Program Philosophy and Goals                                                           

Scientist-Practitioner Training in Health Service Psychology

The internship is designed to provide the capstone of training for entry-level independent professional psychological practice. Belar and Perry (1992), in their report on the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology, stated that the scientist-practitioner model involves the "application of scientific thinking and behavior to problem-solving and hypothesis-testing in practice." (p. 73). We strive to help our trainees implement evidence-based practice. We value attention and responsiveness to data from multiple sources, including published group research and individual consumers. Our clients use symptom inventories each session to help us monitor progress. We hope that a commitment to scholarly inquiry will foster lifelong learning.

An additional overarching aim of the internship is to help interns establish multicultural competence. Our intersecting identities affect our experiences and inform our worldviews. Along with our profession’s collective values, our lived experiences and related assumptions inform our work.  As part of interns’ commitment to grow in multicultural knowledge, values, and skill, we require them to engage in exploration of the ways that their identities, experiences, and assumptions inform their work. We strive to training in a manner consistent with APA’s Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for psychologists.

The structure of the curriculum and our exit criteria are informed by the Competency Benchmarks Model (Fouad, Grus, Hatcher, Hutchings, Madson, Collins, & Crossman, 2009).  Based on a consensual process involving multiple constituencies invested in psychology training, Fouad et al. (2009) articulated competencies psychologists need to effectively serve the public.  We have incorporated these competencies, which closely parallel the competencies that have been identified within the recently adopted Standards of Accreditation, into our internship.  

  • American Psychological Association (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 377-402.
  • APA Presidential Task Force on Evidence-Based Practice (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.
  • Belar, C.D., & Perry, N.W. (1992). National conference on scientist-practitioner education and training for the professional practice of psychology. American Psychologist, 47(1), 71-75.
  • Fouad, N.A., Grus, C.L., Hatcher, R.L., Kaslow, N.J., Hutchings, P.S., Madson, M., Collins, F.L., & Crossman, R.E. (2009).  Competency benchmarks:  A developmental model for understanding and measuring competence in professional psychology.  Training and Education in Professional Psychology. 3, 5-26.

Competencies, Goals, and Objectives

 

FOUNDATIONAL COMPETENCIES

 

GOAL -  Interns will:

EXIT CRITERION

  1. Professional Values and Attitudes

Demonstrate behavior and comportment that reflects values and attitudes of psychology.

Minimum of two of three central evaluators/ supervisors agree that intern is ready for independent practice of this competency.

Objectives - Interns:

a.      integrity - Interns demonstrate integrity.

b.      deportment – Interns conduct themselves professionally.

c.      cultural awareness - Interns demonstrate knowledge, awareness, and skill with regard to individual and cultural diversity (ICD).

d.      accountability – Interns accept personal responsibility across settings.

e.      concern for the welfare of others – Interns act to safeguard the well-being of others.

f.       scientific orientation - Interns demonstrate a scientific orientation toward psychological knowledge.

 

 

GOAL - Interns will:

EXIT CRITERION

2.  Reflective Practice

Demonstrate reflective practice and self-assessment, accessing internal and supervisory resources to enable them to develop and maintain competence and to function within their limits.

Minimum of two of three central evaluators/ supervisors agree that intern is ready for independent practice of this competency.

Objectives - Interns:

a.   demonstrate reflectivity in professional practice.

b.   accurately self-assess their competence.

c.   self-monitor and adjust promptly when disruptions occur.

d.   independently seek consultation or supervision when needed.

e.
   reflect on and articulate how their individual and cultural identities and those of the people they serve influence the interns’ professional work.

 


 

GOAL - Interns will:

EXIT CRITERION

3.  Individual and Cultural Diversity (ICD)

Demonstrate awareness, sensitivity, and skill in working professionally with diverse individuals, groups, and communities who represent a broad range of cultural and personal identities.

Minimum of two of three central evaluators/ supervisors agree that intern is ready for independent practice of this competency.


Objectives - Interns:

a.   Interns monitor and apply knowledge of self as a cultural being in assessment, treatment, and consultation.

b.   monitor and apply knowledge of others as cultural beings in assessment, treatment, and consultation.

c.   use knowledge of the role of culture in their interactions to monitor and improve their effectiveness as professionals. 

d.   demonstrate awareness of the effects of the interactional effects of oppression and privilege.

 e.   apply knowledge, skills, and attitudes regarding ICD in their understanding of and/or generation of research.


 

GOAL - Interns will:

EXIT CRITERION:

4.  Ethical and Legal Standards

Apply an ethical decision-making model that guides their professional practice, based on the APA ethics code and relevant legal standards.

Minimum of two of three central evaluators/ supervisors agree that intern is ready for independent practice of this competency.

Objectives - Interns:

a.   demonstrate advanced knowledge of the APA Code of Ethics and other relevant ethical and legal standards.

b.   independently utilize an ethical decision-making model in professional work.

c.   independently integrate ethical and legal standards with all competencies.

 

 

GOAL - Interns will:

EXIT CRITERION:

5.  Communication and Interpersonal Skills

Relate effectively and meaningfully individuals, groups, and communities.

Minimum of two of three central evaluators/ supervisors agree that intern is ready for independent practice of this competency.

Objectives - Interns:

a.   develop and maintain effective relationships with a wide range of individuals, colleagues, and organizations.

b.   manage difficult communication.

c.   communicate verbally, non-verbally, and in writing succinctly and meaningfully.

d.   demonstrate awareness of ways that ICD influences communication processes.

e.   share science-informed perspectives with a range of audiences.

 

 

GOAL - Interns will:

EXIT CRITERION:

6.  Research

Understand and apply techniques of data collection, analysis, and interpretation, and consistently integrate findings from scientifically derived knowledge into practice.

Minimum of two of three central evaluators/ supervisors agree that intern is ready for independent practice of this competency.

Objectives - Interns:

a.   demonstrate knowledge of core sciences.

b.   apply knowledge gleaned from the corpus of knowledge in their professional work.

c.   apply scientific methods of evaluating practices, interventions, and programs.

d.   evaluate treatment progress and modify planning as indicated.

e.   assess the effectiveness of their outreach and organizational consultation interventions.

f.   demonstrate integrated awareness of ICD in their approach to scientific endeavors.

 

FUNCTIONAL COMPETENCIES

 

GOAL - Interns will:

EXIT CRITERION:

7.  Evidence-based Practice:  Assessment

Assess and diagnose problems, capabilities, and issues for individuals, groups, and organizations, based on the integration of research and clinical expertise.

Minimum of two of three central evaluators/ supervisors agree that intern is ready for independent practice of this competency.

Objectives - Interns:

a.   understand the strengths and limitations of various assessment approaches.

b.   integrate consideration of ICD into the assessment and case formulation process.

c.   select and administer assessment tools and integrate information to accurately evaluate presenting issues.

d.   communicate results in written and verbal form clearly, constructively, and accurately.

e.   assign reliable and accurate diagnoses.

f.    develop recommendations that are linked to diagnoses and case conceptualizations.

 

 

GOAL - Interns will:

EXIT CRITERION:

8.  Evidence-based Practice:  Intervention

Intervene to alleviate suffering and promote health of individuals, groups, and organizations, based on the integration of research and clinical expertise.

Minimum of two of three central evaluators/ supervisors agree that intern is ready for independent practice of this competency.

Objectives - Interns:

  1. independently develop case conceptualizations and identify and implement linked interventions.
  2. demonstrate integration of ICD awareness in the delivery of interventions.

c.   demonstrate good judgment in delivering interventions in challenging circumstances.

d.   implement evidence-based treatments with integrity and flexibility.

 e.   evaluate the effectiveness of their interventions and modify them as needed.

 

 

GOAL - Interns will:

EXIT CRITERION:

9.  Evidence-based Practice:  Consultation and Interdisciplinary Collaboration

Provide assistance and expert guidance in response to individual and organizational needs, in collaboration with other professionals, based on the integration of research and professional expertise.

Minimum of two of three central evaluators/ supervisors agree that intern is ready for independent practice of this competency.

Objectives - Interns:

  1. determine situations that require different role functions and shift roles accordingly.  

b.   identify appropriate means by which to assess consultation and referral questions.

c.   integrate awareness of ICD into the consultation role.

d.   deliver assessment summaries and recommendations appropriately.

e.   apply findings in literature to provide effective consultation services.

f.    display respect for contributions of other professions.

g.    display skills that support interdisciplinary team functioning.

h.   evaluate progress and modify interventions as needed.

i.     promote change at the systems level.

 

 

GOAL - Interns will:

EXIT CRITERION:

10.  Supervision

Provide supervision and training in the professional knowledge base enhancing the professional functioning of others.

Supervisor of supervision indicates that the intern is capable of enhancing the professional knowledge base of peers and /or supervisees.

Objectives - Interns:

a.   understand the ethical, legal, and contextual issues of the supervisor role.

b.   demonstrate knowledge of supervision models and practices.

c.   assess their effectiveness by eliciting supervisee feedback and by observing supervisee performance.

d.  demonstrate integration of ICD awareness in the supervision process

e.  provide effective supervised supervision to less advanced students and /or consultation to peers.

 



We train in a manner consistent with the University of Iowa Human Rights Policy http://www.uiowa.edu/~our/opmanual/ii/03.htm.  Our training program will provide the opportunity and requirement for trainees to acquire and/or deepen their competence to work with people who represent a full range of diverse identities, including the range of sexual orientations and gender identities.  All of our trainees are required to engage in learning about the range of multicultural competencies, and trainees must demonstrate willingness to serve people who represent the full range of identities.  Refusal to engage in these efforts, or in the case of internship, failure to reach the exit criteria identified for the competencies, may result in dismissal from the program.

*We define cultural diversity as personal or social identities based in cultural, individual, group, or role differences including, but not limited to, those based on race, ethnicity, age, sexual orientation, mental health status, relational and family status, religion, spirituality, language, nationality, citizenship status, social class, economic status, veteran status, disability and ability, gender identity and expression, body type and size, as well as diverse ideas, values, and lifestyles. 

The internship has been accredited by the American Psychological Association (APA) since 1979. To verify the current status, please feel free to contact the APA Commission on Accreditation at the following address:

Office of Program Consultation and Accreditation
American Psychological Association
750 First St NE
Washington DC 20002-4242
Phone: (202) 336-5979
FAX: (202) 336-5978
apaaccred@apa.org

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