesupervisor.Theinternswilldevelopclinicalmaterialsand/orwillserveasconsultantsforprogramdevelopmentpurposes.Specificactivitieswillbebasedonprogramandclinicneedsandinterns’areasofinterestandexpertise.Internsareencouragedtodiscussspecificopportunitiesthatmayariseattheirclinicalplacements.

EstimatedWeeklySchedule

Inatypicalweek,internsworkfrom8:00amto5:00pmTuesdaythroughFridayattheirassignedPMGprimarycareclinics.MondaysarespentattheGSCPinNewberg,OR.Mondayisatrainingdayfocusedondidacticsandsupervisionactivities.Anapproximationofanintern'sweeklytrainingactivitiesisshownbelow.Trainingactivitiesremainontheestablishedfour-dayschedule.DidacticsandsupervisoryactivitiesoccuronMonday.Mondaytrainingactivities:

• ThreehoursofDidacticTrainingattheGSCP.o Therewillbefourtimesintheyearwhereinternswillattendfourand

sixhourcolloquiumsandgrandrounds,locatedattheGSCP.o Theinternshipyearbeginswitha40-hourtraininginprimarycare

psychology.)• OnehourofgroupsupervisionattheGFBHC.• OnehourofsupervisionthattheinternwillprovidetoaGFBHCpracticum

student.• OnehourofsupervisionofsupervisionatGSCP.

Tuesday–Fridaytrainingactivities:

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• TwohoursofindividualsupervisionprovidedbyonsiteProvidencesupervisor.

• ServicedeliveryasaBehavioralHealthConsultant

PoliciesandProceduresTheinternshipispartiallyaffiliatedwiththeGraduateSchoolofClinicalPsychologyatGeorgeFoxUniversity.Apartiallyaffiliatedinternship,isoneinwhichaportionoftheinternsadmittedarestudentsfromaspecificaccrediteddoctoralprogram.Meaning,equallyqualifiedstudentsfromGeorgeFoxUniversityarerankedabovesimilarlyqualifiedapplicantsfromotherprograms.However,amorequalifiedapplicantfromanyprogramwillberankedabovealessqualifiedGeorgeFoxUniversityapplicant.TheInternshipCommitteefollowsthepoliciesandproceduresfordoctoralinternships,establishedbytheAPA’sCommissiononAccreditation.TheCommitteeconsistsof:TheInternshipTrainingDirector(whoservesasthecommitteechair),theon-sitesupervisors,andDirectorofPsychologyfromProvidenceMedicalGroup,andtheGSCPProgramDirectorasneeded.Monthlycommitteemeetingsmayalsoincluderelevantpsychologistsandadministratorsfromanyoftheconsortiumprograms,basedonthefocusofthatmeeting.TheInternshipTrainingDirectormanagesdailyoperationsandroutinedecisionspertainingtotheinternship,includingdidacticseminars,scheduling,andpersonnelmatters.TheInternshipCommitteeoverseesprogrammaticissues,includingpolicies,goalsoftraining,ongoingself-study,reviewofinterns’progress,interviewsofpotentialinterns,andinternranking.

ApplicationforInternship

TheinternshipabidesbyallAPPICguidelinesandrequirementsandapplicationsshouldbesubmittedthroughtheAAPIOnlineprocess.DetailsareavailableattheAPPICwebsite(www.appic.org).NosupplementalapplicationsmaterialsarerequiredbeyondtheAAPIOnlinerequirements.ApplicationsaredueonNovember15,2017bymidnightPacifictime.InterviewsareconductedinpersonforPhaseI,andbytelephoneorSkypeforPhaseII(unlessthecandidateislocalandabletoattendanin-personinterview).AllapplicationsarescreenedbymembersoftheInternshipCommittee.Allapplicationsfromtheaffiliateduniversitywillbescreenedbycommitteemembersnotaffiliatedwiththeinstitution.CommitteemembersconductinterviewsandproviderecommendationstotheInternshipTrainingDirectorforAPPICmatchrankings.TheTrainingDirectormakesthefinalrankingdecisionsandsubmitsthemtotheNationalMatchingService.

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Onceinternsarematchedtothesite,anemailofagreementissenttoselectedinternswithin48hours.Thisletterincludesinformationaboutstartandenddates,internshipsalary,contactinformationfortheTrainingDirector,andotherrelevantinformationabouttheinternship.

StatementofNon-Discrimination

AswithGSCPadmissionsprocedures,everyeffortismadetoensurediversityinselectedtrainees.Selectionsarenon-discriminatoryonthebasisofage,gender,genderidentity,race,ethnicity,culture,nationalorigin,sexualorientation,disability,andsocioeconomicstatus.ConsistentwiththeSoAsmayshowpreferenceinselectionofapplicantsalignedwiththeethosofthesponsoringinstitution.Assuch,andinaccordancewithChristianconvictionshonoringthebodyasthetempleoftheHolySpirit,theUniversitycommunityacceptsalifestylethatforbidsbehaviorsthataredishonest,destructive,unethical,orimmoral.AsofJuly1,2015marijuanabecamelegalintheStateofOregon,butunderfederallawmarijuanacontinuestobeillegal.FortheUniversitytoremaineligibleforfederalfundingandthefinancialaidprogramsforourstudents,thefederallawmustbeupheld.Theuse,possessionordistributionofthisdrugwillcontinuetobeprohibitedandagainstUniversitypolicy.Forpayrollandaccessibilityneeds,InternsarelistedasstudentsaffiliatedwiththeirrespectivetrainingprogrambutcompensatedthroughtheUniversity.

RequirementsforSelection

Anapplicantmusthavecompletedthreeyearsofstudyinaregionallyaccredited,degree-grantingclinicalorcounselingpsychologydoctoralprogramintheUnitedStates,bythetimetheinternshipisscheduledtobegin.Theapplicant’sprogrammustbeAPA-accreditedthestudenthavingsuccessfullycompletedsupervisedpracticumexperiencesandgraduatecourseworkinindividualintelligenceassessment,personalityassessment,personalitytheory,psychotherapyorcounselingtheory,andresearch/statisticalanalysis.Theapplicantmustalsohavepreviousprimarycareexperience,asinternswillprovideservicesinmedicalclinicsthathighlyutilizeBehavioralHealthConsultants.WithintheAPPI,applicantsmustalsobeverifiedasreadytoapplyforinternshipbytheDirectorofTrainingofhisorhergraduateprogram.

StartandEndDates

TheinternshipbeginsonAugust7,2017andendsonAugust3,2018.

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Salary,Benefits,andAdministrativeSupportInternsreceiveasalaryof$22,000annually.Inaddition,internsareeligibleforfourweeksofsickandvacationleave,nineholidays,fourdaysofprofessionalleavetoattendscheduleddidactics,andonedayofprofessionalleavetoattendtheirgraduation.TheGSCPmaintainsanextensivelibraryofpsychologicaltestingmaterials.Theinternshipmakesthesematerialsavailabletointerns,asrequiredtocompletepsychologicalassessmentsandprogramdevelopmentprojects.Othersuppliesandadministrativesupportareavailableasappropriate.

SupervisionandDidactics

Aninternshipisanorganizedtrainingprogram.Supervisionandregularparticipationinthedidacticseminarsarerequiredcomponentsoftheinternship.Aprobablescheduleoftrainingactivitiesisincludedwithinthishandbook.Internswillparticipateinatwo-hourdidactic,ledbytheTrainingDirector,focusingonrelevanttopicswithintheprimarycaresetting.Theywillalsoparticipateinaseminarseriesforonehourmostweeks,withDr.KathleenGathercoal.Theseseminarswillfocusonprofessionalcareerdevelopment,programevaluationandincreasingscientificknowledgebaseasapsychologist.Internswillalsohavetheopportunitytopresentatopicofchoice,aswellasthefindingsfromtheirprogramdevelopmentresearchprojects.AllsupervisorshaveadoctoraldegreeinpsychologyandarelicensedinthestateofOregon.Supervisorsareon-siteateachassignedclinicandareclinicallyandprofessionallyresponsibleforservicesprovidedbyinterns.SupervisingpsychologistswithinProvidenceMedicalGroupretainanacademicappointmentwithGeorgeFoxUniversityandhaveregularandfrequentcontactwiththeUniversity.

Staff

StaffandfacultyoftheGSCParelocatedintheRobertsCenterofGeorgeFoxUniversity.Theyareavailabletointernsthroughoutthetrainingyear.Itisimportanttonotethatsomefacultyareonnine-monthacademiccontract,therefore,theywillhavelimitedavailabilityduringsummermonths.TheinternshipTrainingDirector’sofficeisintheRobertsCenter,whereinternswillmeetforsupervisionandtrainingeachMonday.On-sitesupervisorsatProvidenceMedicalGroupwillestablishaschedulewiththeintern,forweeklysupervision.

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OrientationtoInternship

Orientationwilloccurduringthefirstfewweeksofinternship.Internsbeginprovidingprofessionalservicesimmediatelyaftertheycompletetheiron-boardingprocessandthetrainingintensiveinintegratedcare(IntegratedCareBootcamp).

InternshipCompletionCriteria

TosuccessfullycompletethedoctoralInternship,internsareexpectedtofulfillthefollowingrequirementsanddemonstratecompetenceineachoftheareasdescribedinthismanual.

• Aminimumof2000hoursofprogramparticipation,including800hoursofdirectclinicalwork.

• Approximately32hoursweeklyatProvidenceHealthandServices,includingtwohoursofindividualsupervision.

• ApproximatelyeighthoursperweekattheGSCP,includingdidacticandsupervisoryactivities.

• BoththeTrainingDirectorandtheProvidenceMedicalGroupsupervisorswilltrackinterns’competenceusingself-evaluationsandevaluations.Theseevaluationswilloccurmid-yearandattheendoftheinternship.Competenciesthatfallbelowa3willrequirearemediationplaninthefall.Successfulcompletionoftheinternshiprequiresacompetencyscoreof3orbetter,foreachcompetency,bytheendoftheyear.Wepredictthatmostinternswillaveragescoresbetween4and5bytheendoftheyear.

• Ifaninternisbelowa3incertaincompetenciesbytheendoftheyeartheywillfailtheinternship.Aninterncanpetitiontheinternshipcommitteetoallowanextensionoftheinternshipandasecondremediationplantoprovethattheycanperformthelackingcompetencyatasatisfactorylevel(3)ortomakeupforanymissinghours.However,allowingthisisatthecommittee’sdiscretion.

Eachinternwillreceiveacertificateofcompletionuponsuccessfullyfinishingtheinternship.

Evaluations

Internswillbegivenfrequentfeedbackfromsupervisorsbasedontheirprofessionalwork.Inaddition,eachinternwillbegivenaformalprogressevaluationtwiceduringtheyear.Thecompetency-basedevaluationformisincludedwithinAppendixB.Pleasereviewthisformpriortomeetingwithyoursupervisor,andbepreparedtodevelopcompetency-basedgoalsfortheinternshipyear.TheinternshipTrainingDirectorfollowsthefollowingprocedureforthebeginning

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oftheyear,mid-yearandyear-endevaluation:

1. Atthestartoftheyear,theinternsfillouttheself-evaluationtoestablishtheirstartingcompetencylevelandidentifytraininggoalsfortheyear.

2. TheTrainingDirectorrequeststhePMGsupervisortofilloutthecompetency-basedevaluationformsatthemiddleandendoftheyear.

3. TheTrainingDirectorasksstudentstocompleteaself-evaluation,usingthesamecompetency-basedevaluationformasanopportunityforself-reflectionandasacomparisontotheirsupervisor’sevaluation.Thisself-evaluationisnotrequiredtocompletetheinternship.

4. TheTrainingDirectoralsocompletesthemidandendofyearformalevaluations,consideringtheintern’sworkattheBHCaswellastheotherevaluationdatacollected.

5. Theevaluationisreviewedatmid-yearandendofyearwiththestudentandthestudentisgivenopportunityforawrittenresponse,ifdesired.

6. Allevaluations,andstudentresponses,becomepartoftheintern’sfile.7. Ifanycompetencies,byeithersupervisor,inthemid-yearevaluationare

belowa3,aremediationplanwillbecreated/implemented.IftheInterncannotimprovetheirscoreonthefailedcompetencytoa3orbetterbytheendoftheinternshipyeartheinternwillfailtheinternship.

8. TheRemediationPlancanbefoundwithinAppendixA.

WorkingHours

Workinghours,establishedbytheTrainingDirector,aretypicallynormalbusinesshours,MondaythroughFriday.Occasionally,theinternswillhavetheopportunitytoleadagroupthatstartslaterintheday.Thismayleadtoalaterendtime,butofteninternswillbeabletoadjusttheirscheduletostartlateronthosedays.Internsareaskedtobeflexibleintheirschedulingwherepossible.Thisisparticularlyimportantwithregardtopsychologicaltesting,whichwillsometimesrequirearapidresponsefortimelyfeedback.

Self-Study

Inordertomaintainongoingformativefeedback,theTrainingDirectorandtheInternshipCommittee,routinelyreviewthetrainingsofferedtointerns.Thisincludesreviewinginterns’evaluationsoftrainingsites.Internswillalsoreceiveapost-internshipsurvey,senttheyearaftercompletingtheirinternship,inordertoimprovetheprogramforfutureinterns.

VacationandSickLeave

Inadditiontomajorholidays,internsaregrantedfour-weeksofexcusedleave

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(vacationandsickleave)throughouttheyear,twoofwhichareprescribedtobetheweekbetweenChristmasandNewYearsandtheweekofGFU’sSpringBreak.Theothertwoweeksarechosenattheinterns’discretion,inconsultationwiththeTrainingDirectorandtheironsitesupervisor.Internsareaskedtoscheduleanentireweekofvacationatatime,ratherthanindividualdays,andtogiveatleast30daysnoticebeforeschedulingvacationleave.

ExtendedAbsence

Aninternmaybeexcusedfromserviceformaternityleave,severeillness(physicaloremotional),orotherlegitimatereasons.Extendedabsencesdonotreducetheoverallnumberofhoursrequiredforcompletingtheinternship.Inrarecases,aninternmayneedtoextendthelengthoftraininginordertofulfillallrequiredtraininghours.Ifthisoccurs,thesalaryandstipendendafterthefirst12monthsoftraining.

AcademicIntegrity

AccordingtotheAPAEthicsguidelines,“Psychologistsdonotpresentportionsofanother’sworkordataastheirown,eveniftheotherworkordatasourceiscitedoccasionally.”Thisguidelineappliestoallworksubmittedinthisprogram(electronic,written,ororal).Submissionoforalpresentationsorwrittenworkthatincludeplagiarizedmaterial(textordata)isaseriousinfraction.Internswhoplagiarizewillbesubjecttodisciplinaryaction,whichmayincludebeingdismissedfromtheinternship.

ClinicalSuitabilityConcerns

TheQuakertraditionofGeorgeFoxUniversityishumanizingandegalitarian,andthisinfluenceisfeltthroughouttheinstitution.Positiverelationshipsamongfaculty,staff,students,andadministratorsareevidentthroughouttheUniversitycontext.Thisisnottosaytensionsneverarise,butourhopeisthatthroughtheprocessofmanagingtensions,humandignityisaffirmed,andgreateffortisinvestedinhearingoneanotherinfairnessandjustice.TheGSCPrecognizestherightsofinternstobetreatedwithcourtesyandrespect.Inordertomaintainthequalityandeffectivenessofinterns’learningexperiences,allinteractionsamongdoctoralstudents,interns,facultyandstaffshouldbecollegialandconductedinamannerthatreflectsthehigheststandardsofthescholarlycommunityandoftheprofession(seeAPAEthicalPrinciplesofthePsychologistsandCodeofConduct).Theinternshipprogramhasanobligationtoinforminternsoftheseprinciplesandoftheiravenuesofrecourseshouldproblemsarisewithregardtothem.Belowarelistedguidelinesthatareintendedtoassistinternsthroughcommondisagreementsthatmayarise.ItishopedthattheChristianvirtuessuchas

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respect,fairness,andseekingthegoodoftheotherpartywillbeevidentwhenemployingtheseguidelines.

ConcernsandGrievanceProcess

In2006,theBoardofEducationalAffairs(BEA)oftheAPAcollaboratedwiththeCouncilofChairsofTrainingCouncils(CCTC)toclarifytherequisitefoundationalandfunctionalcompetenciesforstudentsinprofessionalpsychologyprograms.TheCCTCcommitteestates,“Foundationalcompetenciesrefertotheknowledge,skills,attitudesandvaluesthatserveasthefoundationforthefunctionsapsychologistisexpectedtocarryout,”(CCTC,2007,p.5).Thedocumentgoesontoexplainthatfoundationalcompetenciesaretheprerequisitetotheacquisitionoffunctionalcompetencies.Foundationalcompetenciesincludereflectivepracticeofself-assessment,scientificknowledge,relationshipskills,andawarenessofethical-legalstandards,individual-culturaldiversity,andinterdisciplinarysystems.Ifconcernsaboutanintern’sfoundationalorfunctionalcompetencies,orconcernsaboutsupervisionortrainingemerge,

1. WeencourageinformalresolutionaccordingtotheguidelinesestablishedintheAPAEthicalPrinciples,whichallowfordirectcommunicationandproblemresolution.Asstatedabove,ourcommunityethosisguidedbyanexpectationforfairnessandjusticeanditisexpectedthatsupervisors,staffandinternsexpress,andrespondtoconcernswithrespectandintegrity.

2. Informalmediation:ifaninformalresolutionisinsufficienttoaddresstheconcernsexpressedbysupervisorsorinterns,eitherpartycanrequesttheTrainingDirector(orappropriatedesignee)tomediatesubsequentmeetings.IftheconcerninvolvestheTrainingDirector,thecommunicationcaninitiallybeaddressedtotheDirectorofPsychologyServicesandGSCPProgramDirector.Themediationmeetingswillbescheduledwithinoneweekoftherequestandwillincludebothpartiesandthedesignatedmediator.Discussionandproblemresolutionwillbedocumentedandmayincludeinterventionsforbothstudentandsupervisor.Aone-monthcheck-inwilloccurforaminimumofthreemonthsfollowingtheinformalmediation.

3. FormalGrievance:TheInternshipCommitteehasadaptedthemodelsuccessfullyusedintheGSCPforaddressingstudentorfaculty/supervisorgrievances.Thefollowingstepsoutlinetheprocess:a. Iftheinformalmediationprocessisinsufficienttoaddressconcerns

expressedbystudentsorsupervisors,eitherpartymaysendawrittenrequesttotheTrainingDirector(orDirectorofPsychologyServiceifthegrievanceinvolvestheTrainingDirector,)forthegrievancetobeaddressedbytheInternshipCommittee.

• TheInternshipCommitteeincludestheTrainingDirector,ProgramDirectoroftheGSCP,andthesupervisingpsychologistsfromPMG.

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TheInternshipCommitteeisastandingcommitteewhosepurposeistoassistinthedevelopmentofthestudent,supervisor,andtrainingprogram.IfthegrievanceinvolvesamemberoftheInternshipCommittee,thatmemberwillrecusehimorherselffromtheprocess.

b. AllpartiesinvolvedinthegrievancewillreceivealetterfromtheinternshipTrainingDirector(orDirectorofPsychologyServiceifgrievanceinvolvestheTrainingDirector)notifyingthemofthereferraltotheInternshipCommitteeanddescribingthespecificreasonsforthereferral.TheDirectorofClinicalTrainingoftheintern’sgraduateprogramwillalsobenotifiedinwritingofthegrievanceandwillreceiveacopyoftheInternshipCommittee’sdecisionandcorrectiveplan,ifrelevant.

c. Afterreceivingtheletterstatingtheformalgrievance,theTrainingDirector(orDirectorofPsychologyService)willscheduleameetingwitheachofthepartiesinvolvedandtheInternshipCommittee.Thepurposeofthemeetingwillbetogaininformationandclarifytheconcernofeachparty.

d. Followingthismeeting,theInternshipCommitteewillmakeadecisionthatfacilitatesthetraininganddevelopmentoftheintern.TheInternshipCommitteemaymakespecificrecommendations(e.g.changeofrotation,changeofsupervisor,remedialtraining)and/orrequestthateitherorbothpartiesmeettodevelopacorrectiveplantoremediateorotherwiserespondtotheconcerns.

e. ThedecisionoftheInternshipCommitteeandtheexpectationsforacorrectiveplanwillbecommunicatedinwritingtotheinternandrelevantparticipants,includingtheDCToftheintern’sgraduateprogram.

f. Followingtheirreceiptofthedecisionandspecificrecommendations,theintern(and/orsupervisor)willbeaskedtoinformtheInternshipCommitteeinwritingwhethertheyacceptthedecision,includingtherecommendationtocollaborativelydevelopacorrectiveplan.

g. Ifacorrectiveplanistobedeveloped,aspecifictimeframeandasecond,follow-upmeetingtodevelopanddiscusstheplanwillalsobeincludedinthewrittencommunication.

h. Duringtheimplementationandcompletionofthecorrectiveplan,allpartieswillremainunder“committeeoversight”whichwillinvolveperiodicmeetingswiththeInternshipCommittee.Writtennoticeofcompletionofcorrectiveplanwillbeprovidedtoallparties,includingtheDirectorofClinicalTrainingoftheintern’sprogram.

AppealProcess

DecisionsbytheInternshipCommitteemaybeappealed.Intheeventofanappealthefollowingprocessmustbefollowed:

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1. IftheinterndisagreeswiththedecisionoftheInternshipCommittee,theintern

cansubmitawrittenappealtotheProvostofGeorgeFoxUniversitywithinonemonthofreceiptoftheInternshipCommitteedecision.

2. TheProvostofGeorgeFoxUniversitywillconsultasappropriateanddetermine

afinaldecisionontheappeal.ThedecisionmaysupporttheappealandreferbacktotheInternshipCommitteeordenytheappealwithwrittenexplanation.Awrittencopyoftheappealdecisionwillbesenttoallparties,includingtheDCToftheintern’sprogram.

ComplaintsAgainstOtherInterns

ConsistentwiththeAPAEthicalStandardsandCodeofConduct,itisrecommendedthatinformalresolutionbethefirststepinresolvingaconflictorconcernwithanotherintern.Whenconcernsarise,thecomplainantshouldcontactthestudentinquestionandfranklydiscusstheconcerns.Ifresolutionisnotreached,onemayengageinthefollowingformalcomplaintresolutionprocess.Complaintsmaybemadeagainstfellowinternsforthefollowingreasons:

1. AllegedviolationtoAPAEthicalPrinciplesandCodeofConduct,stateorfederallaws.

2. Allegedviolationofinternshippolicies.3. Concernsaboutastudent’sclinicalsuitabilityforthepracticeofclinical

psychology.4. Concernsaboutastudent’sphysical,intellectual,oremotionalabilitiesto

performtheessentialfunctionsofaclinicalpsychologist.Becauseofthenatureofaformalcomplaintandthesubsequentinvestigation,completeconfidentialityofthecomplainantmaynotbepossible.Itisdesirableforthecomplainanttosubmitthecomplaint(s)inwritingandbeinterviewedbytheInternshipCommittee.Writtendocumentationofthecomplaintandoutcomearekeptintheintern’spermanentfile.Typically,complaintsagainststudentswillbehandledinthefollowingmanner:

1. ComplaintsagainstastudentshouldbewrittenandaresenttotheInternshipTrainingDirector.

2. TheTrainingDirectorcommunicatesthecomplainttotheInternshipCommitteewithinfiveworkingdaysofreceiptofthecomplaint.

3. TheTrainingDirectornotifiestheinternthatacomplaint(s)againsthim/herhasbeenmadewithinfiveworkingdaysofreceiptofthecomplaintfromtheInternshipTrainingDirector.

4. TheInternshipCommitteegathersnecessaryinformationfromfaculty,

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concernedstudents,fieldsupervisors,orclient.5. TheInternshipCommitteeprovidesthestudentwithwritten

documentationofthespecificcomplaint(s)andconcernsoftheCommitteewithin20workingdaysofreceiptofthecomplaintfromtheInternshipTrainingDirector.

6. TheInternshipCommitteeinterviewstheintern,toobtainadditionalinformationandhis/herresponsetotheallegations,within10workingdaysofwrittennotification.Theinternmaybringanotherinternorafacultymemberorsupervisortotheinterviewtoserveasasupportperson.ThestudentmayoffertotheInternshipCommitteenamesofpersonswhomayprovideinformationonbehalfofthestudent.Thisisnotalitigiousprocess,andattorneysshouldnotbeinvolvedatthislevel.

7. TheInternshipCommitteerecommendsadecisionwithin10workingdaysofthestudentinterview.Possiblerecommendationsinclude,butarenotlimitedto:

a. Dismisscomplaint.b. Letterofreprimand.c. Remedialactions.Theinternmustsubmitdocumentationof

satisfactionofremedialrecommendationsbyaspecifieddate.i. Remedialactionsmayinclude,butarenotlimitedto:mandatorypsychotherapy,additionalcourses,andadditionalsupervision

d. Dismissalfromtheinternship.

8. TheInternshipCommitteedecidesonthecommitteecourseofactionandtheInternshipTrainingDirectornotifiesthestudentinwritingwithinthreeworkingdays.

ComplaintsAgainstTrainingDirector,StaffPerson,orSupervisor

ConsistentwiththeAPAEthicalStandardsandCodeofConduct,itisrecommendedthatinformalresolutionbethefirststepinresolvingaconflictorconcernwithanotherintern.Whenconcernsarise,thecomplainantshouldcontactthepersoninquestionandfranklydiscusstheconcerns.Ifresolutionisnotreached,onemayengageinthefollowingformalcomplaintresolutionprocess.Complaintsmaybemadeagainstsupervisors,staffpeopleortheTrainingDirector(AKApsychologist)forthefollowingreasons:

1. AllegedviolationtoAPAEthicalPrinciplesandCodeofConduct,stateorfederallaws.

2. Allegedviolationofinternshiporagencypolicies.3. Concernsaboutapsychologist’sclinicalsuitabilityforthepracticeofclinical

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psychology.4. Concernsaboutapsychologist’sphysical,intellectual,oremotionalabilities

toperformtheessentialfunctionsofaclinicalpsychologist.Becauseofthenatureofaformalcomplaintandthesubsequentinvestigation,completeconfidentialityofthecomplainantmaynotbepossible.Itisdesirableforthecomplainanttosubmitthecomplaint(s)inwritingandbeinterviewedbythepsychologist’sdirectsupervisor.Writtendocumentationofthecomplaintandoutcomearekeptinthestaffperson/psychologist’spermanentfile.Typically,complaintsagainststaffpeople/psychologistswillbehandledinthefollowingmanner:

(a) Complaintsagainstastaffpersonorpsychologistshouldbewrittenandaresenttotheperson’sdirectsupervisorattheagencytheyworkat.IfthecomplaintisatGeorgeFoxUniversity,complaintsshouldbedirectedtotheChairofthePsyDdepartment(currentlyMaryPeterson,PhD)andifthecomplaintisagainstaProvidencesupervisor,thecomplaintshouldbedirectedtothedirectorofBehavioralMedicine.IftheComplaintsareregardingtheVirginiaGarciasupervisor,thecomplaintshouldbedirectedtotheDirectorofBehavioralHealthServices.

(b) EachagencywillfollowthegrievancepolicylaidoutbytheirHumanResourcesdepartmentpoliciesandprocedures.

(c) Iftheinternisnotsatisfiedwiththeoutcomeofthisgrievanceprocess,oriftheyfeelethicallyobligated,theinternmaycontactthestatelicensureboardornationalassociation,orlegalauthoritiesshouldtheychoose.

SexualHarassmentPolicy

TheGSCPendorses,andinterns,professors,andsupervisorsmustcomplywith,Section1.11and1.12oftheEthicalStandardsofPsychologistsandCodeofConduct,whichstate:

1.11SexualHarassment(a)Psychologistsdonotengageinsexualharassment.Sexualharassmentissexualsolicitation,physicaladvances,orverbalornonverbalconductthatissexualinnature,thatoccursinconnectionwiththepsychologist’sactivitiesorrolesasapsychologist,andthateither:(1)isunwelcome,isoffensive,orcreatesahostileworkplaceenvironment,andthepsychologistknowsoristoldthis;or(2)issufficientlysevereorintensetobeabusivetoareasonablepersoninthecontext.Sexualharassmentcanconsistofasingleintenseorsevereactorofmultiplepersistentorpervasiveacts.(b)Psychologistsaccordsexual-harassmentcomplaintsandrespondent’sdignityandrespect.Psychologistsdonotparticipateindenyingapersonacademic

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admittanceoradvancement,employment,tenure,orpromotion,basedsolelyupontheirhavingmade,ortheirbeingthesubjectof,sexualharassmentcharges.Thisdoesnotprecludetakingactionbasedupontheoutcomeofsuchproceedingsorconsiderationofotherappropriateinformation.1.12OtherHarassmentPsychologistsdonotknowinglyengageinbehaviorthatisharassingordemeaningtopersonswithwhomtheyinteractintheirworkbasedonfactorssuchasthosepersons’age,gender,race,ethnicity,nationalorigin,religion,sexualorientation,disability,language,orsocioeconomicstatus.

AcomprehensivestatementaboutGeorgeFoxUniversity’spoliciesrelatedtoHarassment,DrugFreeEnvironment,FERPA,andotherstudentrightsandexpectationscanbefoundintheGFUGraduateCatalog:http://www.georgefox.edu/catalog/compliance/compliance.html.

CommunityAspirations

TheGSCPstrivestobeanintentionalcommunitywherecivilityandvirtueispracticedonadailybasis.Everyeffortismadetoprovideanoptimaltrainingenvironmentfordoctoralstudentsandinterns.Weinviteinternstobepartofthislearningcommunitywiththehopethatwewillcontributetotheirgrowthandultimatelytothehealthoftheprofession.Internshipisatimeoftransition,providingopportunityfortraineestofurtherdevelopskillslearnedduringearlieryearsofgraduatetrainingwhilealsopreparingforentryintoprofessionalpsychologyasacareer.Wehopethisinternshipprovidesmanyopportunitiesforpersonalandprofessionaldevelopment.Internsarevaluedcolleagues.Pleasefeelfreetobringyourquestions,commentsandconcernstofaculty,staff,andsupervisors.Wehopeyouenjoyyourinternshipyear!

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APPENDIXA:


InternRemediationPlanTypeofRemediation:_____DevelopmentalPlan_____ProbationDateofRemediationPlanMeeting:NameofIntern:PrimarySupervisor:NamesofAllPersonsPresentattheMeeting:AllAdditionalPertinentSupervisors/Faculty:DateforFollow-upMeeting(s):Checkallcompetencydomainsinwhichthetrainee’sperformancedoesnotmeetthebenchmark:_____Research______EthicalandLegalstandards______IndividualandCulturalDiversity______Professionalvalues,attitudes,andbehaviors______CommunicationandInterpersonalskills______Assessment______Intervention______Supervision______Consultationandinterprofessional/InterdisciplinarySystems

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Descriptionoftheproblem(s)ineachcompetencydomaincheckedabove:Date(s)theproblem(s)wasbroughttotheintern’sattentionandbywhom:Stepsalreadytakenbytheinterntorectifytheproblem(s)thatwasidentified:Stepsalreadytakenbythesupervisor(s)/facultytoaddresstheproblem(s):

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RemediationPlan

CompetencyDomain/EssentialComponents

Problem

Expectations

Intern’sResponsibilities/Actions

Supervisor/Faculty/Responsibilities/Actions

TimeframeforAcceptablePerformance

AssessmentMethods

DatesofEvaluation

ConsequencesforUnsuccessfulRemediation

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I,_________________________,havereviewedtheaboveremediationplanwithmyprimarysupervisor,anyadditionalsupervisors/faculty,andtheTrainingDirector.MysignaturebelowindicatesthatIfullyunderstandtheabove.Iagree/disagreewiththeabovedecisions(circleone).Mycomments,ifany,arebelow(PLEASENOTE:Ifstudentdisagrees,comments,includingadetaileddescriptionofthetrainee’srationalefordisagreement,areREQUIRED)._________________________________________StudentName-Date_______________________________________________PrimarySupervisorName-Date_______________________________________________InternshipDirectorName-DateStudent’scomments(Feelfreetouseadditionalpages):Allsupervisors/facultywithresponsibilitiesoractionsdescribedintheaboveremediationplanagreetoparticipateintheplanasoutlinedabove.Pleasesignanddatebelowtoindicateyouragreementwiththeplan.

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RemediationPlanContinued

SummativeEvaluationofRemediationPlanFollow-upMeetings(s):Date(s):InAttendance:CompetencyDomain/EssentialComponents

ExpectationsforAcceptablePerformance

OutcomesRelatedtoExpectedBenchmarks(met,partially,met,notmet)

NextSteps(e.g.,remediationconcluded,remediationcontinuedandplanmodified,nextstageinDueProcessProcedures)

NextEvaluationDate(ifneeded)

I,_________________________,havereviewedtheabovesummativeevaluationofmyremediationplanwithmysupervisor,anyadditionalsupervisors/faculty,andtheTrainingDirector.MysignaturebelowindicatesthatIfullyunderstandtheabove.Iagree/disagreewiththeabovedecisions(circleone).Mycomments,ifany,arebelow(PLEASENOTE:Ifstudentdisagrees,comments,includingadetaileddescriptionofthetrainee’srationalefordisagreement,areREQUIRED)._______________________________________________StudentName-Date_________________________________________PrimarySupervisorName-Date_______________________________________________InternshipDirectorName-DateStudent’scomments(Feelfreetouseadditionalpages):Note:ThisformisbasedontheAPACompetenciesInitiativesinProfessionalPsychology:http://www.apa.org/ed/graduate/competency.aspx

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APPENDIXB:

InternEvaluationofSupervisors

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InternEvaluationofTrainingSite

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ConsortiumEVALUATIONOFINTERNSHIP

NameofIntern:________________________________

Pleaseevaluateyourinternshipexperienceinthefollowingareas:SupervisionWhatdidyoufindmostusefulwithregardtotheamountandqualityofsupervisionyoureceived?Whatsuggestionsdoyouhaveforimprovingtheinternshipinthisregard?Youroverallratingfrom1-5,with1beinginadequateand5beingexcellent: TrainingOpportunitiesWhatdidyoufindmostusefulwithregardtotheamountandqualityoftrainingopportunitiesavailabletoyou?Whatsuggestionsdoyouhaveforimprovingtheinternshipinthisregard?Youroverallratingfrom1-5,with1beinginadequateand5beingexcellent:

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ProfessionalDevelopmentWhatdidyoufindmostusefulwithregardtoyourownprofessionaldevelopment?Whatsuggestionsdoyouhaveforimprovingtheinternshipinthisregard?Youroverallratingfrom1-5,with1beinginadequateand5beingexcellent: RelationshipswithStaffandSupervisorsWhatdidyoufindmostusefulwithregardtoyourrelationshipwithstaffandsupervisors?Whatsuggestionsdoyouhaveforimprovingtheinternshipinthisregard?Youroverallratingfrom1-5,with1beinginadequateand5beingexcellent:

EthicsandDiversity

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Whatdidyoufindmostusefulwithregardtothetrainingyoureceivedinethicsanddiversity?Whatsuggestionsdoyouhaveforimprovingtheinternshipinthisregard?Youroverallratingfrom1-5,with1beinginadequateand5beingexcellent:

PreparationfortheFutureWhatdidyoufindmostusefulwithregardtoyourpreparationforyourfutureinpsychology?Whatsuggestionsdoyouhaveforimprovingtheinternshipinthisregard?Youroverallratingfrom1-5,with1beinginadequateand5beingexcellent:

__________________________________________________SignatureofIntern Date


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INTERNSHIPFOLLOW-UPQUESTIONNAIRE

YourName:_____________________________________

I. Internship: A. DatesofInternship: _____________________________________ B. Hoursperweek: _____________________________________II. AcademicProgram: A. GraduateProgram: _____________________________________ Institution: _____________________________________ B. Degree&YearGraduated:_________________________________ C. AreaofSpecialization:___________________________________ Minor:___________________________________ D. ProgramAPAApproved:Yes____ No____ Provisional_____III. Employment: Pleaselistallplacesanddatesofemploymentsinceyourinternship.Include thetitleofthepositionandtheappropriatepercentageoftimespentinyour responsibilities. A. Presentplaceofemployment: ______________________________ Positionheld:_________________________________________ Percentageoftime/duties:_________________________________ B. Firstemploymentfollowinginternship:_______________________ Positionheld:_________________________________________ Percentageoftime/duties:_________________________________C. Inchronologicalorder,pleaselistotherpost-internshipemployment:

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PositionHeld:_________________________________________ ____________________________________________________ ____________________________________________________ Percentageoftime/duties:_________________________________ ____________________________________________________ ____________________________________________________ PositionHeld:_________________________________________ ____________________________________________________ ____________________________________________________ Percentageoftime/duties:_________________________________ ____________________________________________________ ____________________________________________________IV. InternshipEvaluation:

Pleaseevaluatethequalityofyourinternshiponthefollowing:

A. Overallqualityofexperience 1 2 3 4 5 Poor Adequate Excellent B. Overallqualityofsupervision 1 2 3 4 5 Poor Adequate Excellent C. Breadthofexperience 1 2 3 4 5 Poor Adequate Excellent D. Depthofexperience

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1 2 3 4 5 Poor Adequate Excellent E. Overallprofessionalatmosphere 1 2 3 4 5 Poor Adequate Excellent F. Overalltrainingatmosphere 1 2 3 4 5 Poor Adequate ExcellentV. Whatexperiencesinyourinternshipspecificallyaidedyouinobtainingpost- internshipemployment?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________VI. Inaddressingthefollowingaspectsofyourinternshipexperience,pleasewrite theappropriatenumbersintheresponsecolumn: 1 2 3 4 5Strongly Disagree NeutralAgree StronglyDisagree Agree ResponseA. TheprimarysupervisionIreceivedwasofgoodquality._______B. Ireceivedasufficientamountofsupervision._______C. Thecontentoftrainingseminarswasrelevant._______D. Ifoundsufficientopportunityforprofessionaldevelopment._______E. Adequaterolemodelswereavailabletome._______F. Theinternshipprovidedsufficienteducationinprofessional ethics. _______

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G. Ihadtheopportunitytodevelopmyclinicalskillsinworking withindividuals. _______H. Ihadtheopportunitytodevelopmyclinicalskillsinworking withgroups. _______I. Ihadtheopportunitytodevelopmysupervisoryskills._______J. Ifoundtheinternshipenvironmenttobegenerally supportive. _______K. Peersupportwasavailablethroughouttheinternship_______L. Theinternshipwassufficientlychallengingtome._______M. Treatmentofinternsreflectedrespect._______N. Mypersonalgrowthwasencouraged._______O. Ireceivededucativeandemotionalsupportinmyjobsearch._______P. Therewasadequatesupportformygraduateresearch._______Q. Trainingdidnotseemsubordinatetoservicedelivery._______R. Ifoundtheinternshipsupportiveofmyprofessional activities. _______VII. Thefollowingareasaremajorfocusesofspecifictrainingandcompetenceinourcurrentinternshipexperienceandprobablyduringyourinternshipexperienceaswell.Pleasewritetheappropriatenumbersintheresponsecolumntoindicateifyouthinktheinternshipprogrampreparedyouwellforprofessionalpracticeinthefollowingcompetencyareas: 1 2 3 4 5Strongly Disagree Neutral Agree StronglyDisagree Agree Response

A. ScientificKnowledgeandMethods:Theinternshipequippedmetoindependentlyapplyscientificmethodstopractice_______

B. IndividualandCulturalDiversity(ICD):TheinternshipequippedmetobeaprofessionalwhocanindependentlymonitorandapplyknowledgeofmyselfandothersasanICD-beingandconsiderthe

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intersectingandcomplexdimensionsofdiversity._______

C. InterdisciplinarySystems:Theinternshipequippedmetobeaprofessionalwhohasknowledgeofinterdisciplinaryteamsandcancollaboratewithotherprofessionals._______

D. Intervention:Theinternshipequippedmetobeaprofessionalwhocanindependentlyplanandprovideeffectiveinterventions._______

E. Supervision:Theinternshipequippedmetobeaprofessionalwhocanindependentlyprovidesupervisiontoothers._______

VIII. A. Whichinternshipexperiencesdidyoufindmostbeneficialandwhy?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ B. Whichinternshipexperiencesdidyoufindleastbeneficialandwhy?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ C. Whatsuggestionsdoyouhaveforimprovementoftheinternshiptrainingprogram?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________IX.AdditionalComments(attachaseparatesheetifdesired):__________________________________________________________________________________________________________________________________________________

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___________________________________________________________________________________________________________________________________________________________________________________________________________________________ Name_____________________________________________Date_________________

APPENDIXC:

TrainingSchedule

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GeorgeFoxIntegratedCareInternshipDoctoralInternshipinHealthServicePsychology

August2017–August2018

WeekOf: Title,Description,LiteratureReference PWC1-9willindicate

withPWC

Instructor/hr

s

August7-11,2017

OrientationtotheIntegratedBehavioralHealth

Model(4-DayTraining)

Dr.KristieKnowsHisGunInvitedBehavioralHealthProvidersfromthecommunity:Drs.Oyemaja,Fisk,Turgesen,Mauldin,Garcia,Flores,Schmidlkofer,Davis,DiFrancisco

August7-11,2017

ModelBasics

Inter-professionalConsultationRoleDescription:IntroductiontoprimarycarepsychologyLearningObjectives:StudentswillbeabletoexplaintheneedforandpurposeofIntegratedBehavioralHealthinaprimarycaresetting.Resources:Packard,E.(2007).Postgradgrowtharea:Primary-carepsychology.gradPSYCH.Retrievedfromhttp://www.apa.org/gradpsych/2007/09/primary-care.aspx.Robinson,P.J.,&Reiter,J.T.(2007).Behavioralconsultationandprimarycare:Aguidetointegratingservices.WA:Springer.

3,7 Drs.Oyemaja,Fisk,&Turgesen

August7-11,2017

PrimaryCareModel

Integratedcarevs.co-locationOpenschedule,warmhand-offs,intermittentvisitsDescription:Understandinghowtoprovideanintegratedprimarycareservice.LearningObjectives:Studentswillbeabletodescribethedifferencebetweenintegratedprimarycareandspecialtymentalhealthinawaythatapatientcouldunderstand.References:Hunter,C.L.,Goodie,J.L.,Oordt,M.S.,&Dobmeyer,A.C.(2010).Integratedbehavioralhealthinprimarycare:Step-by-stepguidanceforassessment

6,7 Dr.KristieKnowsHisGunandInvitedBehavioralHealthProvidersfromthecommunity:Drs.Fisk,Turgesen,Mauldin,Garcia,Flores,Schmidlkofer,Davis,DiFrancisco

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andintervention.DC:APA.August8,2017

InternOn-boarding–MeetingwithEE

(previouslyknownasHR)

EEDept

August7-11,2017

PatientPopulation

Familysystemsandinvolvingfamiliesintreatment.Culturalnormsfordiversepopulations.Description:Developingknowledgeandskillsformulticulturalassessmentandinterventioninworkingwithdiversepopulations.LearningObjectives:Studentswillbeabletonameatleastonepossibleculturalconsiderationforeachgroup:AfricanAmerican,Latino,AsianAmerican.References:McAuliffe,G.&Associates.(2008).Culturallyalertcounseling:Acomprehensiveintroduction.CA:SagePublications,Inc.

1,5,6 Drs.Fisk&Mauldin

August7-11,2017

Logistics:Billing,RecordKeeping,andHIPAA.

Description:ReviewHealth&BehaviorcodesMentalHealthcodes.Maintainfunctionalfocus,short-term,andcollaborative.LearningObjectives:StudentswillbeabletodefinewhatabillingcodeisandknowhowtolocatetheappropriatecodesfortheirclinicalworkReference:GFU/VG/BHCHandbooks/protocols

3,4 Dr.Turgesen

August7-11,2017

PsychopharmacologyOverview

Module2:PatientTreatmentfrombiopsychosocialperspectiveDescription:Studentsareexposedtoalistofthemostcommonlyprescribedformularyformentalhealthdisorders.LearningObjectives:Studentswillknowatleasttworesourcesforresearchingmedicationinformation.

6 Dr.Flores

August7-11,2017

Evidenced-basedinterventionsformedical

problems

Description:Reviewinterventionsforvariousproblemsincluding:insomnia,diabetes,hypertension,headaches,chronicpain,pelvicpain,obesity,asthma,smokingcessation,somatization,compliancewithdisease-specificmedicalregimen.LearningObjectives:StudentswillbeabletoreferenceatleastoneappropriateprimarycareinterventionforeachoftheabovemedicaldisordersReferences:Hunter,C.L.,Goodie,J.L.,Oordt,M.S.,&

6 Dr.Garcia&DiFrancisco

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Dobmeyer,A.C.(2010).Integratedbehavioralhealthinprimarycare:Step-by-stepguidanceforassessmentandintervention.DC:APA.

August7-11,2017

Evidence-basedinterventionsforbehavioral

healthproblems

Description:Reviewcommonmentalhealthissuesinprimarycaresettingincluding:anxiety,depression,bi-polarspectrum,substanceabuse,trauma,thoughtdisorders,ADHD,behavioralproblems,parenting.LearningObjectives:StudentswillbeabletoreferenceatleastoneappropriateprimarycareinterventionforeachoftheabovedisordersReferences:Hunter,C.L.,Goodie,J.L.,Oordt,M.S.,&Dobmeyer,A.C.(2010).Integratedbehavioralhealthinprimarycare:Step-by-stepguidanceforassessmentandintervention.DC:APA.

6 Drs.Davis&DiFrancisco

August7-11,2017

Usingpsycho-educationinprimarycare

Module3:AssessmentScreeners;open-source,efficienttoolsDescription:UseofvariousscreenerssuchasPatientHealthQuestionnaire(PHQ-9)andPatientActivationMeasure(PAM)inprimarycare.LearningObjectives:Studentswillbefamiliarwillallofthescreenersinthemanual.References:Hunter,C.L.,Goodie,J.L.,Oordt,M.S.,&Dobmeyer,A.C.(2010).Integratedbehavioralhealthinprimarycare:Step-by-stepguidanceforassessmentandintervention.DC:APA.

1,6 Dr.Mauldin&Schmidlkofer

August7-11,2017

Useofscreenersfordifferentialdiagnosis.Description:Learnvarioustoolsfordifferentialdiagnosis.LearningObjectives:Studentswillbefamiliarwillallofthescreenersinthemanualandwhentouseeach.References:Hunter,C.L.,Goodie,J.L.,Oordt,M.S.,&Dobmeyer,A.C.(2010).Integratedbehavioralhealthinprimarycare:Step-by-stepguidanceforassessmentandintervention.DC:APA.

1,6 Dr.Schmidlkofer

August7-11,2017

SpecialPopulations:Maternalmentalhealth,terminalillness,pediatrics,geriatrics,adolescents(2)Description:Exploreworkingwithspecialpatient

5,6 Drs.Fisk,Mauldin,Davis,&DiFrancisco

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population.References:Hunter,C.L.,Goodie,J.L.,Oordt,M.S.,&Dobmeyer,A.C.(2010).Integratedbehavioralhealthinprimarycare:Step-by-stepguidanceforassessmentandintervention.DC:APA.

August14-15,2017

TeachingoftheIntegratedBehavioralHealth

Model

Description:Tomaximizelearning,internswillteachacondensedorientationoftheIntegratedBehavioralHealthModeltopracticumlevelstudents.

2 GeorgeFoxIntegratedCareInternshipinterns

August16-25,2017

PMG:On-Boardingtrainings:EPICorientation,IDcardpictures,Labwork,etc.

2 PMGandVGClinics

August28,2017

Bondingactivitywithsuperviseegroup

Description:InternsandBehaviorHealthClinicpracticumstudentsmeetandengageinbondingactivatestoenhancesupervisor/superviseeexperience.BHCStudentDidacticPresentations

Description:AttenddidacticpresentationspresentedbyBHCstudents.

5,7 HeartstoHeartsRanch;GeorgeFoxCampus

Sep.4,2017

9AMInternDidactic.Topic:Reviewwiththeinternstheinternshiphandbookandplanning

aheadforthecomingyear.

PlanningsessiontosetdidactictopicsfortheyearbasedoninputfromtheInternstoaddresstheirperceivedneeds.

7 Dr.KristieKnowsHisGun(2hours)

Sep.4,2017

2PMResearchDidactic:Topic:Advocacyand

IntegratedBehavioralHealthProgram

EvaluationPART1

Description:De-briefedNationalCouncilofSchoolsinProfessionalPsychology.Discussionoffindingsofseminarsthatarticulatedtheneedforadvocacyintheintegratedbehavioralhealthandprimarycarepsychology.Discussionofprogramevaluationinprimarycaresettingsandtheimpactofbecominghealthservicepsychologists.LearningObjectives:

1.Identifythelatestresearch-basedmethodsofprogramevaluationinintegratedprimarycaresettingsasahealthservicepsychologist2.Understandthemovementoftrainingandcompetenciesduetothehealthcaresystemfor

3,8 KathleenGathercoalPhD(1hour)

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psychologistsReference:N/A

Sept.11,2017

9AMInternDidactic:SupervisionDidacticDescription:BestpracticesofclinicalsupervisionandreviewofAPAcompetencybenchmarks.References:Falender,C.A.,&Shafranske,E.P.(2008).Casebookforclinicalsupervision:Acompetency-basedapproach.DC:AmericanPsychologicalAssociation.CompetencyBenchmarksDocuments(October2009).Chapter1,pp.3-21Learning


Sept.11,2017

2PMResearchDidactic:AdvocacyandIntegrated

BehavioralHealthProgramEvaluationPART2

Description:Workingmeetingthehelptheinternsdesignaprogramevaluationfortheirclinicbasedonvariablesrelevanttotheirsetting.LearningObjectives:

1. Identifyaquestionthatwouldbenefittheclinicifanswered.

2. Designastudytoevaluatethataspectoftheprogramandcreateatimelineforimplementation.

Reference:N/A

3 KathleenGathercoalPhD(1hour)

Sept18,2017

9AMInternDidactic.Topic:Start-Up:WhattoDoandHowtoInfluencePCPsDescription:InternswillbecoachedonhowtoestablishthemselvesinaprimarycareclinicandincreasereferralsfromPCPs.LearningObjectives:

1. Identify5waystoincreasePCPreferrals2. Describeastrategicplanforthefirst3weeks

asanewBehavioralHealthProvider.Reference:BehavioralConsultationandPrimaryCare,Robinson,Patricia&Reiter,JefferyT.(2007)SpringerScience+BusinessMediaLLCChapter8,pp165-197

3 Dr.KristieKnowsHisGun(2hours)Systematicdidactic

Sept.18,2017

2PMResearchDidactic:Power

Description:Theimpactofvariouspowerdynamicsisdiscussedandthewaythesedynamicsimpactourlives


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LearningObjectives:1.Beabletodescribeeachofthepowers(1=Overt,2=Agenda,3=Hegemony)2.InterncanprovideanexampleofeachReference:Lukes,S.(2005).Power:Aradicalview.London:PalgraveMacmillan.

Sept25,2017

9AMInternDidactic.Topic:SexualdisordersandPsychotherapy(Part#1)Description:Internswilllearnabouthowhumansexualityandpsychotherapyinterface.Theywilllearnaboutthenatureandpsychotherapeutictreatmentofsexualdysfunctions,therapist-clientsexuality,sexualoffending,sexualtrauma,sexualorientationandgenderidentity,andparaphilias.LearningObjectives:Internswillbeabletoidentifyhowhumansexualitycanpresentinpatientsandpresentneedfortreatment.Theywillhaveanunderstandingoftreatmentoptionsforvarioussexualdysfunctions.Reference:Strassberg,D.S.,&Mackaronis,J.E.(2014).Sexualityandpsychotherapy.InD.L.Tolman,L.M.Diamond,J.A.Bauermeister,W.H.George,J.G.Pfaus,L.M.Ward,...L.M.Ward(Eds.),APAhandbookofsexualityandpsychology,Vol.2:Contextualapproaches(pp.105-135).Washington,DC,US:AmericanPsychologicalAssociation.doi:10.1037/14194-004

2,6 Dr.KristieKnowsHisGun(2hours)

Sept.25,2017

2PMResearchDidactic:PowerinClinics

Description:UsingLukes’3typesofpowerdynamics.Studentsareaskedtodescribethepowerdynamicswithintheirclinics.LearningObjectives:Interncanprovideexamplesofthe3typesofpowerintheirspecificclinics.Reference:Lukes,S.(2005).Power:Aradicalview.London:PalgraveMacmillan.


Oct.2,2017

9AMInternDidactic.Topic:SexualdisordersandPsychotherapy(Part#2)Description:Internswilllearnabouthowhumansexualityandpsychotherapyinterface.Theywilllearnaboutthenatureandpsychotherapeutictreatmentofsexualdysfunctions,therapist-clientsexuality,sexualoffending,sexualtrauma,sexualorientationandgenderidentity,andparaphilias.LearningObjectives:Internswillbeabletoidentifyhowhumansexualitycanpresentinpatientsand


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presentneedfortreatment.Theywillhaveanunderstandingoftreatmentoptionsforvarioussexualdysfunctions.Reference:Strassberg,D.S.,&Mackaronis,J.E.(2014).Sexualityandpsychotherapy.InD.L.Tolman,L.M.Diamond,J.A.Bauermeister,W.H.George,J.G.Pfaus,L.M.Ward,...L.M.Ward(Eds.),APAhandbookofsexualityandpsychology,Vol.2:Contextualapproaches(pp.105-135).Washington,DC,US:AmericanPsychologicalAssociation.doi:10.1037/14194-004

Oct.2,2016

2PMResearchDidactic:Powerin

Multiculturalism

Description:UsingLukes’3typesofpowerdynamics.Studentsareaskedtodescribethepowerdynamicswithintheirclinics.LearningObjectives:Interngivesexamplesofeachtypeofpowerinrelationtotheirpersonalmultipleidentities.Reference:Lukes,S.(2005).Power:Aradicalview.London:PalgraveMacmillan.


Oct.9,2017

9AMInternDidactic.Topic:GroupTherapyina

primarycaresetting.

Description:Presentationonstagesofgroupprocessasviewedbyvarioustheorists.LearningObjectives:Provideinternswithanunderstandingofthetheoriesaroundgrouptherapystages.


Oct.9,2017

2PMResearchDidactic:Post-DocConversation

Description:TheprocessforlicensureinOregonisexplainedandstrategiesforlocatinglicensureinformationaredescribed.InternsareshownwebsitesforvariousstateslicensureboardsandtheASPPB.LearningObjectives:1.Internwillbeabletoaccuratelydescribethelicensureprocess2.Internwillbeabletoidentifylicensureresourcesforvariousstates/provincesofinterest.Reference:Herman,M.&Sharer,N.(2013).TryingtoSummarizeStateLicensureLawsforPsychologists:BurialbyGrainsofSalt.TrainingandEducationinProfessionalPsychology.7(2),123–133


Oct.11,GrandRounds

EleanorGil-Kashiwabara,PsyD

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2017 (8:40-11:30)Oct.16,2017

9AMInternDidactic.Topic:SocialSkillstraininginPrimaryCare.GuestSpeaker:DanielWendler.Description:Hereviewedhisbook“ImproveyourSocialSkills(2015)”LearningObjectives:-Studentswilllearntoidentifyandaddressthe3areaswherepatientsexperiencesocialproblems.i.e.Lifestyle,MindsetandSocialSkills.


Oct.16,2017

2PMResearchDidactic:FouadCompetencies-

Part2

Description:IntroductiontotheFouadCompetencies.InternswilllearnabouttheareasofcompetencyandhowtheseareascorrespondtotheLearningObjectivesandGoalsoftheGFGDCPConsortiuminternship.LearningObjectives:1.Internwillbeabletodescribeatleastonecompetencyineachobjectivearea.2.Internswillgivetheirownself-assessmentofhowtheyaredoingineachobjectivearea.Reference:Fouad,N.A.,Grus,C.L.,Hatcher,R.L.,Kaslow,N.J.Hutchings,P.S.,Madson,M.,Collins,F.L.,Jr.&Crossman,R.E.(2009).CompetencyBenchmarks:ADevelopmentalModelforUnderstandingandMeasuringCompetenceinProfessionalPsychology.TrainingandEducationinProfessionalPsychology.Vol3(4,Suppl),


Oct.23,2017

9AMInternDidactic.Topic:PanicDisorder-APrimaryCarePerspective.AudioDigestCE.A.LeeSolomonMD,ChattanoogaTN.Description:MedicaltrainingtoimprovethediagnosisandmanagementofPanicDisorder.ThisincludesbothmedicationmanagementandCBTinterventions.LearningObjectives:-RecognizetheroleoftheAmygdalainanxiety.–DiagnosisPanicDisorderanddifferentiateitformotheranxietydisorders–ChooseaneffectivetreatmentstrategyforPanicDisorder.PrimaryReference:Cloos,J.M.(2005)ThetreatmentofPanicDisorder.CurrentOpinionPsychiatry.Jan;18(1):pp.45-50


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Oct.23,2017

2PMResearchDidactic:Description:Discussevidence-basedpracticeandmakedistinctionbetweeneffectiveresearchandefficacyresearch;andhowtoevaluatetheeffectivenessofowninterventions.LearningObjective:DescribehowanEBPfromliteraturewouldbeutilizedintheirclinicalsetting.Reference:Marczyk,G.,DeMatteo,D.,&Festinger,D.(2005).Essentialsofresearchdesignandmethodology.NJ:JohnRiley&Sons,Inc.Reportofthe2005PresidentialTaskForceonEvidence-BasedPractice.InternetWWWpage,atURL:http://www.apa.org/practice/resources/evidence/evidence-based-report.pdf(versioncurrentasofJanuary15,2013).Yanchar,S.C.,Gantt,E.F.,&Clay,S.L.(2005).Onthenatureofacriticalmethodology.TheoryandPsychology,15:27-50.


Oct.30,2017

9AMInternDidactic:ProvidingCulturallyCompetentTreatmenttoLatinoPatients.Description:Didacticexplainstheconceptsofculturalcompetence,transculturalcompetenceandculturalhumility.ThenreviewsmodelsofacculturationandracialidentitydevelopmentandendswithpracticalprimarycarestrategiesforLatinosandcommonbarrierstohealthserviceprovision.LearningObjectives:StudentswillbeabletolistatleastthreespecialconsiderationswhenworkingwithLatinoclients.PrimaryReference:Organista,K.C.(2007).Commentary:TheneedtoexplicateculturallycompetentapproacheswithLatinoclients.InJ.Muran(Ed.),Dialoguesondifference:Studiesofdiversityinthetherapeuticrelationship(pp.168-175).Washington,DCUS:AmericanPsychologicalAssociation.doi:10.1037/11500-018and32othersources

2,5,6 Dr.KristieKnowsHisGun(2hours)

Oct.30,2017

2PMResearchDidactic:DiversityPart1,Mental

HealthStigma

Description:Studentswilldiscussthediversity/minorityissuesrelatedtopeoplewith


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chronicmentalhealthissues.LearningObjectives:Identifyseveralmentalhealthstigmasandpracticehowtodiscusstheseissuesduringthecourseoftherapy.Reference:Shim,R.,Rust,G.(2013).PrimaryCare,BehavioralHealth,andPublicHealth:PartnersinReducingMentalHealthStigma.AmericanJournalofPublicHealth103(5):774

Nov.6,2017

9AMInternDidactic.Topic:PsychosocialDevelopmental:InfancythroughAdolescence.Audio-DigestCE.EveG.Spatt,MD.;IdentificationofDevelopmental-BehavioralProblemsinPrimaryCare;MobilizingResilienceandRecoveryinResponsetoAdverseChildhoodExperiences(ACE).Description:Didacticwillexplainpediatricstagesofpsychosocialdevelopment,personalityandbraindevelopmental,andprovideinformationonbuildingpatientresiliencytoencourageovercomingadversechildhoodexperiencesLearningObjectives:Beabletoidentifypsychosocialdevelopmentalfactors,stagesofdevelopmentinthepediatricpopulation,screenformentalhealthproblemsandprovideeffectivetreatment.AdditionalReferences:1).Sheldrick,R.C.,Merchant,S.,&Perrin,E.C.(2011).Identificationofdevelopmental-behavioralproblemsinprimarycare:Asystematicreview.Pediatrics,128(2),356-363.doi:10.1542/peds.2010-32612).Larkin,H.,Beckos,B.A.,&Shields,J.J.(2012).MobilizingresilienceandrecoveryinresponsetoAdverseChildhoodExperiences(ACE):ARestorativeIntegralSupport(RIS)casestudy.JournalOfPrevention&InterventionInTheCommunity,40(4),335-346.doi:10.1080/10852352.2012.707466


Nov.6,2017

2PMResearchDidactic:DiversityPart2,Mental

HealthStigma

Description:Studentswilldiscussthediversity/minorityissuesrelatedtopeoplewithchronicmentalhealthissues.LearningObjectives:Identifyseveralmentalhealthstigmasandpracticehowtodiscusstheseissuesduringthecourseoftherapy.Reference:Shim,R.,Rust,G.(2013).PrimaryCare,


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BehavioralHealth,andPublicHealth:PartnersinReducingMentalHealthStigma.AmericanJournalofPublicHealth103(5):774

Nov.8,2017

GrandRounds JeffSordahl(8:30-3:30)

Nov.13,2017

9AMInternDidactic.Topic:Dementia;Dementia/Statins,AudioDigestCE.KatherineA.Julian,MD.;CurrentPharmacologicTreatmentofDementia.Description:Strategiesforunderstandingsymptomsofdementia,screeningtools,andtreatmentoptions.LearningObjectives:Internswillbeabletorecognizetheclinicalpresentationofdementia,useappropriatescreeningtoolsfordementia,andunderstandvarioustreatmentoptions,includingpharmacologic.Reference:Qaseem,A.,Snow,V.,Cross,J.J.,Forciea,M.A.,Hopkins,R.J.,Shekelle,P.,&...Owens,D.K.(2008).Currentpharmacologictreatmentofdementia:aclinicalpracticeguidelinefromtheAmericanCollegeofPhysiciansandtheAmericanAcademyofFamilyPhysicians.AnnalsOfInternalMedicine,148(5),370-378.


Nov.13,2017

2PMResearchDidactic:MulticulturalIssuesin

Therapy

Description:Discussethnicandculturalvariablesfoundinworkingwithclients/patientsofdifferentethnicandculturalbackgrounds.Discussspecificmulticulturalissuesfoundintheprimarycaresetting.LearningObjectives:

1.Describethecomplexmodeloftheirinteraction.2.Identifysomebiasesandobstaclesinworkingwithclients/patientsfromdifferentethnic/culturalbackgroundsinprimarycareReference:Lee,C.(Ed.).(2013).Multiculturalissuesincounseling:Newapproachestodiversity(4thed.).Alexandria,VA:AmericanAssociationforCounselingandDevelopment.


Nov.20,2017

9AMInternDidactic.Topic:ObesityDescription:Discussevidence-basedtreatmentand


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managementofobesityinprimarycare.LearningObjectives:1)Understandhowbiopsychosocialfactorscanimpactweight/obesityandresponsetotreatment.2)Learnevidence-basedapproachesformanagingobesityinpatients.References:(1)APAWebsite:http://www.apa.org/pi/families/resources/primary-care/obesity-management.aspx(2)Malone,M.,Alger-Mayer,S.A.,&Anderson,D.A.(2005).Thelifestylechallengeprogram:amultidisciplinaryapproachtoweightmanagement.TheAnnalsOfPharmacotherapy,39(12),2015-2020.

Nov.20,2017

2PMResearchDidactic:Professional

DevelopmentPart1–FindingaMentor

Description:InternswillbeintroducedtoJohnston’sConstellationModelandbegintoevaluatewhattheirprofessionalneedsareandhowamentor(orseveralmentors)canassistinprofessionaldevelopment.LearningObjectives:

1.UnderstandJohnston’sConstellationModelofmentorship2.ExploreprofessionalnetworksandidentifypotentialmentorsReference:Johnson,W.B.(2007).Transformationalsupervision:Whensupervisorsmentor.ProfessionalPsychology:ResearchandPractice.38(3),259-267


Nov.27,2017

9AMInternDidactic.Topic:HeartDiseaseDescription:Internswilllearnprevalence,interventions,andassociationsofmentalhealthandheartdisease.LearningObjectives:Understandhowbehavioralhealthproviderscanplayaroleintreatmentforpatientswithheartdiseaseandpotentialassociatednegativeimpactinmental/behavioralhealth.References:(1)LeFevre,M.L.(2014).Behavioralcounselingtopromoteahealthfuldietandphysicalactivityforcardiovasculardiseasepreventioninadultswithcardiovascularriskfactors:U.S.PreventiveServicesTaskForceRecommendationStatement.AnnalsOfInternalMedicine,161(8),587-593.doi:10.7326/M14-1796(2)Rutledge,T.,Reis,V.,Linke,S.,Greenberg,B.,&Mills,P.(2006).Depressioninheartfailureameta-analyticreviewof


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prevalence,interventioneffects,andassociationswithclinicaloutcomes.JournalOfTheAmericanCollegeOfCardiology(JACC),48(8),1527-1537.

Nov.27,2017

2PMResearchDidactic:Professional

DevelopmentPart2–ProfessionalNetworking

Description:WithanunderstandingoftheConstellationModel,Internsdiscusstheirownnetworkofpersonalandprofessionalcontacts.Identifypotentialmentorstomeetspecificgoals.Discussmethodsandlimitationsofconnectingandaskingprofessionalstobecomementors.LearningObjectives:

1.Identifypersonalandprofessionalcontactsforpotentialmentorship2.Identifymethodstoaskcontactsformentorship3.IdentifylimitationsandpitfallsofmentorshipReference:Kram,K.E.&Higgins,M.C.(2008,September22).BusinessInsight(ASpecialReport);Leadership:ANewApproachtoMentoring;Thesedays,youneedmorethanasingleperson;Youneedanetwork.WallStreetJournal(EasternEdition),p.R.10.RetrievedJuly22,2009,fromWallStreetJournal.(DocumentID:1558864741).


Dec4,2017

9AMInternDidactic.Topic:HomelessnessDescription:Discussthefactorsassociatedwithhomelessness,mentalillnessandsubstanceabuse.Discussbarrierstoutilizationofhealthcareinthehomelesspopulation.LearningObjectives:

1)Understandtherelationshipamongyouthvsadulthomelessnessonset,lifetimeseriousmentalillness,andsubstanceuseproblems.2.)Understandthefactorsassociatedwithuseofandperceivedbarriostoreceiptofhealthcareamongthehomeless.References:(1)Childress,S.,Reitzel,L.R.,Maria,D.S.,Kendzor,D.E.,Moisiuc,A.,&Businelle,M.S.(2015).MentalIllnessandSubstanceUseProblemsinRelationtoHomelessnessOnset.AmericanJournalOfHealthBehavior,39(4),549-555.doi:10.5993/AJHB.39.4.11(2)Kushel,M.B.,Vittinghoff,E.,&Haas,J.S.(2001).Factorsassociatedwiththehealthcareutilizationofhomelesspersons.


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Jama,285(2),200-206.(3)Lippert,A.M.,&Lee,B.A.(2015).Stress,Coping,andMentalHealthDifferencesamongHomelessPeople.SociologicalInquiry,85(3),343-374.doi:10.1111/soin.12080

Dec.11,2017

9AMInternDidactic.Topic:ManagingDifficultBehaviorinPatientswithDementia.AudioDigestCE.AnnMorrison,PhD,RN.Description:Discussstrategiesandfactorstoimprovemanagementofbehaviorinpatientswithdementia,andimprovediagnosisandtreatmentofalcoholusedisorder(AUD)inolderadults.LearningObjectives:

1.Understandsymptomsandbehaviorsassociatedwithdementia.2.Evaluationtherelationshipbetweenbiopsychosocialfactorsandbehavioralproblemsinapatientwithdementia.3.UseappropriatescreeningtoolsfordetectingAUDinolderadults.Reference:Remington,R.,Abdallah,L.,Melillo,K.D.,&Flanagan,J.(2006).Managingproblembehaviorsassociatedwithdementia.RehabilitationNursing:TheOfficialJournalOfTheAssociationOfRehabilitationNurses,31(5),186-192.


Dec.18,2017

9AMInternDidactic.Topic:BingeEatingAudioDigestCE.RamonaG.Seidal,MD.Description:Discussdiagnosticcriteriaandfactorsthatcancontributetobinging.Discussrelationshipbetweenstressresponseandbingeeatingdisorder.LearningObjectives:Learntoaccuratelydiagnosebingeeatingdisorder,andunderstandhowstress,dietingandotherfactorstriggerbingeeating.References:Gluck,M.E.(2006).Stressresponseandbingeeatingdisorder.Appetite,46(1),26-30.doi:10.1016/j.appet.2005.05.004


Dec.25&xx,2017

ChristmasHoliday(Dec25andeither22or26)

Jan.1,2017

NewYear’sHoliday

Jan.8,2018

9AMInternDidactic.Topic:WorkingwithForeignLanguageInterpreters

Description:Discussfactorsandissuesassociatedwithusinginterpretersinpsychologicalor


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behavioralhealthpractice.LearningObjectives:Learnstrategiestocollaboratewithinterpretersinmentalhealthandbehavioralhealthencounters.Reference:Searight,H.R.,&Searight,B.K.(2009).Workingwithforeignlanguageinterpreters:Recommendationsforpsychologicalpractice.ProfessionalPsychology:ResearchAndPractice,40(5),444-451.doi:10.1037/a0016788

Jan.8,2018

2PMResearchDidactic:PlanningDidacticsfor

Spring

Description:DiscussandidentifyobjectivesofdidacticseminarsfortheSpringsemester.LearningObjectives:

N/AReference:N/A


Jan15,2018 MartinLutherKing,JrDay

Jan.22,2018

Intern/BHCSharedDidactic:Effective,culturallysensitiveInterventions

Description:Usingevidence-basedapproachinpracticewithvariousminorities.Discussionaroundhowintakesandinformedconsentmayneedtobeadjustedtoaccountforculturalneeds.Learningobjectives:Beabletodiscusstherisksandbenefitstousinglimitedself-disclosurewhenaddressingculturaldifferenceswithyourclients.

2,4,5,6,8 WinstonSeegobin,PhD(2hrs)ChairofDiversityforGFU,GDCP

Jan22,2018

2PMResearchDidactic:Individual15minute

meetingswithInterns

Description:IndividualswillmeetwithDr.Gathercoaltodiscussandconsultonrelevantprofessionaldevelopmentandclinicalissues.WorkingMeeting:1.Internswillbeabletoconsultwithfacultymemberonprofessionaldevelopmentneeds.2.NoLearningObjectives.


Jan29,2018

9AMInternDidactic:Topic:Workingwith

Adolescents

Description:Aseminaronthelatestresearch-basedinformationonbasic,healthyadolescentdevelopment.Discussionontherapeuticstancesand

2,5,6 KristieKnowsHisGun(2hours)

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interventionswhenworkingwithadolescents.LearningObjectives:

1.Understandstagesofdevelopmentandcommonissuesforadolescents2.IdentifycommonandeffectiveinterventionsintherapywhenworkingwithadolescentsReference:Solarz,A.(2002).Developingadolescents:Areferenceforprofessionals.DC:APA.

Jan.29,2018

2PMResearchDidactic:Dissertation

Presentation

Description:OneoftheInternspresentstheirdissertationLearningObjectives:1.Internswilllearnhowtoorganizeandprepareforadissertationdefense.2.InternswilllearnhowtopresentusingPowerPointandgraphs.


Feb5,2018

9AMInternDidactic.Topic:EatingDisordersinaPrimaryCareSetting,JocelynR.Lebow,PhD.Description:DiscusscharacteristicsofEatingDisordersandtreatmentinbehavioralhealthpractice.LearningObjectives:

1.RecognizespecificEatingDisorderssuchasavoidant/restrictivefooddisorder,anorexia,andbulimia.2.Performassessmentofpatientssuspectedwithaneatingdisorder3.UnderstandmedicationandtherapytreatmentoptionsforEatingDisorders


Feb5,2018


Presentation



Feb.5,2018

Mid-yearevaluations

Feb12,2018

9AMInternDidactic.Topic:SmokingCessation,MichaelJ.Hernandez,MDAudio-DigestCE;Description:Discusstheefficacyandside-effectsoftherapiesapprovedforsmokingcessation.Discuss


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theresearchusingNicotinereplacementtherapyforsmokingcessationLearningObjectives:

1.)Understandtheefficacyandsideeffectsoftherapiesapprovedforsmokingcessation.2.)Provideeffectivepsychoeducationtopatientsthinkingaboutsmokingcessation.Reference:Stead,L.F.(2012).Nicotinereplacementtherapyforsmokingcessation.CochraneDatabaseOfSystematicReviews,(11),doi:10.1002/14651858.CD000146.pub4

Feb.12,2018


Presentation



Feb.19,2017

9AMInternDidactic.Topic:SexTraffickingofUSCitizens,AudioDigestCE,JeffreyJ.Barrows,DO,MADescription:Internswilllearntoimprovemanagementandrecognitionofvictimsofdomestichumantrafficking.LearningObjectives:

1.)DescribetheextentofhumantraffickingintheUS.2.)Recognizesignsthatapatientmaybeavictimofhumantrafficking.3.)Establishrapportandaskquestionsaboutsuspectedtrafficking,andrespondappropriately.AdditionalReference:Baldwin,S.B.,Fehrenbacher,A.E.,&Eisenman,D.P.(2015).PsychologicalCoercioninHumanTrafficking:AnApplicationofBiderman'sFramework.QualitativeHealthResearch,25(9),1171-1181.doi:10.1177/1049732314557087


Feb.19,2017


Presentation



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Feb.26,2018

9AMInternDidactic.Topic:DepressioninOlderAdults,AudioDigest,CE,SidneyZisook,MD.Description:Discusshowdiagnosticfactorsandmanagementofdepressionanddementiainelderlypatients.LearningObjectives:

1)BeabletodiagnoseDepressioninelderlypatients,whiledistinguishingnormalgrief.2.)Understandpharmaceuticaltreatmentofdepressionand/orcognitiveimpairment.3.)Understandcomorbiditywithdementiaandotherdisorders,andprovideeffectivebehavioral-healthtreatmentinthispopulation.Reference:Alexopoulos,G.S.,Raue,P.J.,Kiosses,D.N.,Mackin,R.S.,Kanellopoulos,D.,McCulloch,C.,&Areán,P.A.(2011).Problem-solvingtherapyandsupportivetherapyinolderadultswithmajordepressionandexecutivedysfunction.ArchivesOfGeneralPsychiatry,68(1),33-41.doi:10.1001/archgenpsychiatry.2010.177

2,5,6 Dr.KristieKnowsHisGun(2hours)(depressionvideo)

Feb.26,2018

2PMResearchDidactic:Topic:TBA

KathleenGathercoal

PhD(1hour)

Feb.28,2018 Colloquium

TBA(8:40-11:30)

Mar.5,2018

9AMInternDidactic.Topic:DiagnosisofAdultADHD,AudioDigestCE,DavidW.GoodmanMDDescription:ReviewofdiagnosticcriteriaforADHD,prevalence,riskfactors,screeningforadultADHD,andtreatmentofADHD.LearningObjectives:

1)LearnhowtoappropriatelyscreenforadultADHD.2)UnderstandhowADHDcanimpactadultsdiagnosedwiththedisorder.References:Kessler,R.C.,Adler,L.A.,Barkley,R.,Biederman,J.,Conners,C.K.,Faraone,S.V.,&...Zaslavsky,A.M.(2005).PatternsandPredictorsofAttention-Deficit/HyperactivityDisorderPersistenceintoAdulthood:ResultsfromtheNationalComorbiditySurveyReplication.BiologicalPsychiatry,57(11),1442-1451.doi:10.1016/j.biopsych.2005.04.001


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Mar.5,2018

2PMResearchDidactic:Topic:TBA

KathleenGathercoal

PhD(1hour)

Mar.12,2018

Intern/BHCSharedDidactic:IntegrationinaBriefTherapyFormat

Description:Religiousandspiritualissuesinbriefpsychotherapy.Discusseffectiveandineffectivewaysofaddressingfaithconcernsinbriefpsychotherapy.LearningObjectives:1)Isabletoidentifyatleastoneeffectiveinterventiontoaddressfaithconcerns.2)Isabletoidentifyatleastoneineffectivewaytodiscussfaithconcerns.Reference:Aten,J.D.,McMinn,M.R.,&Worthington,E.L.,Jr.(Eds.)(2011).Spirituallyorientedinterventionsforcounselingandpsychotherapy.Washington,DC:APABooks.

2,5,6 MarkMcMinn,PhDABPP/CL(2hours)

Mar.12,2018

2PMResearchDidactic:Topic:ChiSquare

Description:ResearchmethodsrefresheranddiscussingwhentouseChiSquare.LearningObjectives:1.Internswillbeabletodefinechisquare.2.Internswillknowwhentousechisquare.Reference:Lunsford,M.L.&Dowling,A.D.(2010).Watertastetestdata.JournalofStatisticsEducation.Volume18,Number1.


Mar.19,2018

9AMInternDidactic:SupervisionDidacticDescription:NegotiatingRoleConflicts:Ifitwereeasy,itwouldn’tbecalledsupervision.Internswilldiscussthepossibleroleconflictsthatariseduringsupervisionandtheinterpersonalapproachtoresolvingthem.Learningobjectives:IdentifymarkersofRoleConflictandRoleAmbiguity.Describehowtousethesupervisoryalliancetoresolvetheseissues.References:Falender,C.A.,&Shafranske,E.P.(2008).Casebookforclinicalsupervision:Acompetency-basedapproach.DC:AmericanPsychologicalAssociation.Chapter4,pp.79-97


Mar.19,2018

2PMResearchDidactic:ProgramEvaluation

Internswillpresenttheirfindingsfromtheirprogramevaluationprojects.


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Mar26,2018 SpringBreak

Apr.2,2018

9AMInternDidactic.Topic:PainManagement:PainManagementintheInjuredWorker,AudioDigestCE,MarkR.Lentz,MDDescription:Discusswaystoimprovemanagementofpain,includingneuropathicpain.LearningObjectives:

1)Identifyfactorsthatarerelatedtopainandhowtheyareimpactingfunctioning.2)Useappropriatebehavioralhealthtreatmentstoeducatepatientsaboutpainandprovideinterventionsformanagementofpain.Reference:Dagenais,S.,Tricco,A.C.,&Haldeman,S.(2010).Synthesisofrecommendationsfortheassessmentandmanagementoflowbackpainfromrecentclinicalpracticeguidelines.TheSpineJournal:OfficialJournalOfTheNorthAmericanSpineSociety,10(6),514-529.doi:10.1016/j.spinee.2010.03.032


Apr.2,2018




Apr9,2018

9AMInternDidactic.Topic:Alcoholisminthe

OlderAdult,AudioDigestCE,MichaelI.Fingerhood,MDDescription:Reviewkeytopicsregardingalcoholuseinthealderadultpopulation.Thisincludesprevalence,physiologicaleffectsofalcoholuse,screeningtools,andmanagementstrategiesLearningObjectives:Internswilllearntoscreen/identifysignsofexcessivealcoholuse,provideeducationandbehavioralhealthinterventionsformanagementofalcoholusewithpatients.Reference:Dyson,J.(2006).Alcoholmisuseandolderpeople.NursingOlderPeople,18(7),32-35.


Apr.9,2018




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Apr.16,2018

9AMInternDidactic.Topic:PersonalityDisorder,AudioDigestCE,W.BlakeHaren,MDDescription:Discusshowvariouspersonalitydisorderscanpresentinprimarycarepatients.LearningObjectives:Internswillunderstandthebehavioralandpersonalitypresentationandsymptomsofspecificpersonalitydisorders.


Apr.16,2018

2PMResearchDidactic:Professorshipand

WorkinginAcademia

Description:Introducingprofessionalworldinacademiaandthedifferentwaystoteach.LearningObjectives:1.Internswillbeabletoaccuratelydescribetheprofessinbecominganacademicprofessor.2.Internswillbeabletoidentifythedifferenttypesofprofessorships.Reference:Joy,S.(2006).WhatShouldIBeDoing,andWhereAreTheyDoingIt?ScholarlyProductivityofAcademicPsychologists.PerspectivesonPsychologicalScience20061:346


Apr.23,2018

9AMInternDidactic.Topic:GuidelinesforTreatingDissociativeIdentityDisorder.Description:ReviewthediagnosisandtreatmentofDissociativeIdentityDisorder(DID)Objectives:

1)InternswillbeabletodiagnosisandscreenforDIDsymptoms.2)InternswillreviewconceptualizationofDID,howitcandevelop,andimpactsfunctioning.3)InternswillbeabletounderstandinterventionsandtreatmentforDID,includinglimitationswithintheprimarycaresetting.Reference:GuidelinesforTreatingDissociativeIdentityDisorderinAdults,ThirdRevision:Summaryversion.(2011).JournalofTrauma&Dissociation,12(2),188-212.doi:10.1080/15299732.2011.537248


Apr30,2018

9AMInternDidactic.Topic:Obsessive-CompulsiveDisorder

Description:Reviewaself-treatmentmethodforobsessive-compulsivedisorder.LearningObjectives:Internswillbeabletoeducatepatientsandimplementthis4-steptreatmentplanforpatientsstrugglingwithobsessive-compulsivedi


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sorder.Reference:BrainLock:FreeYourselffromObsessive-CompulsiveBehavior,byJeffreyM.Schwartz,MDandBeverlyBeyette(1997)

May7,2018

9AMInternDidactic.Topic:EliminationDisordersinChildren

Description:UnderstandthediagnosisofEnuresisandEncopresis.Reviewtreatmentoptionsforbothdisorders.LearningObjectives:

1)Internswillbeabletoappropriatelyassessanddiagnoseenuresisandencopresis.2)Provideeducationtoparentsaboutthedisorders.3)Beabletoutilizeevidence-basedinterventionsandtreatmentsforthesedisorders,includingfamilyinterventionReference:TheChildClinician’sHandbook,2ndEdition,byWilliamG.KronenbergerandRobertG.Meyer(2001)


May14,2018

9AMInternDidactic.Topic:PsychosocialInterventionsinCancer

Description:Reviewoftherationaleforpsychotherapeuticinterventionforcancerpatients,examineunderlyingthemes,comparetreatmenttechniques,andreviewevidenceforbothpsychosocialandbiomedicaloutcome.LearningObjectives:

1)Understandpsychotherapeuticinterventionsforcancerpatients,includinggrouptherapy.2.Understandcommontherapeuticthemesinthispatientpopulation.Reference:Spiegel,D.,&Diamond,S.(2001).Psychosocialinterventionsincancer:Grouptherapytechniques.InA.Baum,B.L.Andersen,A.Baum,B.L.Andersen(Eds.),Psychosocialinterventionsforcancer(pp.215-233).Washington,DC,US:AmericanPsychologicalAssociation.doi:10.1037/10402-012


May21,2018

9AMInterndidactic:SupervisionDidactic:Description:AddressingProblematicEmotions,AttitudesandBehaviors:CounselinginVersusCounselingOut.Discussionaroundidentifyingandclinicalimpairmentinstudentsandwhentocounselsomeoneoutofthefield.LearningObjectives:Studentswillbeableto


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distinguishbetweenincompetentandimpairedperformance.References:Falender,C.A.,&Shafranske,E.P.(2008).Casebookforclinicalsupervision:Acompetency-basedapproach.DC:AmericanPsychologicalAssociation.

May28,2018 MemorialDay

June4,2018

CommunityModelofCounselingPart1Description:Ibelievecliniciansshoulddevelopanawarenessoftheirsurroundingsandhowthosecommunicateconstantlywiththemselves,theirco-workersandclients.Words,meaning,language,community.Howdowemakesenseoftheworld?Whyaresingleincidentsviewedsodifferentlybydifferentpeople?Howcanweintegratecultureintoourunderstandingoflanguageandmeaning?Whatdoesitmeanto"communicatecross-culturally"?isitevenpossible?Ifso,thenhowcanaclinicianintentionallydoitwithaclient?Howcanyouhopetocommunicateeffectivelywithaclientwhoistotallydifferentfromyou?IsChomskyrightinappealingtoauniversallanguage,embeddedinhumanbehavior?Oristhereanotherapproachtoconceptualizingandpracticingcross-culturalcommunication?Reference:Habermas,Jürgen(1984)[1981].TheoryofCommunicativeActionVolumeOne:ReasonandtheRationalizationofSociety(Book).TranslatedbyThomasA.McCarthy.Boston,Mass.:BeaconPress.ISBN978-0-8070-1507-0.

2,5,6 RoyGathercoalPhD(1hourwithInternsandPracticumstudents,1hourdebriefwithinternsalone)

June11,2018

CommunityModelofCounselingPart2Description:Ibelievecliniciansshoulddevelopanawarenessoftheirsurroundingsandhowthosecommunicateconstantlywiththemselves,theirco-workersandclients.Words,meaning,language,community.Howdowemakesenseoftheworld?Whyaresingleincidentsviewedsodifferentlybydifferentpeople?


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Howcanweintegratecultureintoourunderstandingoflanguageandmeaning?Whatdoesitmeanto"communicatecross-culturally"?isitevenpossible?Ifso,thenhowcanaclinicianintentionallydoitwithaclient?Howcanyouhopetocommunicateeffectivelywithaclientwhoistotallydifferentfromyou?IsChomskyrightinappealingtoauniversallanguage,embeddedinhumanbehavior?Oristhereanotherapproachtoconceptualizingandpracticingcross-culturalcommunication?Reference:Lukes,S.(2005).Power:Aradicalview.London:PalgraveMacmillan.Habermas,Jürgen(1984)[1981].TheoryofCommunicativeActionVolumeOne:ReasonandtheRationalizationofSociety(Book).TranslatedbyThomasA.McCarthy.Boston,Mass.:BeaconPress.ISBN978-0-8070-1507-0.

June18,2018

CommunityModelofCounselingPart3Description:Ibelievecliniciansshoulddevelopanawarenessoftheirsurroundingsandhowthosecommunicateconstantlywiththemselves,theirco-workersandclients.Words,meaning,language,community.Howdowemakesenseoftheworld?Whyaresingleincidentsviewedsodifferentlybydifferentpeople?Howcanweintegratecultureintoourunderstandingoflanguageandmeaning?Whatdoesitmeanto"communicatecross-culturally"?isitevenpossible?Ifso,thenhowcanaclinicianintentionallydoitwithaclient?Howcanyouhopetocommunicateeffectivelywithaclientwhoistotallydifferentfromyou?IsChomskyrightinappealingtoauniversallanguage,embeddedinhumanbehavior?Oristhereanotherapproachtoconceptualizingandpracticingcross-culturalcommunication?Reference:Lukes,S.(2005).Power:Aradicalview.London:PalgraveMacmillan.Habermas,Jürgen(1987)[1981].TheoryofCommunicativeActionVolumeTwo:LifeworldandSystem:ACritiqueofFunctionalistReason(Book).


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TranslatedbyThomasA.McCarthy.Boston,Mass.:BeaconPress.ISBN0-8070-1401-X.

June25,2018

CommunityModelofCounselingPart4Description:Ibelievecliniciansshoulddevelopanawarenessoftheirsurroundingsandhowthosecommunicateconstantlywiththemselves,theirco-workersandclients.Words,meaning,language,community.Howdowemakesenseoftheworld?Whyaresingleincidentsviewedsodifferentlybydifferentpeople?Howcanweintegratecultureintoourunderstandingoflanguageandmeaning?Whatdoesitmeanto"communicatecross-culturally"?isitevenpossible?Ifso,thenhowcanaclinicianintentionallydoitwithaclient?Howcanyouhopetocommunicateeffectivelywithaclientwhoistotallydifferentfromyou?IsChomskyrightinappealingtoauniversallanguage,embeddedinhumanbehavior?Oristhereanotherapproachtoconceptualizingandpracticingcross-culturalcommunication?Reference:Keith-Spiegel,P.,Sieber,J.,&Koocher,G.P.(2010).Respondingtoresearchwrongdoing:Auser-friendlyguide.Availableat:www.ethicsresearch.comHuserl,Edmund.1960[1931]CartesianMeditations.Cairns,D.,trans.Dordrecht:Kluwer.


July2,2018

9AMInternDidactic:Suiciderisk

assessment/response

Description:Evidence-basedcompetencygoalsandtraininginsuicideriskassessment.LearningObjectives:1)Knowinghowtoprovidesuicideriskassessments.2)Beingabletoidentifyatleast3competenciesfortraining.Reference:Cramer,R.J.,Johnson,S.M.,McLaughlin,J.,Rausch,E.M.,&Conroy,M.A.(2013).Suicideriskassessmenttrainingforpsychologydoctoralprograms:Corecompetenciesandaframeworkfortraining.TrainingandEducationinProfessionalPsychology,7(1):1-11.


July9, 9AMInternDidactic:Topic:FeedingandWeight 3,6 Dr.KristieKnowsHis

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2018 RestorationOutcomesinAnorexiaNervosa

Description:Researchfocusedonfeedingandrefeedingcomplicationoutcomesforpatientswithanorexianervosa.LearningObjectives:

1)Understandfactorsandissuesregardingtreatmentofanorexianervosa.2)Utilizeamultidisciplinaryapproachasadvisedbytheresearchtoencouragepatientimprovements.Reference:Redgrave,G.W.,Coughlin,J.W.,Schreyer,C.C.,Martin,L.M.,Leonpacher,A.K.,Seide,M.,&...Guarda,A.S.(2015).Refeedingandweightrestorationoutcomesinanorexianervosa:Challengingcurrentguidelines.InternationalJournalofEatingDisorders,48(7),866-873.

Gun(2hours)

July9,2018

9AMInternDidactic:InternPresentsTopic 7 Intern:

July16,2018

9AMInternDidactic:InternPresentsTopic

7 Intern:

July23,2018

9AMInternDidactic:InternPresentsTopic

7 Intern:

July30,2017

NCSPP/APA

George Fox Integrated Care Internship...3 Program Overview The George Fox Integrated Care Internship...

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