George Fox University
Graduate Department of Clinical Psychology Internship
Consortium
APPIC Member, Doctoral Internship in Clinical Psychology
Intern Handbook
2016-2017
George Fox University
501 N. Villa Road
Newberg, OR 97132
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Table of Contents
TABLE OF CONTENTS ....................................................................................................................... 2 PROGRAM OVERVIEW ...................................................................................................................... 3 GEORGE FOX BEHAVIORAL HEALTH CLINIC (GFBHC) ......................................................................... 4 GEORGE FOX UNIVERSITY (GFU) .................................................................................................................. 4 PROVIDENCE MEDICAL GROUP (PMG) ........................................................................................................ 5 FACILITIES ................................................................................................................................................................ 7 TRAINING MODEL AND PROGRAM PHILOSOPHY ................................................................. 7 GOALS AND COMPETENCIES ............................................................................................................................. 8 PROFESSIONAL FOCUS AREAS ..................................................................................................................... 12 ESTIMATED WEEKLY SCHEDULE .................................................................................................................. 12 POLICIES AND PROCEDURES ..................................................................................................... 13 APPLICATION FOR INTERNSHIP ..................................................................................................................... 14 STATEMENT OF NON-DISCRIMINATION..……………………………………………………..14
APPLICATION PROCEDURES……………………….……………...……………………….…15
REQUIREMENTS FOR SELECTION ................................................................................................................. 15 START AND END DATES ................................................................................................................................... 15 SALARY, BENEFITS, AND ADMINISTRATIVE SUPPORT ......................................................................... 15 SUPERVISION AND DIDACTICS ....................................................................................................................... 15 STAFF ...................................................................................................................................................................... 16 ORIENTATION TO INTERNSHIP ....................................................................................................................... 16 INTERNSHIP COMPLETION CRITERIA .......................................................................................................... 16 EVALUATIONS ....................................................................................................................................................... 17 WORKING HOURS ............................................................................................................................................... 18 SELF-STUDY ......................................................................................................................................................... 18 VACATION AND SICK LEAVE ........................................................................................................................... 18 EXTENDED ABSENCE ........................................................................................................................................ 18 ACADEMIC INTEGRITY ....................................................................................................................................... 19 CLINICAL SUITABILITY CONCERNS .............................................................................................................. 19 Concerns and Grievance Process ................................................................................................................. 19 Appeal Process .................................................................................................................................................... 21 Complaints Against Fellow Interns ............................................................................................................ 21 Complaints Against Training Director, Staff Person or Supervisor ............................................. 23 SEXUAL HARASSMENT POLICY ..................................................................................................................... 24 COMMUNITY ASPIRATIONS ............................................................................................................................. 24 GDCP CONSORTIUM, EVALUATION OF INTERN… ................................................... 26
INTERN REMEDIATION PLAN…………………………………………………………34
INTERN EVALUATES SUPERVISOR……….......………………………………………….40
EVALUATION OF INTERNSHIP ..................................................................................................... 33 TRAINING/DIDACTIC SCHEDULE……………….………………………………..………..49
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Program Overview
The George Fox University Graduate Department of Clinical Psychology
Internship Consortium operates under the auspices of the GFU Graduate
Department of Clinical Psychology (GDCP), which offers a PsyD degree in
clinical psychology accredited by the American Psychological Association’s
Commission on Accreditation. The GDCP mission is:
To provide excellent education and training for future clinical
psychologists who will provide outstanding professional services to
their clients and agencies, and demonstrate special expertise when
working with clients desiring a spiritual dimension, especially that
characteristic of the Christian community.
The spiritual mission of the GDCP—deeply rooted in GFU’s Quaker identity—
operates from a position of respect for all people, commitment to understanding
and celebrating human diversity, and adherence to prevailing ethical standards
articulated by the American Psychological Association (APA).
The doctoral internship program was initiated in 2011 and became a member of
APPIC the same year. It was developed in recognition of the GDCP’s strategic
role in innovative models of professional practice, especially those involving
integrated services in primary care settings and short-term psychotherapy
interventions. In addition to providing training for a cohort of interns each year,
the internship contributes to workforce development for integrated healthcare.
Nationally, there is a shortage of trained psychologists functioning as
behaviorists in the primary care medical setting.
The internship participates in the Association of Psychology Postdoctoral and
Internship Centers (APPIC) Match. Preference is given to applicants completing
their doctoral work at George Fox University.
The GDCP doctoral internship program provides training for assessing and
treating a wide range of psychological problems, including mood and anxiety
disorders, co-occurring disorders, trauma, eating disorders and other behavioral
health conditions. Interns receive training at the George Fox Behavioral Health
Clinic (GFBHC) located in Newberg, Oregon, as well as medical clinics, operated
by Providence Medical Group, located in Portland, Oregon and the Virginia
Garcia Memorial Health Centers (VG), located in various locations in Yamhill and
Washington Counties.
The goal of the internship is to equip interns to be generalist clinicians with
competence in behavioral health integration, which will be developed during the
interns’ major training in primary care psychology. The focus of trainings for the
year are in the areas of Scientific Knowledge and methods, Individual and
Cultural Diversity, Interdisciplinary systems, Clinical Intervention, and
Supervision. Didactic trainings in all 5 of these focus areas and supervision
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duties will take place in at the GFBHC. Application of the clinical skills will take
place onsite at the various Primary Care clinics that are part of our consortium.
Intern Weekly Schedule
All interns will spend 4 days per week (Tuesday through Friday) in the primary
care setting of the internship consortium, with each intern placed at a different
primary care clinic. All clinics are located in the Portland Metropolitan area or in
Yamhill County. Interns spend approximately 32 hours per week at their
respective sites providing Behavioral Health Consultation and other activities as
directed by the clinic Behaviorists. These Behaviorists are all licensed
psychologists who are full-time employees of their respective clinics. The Virginia
Garcia/Providence psychologist/behaviorist provides a minimum of 2 hour of
individual supervision for the interns in addition to observation, role-modeling and
mentoring. The interns will participate in the therapy/assessment training and
supervision activities 1 day per week (Monday) at the George Fox Behavioral
Health Clinic.
George Fox Behavioral Health Clinic (GFBHC)
The George Fox Behavioral Health Clinic (GFBHC) is a minimal-cost mental
health clinic designed to provide services to the uninsured and underinsured
citizens of Yamhill County and the surrounding area. It is located in the semi-rural
community of Newberg, Oregon. The GFBHC offers services to those with
chronic as well as acute mental health issues, typically ages 6 and older.
Therapy is short-term with focus on addressing current problems in the clients’
lives and helping them plan for the future using time-limited therapy techniques.
Treatment is provided in the form of individual, couple, family, or group therapy.
The GFBHC also offers a variety of psychological assessments for a variety of
concerns. Interns spend one day each week at the GFBHC which includes 4
hours (minimum) of supervision and training activities.
George Fox University (GFU)
George Fox is Oregon's nationally recognized Christian university, providing
students with personal attention, global opportunities to learn and serve, and a
supportive community that encourages academic rigor and spiritual growth.
George Fox University offers bachelor’s degrees in more than 40 majors, adult
degree programs, five seminary degrees, and 12 master’s and doctoral degrees.
George Fox is accredited by the Northwest Commission on Colleges and
Universities, and has grown rapidly in the last two decades - both in reputation
and facilities. U.S. News & World Report for 19 years has named George Fox
"One of America's Best Colleges". In 2010-11 Forbes ranked George Fox in the
top 150 colleges in America and among the nation's top Christian colleges. In
2005, George Fox ranked in the top tier in the category of Best Universities Master's, West Region. National recognition has also come from the John
Templeton Foundation, which selected George Fox as one of 100 in its Honor
Roll of Character-Building Colleges. GFU strives to prepare students spiritually,
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academically, and professionally to think with clarity, act with integrity, and serve
with passion. More than 3,400 students attend classes on the university’s
residential campus in Newberg, at its Portland and Salem centers, and at other
teaching sites in Oregon.
The Doctor of Psychology (PsyD) program follows a professional (practitionerscholar) model and is designed to prepare licensed, professional psychologists.
The professional model is distinguished from the scientist-practitioner model
leading to the PhD. While the PsyD degree provides training in the scientific
foundations of psychology and in research methods and statistics, it places
greater emphasis on the development of clinical skills. Since the initial
endorsement of the doctor of psychology degree by the American Psychological
Association in 1979, the professional model has been incorporated into the
training programs of many universities and professional schools. The Graduate
Department of Clinical Psychology (GDCP) of George Fox University is fully
accredited by the American Psychological Association.
Providence Medical Group (PMG)
Providence Medical Group is a division of Providence Health and Services in
Oregon, a not-for-profit network of hospitals, health plans, physicians, clinics,
home health services and affiliated health services. As part of the greater
Providence Health and Services (PHS), which functions in Alaska, Washington,
Oregon, Montana and California, PHS has a tradition of caring that the Sisters of
Providence began more than 150 years ago. PHS strives to “reveal God’s love
for all, especially the poor and vulnerable, through compassionate service”. The
core values of PHS are Respect, Compassion, Justice, Excellence and
Stewardship. There are 70 primary care clinics and 550 providers within the PMG
system. The Providence clinics are in the process of implementing the Medical
Home model of primary care, which includes the integration of behavioral health
services provided by licensed psychologists. PMG has supported a training
relationship with the GFU GDCP in their primary care clinics and regional
hospital located in the Newberg service area, over the past several years. This
has included practicum training for GDCP students, an Emergency Department
consultation service staffed by GDCP faculty and students, and an ongoing
professional alliance with the GDCP Department Chair, Dr. Mary Peterson.
One intern is placed at each of three Providence Medical Group clinics within the
Portland-Metropolitan area. Interns spend 32 hours per week in the primary care
role, which includes direct service provision for patients from a wide demographic
and diagnostic range, opportunities for case consultation, observation of
psychologists and primary care physicians and professional mentoring by
supervising psychologists. The supervising psychologist is a faculty member at
George Fox University. The Providence psychologist provides a minimum of 2
hours of individual supervision for the interns each week. Each PMG Intern will
rotate to a second clinic midway through the year to expand the intern’s learning
opportunities and allow the intern to work with different staff members and
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populations. Not every Providence Clinic has an on site behaviorist (yet) and the
on-site supervisor (Dr. Casillas) will travel to interns at their clinic to conduct
supervision and observe the intern performing their duties. Dr. Casillas also has
access to all medical records via the integrated medical record system. Dr.
Casillas can be contacted by phone, email or messaging system at any time of
the business day. Should she not be available, Dr. Kristie Knows His Gun can be
reached by phone as a back-up. Also, while Dr. Casillas is the official on-site
supervisor, many clinics do have one or more licensed psychologists in the
building. Each clinic also has a large staff of medical and behavioral health
providers that includes: physicians, medical assistants, physician’s assistants,
licensed social workers, coordinated care counselors and nurses. These staff are
also available to help interns with issues that may arise.
Virginia Garcia Medical Centers (VG)
From website: “Virginia Garcia provides healthcare services to more than 35,000
patients a year in Washington and Yamhill Counties at our four primary care
clinics and pharmacies, three dental offices, and three school-based health
centers. We also provide outreach to schools, community health fairs and to
migrant and seasonal farmworkers at local camps and commercial nurseries
through our mobile clinic. Virginia Garcia focuses on providing a medical home
for our patients – that is, we provide delivery of preventive primary health care for
the whole family. Our focus is on getting our patients well and keeping them
healthy by providing education and a strong rapport with providers. Physicians,
nurse practitioners, physician assistants, nurses, case managers, behavioral
therapists and medical assistants make up the core medical team.”
The VG intern will cover the 2 Yamhill County clinics of Newberg and
McMinnville. They will spend 1 day in Newberg and 3 days in McMinnville unless
there is an advantage for training for the intern to be at one of the clinics more or
less. The intern will spend 32 hours per week in the primary care role, which
includes direct service provision for patients from a wide demographic and
diagnostic range, opportunities for case consultation, observation of
psychologists and primary care physicians and professional mentoring by
supervising psychologists. The supervising psychologist is a faculty member at
George Fox University. The VG psychologist provides a minimum of 2 hours of
individual supervision for the interns each week.
Location
George Fox University is situated in the heart of the Willamette Valley, 23 miles
south of Portland which is Oregon’s largest city and cultural center. Newberg is a
semi-rural community of approximately 20,000 residents. Portland is Oregon’s
largest city, with a population nearing 600,000. Portland is a progressive city with
a variety of museums, coffee shops, Saturday Market, the Waterfront, and the
Portland Trailblazers (see http://www.portlandonline.com/). Mount Hood is
approximately one hour east of Portland, offering a variety of winter sports. The
Oregon coast is a 75-minute drive west of Newberg. The state of Oregon
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features 96,981 square miles of diverse terrain such as the Columbia River
Gorge, the Cascade Mountain Range and high-desert country.
Facilities
The Behavioral Health Clinic operates in a renovated facility that shares a
parking lot with the GFU Villa Academic Center, where the GDCP is located. The
close proximity to the GDCP allows for frequent interaction with faculty and
students in the doctoral program. Interns share office space in the BHC.
The Providence Medical Group and Virginia Garcia clinics have developed an
integrated care model where providers share exam rooms and a limited number
of offices for behaviorists and interns. Consultation and short-term therapy
services are provided in exam rooms or offices, depending on office needs and
staffing patterns determined at the time of service.
Training Model and Program Philosophy
The Graduate Department of Clinical Psychology (GDCP) provides professional
training following a practitioner-scholar model (sometimes referred to as the
professional or Vail model). Like the doctoral curriculum, the internship is
designed to promote the Competency Model of Training promulgated by the
National Council of Schools and Programs of Professional Psychology (NCSPP).
Those successfully completing the internship should know and exemplify high
standards of legal, ethical, and professional conduct. They should be able to
provide a wide variety of clinical services, including assessment and
psychotherapy, with individuals of many ages and from diverse ethnic, cultural,
religious, and social backgrounds.
The GDCP doctoral program in clinical psychology is accredited by the APA’s
Commission on Accreditation. While the doctoral internship is not yet accredited,
we are striving towards that goal and our accreditation status is listed as “under
review”. We are currently members in the Association of Psychology
Postdoctoral and Internship Centers (APPIC) directory, and follow all APPIC
guidelines.
The GDCP faculty and administration at George Fox University believe that as
psychologists, our responsibility is to help people understand the benefits and
limitations of psychological interventions. Related goals are to promote
understanding of psychology within the Christian community, and the importance
of religious and spiritual issues within psychology. Graduates should be able to
work effectively with Christian ministry professionals as well as those in other
human sectarian and nonsectarian service professions.
The GDCP is a member of the National Council of Schools and Programs of
Professional Psychology (NCSPP). This organization has been instrumental in
articulating those areas in which practicing psychologists should show
competency. The GDCP ascribes to the NCSPP competency model, and so
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works to promote competency in the following eight areas.
•
•
•
•
•
•
•
•
Establishing therapeutic relationships
Employing effective psychotherapeutic interventions
Demonstrating expertise in psychological assessment instruments
Demonstrating knowledge and skills in consultation and education
Demonstrating knowledge and skills in providing clinical supervision and
practice management
Understanding the importance of all forms of diversity in psychological
practice
Demonstrating knowledge and skills to analyze and conduct applied
research including program evaluation
Demonstrating knowledge and skills important for consultation and
continuing educational growth.
In addition to these general practice guidelines, the George Fox University
internship seeks to foster specific competencies in the professional areas most
relevant to Integrated Behavioral Health care. The following section lists these
competencies in detail.
Goals and Competencies
The internship, per APA regulations, provides competency-based training in a
variety of 9 areas essential to the development of psychologists in training. With
these 9 Profession-Wide Competency (PWC) areas, the interns are expected to
develop competencies specific to the primary care setting. The following are the
goals and competencies specific to our program:
Profession-Wide Competency #1: Research
Training Objective: Produce new professionals who can independently access
research and apply scientific methods to practice.
Competencies Expected:
1. Independently accesses and applies scientific knowledge & skills appropriately and
habitually to the solution of problems,
2. Readily presents own work for the scrutiny of others,
3. Demonstrates advanced level of knowledge of and respect for scientific knowledge
of the basis for behaviors,
4. Reviews scholarly literature related to clinical work and applies knowledge to case
conceptualization,
5. Effectively Applies EBP concepts in practice,
6. Critically Compares and contrasts EBP approaches with other theories and
interventions in the context of case conceptualization and treatment planning.
PWC #2: Ethical and legal standards
Training Objective: Produce new professionals who can independently identify
ethical and legal concerns and effectively respond to them.
Competencies Expected:
1. Independently recognizes and manages special circumstances and potential ethical
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issues
2. Uses good judgment about unexpected issues, such as crises, confrontation, etc.
3. Demonstrates awareness of potential conflicts in complex ethical and legal issues
when conducting supervision
4. Spontaneously and reliably identifies complex ethical and legal issues when
conducting supervision and analyzes and proactively addresses them
5. When unsure of how to proceed when confronted with an ethical dilemma, will
reliably seek consultation with supervisor or other appropriate expert.
6. The intern is familiar with the relevant laws and statutes pertaining to the practice of
psychology in the setting and region they are working in.
PWC #3: Individual and Cultural Diversity (ICD)
Training Objective: Produce new professionals who can independently monitor and
apply knowledge of self and others as an ICD-being and consider the intersecting
and complex dimensions of diversity.
Competencies Expected:
1. Independently articulates, understands, and monitors own cultural identity in
relation to work with others,
2. Regularly uses knowledge of self to monitor and improve effectiveness as a
professional
3. Critically evaluates feedback and initiates consultation or supervision when
uncertain about diversity issues content
4. Regularly uses knowledge of the role of culture in interactions to monitor and
improve effectiveness as a professional
5. Critically evaluates feedback and initiates consultation or supervision when
uncertain about diversity issues with others
6. Articulates an integrative conceptualization of diversity as it impacts clients, self &
others (e.g., organizations, colleagues, systems of care)
7. Uses culturally relevant best practices
PWC #4: Professional values, attitudes, and behaviors
Training Objective: Produce new professionals who behave in responsible and
professionally effective ways that represent the field of psychology with honor.
Competencies Expected:
1. The Intern follows the policies of their clinic/agency
2. The Intern is consistently on time to appointments and meetings and communicates
well about absences and time-off.
3. The Intern finishes their paperwork in a timely fashion
4. The Intern's written work is at a professional-level of quality
5. The Intern is prepared for all meetings and appointments
6. The Intern demonstrates the appropriate professional presentation (clothing,
posture, language, hygiene, politeness) for the setting in which they are working.
7. Habitually adapts one’s professional behavior in a culturally sensitive manner, as
appropriate to the needs of the client, that improves client outcomes and avoids
harm.
8. Regularly uses knowledge of others to monitor and improve effectiveness as a
professional
PWC #5: Communication and Interpersonal Skills
Training Objective: Produce new professionals who can effectively function within a
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clinical setting.
Competencies Expected:
1. Communicates effectively with individuals from other professions
2. Independently articulates, understands, and monitors multiple cultural identities in
interactions with others
3. Seeks consultation with regard to addressing individual and cultural diversity as
needed
4. Writes a high quality case summary incorporating elements of evidence-based
practice and presents it for peer review and discussion
5. Seeks consultation when necessary
6. The intern can create effective working relationship with all the staff at their site(s)
PWC #6: Assessment
Training Objective: Produce new professionals who can effectively perform
comprehensive assessments and screenings and clearly report the results.
Competencies Expected:
1. Accurately assesses presenting issues taking in to account the larger life context,
including diversity Issues
2. Effectively selects appropriate assessment/screening tools that fit the presenting issue
3. Effectively and accurately performs various screening and assessment procedures
4. Uses assessment data to conceptualize cases independently and accurately
5. Writes a professional-caliber report that correctly and clearly integrates the assessment
data into a diagnosis with patient-specific recommendations.
PWC #7: Intervention
Training Objective: Produce new professionals who can independently plan and
provide effective interventions.
Competencies Expected:
1. Presents rationale for intervention strategy that includes empirical support and can
defend their reasoning well
2. Independently selects an intervention or range of interventions appropriate for the
presenting issue(s)
3. Develops rapport and relationships with wide variety of clients
4. Effectively delivers interventions
5. Independently and effectively implements a typical range of intervention strategies
appropriate to practice setting
6. Terminates treatment successfully
7. Independently assesses treatment effectiveness & efficiency
8. Critically evaluates own performance in the treatment role
PWC #8: Supervision
Training Objective: Produce new professionals who can independently provide
supervision to others.
Competencies Expected:
1. Articulates a philosophy or model of supervision and critically reflects on how this
model is applied in practice, including integrated contextual, legal, and ethical
perspectives,
2. Creates an effective supervision contract,
3. Demonstrates knowledge of limits of competency to supervise (assesses metacompetency),
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4. Constructs plans to deal with areas of limited competency,
5. Clearly articulates how to use supervisory relationships to leverage development of
supervisees and their clients,
6. Demonstrates integration of diversity and multiple identity aspects in
conceptualization of supervision process with all participants (client(s), supervisee,
supervisor)
7. Demonstrates adaptation of own professional behavior in a culturally sensitive
manner as appropriate to the needs of the supervision context and all parties in it
8. Articulates and uses diversity appropriate repertoire of skills and techniques in
supervisory process
9. Identifies impact of aspects of self in therapy and supervision
10. Provides competent supervision to less advanced trainees, peers or other service
providers in typical cases appropriate to the service setting
PWC #9: Consultation and Interprofessional/Interdisciplinary Skills
Training Objective: Produce new professionals who have knowledge of
interdisciplinary teams and can collaborate with other professionals and who can
critically evaluate a program's functioning.
Competencies Expected:
1.
2.
3.
4.
5.
Demonstrates ability to articulate the role that others provide in service to clients
Appreciates and integrates perspectives from multiple professions
Displays ability to work successfully on an interdisciplinary team
Systematically collaborates successfully with other relevant partners
Demonstrates skill in interdisciplinary clinical settings, working with other
professionals to incorporate psychological information into overall team planning
and implementation
6. Provides supervisors with insightful and useful reflections on what is working well
and what can be improved at their different consortium sites at the mid-year
evaluation. In the second half of the year, these reflections are presented via the
program evaluation project (see handbook).
7. Collaborates effectively with other providers or systems of care to coordinate
continuity of care for the patients.
How Outcomes are Measured: All competencies are rated using supervisor
ratings on a 5-point Likert scale 1= Cannot Demonstrate, 2= Needs extensive
supervision to demonstrate, 3= Can demonstrate with minimal supervision, 4=
Can demonstrate without supervision, 5 = Can demonstrate with advanced skill
(similar to licensed clinician). Self-reports by interns will be collected at the
beginning, middle, and end of training as a discussion tool for supervision
purposes. Supervisor ratings will be collected at the middle (February/March)
and end (July/August) of the internship training.
Minimum Thresholds for Achievement for Expected Competencies: Within
each objective, the intern is expected to achieve mastery of all competencies
and must achieve a score of at least 3 by the end of the year. If any
competencies are at a 2 or less at the mid-year evaluation, the intern and
Training Director will create a remediation plan to improve these skills. If any
competencies are below 3 at the end of the year then the intern will fail the
internship.
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Professional Focus Areas
In addition to our five areas of competency (which are the major focus of the
internship) interns may choose among 4 Professional Focus Areas. These areas
are optional, but encouraged, and should be discussed with supervisors and
approved by the Training Director before starting.
1. The Parenting/Family Focus Area may involve family therapy work, including
use of Play Therapy room and co-leading the parenting skills course for
struggling parents.
2. The Assessment Focus Area involves a focus on test administration,
interpretation, and reporting, including but not limited to IQ testing, ADHD
assessment, dementia screening, academic/learning disability assessments
and neuropsychological testing.
3. The Group Therapy Focus Area requires leading a minimum of one therapy
group. This may include the development of a group program incorporating
target audience issues and needs. Group therapy materials have been
purchased or developed by students and are available for use.
4. The Program Development Focus Area allows interns to develop clinical
materials and/or to serve as consultants for program development purposes.
Specific activities will be based on program needs and interns’ areas of
interest and expertise. Interns are encouraged to discuss specific
opportunities that may arise at their clinical placements. Program
development activities should be coordinated through the internship Training
Director.
Estimated Weekly Schedule
In a typical week, interns work from 8:00 am to 5:00 pm on Tuesday through
Friday at their assigned PMG/VG primary care clinic. Mondays are spent at the
Newberg campus. Monday is a training and preparation day, including BHC
group supervision and didactics.
An approximation of an intern's weekly training activities is shown below. Training
activities remain on the established four-day schedule. Didactics, individual and
group supervision as well as involvement in supervision (when interns who are
supervised by the Training Director will supervise practicum students) will occur
on Monday at the Newberg campus. The use of unscheduled time will vary
among interns according to their focus areas. The Internship at George Fox
University includes two major roles with Providence Medical Group (PMG) or
Virginia Garcia Medical Center (VG), and the George Fox Behavioral Health
Clinic (BHC).
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Sample Weekly Schedule
Monday
Tuesday
GFU-BHC
Providence
/VG Clinic
1 hr. Group
2 hr.
Supervision of
supervision
supervision
1 hr. Supervision
of practicum
student
2 hrs. didactic
training
1 hrs. group
supervision/case
presentations
2 hrs. therapy
prep, phone calls
and chart writing.
1 hr. didactic or
group supervision
(varies, see
schedule)
Wednesday
Providence
/VG Clinic
8 hrs. service
provisionindividual
and group
Thursday
Providence
/VG Clinic
8 hrs. service
provisionindividual
and group
Friday
Providence
/VG Clinic
8 hrs. service
provisionindividual
and group
6 hrs. service
provisionindividual
and group
Policies and Procedures
The internship is partially affiliated with the Graduate Department of Clinical
Psychology at George Fox University. A partially affiliated internship is an
internship in which a portion of the interns admitted are students from a specific
accredited doctoral program. Equally qualified students from George Fox
University are ranked above similarly qualified applicants from other programs.
However, a more qualified applicant from any program will be ranked above a
less qualified George Fox University Applicant.
The Internship Committee establishes policies and procedures for the doctoral
Internship. The Committee consists of: the Internship Training Director (who
serves as the committee chair), the on-site supervisor from Providence Medical
Group, The on-site supervisor from Virginia Garcia Memorial Health Centers, and
the GDCP Department Chairperson. Committee meetings may also include
relevant psychologists and administrators from any of the consortium programs,
based on the focus of that meeting.
The Internship Training Director manages daily operations and routine decisions
pertaining to the internship, including didactic seminars, scheduling, and
personnel matters. The Internship Committee oversees programmatic issues,
including policies, goals of training, ongoing self-study, review of interns’
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progress, interviews of potential interns, and intern ranking.
Application for Internship
The internship participates in the APPIC Match and exists primarily as a training
resource for GDCP students. However, applications are accepted from students
enrolled in other doctoral programs and we have accepted students from other
programs almost every year.
Statement of Non-Discrimination
As with GDCP admissions procedures, every effort is made to ensure diversity in
selected trainees. Selections are non-discriminatory on the basis of age, gender,
gender identity, race, ethnicity, culture, national origin, sexual orientation,
disability, and socioeconomic status. As a Footnote 4 institution, the GDCP may
show preference regarding religion. Consistent with the training mission, we seek
interns who identify with and understand Christianity.
For payroll and accessibility needs, Interns must be listed as temporary
employees of George Fox University and must complete the necessary
employee paperwork. This includes a Community Lifestyle Statement :
(Found online here: http://www.georgefox.edu/offices/hr/lifestyle-statement.html )
While the statement is lengthy (please read it) the intern is only asked to affirm
the following statements:
Am I actively pursuing the highest call of God on my life even if that
means giving up a personal "freedom" for the sake of others within the
community?
As a member of the George Fox community, do I recognize my duty and
responsibility to others within our Christ-centered community?
Am I a faithful steward of the resources which God has entrusted to me?
Do I discipline my mind and body to serve as instruments of God?
Application Procedures
Applications should be submitted through the AAPI Online process administered
by APPIC. Details are available at the APPIC website (www.appic.org). No
supplemental applications materials are required beyond the AAPI Online
requirements. Interviews are conducted in person for Match 1, and by telephone
or Skype for Match 2 (unless the candidate is local and able to attend an inperson interview).
All applications are screened by members of the Internship Committee.
Committee members conduct interviews and provide recommendations to the
Internship Training Director for APPIC match rankings. The Training Director
makes the final ranking decisions and submits them to the National Matching
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Service.
Once interns are matched to the site, an email (or letter) of agreement is sent to
selected interns within 48 hours. This letter includes information about start and
end dates, internship salary, contact information for the Training Director, and
other relevant information about the internship.
The internship abides by all APPIC guidelines and requirements.
Requirements for Selection
An applicant must have completed three years of study in a regionally accredited,
degree-granting clinical or counseling psychology doctoral program in the United
States by the time the internship is scheduled to begin. The applicant’s program
must be APA-accredited or demonstrate equivalence by the student having
successfully completed supervised practicum experiences and graduate
coursework in individual intelligence assessment, personality assessment,
personality theory, psychotherapy or counseling theory, and research/statistical
analysis.
To be considered, applicants must be verified as ready to apply for internship by
the Director of Training of his or her graduate program, as listed in Part II of the
APPIC application form.
Start and End Dates
The internship begins on August 8, 2016 and ends on August 4, 2016.
Salary, Benefits, and Administrative Support
Interns receive a salary of $22,000 annually. In addition, interns are eligible for 4
weeks of sick and vacation leave.
The GDCP maintains an extensive library of psychological testing materials. The
internship makes these materials available to interns, as required to complete
psychological assessments.
Other supplies and administrative support are available as appropriate.
Supervision and Didactics
An internship is an organized training program. Supervision and regular
participation in the didactic seminars are required components of the internship.
In a typical week, each intern participates in:
•
•
•
One hour of group supervision at the BHC
Two hours of individual supervision at PMG or VG
One hour of supervision of supervision at BHC
16
•
•
Two hours of Didactic Training each week at George Fox University
(additionally, there will be times in the year where interns will attend 4 and
6 hour colloquiums, grand rounds and workshops. Also, the year starts
with a 40 hour training in primary care psychology.)
Quarterly didactics during lunch hour that focus on Providing Supervision
Many weeks provide additional required training, such as the colloquia and grand
rounds schedule offered by the GDCP. A probable schedule of training activities
is included in this handbook. Included in the list of weekly training activities,
interns will participate in a seminar series for 1 hr. most weeks, with Dr. Kathleen
Gathercoal. These seminars will focus on professional career development,
program evaluation and increasing scientific knowledge base as a psychologist.
All supervisors have a doctoral degree in psychology and are licensed in the
state of Oregon. Supervisors are clinically and professionally responsible for
services provided by interns. Supervising psychologists within Providence
Medical Group and Virginia Garcia Memorial Health Centers retain an academic
appointment with George Fox University and have regular and frequent contact
with the University.
Staff
Staff and faculty of the GDCP are located in the Villa Academic Center of George
Fox University. They are available to interns throughout the training year. Note
that some faculty are on 9-month academic contracts and will have limited
availability during summer months.
The internship Training Director’s office is in the Behavioral Health Clinic where
interns will be meeting for supervision and training each week. Supervisors at
Providence Health and Services and Virginia Garcia Medical Center will meet
interns at the site where interns provide services.
Orientation to Internship
Orientation will occur during the first few weeks of internship. Interns begin
providing professional services immediately after they are oriented. The
Graduate Department of Clinical Psychology Internship Consortium will do all it
can to prevent delays in getting the interns enrolled as employees in the various
systems. Interns are expected to turn in all new employee paperwork in a timely
fashion.
Internship Completion Criteria
To successfully complete the doctoral Internship, interns are expected to fulfill
the following requirements and demonstrate competence in each of the areas
described in this manual.
•
A minimum of 2000 hours of program participation, including 800 hours of
direct clinical work
17
•
•
•
•
Approximately 32 hours weekly at Providence Health and Services or
Virginia Garcia Memorial Health Center, including one hour of individual
supervision
Approximately 8 hours per week at the Behavioral Health Clinic, including
1 hour of individual supervision, 1 hour of supervision of a practicum
student, 1 hours of group supervision, 1 hour of supervision of supervision
and 2 hours of didactics/training
Both the Training director and the Providence Medical Group/ Virginia
Garcia supervisor will track interns’ competence using a self-evaluation
and evaluation. These evaluations will occur mid-year and at the end of
the internship. Competencies that fall below a 3 will require a remediation
plan in the fall, and failure to pass internship in the summer. Completion of
the internship requires a competency score of 3 or better for each
competency by the end of the year. We predict that most interns will
average scores between 4 and 5 by the end of the year.
If an intern is below a 3 in certain competencies by the end of the year
they will fail the internship. An intern can petition the internship committee
to allow an extension of the internship and a second remediation plan to
prove that they can perform the lacking competency at a satisfactory level
(3) or to make up for any missing hours. However, allowing this is at the
committee’s discretion.
An intern will receive a certificate upon satisfactory completion of the internship
program.
Evaluations
Interns will be given frequent feedback from supervisors based on their
professional work. In addition, each intern will be given a formal progress
evaluation twice during the year. The competency-based evaluation form is
included in this packet (at the very end). Please review this form prior to meeting
with your supervisor, and be prepared to develop competency-based goals for
the internship year.
The internship Training Director follows the following procedure for the beginning
of the year, mid-year and year-end evaluation:
1. At the start of the year, the interns fill out the self-evaluation to establish
their starting competency level and identify training goals for the year.
2. The Training Director requests the PMG/VG supervisor to fill out the
competency-based evaluation forms at the middle and end of the year.
3. The Training Director asks students to complete a self-evaluation, using
the same competency-based evaluation form as an opportunity for selfreflection and as a comparison to their supervisor’s evaluation. This selfevaluation is not required to complete the internship.
18
4. The Training Director also completes the mid and end of year formal
evaluations, considering the intern’s work at the BHC as well as the other
evaluation data collected.
5. The evaluation is reviewed at mid-year and end of year with the student
and the student is given opportunity for a written response if desired.
6. All evaluations and student responses become part of the intern’s file.
7. If any competencies, by either supervisor, in the mid-year evaluation are
below a 3, a remediation plan will be created/implemented. If the Intern
cannot improve their score on the failed competency to a 3 or better by the
end of the internship year the intern will fail the internship.
8. Look at the Remediation Plan format at the end of this handbook for more
detail on remediation.
Working Hours
Working hours, established by the Training Director, are typically normal
business hours, Monday through Friday. Occasionally, the interns will have the
opportunity to lead a group that starts later in the day. This may lead to a later
end time, but often interns will be able to adjust their schedule to start later on
those days.
Interns are asked to be flexible in their scheduling where possible. This is
particularly important with regard to psychological testing, which will sometimes
require a rapid response for timely feedback.
Self-Study
The Director of Training and the Internship Committee routinely reviews the
training offered to interns. This includes reviewing interns’ evaluations of training
sites as well as site visits of the PMG/VG placements. Interns will receive a postinternship survey in the year after completing the internship and we expect that
alumni will complete the survey in order to improve the program for future interns.
Vacation and Sick Leave
In addition to major holidays, interns are granted 4 weeks of excused leave
(vacation and sick leave) throughout the year, two of which are prescribed to be
the week between Christmas and New Years and the week of GFU’s Spring
Break. The other two weeks are chosen at the interns’ discretion, in consultation
with the Training Director. Interns are asked to schedule an entire week of
vacation at a time, rather than individual days, and to give at least 30 days notice
before scheduling vacation leave.
Extended Absence
An intern may be excused from service for maternity leave, severe illness
(physical or emotional), or other legitimate reasons. Extended absences do not
reduce the overall number of hours required for completing the internship. In rare
cases, an intern may need to extend the length of training in order to fulfill all
required training hours. If this occurs, the salary and stipend end after the first 12
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months of training.
Academic Integrity
According to the APA Ethics guidelines, “Psychologists do not present portions of
another’s work or data as their own, even if the other work or data source is cited
occasionally.” This guideline applies to all work submitted in this program
(electronic, written or oral). Submission of oral presentations or written work that
include plagiarized material (text or data) is a serious infraction. Interns who
plagiarize will be subject to disciplinary action, which may include being
dismissed from the program.
Clinical Suitability Concerns
The Quaker tradition of George Fox University is humanizing and egalitarian, and
this influence is felt throughout the institution. Positive relationships among
faculty, staff, students, and administrators are evident throughout the University
context. This is not to say that tensions never arise, of course they do, but it is
hoped that in the process of managing tensions, human dignity is affirmed and
great effort is invested in hearing one another in fairness and justice.
The GDCP recognizes the rights of interns to be treated with courtesy and
respect. In order to maintain the quality and effectiveness of interns’ learning
experiences, all interactions among doctoral students, interns, faculty and staff
should be collegial and conducted in a manner that reflects the highest standards
of the scholarly community and of the profession (see APA Ethical Principles of
the Psychologists and Code of Conduct). The internship program has an
obligation to inform interns of these principles and of their avenues of recourse
should problems arise with regard to them. Below are listed guidelines that are
intended to assist interns through common disagreements that may arise. It is
hoped that the Christian virtues such as respect, fairness, and seeking the good
of the other party will be evident when employing these guidelines.
Concerns and Grievance Process
In 2006, the Board of Educational Affairs (BEA) of the APA collaborated with the
Council of Chairs of Training Councils (CCTC) to clarify the requisite foundational
and functional competencies for students in professional psychology programs.
The CCTC committee states, “Foundational competencies refer to the
knowledge, skills, attitudes and values that serve as the foundation for the
functions a psychologist is expected to carry out,” (CCTC, 2007, p. 5). The
document goes on to explain that foundational competencies are the prerequisite
to the acquisition of functional competencies. Foundational competencies include
reflective practice of self assessment, scientific knowledge, relationship skills,
and awareness of ethical-legal standards, individual-cultural diversity, and
interdisciplinary systems.
If concerns about an intern’s foundational or functional competencies or concerns
20
about supervision or training emerge,
1. We encourage informal resolution according to the guidelines established
in the APA Ethical Principles, which allow for direct communication and
problem resolution. As stated above, our community ethos is guided by an
expectation for fairness and justice and it is expected that supervisors,
staff and interns express and respond to concerns with respect and
integrity.
2. Informal mediation: if an informal resolution is insufficient to address the
concerns expressed by supervisors or interns, either party can request the
Training Director (or appropriate designee) to mediate subsequent
meetings. If the concern involves the Training Director, the communication
can initially be addressed to the Director of Psychology Services. The
mediation meetings will be scheduled within one week of the request and
will include both parties and the designated mediator. Discussion and
problem resolution will be documented and may include interventions for
both student and supervisor. A one-month check-in will occur for a
minimum of three months following the informal mediation.
3. Formal Grievance: The Internship Committee has adapted the model
successfully used in the GDCP for addressing student or
faculty/supervisor grievances. The following steps outline the process:
a. If the informal mediation process is insufficient to address concerns
expressed by students or supervisors, either party may send a written
request to the Training Director (or Director of Psychology Service if
the grievance involves the Training Director,) for the grievance to be
addressed by the Internship Committee.
• The Internship Committee includes the Training Director,
Chairperson of the GDCP, the supervising psychologist from
PMG and the supervising psychologist from VG. The Internship
Committee is a standing committee whose purpose is to assist
in the development of the student, supervisor and training
program. If the grievance involves a member of the Internship
Committee, that member will recuse him or herself from the
process.
b. All parties involved in the grievance will receive a letter from the
internship Training Director (or Director of Psychology Service if
grievance involves the Training Director) notifying them of the referral
to the Internship Committee and describing the specific reasons for the
referral. The Director of Clinical Training of the intern’s graduate
program will also be notified in writing of the grievance and will receive
a copy of the Internship Committee’s decision and corrective plan, if
relevant.
c. After receiving the letter stating the formal grievance, the Training
Director (or Director of Psychology Service) will schedule a meeting
with each of the parties involved and the Internship Committee. The
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d.
e.
f.
g.
h.
purpose of the meeting will be to gain information and clarify the
concern of each party.
Following this meeting, the Internship Committee will make a decision
that facilitates the training and development of the intern. The
Internship Committee may make specific recommendations (e.g.
change of rotation, change of supervisor, remedial training) and/or
request that either or both parties meet to develop a corrective plan to
remediate or otherwise respond to the concerns.
The decision of the Internship Committee and the expectations for a
corrective plan will be communicated in writing to the intern and
relevant participants, including the DCT of the intern’s graduate
program.
Following their receipt of the decision and specific recommendations,
the intern (and/or supervisor) will be asked to inform the Internship
Committee in writing whether they accept the decision, including the
recommendation to collaboratively develop a corrective plan.
If a corrective plan is to be developed, a specific timeframe and a
second, follow-up meeting to develop and discuss the plan will also be
included in the written communication.
During the implementation and completion of the corrective plan, all
parties will remain under “committee oversight” which will involve
periodic meetings with the Internship Committee. Written notice of
completion of corrective plan will be provided to all parties, including
the Director of Clinical Training of the intern’s program.
Appeal Process
Decisions by the Internship Committee may be appealed. In the event of an
appeal the following process must be followed:
1. If the intern disagrees with the decision of the Internship Committee, the
intern can submit a written appeal to the Provost of George Fox University
within one month of receipt of the Internship Committee decision.
2. The Provost of George Fox University will consult as appropriate and
determine a final decision on the appeal. The decision may support the
appeal and refer back to the Internship Committee or deny the appeal with
written explanation. A written copy of the appeal decision will be sent to all
parties, including the DCT of the intern’s program.
Complaints Against Fellow Interns
Consistent with the APA Ethical Standards and Code of Conduct, it is
recommended that informal resolution be the first step in resolving a conflict or
concern with another intern. When concerns arise, the complainant should
contact the student in question and frankly discuss the concerns. If resolution is
not reached, one may engage in the following formal complaint resolution
22
process.
Complaints may be made against fellow interns for the following reasons:
1. Alleged violation to APA Ethical Principles and Code of Conduct, state
or federal laws.
2. Alleged violation of internship policies.
3. Concerns about a student’s clinical suitability for the practice of clinical
psychology.
4. Concerns about a student’s physical, intellectual, or emotional abilities to
perform the essential functions of a clinical psychologist.
Because of the nature of a formal complaint and the subsequent investigation,
complete confidentiality of the complainant may not be possible. It is desirable
for the complainant to submit the complaint(s) in writing and be interviewed by
the Internship Committee. Written documentation of the complaint and outcome
are kept in the intern’s permanent file. Typically, complaints against students will
be handled in the following manner:
1. Complaints against a student should be written and are sent to the
internship Training Director.
2. The Training Director communicates the complaint to the Internship
Committee within five working days of receipt of the complaint.
3. The Training Director notifies the intern that a complaint(s) against
him/her has been made within five working days of receipt of the
complaint from the internship Training Director.
4. The Internship Committee gathers necessary information from faculty,
concerned students, field supervisors, or client.
5. The Internship Committee provides the student with written
documentation of the specific complaint(s) and concerns of the
Committee within 20 working days of receipt of the complaint from the
internship Training Director.
6. The Internship Committee interviews the intern to obtain additional
information and his/her response to the allegations within 10 working
days of written notification to the intern of the specific complaint(s).
The intern may bring another intern or a faculty member or supervisor
to the interview to serve as a support person. The student may offer to
the Internship Committee names of persons who may provide
information on behalf of the student. This is not a litigious process,
and attorneys should not be involved at this level.
7. The Internship Committee recommends a decision within 10 working
days of the student interview. Possible recommendations include but
are not limited to:
a. Dismiss complaint.
b. Letter of reprimand.
23
c. Remedial actions. The intern must submit documentation of
satisfaction of remedial recommendations by a specified date.
Remedial actions may include, but are not limited to, mandatory
psychotherapy, additional courses, and additional supervision.
d. Dismissal from the internship.
8. The Internship Committee decides on the Committee course of action
and the internship Training Director notifies the student in writing within
three working days.
Complaints Against Training Director, Staff Person or
Supervisor
Consistent with the APA Ethical Standards and Code of Conduct, it is
recommended that informal resolution be the first step in resolving a conflict or
concern with another intern. When concerns arise, the complainant should
contact the person in question and frankly discuss the concerns. If resolution is
not reached, one may engage in the following formal complaint resolution
process.
Complaints may be made against supervisors, staff people or the Training
Director (AKA psychologist) for the following reasons:
1. Alleged violation to APA Ethical Principles and Code of Conduct, state or
federal laws.
2. Alleged violation of internship or agency policies.
3. Concerns about a psychologist’s clinical suitability for the practice of
clinical psychology.
4. Concerns about a psychologist’s physical, intellectual, or emotional
abilities to perform the essential functions of a clinical psychologist.
Because of the nature of a formal complaint and the subsequent investigation,
complete confidentiality of the complainant may not be possible. It is desirable
for the complainant to submit the complaint(s) in writing and be interviewed by
the psychologist’s direct supervisor. Written documentation of the complaint and
outcome are kept in the staff person/psychologist’s permanent file. Typically,
complaints against staff people/psychologists will be handled in the following
manner:
(a) Complaints against a staff person or psychologist should be written and
are sent to the person’s direct supervisor at the agency they work at. If
the complaint is at George Fox University, complaints should be
directed to the Chair of the PsyD department (currently Mary Peterson,
PhD) and if the complaint is against a Providence supervisor, the
complaint should be directed to the director of Behavioral Medicine. If
the Complaints are regarding the Virginia Garcia supervisor, the
complaint should be directed to the Director of Behavioral Health
24
Services.
(b) Each agency will follow the grievance policy laid out by their Human
Resources department policies and procedures.
(c) If the intern is not satisfied with the outcome of this grievance process,
or if they feel ethically obligated, the intern may contact the state
licensure board or national association, or legal authorities should they
choose.
Sexual Harassment Policy
The GDCP endorses and interns, professors, and supervisors must comply with
Section 1.11 and 1.12 of the Ethical Standards of Psychologists and Code of
Conduct, which state:
1.11 Sexual Harassment
(a) Psychologists do not engage in sexual harassment. Sexual harassment
is sexual solicitation, physical advances, or verbal or nonverbal conduct that
is sexual in nature, that occurs in connection with the psychologist’s activities
or roles as a psychologist, and that either: (1) is unwelcome, is offensive, or
creates a hostile work place environment, and the psychologist knows or is
told this; or (2) is sufficiently severe or intense to be abusive to a reasonable
person in the context. Sexual harassment can consist of a single intense or
severe act or of multiple persistent or pervasive acts.
(b) Psychologists accord sexual-harassment complaints and respondent’s
dignity and respect. Psychologists do not participate in denying a person
academic admittance or advancement, employment, tenure, or promotion,
based solely upon their having made, or their being the subject of, sexual
harassment charges. This does not preclude taking action based upon the
outcome of such proceedings or consideration of other appropriate
information.
1.12 Other Harassment
Psychologists do not knowingly engage in behavior that is harassing or
demeaning to persons with whom they interact in their work based on factors
such as those persons’ age, gender, race, ethnicity, national origin, religion,
sexual orientation, disability, language, or socioeconomic status.
A comprehensive statement about GFU’s policies related to Harassment, Drug Free
Environment, FERPA, and other student rights and expectations can be found in the
GFU Graduate Catalog: http://www.georgefox.edu/catalog/compliance/compliance.html.
Community Aspirations
The GDCP strives to be an intentional community where civility and virtue is
practiced on a daily basis. Every effort is made to provide an optimal training
environment for doctoral students and doctoral interns.
25
We invite interns to be part of this learning community with the hope that we will
contribute to their growth and ultimately to the health of the profession.
Internship is a time of transition, providing opportunity for trainees to further
develop skills learned during earlier years of graduate training while also
preparing for entry into professional psychology as a career. We hope this
internship provides many opportunities for personal and professional
development.
Interns are valued colleagues. Please feel free to bring your questions,
comments and concerns to faculty, staff, and supervisors. –We hope you enjoy
your internship year!
26
GEORGE FOX GRADUATE SCHOOL OF CLINICAL PSYCHOLOGY INTERNSHIP CONSORTIUM Intern Remediation Plan Type of Remediation: _____ Developmental Plan _____ Probation Date of Remediation Plan Meeting: Name of Intern: Primary Supervisor: Names of All Persons Present at the Meeting: All Additional Pertinent Supervisors/Faculty: Date for Follow-­‐up Meeting(s): Check all competency domains in which the trainee’s performance does not meet the benchmark: _____ Research ______Ethical and Legal standards ______Individual and Cultural Diversity ______Professional values, attitudes, and behaviors ______Communication and Interpersonal skills ______Assessment ______ Intervention ______Supervision
_______Consultation and interprofessional/ Interdisciplinary Systems 27
Description of the problem(s) in each competency domain checked above: Date(s) the problem(s) was brought to the intern’s attention and by whom: Steps already taken by the intern to rectify the problem(s) that was identified: Steps already taken by the supervisor(s)/faculty to address the problem(s): 28
Remediation Plan
Competency Domain/ Essential Components
Problem Expectations Intern’s Responsibilities/ Actions
Supervisor/Faculty Responsibilities/
Actions
Timeframe for Acceptable Performance Assessment Methods
Dates of Evalu
ation Consequences for Unsuccessful Remediation 29
I, _________________________, have reviewed the above remediation plan with
my primary supervisor, any additional supervisors/faculty, and the director of
training. My signature below indicates that I fully understand the above.
I agree/disagree with the above decisions (circle one).
My comments, if any, are below (PLEASE NOTE: If student disagrees, comments,
including a detailed description of the trainee’s rationale for disagreement, are
REQUIRED).
_________________________________________ Student Name, Date _______________________________________________ Primary Supervisor Name, Date _______________________________________________ Internship Director Name, Date Student’s comments (Feel free to use additional pages): All supervisors/faculty with responsibilities or actions described in the above
remediation plan agree to participate in the plan as outlined above. Please sign and
date below to indicate your agreement with the plan.
30
Remediation Plan Continued Summative Evaluation of Remediation Plan Follow-­‐up Meetings(s): Date(s): In Attendance:
Competency
Domain/Essential
Components
Expectations
for
Acceptable
Performance
Outcomes Related to
Expected Benchmarks
(met, partially, met,
not met)
Next Steps (e.g., remediation
concluded, remediation continued
and plan modified, next stage in
Due Process Procedures)
Next Evaluation
Date (if needed)
I, _________________________, have reviewed the above summative evaluation of my remediation plan with my supervisor, any additional supervisors/faculty, and the director of training. My signature below indicates that I fully understand the above. I agree/disagree with the above decisions (circle one). My comments, if any, are below (PLEASE NOTE: If student disagrees, comments, including a detailed description of the trainee’s rationale for disagreement, are REQUIRED). _______________________________________________ Student Name, Date _________________________________________ Primary Supervisor Name, Date _______________________________________________ Internship Director Name, Date Student’s comments (Feel free to use additional pages): Note: This form is based on the APA Competencies Initiatives in Professional
Psychology: http://www.apa.org/ed/graduate/competency.aspx
32
INTERN EVALUATION OF SUPERVISORS Follow Survey Monkey Link: https://www.surveymonkey.com/collect/?collector_id=67
398321 32
33
Graduate Department of Clinical Psychology Internship
Consortium EVALUATION OF INTERNSHIP
Name of Intern: ________________________________
Please evaluate your internship experience in the following areas:
Supervision
What did you find most useful with regard to the amount and quality of
supervision you received?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
Training Opportunities
What did you find most useful with regard to the amount and quality of training
opportunities available to you?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
33
34
Professional Development
What did you find most useful with regard to your own professional
development?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
Relationships with Staff and Supervisors
What did you find most useful with regard to your relationship with staff and
supervisors?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
34
35
Ethics and Diversity
What did you find most useful with regard to the training you received in ethics
and diversity?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
Preparation for the Future
What did you find most useful with regard to your preparation for your future in
psychology?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
_____________________________
Signature of Intern
_____________________
Date
Graduate Department of Clinical Psychology Internship
Consortium
35
36
INTERNSHIP FOLLOW-UP QUESTIONNAIRE
Your Name: _____________________________________
I.
II.
Internship:
A. Dates of Internship:
_____________________________________
B. Hours per week:
_____________________________________
Academic Program:
A. Graduate Program:
Institution:
_____________________________________
_____________________________________
B. Degree & Year Graduated: _________________________________
C. Area of Specialization:
___________________________________
Minor: ___________________________________
D. Program APA Approved: Yes____
III.
No____
Provisional_____
Employment:
Please list all places and dates of employment since your internship.
Include the title of the position and the appropriate percentage of time spent in
your responsibilities.
A. Present place of employment:
______________________________
Position held: _________________________________________
Percentage of time/duties: _________________________________
B. First employment following internship: _______________________
Position held: _________________________________________
Percentage of time/duties: _________________________________
C.
In chronological order, please list other post-internship employment:
Position Held: _________________________________________
36
37
____________________________________________________
____________________________________________________
Percentage of time/duties: _________________________________
____________________________________________________
____________________________________________________
Position Held: _________________________________________
____________________________________________________
____________________________________________________
Percentage of time/duties: _________________________________
____________________________________________________
____________________________________________________
IV.
Internship Evaluation:
Please evaluate the quality of your internship on the following:
A. Overall quality of experience
1
2
Poor
3
4
Adequate
5
Excellent
B. Overall quality of supervision
1
2
Poor
3
4
Adequate
5
Excellent
C. Breadth of experience
1
2
Poor
3
4
Adequate
5
Excellent
D. Depth of experience
1
Poor
2
3
Adequate
4
5
Excellent
E. Overall professional atmosphere
37
38
1
2
Poor
3
4
Adequate
5
Excellent
F. Overall training atmosphere
1
Poor
V.
2
3
Adequate
4
5
Excellent
What experiences in your internship specifically aided you in obtaining postinternship employment?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
VI. In addressing the following aspects of your internship experience, please
write
the appropriate numbers in the response column:
1
Strongly
Disagree
2
Disagree
3
Neutral
4
Agree
5
Strongly
Agree
Response
A. The primary supervision I received was of good quality.
_______
B.
I received a sufficient amount of supervision.
_______
C.
The content of training seminars was relevant.
_______
D.
I found sufficient opportunity for professional development.
_______
E.
Adequate role models were available to me.
_______
F.
The internship provided sufficient education in professional
ethics.
_______
I had the opportunity to develop my clinical skills in working
with individuals.
_______
I had the opportunity to develop my clinical skills in working
with groups.
_______
I had the opportunity to develop my supervisory skills.
_______
G.
H.
I.
38
39
J.
I found the internship environment to be generally
supportive.
_______
K.
Peer support was available throughout the internship
_______
L.
The internship was sufficiently challenging to me.
_______
M.
Treatment of interns reflected respect.
_______
N.
My personal growth was encouraged.
_______
O.
I received educative and emotional support in my job search. _______
P.
There was adequate support for my graduate research.
_______
Q.
Training did not seem subordinate to service delivery.
_______
R.
I found the internship supportive of my professional
activities.
_______
VII. The following areas are major focuses of specific training and competence
in our current internship experience and probably during your internship
experience as well. Please write the appropriate numbers in the response
column to indicate if you think the internship program prepared you well for
professional practice in the following competency areas:
1
2
3
4
5
Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
Response
A. Scientific Knowledge and Methods: The internship
equipped me to independently apply scientific methods to practice _______
B. Individual and Cultural Diversity (ICD): The internship equipped
me to be a professional who can independently monitor and apply
knowledge of myself and others as an ICD-being and consider the
intersecting and complex dimensions of diversity.
_______
C. Interdisciplinary Systems: The internship equipped me to be
a professional who has knowledge of interdisciplinary teams and
can collaborate with other professionals.
_______
D. Intervention: The internship equipped me to be a professional
who can independently plan and provide effective interventions. _______
39
40
E. Supervision: The internship equipped me to be a professional
who can independently provide supervision to others.
_______
VIII. A. Which internship experiences did you find most beneficial and why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
B. Which internship experiences did you find least beneficial and why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
C. What suggestions do you have for improvement of the internship
training program?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
IX. Additional Comments (attach a separate sheet if desired):
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Name_____________________________________________Date_________________
40
41
Training Schedule
George Fox University Consortium
Doctoral Internship in Clinical Psychology
August 2016– August 2017
All interns receive two hours of individual supervision per week—one at PMG/VG
and one at the GFBHC. In addition, group supervision and group didactic are
required for 2 hours weekly on alternating weeks at the GFBHC. The schedule
that follows shows the didactic and supplemental supervision activities for interns
in addition to these 3 hours of weekly supervision/training.
The didactic schedule strives to make the most of the GDCP training community,
drawing on the expertise and diversity of various leaders and clinical
opportunities. The specific topics are arranged several months in advance with
input from the internship Training Director, the Internship Committee,
supervisors, and interns.
The following represents a flexible, tentative schedule, which may be altered
based on the specific opportunities available and the training needs of interns.
Week
Of:
August
8-12,
2016
August
8,
2016
Title, Description, Literature Reference
Competencies: 1= Scientific Knowledge and
Methods 2= Individual and Cultural Diversity
3= Interdisciplinary System 4= Intervention 5=
Supervision
Orientation to the Integrated Behavioral
Health Model (5-Day Training)
Model Basics
Inter-professional Consultation Role
Description: Introduction to primary care
psychology
Learning Objectives: Students will be able to
explain the need for and purpose of Integrated
Behavioral Health in a primary care setting.
Resources: Packard, E. (2007). Postgrad growth
area: Primary-care psychology. gradPSYCH.
Retrieved from
http://www.apa.org/gradpsych/2007/09/primarycare.aspx.
Robinson, P. J., & Reiter, J.T. (2007). Behavioral
consultation and primary care: A guide to
integrating services. WA: Springer.
1-9 will
indicate
which PWC
Instructor/hrs
Dr. Kristie
Knows His
Gun
40 hrs.
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
41
42
August
8,
2016
August
8,
2016
August
8,
2016
August
8,
2016
Primary Care Model
Integrated care vs. co-location
Open schedule, warm hand-offs, intermittent
visits
Description: Understanding how to provide an
integrated primary care service.
Learning Objectives: Students will be able to
describe the difference between integrated
primary care and specialty mental health in a way
that a patient could understand.
References: Hunter, C. L., Goodie, J. L., Oordt,
M. S., & Dobmeyer, A. C. (2010). Integrated
behavioral health in primary care: Step-by-step
guidance for assessment and intervention. DC:
APA.
Patient Population
Family systems and involving families in
treatment. Cultural norms for diverse populations.
Description: Developing knowledge and skills for
multicultural assessment and intervention in
working with diverse populations.
Learning Objectives: Students will be able to
name at least one possible cultural consideration
for each group: African American, Latino, Asian
American.
References: McAuliffe, G. & Associates. (2008).
Culturally alert counseling: A comprehensive
introduction. CA: Sage Publications, Inc.
Logistics: Billing, Record Keeping, and
HIPAA.
Description: Review Health & Behavior codes
Mental Health codes. Maintain functional focus,
short-term, and collaborative.
Learning Objectives: Students will be able to
define what a billing code is and know how to
locate the appropriate codes for their clinical work
Reference: GFU/VG/BHC Handbooks/protocols
Psychopharmacology Overview
Module 2: Patient Treatment from
biopsychosocial perspective
Description: Students are exposed to a list of the
most commonly prescribed formulary for mental
health disorders.
Learning Objectives: Students will know at least
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
42
43
August
8,
2016
August
8,
2016
August
8,
2016
two resources for researching medication
information.
Evidenced-based interventions for medical
problems
Description: Review interventions for various
problems including: insomnia, diabetes,
hypertension, headaches, chronic pain, pelvic
pain, obesity, asthma, smoking cessation,
somatization, compliance with disease-specific
medical regimen.
Learning Objectives: Students will be able to
reference at least one appropriate primary care
intervention for each of the above medical
disorders
References: Hunter, C. L., Goodie, J. L., Oordt,
M. S., & Dobmeyer, A. C. (2010). Integrated
behavioral health in primary care: Step-by-step
guidance for assessment and intervention. DC:
APA.
Evidence-based interventions for behavioral
health problems
Description: Review common mental health
issues in primary care setting including: anxiety,
depression, bi-polar spectrum, substance abuse,
trauma, thought disorders, ADHD, behavioral
problems, parenting.
Learning Objectives: Students will be able to
reference at least one appropriate primary care
intervention for each of the above disorders
References: Hunter, C. L., Goodie, J. L., Oordt,
M. S., & Dobmeyer, A. C. (2010). Integrated
behavioral health in primary care: Step-by-step
guidance for assessment and intervention. DC:
APA.
Using psycho-education in primary care
Module 3: Assessment Screeners; open-source,
efficient tools
Description: Use of various screeners such as
Patient Health Questionnaire (PHQ-9) and
Patient Activation Measure (PAM) in primary
care.
Learning Objectives: Students will be familiar
will all of the screeners in the manual.
References: Hunter, C. L., Goodie, J. L., Oordt,
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
43
44
August
8,
2016
August
8,
2016
August
TBA,
2015
August
15,
2016
M. S., & Dobmeyer, A. C. (2010). Integrated
behavioral health in primary care: Step-by-step
guidance for assessment and intervention. DC:
APA.
Use of screeners for differential diagnosis.
Description: Learn various tools for differential
diagnosis.
Learning Objectives: Students will be familiar
will all of the screeners in the manual and when
to use each.
References: Hunter, C. L., Goodie, J. L., Oordt,
M. S., & Dobmeyer, A. C. (2010). Integrated
behavioral health in primary care: Step-by-step
guidance for assessment and intervention. DC:
APA.
Special Populations: Maternal mental health,
terminal illness, pediatrics, geriatrics, adolescents
(2)
Description: Explore working with special patient
population.
References: Hunter, C. L., Goodie, J. L., Oordt,
M. S., & Dobmeyer, A. C. (2010). Integrated
behavioral health in primary care: Step-by-step
guidance for assessment and intervention. DC:
APA.
PMG: On-Boarding trainings: EPIC orientation,
ID card pictures, Lab work, etc.
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
Dr. Kristie
Knows His
Gun and
Invited
Behaviorists
from the
community
(TBD)
PMG HR
department
(8 hrs)
August
15,
2016
The remaining 2 hours of each day will be spent
in clinical team discussions, de-briefing and case
consultation.
August
15,
2016
Friday will be spent in final assessment of
competency and program evaluation
August
22,
2016
Several hours on Monday will be devoted to
review with the interns of the internship handbook
and planning ahead for the coming year.
PMG/VG
On-site
Supervisors
(6 hrs)
PMG/VG
On-site
Supervisors
(2 hrs)
PMG/VG
On-site
Supervisors
and Intern
Dr. Kristie
Knows His
Gun
Aug.
NOTE: BHC Orientation will occur on Monday.
Dr. Kristie
Monday-Thursday trainee should plan to spend 6
hours in the clinic observing and providing
integrated behavioral healthcare
44
45
29,
2016
Aug.
29,
2016
Aug.
29,
2016
NOTE: PMG/VG Orientation to the clinics will
occur on Tuesday.
Aug.
29,
2016
The remaining 4 hours of (Tuesday-Friday) will
be spent in clinical team discussions, de-briefing
and case consultation.
Aug.
29,
2016
An intermediate assessment of competency will
be completed at the end of the second week.
Sept.
5,
2016
9 AM Intern Didactic. Topic: Planning session to
set didactic topics for the year based on input
from the Interns to address their perceived
needs.
BHC Didactic: Solution Focused Therapy
Description: Fundamentals of the solution
focused therapy model with application to the
clients at the BHC.
Reference: Primary source: Solution Focused
Therapy: Theory, Research and Practice, 2nd
edition by Alasdair J. Macdonald (2011)
Advocacy and Integrated Behavioral Health
Program Evaluation PART 1
Description: De-briefed National Council of
Schools in Professional Psychology. Discussion
of findings of seminars that articulated the need
for advocacy in the integrated behavioral health
and primary care psychology. Discussion of
program evaluation in primary care settings and
the impact of becoming health service
psychologists.
Sept.
5,
2016
Sept.
5,
2016
Tuesday-Friday, trainee should plan to spend 4
hours each morning in the clinic observing and
providing integrated behavioral healthcare
Knows His
Gun
(7 hours)
PMG/VG
On-site
Supervisors
PMG/VG
On-site
Supervisors
(32 hours)
PMG/VG
On-site
Supervisors
(32 hours)
PMG/VG
On-site
Supervisor
and Intern
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
Learning Objectives:
1. Identify the latest research-based methods of
program evaluation in integrated primary care
settings as a health service psychologist
2. Understand the movement of training and
45
46
competencies due to the healthcare system for
psychologists
Sept.
12,
2016
Sept.
12,
2016
Sept.
12,
2016
Sept
19,
2016
Reference:
N/A
9 AM Intern Didactic: Supervision Didactic
Description: Best practices of clinical
supervision and review of APA competency
benchmarks.
References: Falender, C. A., & Shafranske, E. P.
(2008). Casebook for clinical supervision: A
competency-based approach. DC: American
Psychological Association.
Competency Benchmarks Documents (October
2009). Chapter 1, pp. 3-21
Learning
BHC Didactic: Effective Parenting Skills #1
Description: Introduction to parenting group and
overview of course. Discuss parenting styles and
goals of misbehavior in children.
Learning Objectives: Students will be able to
teach parents 4 ways to listen for feelings, and
know the 3 general motives for children’s
misbehavior.
References: Cline F., & Fay, J. (2006). Parenting
with love and logic: Teaching children
responsibility. CO: NavPress Publishing.
Advocacy and Integrated Behavioral Health
Program Evaluation PART 2
Description: Working meeting the help the
interns design a program evaluation for their
clinic based on variables relevant to their setting.
Learning Objectives:
1. Identify a question that would benefit the clinic
if answered.
2. Design a study to evaluate that aspect of the
program and create a timeline for
implementation.
Reference:
N/A
9 AM Intern Didactic. Topic: Start-Up: What to
Do and How to Influence PCPs
Description: Interns will be coached on how to
establish themselves in a primary care clinic and
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
46
47
Sept.
19,
2016
Sept.
19,
2016
Sept
26,
2016
increase referrals from PCPs.
Learning Objectives:
1. Identify 5 ways to increase PCP referrals
2. Describe a strategic plan for the first 3
weeks as a new behaviorist.
Reference: Behavioral Consultation and Primary
Care, Robinson, Patricia & Reiter, Jeffery T.
(2007) Springer Science+Business Media LLC
Chapter 8, pp165 -197
BHC Didactic: Effective Parenting Skills #2
Description: Discussion and practice of fostering
cooperation in children with role- playing, keeping
the long-term goal of parenting in mind.
Learning objectives: Students will be able to
explain 4 ways for parents to foster cooperation
without giving a direct order.
Reference: Cline F., & Fay, J. (2006). Parenting
with love and logic: Teaching children
responsibility. CO: NavPress Publishing.
Power
Description: The impact of various power
dynamics is discussed and the way these
dynamics impact our lives
Learning Objectives: 1. Be able to describe
each of the powers (1= Overt, 2= Agenda, 3=
Hegemony)
2. Intern can provide an example of each
Reference: Lukes, S. (2005). Power: A radical
view. London: Palgrave Macmillan.
9 AM Intern Didactic. Topic: Sexual disorders
and Psychotherapy (Part #1)
Description: Interns will learn about how human
sexuality and psychotherapy interface. They will
learn about the nature and psychotherapeutic
treatment of sexual dysfunctions, therapist-client
sexuality, sexual offending, sexual trauma, sexual
orientation and gender identity, and paraphilias.
Learning Objectives: Interns will be able to
identify how human sexuality can present in
patients and present need for treatment. They will
have an understanding of treatment options for
various sexual dysfunctions.
Reference: Strassberg, D. S., & Mackaronis, J.
E. (2014). Sexuality and psychotherapy. In D. L.
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
47
48
Sept.
26,
2016
Sept.
26,
2016
Oct. 3,
2016
Tolman, L. M. Diamond, J. A. Bauermeister, W.
H. George, J. G. Pfaus, L. M. Ward, ... L. M.
Ward (Eds.) , APA handbook of sexuality and
psychology, Vol. 2: Contextual approaches (pp.
105-135). Washington, DC, US: American
Psychological Association. doi:10.1037/14194004
BHC Didactic: Effective Parenting Skills #3
Description: Use of positive reinforcement in
parenting and the use of behavior charts.
Learning Objectives: Students will be able to
instruct a parent in the creation and use of a
behavior chart.
Reference: Cline F., & Fay, J. (2006). Parenting
with love and logic: Teaching children
responsibility. CO: NavPress Publishing.
Power in Clinics
Description: Using Lukes’ 3 types of power
dynamics. Students are asked to describe the
power dynamics within their clinics.
Learning Objectives: Intern can provide
examples of the 3 types of power in their specific
clinics.
Reference: Lukes, S. (2005). Power: A radical
view. London: Palgrave Macmillan.
9 AM Intern Didactic. Topic: Sexual disorders
and Psychotherapy (Part #2)
Description: Interns will learn about how human
sexuality and psychotherapy interface. They will
learn about the nature and psychotherapeutic
treatment of sexual dysfunctions, therapist-client
sexuality, sexual offending, sexual trauma, sexual
orientation and gender identity, and paraphilias.
Learning Objectives: Interns will be able to
identify how human sexuality can present in
patients and present need for treatment. They will
have an understanding of treatment options for
various sexual dysfunctions.
Reference: Strassberg, D. S., & Mackaronis, J.
E. (2014). Sexuality and psychotherapy. In D. L.
Tolman, L. M. Diamond, J. A. Bauermeister, W.
H. George, J. G. Pfaus, L. M. Ward, ... L. M.
Ward (Eds.) , APA handbook of sexuality and
psychology, Vol. 2: Contextual approaches (pp.
105-135). Washington, DC, US: American
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
48
49
Oct. 3,
2016
Oct. 3,
2016
Oct.
10,
2016
Oct.
10,
2016
Oct.
10,
2016
Psychological Association. doi:10.1037/14194004
BHC Didactic: Effective Parenting Skills #4
Description: Implementation of behavior charts
and the concept of “special time.”
Learning Objectives: Students will be able to
explain at least two examples of parent-child
special time.
Reference: Cline F., & Fay, J. (2006). Parenting
with love and logic: Teaching children
responsibility. CO: NavPress Publishing.
Power in Multiculturalism
Description: Using Lukes’ 3 types of power
dynamics. Students are asked to describe the
power dynamics within their clinics.
Learning Objectives: Intern gives examples of
each type of power in relation to their personal
multiple identities.
Reference: Lukes, S. (2005). Power: A radical
view. London: Palgrave Macmillan.
9 AM Intern Didactic. Topic: Group Therapy in a
primary care setting.
Description: Presentation on stages of group
process as viewed by various theorists.
Learning Objectives: Provide interns with an
understanding of the theories around group
therapy stages.
BHC Didactic: Effective Parenting Skills #5
Description: Natural and logical consequences,
giving choices and directions.
Learning Objectives: Students can describe
natural and logical consequences for a variety of
children’s behavioral problems
Reference: Cline F., & Fay, J. (2006). Parenting
with love and logic: Teaching children
responsibility. CO: NavPress Publishing.
Post-Doc Conversation
Description: The process for licensure in Oregon
is explained and strategies for locating licensure
information are described. Interns are shown
websites for various states licensure boards and
the ASPPB.
Learning Objectives: 1. Intern will be able to
accurately describe the licensure process
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
49
50
2. Intern will be able to identify licensure
resources for various states/provinces of interest.
Reference: Herman, M. & Sharer, N. (2013).
Trying to Summarize State Licensure Laws for
Psychologists: Burial by Grains of Salt. Training
and Education in Professional Psychology. 7(2),
123–133
Oct.
12,
2016
Oct.
17,
2016
Oct.
17,
2016
Oct.
17,
2016
TBA
Colloquium
9 AM Intern Didactic. Topic: Social Skills
training in Primary Care.
Guest Speaker: Daniel Wendler.
Description: He reviewed his book “Improve
your Social Skills (2015)”
Learning Objectives: -Students will learn to
identify and address the 3 areas where patients
experience social problems. i.e. Lifestyle, Mindset
and Social Skills.
BHC Didactic: Effective Parenting Skills #6
Description: The importance of self-care,
maintaining a sense of calmness, and choosing
consequences.
Learning Objectives: Students will be able to
coach a parent through the process of using
“choices” language when addressing their
children.
Reference: Cline F., & Fay, J. (2006). Parenting
with love and logic: Teaching children
responsibility. CO: NavPress Publishing.
Fouad Competencies-Part 2
Description: Introduction to the Fouad
Competencies. Interns will learn about the areas
of competency and how these areas correspond
to the Learning Objectives and Goals of the
GFGDCP Consortium internship.
Learning Objectives: 1. Intern will be able to
describe at least one competency in each
objective area.
2. Interns will give their own self-assessment of
how they are doing in each objective area.
Reference: Fouad, N.A., Grus, C.L., Hatcher,
R.L., Kaslow, N.J. Hutchings, P.S., Madson, M.,
Collins, F.L., Jr.
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
50
51
Oct.
24,
2016
Oct.
24,
2016
Oct.
24,
2016
& Crossman, R.E. (2009). Competency
Benchmarks: A Developmental Model for
Understanding and Measuring Competence in
Professional Psychology. Training and Education
in Professional Psychology. Vol 3(4, Suppl),
9 AM Intern Didactic. Topic: Panic Disorder- A
primary Care Perspective. Audio Digest CE. A.
Lee Solomon MD, Chattanooga TN.
Description: Medical training to improve the
diagnosis and management of Panic Disorder.
This includes both medication management and
CBT interventions.
Learning Objectives: -Recognize the role of the
Amygdala in anxiety. –Diagnosis Panic Disorder
and differentiate it form other anxiety disorders –
Choose an effective treatment strategy for Panic
Disorder.
Primary Reference: Cloos, J.M. (2005) The
treatment of Panic Disorder. Current Opinion
Psychiatry. Jan; 18(1): pp.45-50
BHC Didactic: Providing Culturally Competent
Treatment to Latino Patients.
Description: Didactic explains the concepts of
cultural competence, transcultural competence
and cultural humility. Then reviews models of
acculturation and racial identity development and
ends with practical primary care strategies for
Latinos and common barriers to health service
provision.
Learning Objectives: Students will be able to list
at least three special considerations when
working with Latino clients.
Primary Reference: Organista, K. C. (2007).
Commentary: The need to explicate culturally
competent approaches with Latino clients. In J.
Muran (Ed.), Dialogues on difference: Studies of
diversity in the therapeutic relationship (pp. 168175). Washington, DC US: American
Psychological Association. doi:10.1037/11500018 and 32 other sources
Description: Discuss evidence-based practice
and make distinction between effective research
and efficacy research; and how to evaluate the
effectiveness of own interventions.
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun (credit
to Deborah
Galindo
MA)
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
51
52
Oct.
31,
2016
Oct.
Learning Objective: Describe how an EBP from
literature would be utilized in their clinical setting.
Reference: Marczyk, G., DeMatteo, D., &
Festinger, D. (2005). Essentials of research
design and methodology. NJ: John Riley & Sons,
Inc.
Report of the 2005 Presidential Task Force on
Evidence-Based Practice. Internet WWW page,
at URL:
http://www.apa.org/practice/resources/evidence/e
vidence-based-report.pdf (version current as of
January 15, 2013).
Yanchar, S.C., Gantt, E.F., & Clay, S.L. (2005).
On the nature of a critical methodology. Theory
and Psychology, 15: 27-50.
9 AM Intern Didactic. Topic: Psychosocial
Developmental: Infancy through Adolescence.
Audio-Digest CE. Eve G. Spatt, MD.;
Identification of Developmental-Behavioral
Problems in Primary Care; Mobilizing Resilience
and Recovery in Response to Adverse Childhood
Experiences (ACE).
Description: Didactic will explain pediatric stages
of psychosocial development, personality and
brain developmental, and provide information on
building patient resiliency to encourage
overcoming adverse childhood experiences
Learning Objectives: Be able to identify
psychosocial developmental factors, stages of
development in the pediatric population, screen
for mental health problems and provide effective
treatment.
Additional References: 1). Sheldrick, R. C.,
Merchant, S., & Perrin, E. C. (2011). Identification
of developmental-behavioral problems in primary
care: A systematic review. Pediatrics, 128(2),
356-363. doi:10.1542/peds.2010-3261
2). Larkin, H., Beckos, B. A., & Shields, J. J.
(2012). Mobilizing resilience and recovery in
response to Adverse Childhood Experiences
(ACE): A Restorative Integral Support (RIS) case
study. Journal Of Prevention & Intervention In
The Community, 40(4), 335-346.
doi:10.1080/10852352.2012.707466
BHC Didactic: Motivational interviewing
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
52
53
31,
2016
Oct.
31,
2016
Nov. 7,
2016
Nov. 7,
2016
Description: Method for facilitating and engaging
intrinsic motivation within clients to change
behavior.
Learning Objectives: Students will be able to
use MI to elicit the client’s cooperation in the
creation of a treatment plan.
References: “Motivational Interviewing: An
evidence-based approach to counseling helps
patients follow treatment recommendations.”
AJN, American Journal of Nursing. October 2007.
Diversity Part 1, Mental Health Stigma
Description: Students will discuss the
diversity/minority issues related to people with
chronic mental health issues.
Learning Objectives: Identify several mental
health stigmas and practice how to discuss these
issues during the course of therapy.
Reference: Shim, R., Rust, G. (2013). Primary
Care, Behavioral Health, and Public Health:
Partners in Reducing Mental Health Stigma.
American Journal of Public Health 103(5): 774
9 AM Intern Didactic. Topic: Dementia;
Dementia/Statins, Audio Digest CE. Katherine A.
Julian, MD.; Current Pharmacologic Treatment of
Dementia.
Description: Strategies for understanding
symptoms of dementia, screening tools, and
treatment options.
Learning Objectives: Interns will be able to
recognize the clinical presentation of dementia,
use appropriate screening tools for dementia, and
understand various treatment options, including
pharmacologic.
Reference: Qaseem, A., Snow, V., Cross, J. J.,
Forciea, M. A., Hopkins, R. J., Shekelle, P., & ...
Owens, D. K. (2008). Current pharmacologic
treatment of dementia: a clinical practice
guideline from the American College of
Physicians and the American Academy of Family
Physicians. Annals Of Internal Medicine, 148(5),
370-378.
BHC Didactic: Making the most out of
Supervision
Description: Strategies for helping students
navigate the process of receiving clinical
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
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54
Nov. 7,
2016
Nov. 9,
2016
Nov.
14,
2016
Nov.
supervision.
Learning Objectives: Students will be able to
describe ways to advocate for their supervision
needs.
References: Pearson, Q. M. (2004). Getting the
most out of clinical supervision: Strategies for
mental health. Journal of Mental Health
Counseling. 26(4): 361-373.
Multicultural Issues in Therapy
Description: Discuss ethnic and cultural
variables found in working with clients/patients of
different ethnic and cultural backgrounds.
Discuss specific multicultural issues found in the
primary care setting.
Learning Objectives:
1. Describe the complex model of their
interaction.
2. Identify some biases and obstacles in working
with clients/patients from different ethnic/cultural
backgrounds in primary care
Reference:
Lee, C. (Ed.). (2013). Multicultural issues in
counseling: New approaches to diversity (4th
ed.). Alexandria, VA: American Association for
Counseling and Development.
Kathleen
Gathercoal
PhD
(1 hour)
Grand Rounds
TBA
9 AM Intern Didactic. Topic: Obesity
Description: Discuss evidence-based treatment
and management of obesity in primary care.
Learning Objectives: 1) Understand how
biopsychosocial factors can impact
weight/obesity and response to treatment. 2)
Learn evidence-based approaches for managing
obesity in patients.
References: (1) APA Website:
http://www.apa.org/pi/families/resources/primarycare/obesity-management.aspx
(2) Malone, M., Alger-Mayer, S. A., & Anderson,
D. A. (2005). The lifestyle challenge program: a
multidisciplinary approach to weight
management. The Annals Of Pharmacotherapy,
39(12), 2015-2020.
BHC Didactic: Assessment Training: Giving
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
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55
14,
2016
Nov.
14,
2016
Nov.
21,
2016
Feedback to clients.
Description: Discuss fundamental aspects of
giving feedback to clients.
Learning Objectives: Students will learn how to
clearly express strengths and deficits in
functioning to clients. Students will be able to
describe at least 2 ethical challenges of giving
feedback.
Reference: Pope, K. (2013). Responsibilities in
providing psychological test feedback to clients.
Psychological Assessment, 4(3): 268-271.
Retrieved from
http://kspope.com/assess/feedabs1.php on
5/28/13.
Professional Development Part 1– Finding a
Mentor
Description: Interns will be introduced to
Johnston’s Constellation Model and begin to
evaluate what their professional needs are and
how a mentor (or several mentors) can assist in
professional development.
Learning Objectives:
1. Understand Johnston’s Constellation Model of
mentorship
2. Explore professional networks and identify
potential mentors
Reference: Johnson, W. B.
(2007). Transformational supervision: When
supervisors mentor. Professional Psychology:
Research and Practice. 38(3), 259-267
9 AM Intern Didactic. Topic: Heart Disease
Description: Interns will learn prevalence,
interventions, and associations of mental health
and heart disease.
Learning Objectives: Understand how
behavioral health providers can play a role in
treatment for patients with heart disease and
potential associated negative impact in
mental/behavioral health.
References: (1) LeFevre, M. L. (2014).
Behavioral counseling to promote a healthful diet
and physical activity for cardiovascular disease
prevention in adults with cardiovascular risk
factors: U.S. Preventive Services Task Force
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
55
56
Nov.
21,
2016
Nov.
21,
2016
Recommendation Statement. Annals Of Internal
Medicine, 161(8), 587-593. doi:10.7326/M141796 (2) Rutledge, T., Reis, V., Linke, S.,
Greenberg, B., & Mills, P. (2006). Depression in
heart failure a meta-analytic review of
prevalence, intervention effects, and associations
with clinical outcomes. Journal Of The American
College Of Cardiology (JACC), 48(8), 1527-1537.
BHC Didactic: Assessment Training on the
Woodcock-Johnson IV Tests of Achievement.
Description: A seminar and demonstration on
administration, scoring, and interpretations of the
Woodcock-Johnson III Tests of Achievement.
Materials from the test, including the manual and
protocols, will be used to demonstrate
administration. Seminar will discuss the clinical
applications of WJ-III.
Learning Objectives:
1. Learn to administer, score and interpret the
WJ-III Tests of Achievement
2. Identify when to use the WJ-III Tests of
Achievement in integrated batteries
References:
Mather, N., & Wendling, B. (2001). Essentials of
WJ III tests of achievement assessment. New
York: J. Wiley.
McGrew, K. S., & Woodcock, R. W. (2001).
Technical Manual. Woodcock-Johnson III. Itasca,
IL: Riverside Publishing.
Professional Development Part 2 –
Professional Networking
Description: With an understanding of the
Constellation Model, Interns discuss their own
network of personal and professional contacts.
Identify potential mentors to meet specific goals.
Discuss methods and limitations of connecting
and asking professionals to become mentors.
Learning Objectives:
1. Identify personal and professional contacts for
potential mentorship
2. Identify methods to ask contacts for
mentorship
3. Identify limitations and pitfalls of mentorship
Reference:
Kram, K. E. & Higgins, M.
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
56
57
C. (2008, September 22). Business Insight (A
Special Report); Leadership: A New Approach to
Mentoring; These days, you need more than a
single person; You need a network. Wall Street
Journal (Eastern Edition), p. R.10. Retrieved
July 22, 2009, from Wall Street Journal.
(Document ID: 1558864741).
Nov
28,
2016
Nov
28,
2016
9 AM Intern Didactic. Topic: Homelessness
Description: Discuss the factors associated with
homelessness, mental illness and substance
abuse. Discuss barriers to utilization of
healthcare in the homeless population.
Learning Objectives:
1) Understand the relationship among youth vs
adult homelessness onset, lifetime serious
mental illness, and substance use problems.
2.) Understand the factors associated with use of
and perceived barrios to receipt of health care
among the homeless.
References: (1) Childress, S., Reitzel, L. R.,
Maria, D. S., Kendzor, D. E., Moisiuc, A., &
Businelle, M. S. (2015). Mental Illness and
Substance Use Problems in Relation to
Homelessness Onset. American Journal Of
Health Behavior, 39(4), 549-555.
doi:10.5993/AJHB.39.4.11 (2) Kushel, M. B.,
Vittinghoff, E., & Haas, J. S. (2001). Factors
associated with the health care utilization of
homeless persons. Jama, 285(2), 200-206. (3)
Lippert, A. M., & Lee, B. A. (2015). Stress,
Coping, and Mental Health Differences among
Homeless People. Sociological Inquiry, 85(3),
343-374. doi:10.1111/soin.12080
BHC Didactic: Evidenced-Based Practice
Interventions for Psychosis
Description: A seminar and discussion on the
best practice evidence-based intervention for
schizophrenia/psychotic disorders across
different age groups. The didactic will focus on
Neilson’s (2007) article and provide education on
the different types of treatment and their
pros/cons.
Learning Objectives:
1. Identify evidenced-based practice interventions
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
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58
Dec. 5,
2016
Dec. 5,
2016
for psychotic-spectrum disorders
2. Identify pros/cons between each evidencedbased practice interventions
Reference:
Neilson, L. (2007). Evidence-based best practice
interventions for the treatment of
schizophrenia/psychotic disorders: Annotated
information package.
9 AM Intern Didactic. Topic: Managing Difficult
Behavior in Patients with Dementia. Audio Digest
CE. Ann Morrison, PhD, RN.
Description: Discuss strategies and factors to
improve management of behavior in patients with
dementia, and improve diagnosis and treatment
of alcohol use disorder (AUD) in older adults.
Learning Objectives:
1. Understand symptoms and behaviors
associated with dementia.
2. Evaluation the relationship between
biopsychosocial factors and behavioral problems
in a patient with dementia.
3. Use appropriate screening tools for detecting
AUD in older adults.
Reference: Remington, R., Abdallah, L., Melillo,
K. D., & Flanagan, J. (2006). Managing problem
behaviors associated with dementia.
Rehabilitation Nursing: The Official Journal Of
The Association Of Rehabilitation Nurses, 31(5),
186-192.
BHC Didactic: Termination Without Feeling
Terminated
Description: Understanding what constitutes
ethically responsible client care in termination.
Discuss ethical and cultural considerations in
termination. Discuss case studies of termination
in therapy.
Learning Objectives:
1. Identify situations of ethically responsible
termination
2. Identify methods to terminate well and
effectively, promoting client care
Reference: Behnke, S. (2009). Termination and
abandonment: A key ethical distinction. Monitor
on Psychology, 40(8). Retrieved from
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
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59
Dec.
12,
2016
Dec.
12,
2016
Dec.
19,
2016
Dec.
19,
2016
http://www.apa.org/monitor/2009/09/ethics.aspx.
9 AM Intern Didactic. Topic: Binge Eating Audio
Digest CE. Ramona G. Seidal, MD.
Description: Discuss diagnostic criteria and
factors that can contribute to binging. Discuss
relationship between stress response and binge
eating disorder.
Learning Objectives: Learn to accurately
diagnose binge eating disorder, and understand
how stress, dieting and other factors trigger binge
eating.
References: Gluck, M. E. (2006). Stress
response and binge eating disorder. Appetite,
46(1), 26-30. doi:10.1016/j.appet.2005.05.004
BHC Didactic: Working with Adolescents
Description: A seminar on the latest researchbased information on basic, healthy adolescent
development. Discussion on therapeutic stances
and interventions when working with adolescents.
Learning Objectives:
1. Understand stages of development and
common issues for adolescents
2. Identify common and effective interventions in
therapy when working with adolescents
Reference: Solarz, A. (2002). Developing
adolescents: A reference for professionals. DC:
APA.
9 AM Intern Didactic. Topic: Working with
Foreign Language Interpreters
Description: Discuss factors and issues
associated with using interpreters in
psychological or behavioral health practice.
Learning Objectives: Learn strategies to
collaborate with interpreters in mental health and
behavioral health encounters.
Reference: Searight, H. R., & Searight, B. K.
(2009). Working with foreign language
interpreters: Recommendations for psychological
practice. Professional Psychology: Research And
Practice, 40(5), 444-451. doi:10.1037/a0016788
BHC Didactic: Dealing with Grief in Therapy
Description: A seminar on different models of
grief therapy and grief interventions, with
particular focus on Worden’s (2009) tasks of
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
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grief. Discussion on research-based interventions
for grief therapy.
Learning Objectives:
1. Understand Worden’s 4 tasks of grief and
mourning
2. Identify effective interventions in working with
grief and death in therapy
Reference: Worden, J. W. (2009). Grief
counseling and grief therapy: A handbook for the
mental health practitioner (4th edition). NY:
Springer Publishing Company.
Dec.
26-27,
2016
Jan. 2,
2017
Christmas Holiday (BHC
closed)
New Year’s Holiday (BHC
closed)
Jan. 9,
2017
9 AM Intern Didactic: Supervision Didactic
Description: Heightening Multicultural
Awareness: It’s Never Been About Political
Correctness.
Learning objectives: Evaluate the supervisee’s
multicultural competency and develop an
awareness of their own Supervisory multicultural
skills. Use supervisory alliance to address and
resolve multicultural deficiencies.
References: Falender, C. A., & Shafranske, E. P.
(2008). Casebook for clinical supervision: A
competency-based approach. DC: American
Psychological Association. Chapter 3, pp. 53-77
BHC Didactic: Effective, culturally sensitive
Interventions
Description: Using evidence-based approach in
practice with various minorities. Discussion
around how intakes and informed consent may
need to be adjusted to account for cultural needs.
Learning objectives: Be able to discuss the
risks and benefits to using limited self disclosure
when addressing cultural differences with your
clients.
Planning Didactics for Spring
Description: Discuss and identify objectives of
didactic seminars for the Spring semester.
Jan. 9,
2017
Jan. 9,
2017
Dr. Kristie
Knows His
Gun
(1 hour)
Winston
Seegobin,
PhD (2 hrs)
Chair of
Diversity for
GFU,
GDCP
Kathleen
Gathercoal
PhD
(1 hour)
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Learning Objectives:
N/A
Reference:
N/A
Jan.
16,
2017
Jan
23,
2017
Jan
23,
2017
Jan
23,
2017
9 AM Intern Didactic. Topic: Eating Disorders in
a Primary Care Setting, Jocelyn R. Lebow, PhD.
Description: Discuss characteristics of Eating
Disorders and treatment in behavioral health
practice.
Learning Objectives:
1. Recognize specific Eating Disorders such as
avoidant/restrictive food disorder, anorexia, and
bulimia.
2. Perform assessment of patients suspected
with an eating disorder
3. Understand medication and therapy treatment
options for Eating Disorders
BHC Didactic: Evidenced-Based Practice for
Anger Management
Description: A seminar on a 12 week anger
management group treatment plan. Provide
purpose, conceptual framework, and rationale for
anger management treatment.
Learning Objectives:
1. Identify cognitive behavioral strategies for
controlling anger
2. Understand 12 week anger management
group treatment
Reference: Holloway, J. D. (2003). Advances in
anger management: Researchers and
practitioners are examining what works best for
managing problem anger. Monitor on
Psychology, 34(3): 54.
Individual 15 minute meetings with Interns
Description: Individuals will meet with Dr.
Gathercoal to discuss and consult on relevant
professional development and clinical issues.
Working Meeting: 1. Interns will be able to
consult with faculty member on professional
development needs.
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
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62
Jan.
30,
2017
Jan.
30,
2017
2. No Learning Objectives.
9 AM Intern Didactic. Topic: Smoking
Cessation, Michael J. Hernandez, MD AudioDigest CE;
Description: Discuss the efficacy and sideeffects of therapies approved for smoking
cessation. Discuss the research using Nicotine
replacement therapy for smoking cessation
Learning Objectives:
1.) Understand the efficacy and side effects of
therapies approved for smoking cessation.
2.) Provide effective psychoeducation to patients
thinking about smoking cessation.
Reference: Stead, L. F. (2012). Nicotine
replacement therapy for smoking cessation.
Cochrane Database Of Systematic Reviews,
(11), doi:10.1002/14651858.CD000146.pub4
BHC Didactic: Assessment Training on the
Delis-Kaplan Executive Function System (DKEFS)
Description: A seminar and demonstration on
administration, scoring, and interpretations of the
Delis-Kaplan Executive Function System.
Materials from the test, including the manual and
protocols, will be used to demonstrate
administration. A sample battery will be used to
illustrate the D-KEFS utility in an integrated
battery. Seminar will discuss the purpose of the
test and its clinical applications.
Learning Objectives:
1. Learn to administer, score, and interpret one
subtest of the D-KEFS (i.e., Trail Making Tests)
2. Identify when to use the D-KEFS in
psychological assessments and integrated
reports
References:
Delis, D. C., Kaplan, E., & Kramer, J. H. (2001a).
Delis-Kaplan Executive Function System (DKEFS). San Antonio, TX: The Psychological
Corporation.
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Delis, D. C., Kaplan, E., & Kramer, J. H. (2001b).
Delis-Kaplan Executive Function System (DKEFS) examiner’s manual (pp. 1-218). San
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Antonio, TX: The Psychological Corporation.
Delis, D. C., Kaplan, E., & Kramer, J. H. (2001c).
Delis-Kaplan Executive Function System (DKEFS) technical manual (pp. 1-132). San
Antonio, TX: The Psychological Corporation.
Jan.
30,
2017
Dissertation Presentation
Description: One of the Interns presents their
dissertation
Learning Objectives: 1. Interns will learn how to
organize and prepare for a dissertation defense.
2. Interns will learn how to present using
PowerPoint and graphs.
Kathleen
Gathercoal
PhD
(1 hour)
Feb. 6,
2017
Mid-year evaluations
Feb. 6,
2017
BHC Didactic: Self-Care
Description: A seminar on the ethical
competence for engagement in self-care
activities. Discuss psychologists’ personal mental
or physical health as it affects their work. Discuss
the importance of raising self-awareness of
personal stressors that can impair a
psychologist’s effectiveness or cause improper
behaviors or boundaries.
Learning Objectives:
1. Identify the competency of self-care in clinical
and professional practice
2. Identify methods to increase self-awareness to
engage in self-care
Reference: Martin, S. (2011). Attention students
and ECPs: Self-care is an ‘ethical imperative.’
Monitor on Psychology.
Barnett, J.E., Baker, E.K., Elman, N.S., &
Schoener, G.R. (2007). In pursuit of wellness:
The self-care imperative. Professional
Psychology: Research and practice, 38, 603-612.
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
63
64
Feb. 6,
2017
Feb.
13,
2017
Feb.
13,
2017
Dissertation Presentation
Description: One of the Interns presents their
dissertation
Learning Objectives: 1. Interns will learn how to
organize and prepare for a dissertation defense.
2. Interns will learn how to present using
PowerPoint and graphs.
9 AM Intern Didactic. Topic: Sex Trafficking of
US Citizens, Audio Digest CE, Jeffrey J. Barrows,
DO,MA
Description: Interns will learn to improve
management and recognition of victims of
domestic human trafficking.
Learning Objectives:
1.) Describe the extent of human trafficking in the
US.
2.) Recognize signs that a patient may be a
victim of human trafficking.
3.) Establish rapport and ask questions about
suspected trafficking, and respond appropriately.
Additional Reference: Baldwin, S. B.,
Fehrenbacher, A. E., & Eisenman, D. P. (2015).
Psychological Coercion in Human Trafficking: An
Application of Biderman's Framework. Qualitative
Health Research, 25(9), 1171-1181.
doi:10.1177/1049732314557087
BHC Didactic: Couples Therapy
Description: A seminar on family systems
models of couples therapy, with particular focus
on Bowen’s theory. Discuss important and
effective interventions in family systems based
couples therapy.
Learning Objectives:
1. Understand Bowen’s theory on couples
therapy (i.e., enmeshment and differentiation)
2. Identify interventions derived from Bowen’s
theory in couples therapy
References: (1) Bowen, M. (1978). Family
therapy in clinical practice. Northvale, NJ:
Aronson
(2) Brown, J., & Wright, J. (2010). Inviting each
partner out of the fusion: Bowen family systems
theory and couple therapy. The CAPA Quarterly,
2: 17-20.
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
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65
Feb.
13,
2017
Feb.
20,
2017
Feb.
Feb.
20,
2017
Feb.
20,
Dissertation Presentation
Description: One of the Interns presents their
dissertation
Learning Objectives: 1. Interns will learn how to
organize and prepare for a dissertation defense.
2. Interns will learn how to present using
PowerPoint and graphs.
9 AM Intern Didactic. Topic: Depression in Older
Adults, Audio Digest, CE, Sidney Zisook, MD.
Description: Discuss how diagnostic factors and
management of depression and dementia in
elderly patients.
Learning Objectives:
1) Be able to diagnose Depression in elderly
patients, while distinguishing normal grief.
2.) Understand pharmaceutical treatment of
depression and/or cognitive impairment.
3.) Understand comorbidity with dementia and
other disorders, and provide effective behavioralhealth treatment in this population.
Reference: Alexopoulos, G. S., Raue, P. J.,
Kiosses, D. N., Mackin, R. S., Kanellopoulos, D.,
McCulloch, C., & Areán, P. A. (2011). Problemsolving therapy and supportive therapy in older
adults with major depression and executive
dysfunction. Archives Of General Psychiatry,
68(1), 33-41.
doi:10.1001/archgenpsychiatry.2010.177
BHC Didactic: Suicide risk
assessment/response
Description: Evidence-based competency goals
and training in suicide risk assessment.
Learning Objectives: 1) Knowing how to provide
suicide risk assessments.
2) Being able to identify at least 3 competencies
for training.
Reference: Cramer, R. J., Johnson, S. M.,
McLaughlin, J., Rausch, E. M., & Conroy, M. A.
(2013). Suicide risk assessment training for
psychology doctoral programs: Core
competencies and a framework for training.
Training and Education in Professional
Psychology, 7(1): 1-11.
Dissertation Presentation
Description: One of the Interns presents their
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
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66
2017
Feb.
27,
2017
Feb.
27,
2017
Feb.
27,
2017
Mar. 1,
2017
Mar. 6,
2017
dissertation
Learning Objectives: 1. Interns will learn how to
organize and prepare for a dissertation defense.
2. Interns will learn how to present using
PowerPoint and graphs.
9 AM Intern Didactic. Topic: Diagnosis of Adult
ADHD, Audio Digest CE, David W. Goodman MD
Description: Review of diagnostic criteria for
ADHD, prevalence, risk factors, screening for
adult ADHD, and treatment of ADHD.
Learning Objectives:
1) Learn how to appropriately screen for adult
ADHD.
2) Understand how ADHD can impact adults
diagnosed with the disorder.
References: Kessler, R. C., Adler, L. A., Barkley,
R., Biederman, J., Conners, C. K., Faraone, S.
V., & ... Zaslavsky, A. M. (2005). Patterns and
Predictors of Attention-Deficit/Hyperactivity
Disorder Persistence into Adulthood: Results
from the National Comorbidity Survey
Replication. Biological Psychiatry, 57(11), 14421451. doi:10.1016/j.biopsych.2005.04.001
BHC Didactic: Abuse reporting
Description: Review protocol for reporting abuse
and neglect according to Oregon state law.
Learning Objectives: 1) Knowing when it is
appropriate to report abuse and documentation.
2) Is able to identify the terms abuse and neglect
according to Oregon State Law.
Reference: Oregon.gov
Dissertation Presentation
Description: One of the Interns presents their
dissertation
Learning Objectives: 1. Interns will learn how to
organize and prepare for a dissertation defense.
2. Interns will learn how to present using
PowerPoint and graphs.
PhD
(1 hour)
Colloquium
TBA
9 AM Intern Didactic. Topic: Child Development
and Behavior Problems, Audio Digest CE,
Barbara Howard, MD;
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
66
67
Mar. 6,
2017
Mar. 6,
2017
Mar.
13,
2017
Mar.
13,
2017
Description: Review normal child development
and top improve the management of behavior
problems in children.
Learning Objectives:
1) Differentiate colic from normal patterns of
crying.
2) Counsel parents about trained night feeding
and waking, advise about temper tantrums,
positive reinforcement, and understand strategies
for controlling aggression behaviors.
BHC Didactic: Assessment Training on the
Roberts Apperception Test for Children- 2nd
Edition (Roberts-2)
Description: Learn to administer, score and
interpret the Roberts-2 test.
Learning Objectives: 1) Is able to identify when
it is applicable to use Roberts-2.
2) Is able to correctly score a Roberts-2, using
the manual.
Reference: Roberts-2 manual
Didactic Topic: TBA
9 AM Intern Didactic. Topic: Alcoholism in the
Older Adult, Audio Digest CE, Michael I.
Fingerhood, MD
Description: Review key topics regarding
alcohol use in the alder adult population. This
includes prevalence, physiological effects of
alcohol use, screening tools, and management
strategies
Learning Objectives: Interns will learn to
screen/identify signs of excessive alcohol use,
provide education and behavioral health
interventions for management of alcohol use with
patients.
Reference: Dyson, J. (2006). Alcohol misuse
and older people. Nursing Older People, 18(7),
32-35.
BHC Didactic: Integration in a Brief Therapy
Format
Description: Religious and spiritual issues in
brief psychotherapy. Discuss effective and
ineffective ways of addressing faith concerns in
Dr. Kristie
Knows His
Gun
(2 hour)
Kathleen
Gathercoal,
PhD (1
hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Mark
McMinn,
PhD
ABPP/CL
(1 hours)
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68
Mar.
13,
2017
Mar.
20,
2017
Mar.
20,
2017
Mar.
20,
2017
Mar.
27,
2017
Apr. 3,
brief psychotherapy.
Learning Objectives: 1) Is able to identify at
least one effective intervention to address faith
concerns.
2) Is able to identify at least one ineffective way
to discuss faith concerns.
Reference: Aten, J. D., McMinn, M. R., &
Worthington, E. L., Jr. (Eds.) (2011). Spiritually
oriented interventions for counseling and
psychotherapy. Washington, DC: APA Books.
Chi Square
Description: Research methods refresher and
discussing when to use Chi Square.
Learning Objectives:
1. Interns will be able to define chi square.
2. Interns will know when to use chi square.
Reference: Lunsford, M.L. & Dowling, A.D.
(2010).Water taste test data.
Journal of Statistics Education. Volume 18,
Number 1.
9 AM Intern Didactic: Supervision Didactic
Description: Negotiating Role Conflicts: If it were
easy, it wouldn’t be called supervision. Interns will
discuss the possible role conflicts that arise
during supervision and the interpersonal
approach to resolving them.
Learning objectives: Identify markers of Role
Conflict and Role Ambiguity. Describe how to use
the supervisory alliance to resolve these issues.
References: Falender, C. A., & Shafranske, E. P.
(2008). Casebook for clinical supervision: A
competency-based approach. DC: American
Psychological Association. Chapter 4, pp. 79-97
BHC Didactic: Student EBP presentations 1
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Practicum
Student
(1 hour)
Program Evaluation
Interns will present their findings from their
program evaluation projects.
Kathleen
Gathercoal
PhD
(1 hour)
9 AM Intern Didactic. Topic: Pain Management:
Dr. Kristie
Knows His
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2017
Apr. 3,
2017
Pain Management in the Injured Worker, Audio
Digest CE, Mark R. Lentz, MD
Description: Discuss ways to improve
management of pain, including neuropathic pain.
Learning Objectives:
1) Identify factors that are related to pain and how
they are impacting functioning.
2) Use appropriate behavioral health treatments
to educate patients about pain and provide
interventions for management of pain.
Reference: Dagenais, S., Tricco, A. C., &
Haldeman, S. (2010). Synthesis of
recommendations for the assessment and
management of low back pain from recent clinical
practice guidelines. The Spine Journal: Official
Journal Of The North American Spine Society,
10(6), 514-529. doi:10.1016/j.spinee.2010.03.032
BHC Didactic: Student EBP presentations 2
Apr. 3,
2017
Program Evaluation
Interns will present their findings from their
program evaluation projects.
Apr.
10,
2017
9 AM Intern Didactic. Topic: Choosing the Best
Legal Structure for your Professional Practice and
Considering Options for Alternative Practice
Models:
Description: Review legal structure options for
professional psychological practices and learn
about alternative practice models for future
clinical work.
Objectives:
1) Interns will understand the various legal
structure options for professional psychological
practice.
2) Understand Alternative Practice Models for
professional psychological work.
Reference: APA, Fall 2014. Good Practice;
Tools and Information for Professional
Psychologists. Special Issue – Alternative
Practice Models. pp 1-22
BHC Didactic: Student EBP presentations 3
Apr.
10,
2017
Gun
(1 hour)
Practicum
Student
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Practicum
Student
(1 hour)
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70
Apr.
10,
2017
Program Evaluation
Interns will present their findings from their
program evaluation projects.
Apr.
17,
2017
9 AM Intern Didactic. Topic: Personality
Disorder, Audio Digest CE, W. Blake Haren, MD
Description: Discuss how various personality
disorders can present in primary care patients.
Learning Objectives: Interns will understand the
behavioral and personality presentation and
symptoms of specific personality disorders.
BHC Didactic: Student EBP presentations 4
Apr.
17,
2017
Apr.
17,
2017
Apr.
24,
2017
Apr.
Professorship and Working in Academia
Description: Introducing professional world in
academia and the different ways to teach.
Learning Objectives: 1. Interns will be able to
accurately describe the profess in becoming an
academic professor.
2.Interns will be able to identify the different types
of professorships.
Reference: Joy, S. (2006). What Should I Be
Doing, and Where Are They Doing It? Scholarly
Productivity of Academic Psychologists.
Perspectives on Psychological Science 2006 1:
346
9 AM Intern Didactic. Topic: Guidelines for
Treating Dissociative Identity Disorder.
Description: Review the diagnosis and treatment
of Dissociative Identity Disorder (DID)
Objectives:
1) Interns will be able to diagnosis and screen for
DID symptoms.
2) Interns will review conceptualization of DID,
how it can develop, and impacts functioning.
3) Interns will be able to understand interventions
and treatment for DID, including limitations within
the primary care setting.
Reference: Guidelines for Treating Dissociative
Identity Disorder in Adults, Third Revision:
Summary version. (2011). Journal of Trauma &
Dissociation, 12(2), 188-212.
doi:10.1080/15299732.2011.537248
BHC Didactic: Student EBP presentations 5
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Practicum
Student
(1 hour)
Kathleen
Gathercoal
PhD
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Practicum
70
71
24,
2017
May 1,
2017
May 1,
2017
May 8,
2017
May 8,
2017
May
15,
2017
Student
(1 hour)
9 AM Intern Didactic. Topic: ObsessiveCompulsive Disorder
Description: Review a self-treatment method for
obsessive-compulsive disorder.
Learning Objectives: Interns will be able to
educate patients and implement this 4-step
treatment plan for patients struggling with
obsessive-compulsive di sorder.
Reference: Brain Lock: Free Yourself from
Obsessive-Compulsive Behavior, by Jeffrey M.
Schwartz, MD and Beverly Beyette (1997)
BHC Didactic: Student EBP presentations 6
9 AM Intern Didactic. Topic: Elimination
Disorders in Children
Description: Understand the diagnosis of
Enuresis and Encopresis. Review treatment
options for both disorders.
Learning Objectives:
1) Interns will be able to appropriately assess and
diagnose enuresis and encopresis.
2) Provide education to parents about the
disorders.
3) Be able to utilize evidence-based interventions
and treatments for these disorders, including
family intervention
Reference: The Child Clinician’s Handbook, 2nd
Edition, by William G. Kronenberger and Robert
G. Meyer (2001)
BHC Didactic: Student EBP presentations 7
9 AM Intern Didactic. Topic: Psychosocial
Interventions in Cancer
Description: Review of the rationale for
psychotherapeutic intervention for cancer
patients, examine underlying themes, compare
treatment techniques, and review evidence for
both psychosocial and biomedical outcome.
Learning Objectives:
1) Understand psychotherapeutic interventions
for cancer patients, including group therapy.
Dr. Kristie
Knows His
Gun
(1 hour)
Practicum
Student
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Practicum
Student
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
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72
May.
15,
2017
May
22,
2017
May
22,
2017
2. Understand common therapeutic themes in
this patient population.
Reference: Spiegel, D., & Diamond, S. (2001).
Psychosocial interventions in cancer: Group
therapy techniques. In A. Baum, B. L. Andersen,
A. Baum, B. L. Andersen (Eds.) , Psychosocial
interventions for cancer (pp. 215-233).
Washington, DC, US: American Psychological
Association. doi:10.1037/10402-012
Working with Interpreters.
Description: How to work with interpreters and
what to look for in hiring an interpreter.
Learning objectives: Through role play,
students will experience the challenges of
working with an interpreter and how to modify
their approach to be sensitive to the cultural
needs of the client and the challenges of having
an interpreter.
Reference: Searight, R. H., Searight, B. K.
(2009), Working With Foreign Language
Interpreters: Recommendations for Psychological
Practice. Professional Psychology: Research
and Practice. 40(5) 444-451
9 AM Intern didactic: Supervision Didactic:
Description: Addressing Problematic Emotions,
Attitudes and Behaviors: Counseling In Versus
Counseling Out. Discussion around identifying
and clinical impairment in students and when to
counsel someone out of the field.
Learning Objectives: Students will be able to
distinguish between incompetent and impaired
performance.
References: Falender, C. A., & Shafranske, E. P.
(2008). Casebook for clinical supervision: A
competency-based approach. DC: American
Psychological Association.
BHC Didactic: Developmentally Based
Techniques for therapy with Children.
Description: Guidelines for using evidencebased interventions with children across
developmental stages.
Learning Objectives: 1) Able to identify at least
3 play therapy techniques.
2) Is able to articulate the importance of play
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(2 Hours)
72
73
therapy and describe its effectiveness on therapy.
References: Hall, T. M., Kaduson, H. G.,
Schaefer, C. E. (2002). Fifteen effective play
therapy techniques. Professional Psychology
Research and Practice. 33(6), 151-522. DOI:
10.1037//0735-7028.33.6.515
May
29,
2017
June
5,
2017
Community Model of Counseling Part 1
Description: I believe clinicians should develop
an awareness of their surroundings and how
those communicate constantly with themselves,
their co-workers and clients.
Words, meaning, language, community. How do
we make sense of the world? Why are single
incidents viewed so differently by different
people?
Roy
Gathercoal
PhD (1 hour
with Interns
and
Practicum
students, 1
hour debrief
with interns
alone)
How can we integrate culture into our
understanding of language and meaning? What
does it mean to "communicate cross-culturally"?
is it even possible? If so, then how can a clinician
intentionally do it with a client? How can you
hope to communicate effectively with a client who
is totally different from you? Is Chomsky right in
appealing to a universal language, embedded in
human behavior? Or is there another approach
to conceptualizing and practicing cross-cultural
communication?
Reference: Habermas, Jürgen (1984)
[1981]. Theory of Communicative Action Volume
One: Reason and the Rationalization of
Society (Book). Translated by Thomas A.
McCarthy. Boston, Mass.: Beacon
Press. ISBN 978-0-8070-1507-0.
June
12,
2017
Community Model of Counseling Part 2
Description: I believe clinicians should develop
an awareness of their surroundings and how
those communicate constantly with themselves,
their co-workers and clients.
Roy
Gathercoal
PhD
(1 hour with
Interns and
Practicum
students, 1
73
74
Words, meaning, language, community. How do
we make sense of the world? Why are single
incidents viewed so differently by different
people?
hour debrief
with interns
alone)
How can we integrate culture into our
understanding of language and meaning? What
does it mean to "communicate cross-culturally"?
is it even possible? If so, then how can a clinician
intentionally do it with a client? How can you
hope to communicate effectively with a client who
is totally different from you? Is Chomsky right in
appealing to a universal language, embedded in
human behavior? Or is there another approach
to conceptualizing and practicing cross-cultural
communication?
Reference: Lukes, S. (2005). Power: A radical
view. London: Palgrave Macmillan.
Habermas, Jürgen (1984) [1981]. Theory of
Communicative Action Volume One: Reason and
the Rationalization of Society (Book). Translated
by Thomas A. McCarthy. Boston, Mass.: Beacon
Press. ISBN 978-0-8070-1507-0.
June
19,
2017
Community Model of Counseling Part 3
Description: I believe clinicians should develop
an awareness of their surroundings and how
those communicate constantly with themselves,
their co-workers and clients.
Words, meaning, language, community. How do
we make sense of the world? Why are single
incidents viewed so differently by different
people?
Roy
Gathercoal
PhD (1 hour
with Interns
and
Practicum
students, 1
hour debrief
with interns
alone)
How can we integrate culture into our
understanding of language and meaning? What
does it mean to "communicate cross-culturally"?
is it even possible? If so, then how can a clinician
intentionally do it with a client? How can you
hope to communicate effectively with a client who
is totally different from you? Is Chomsky right in
appealing to a universal language, embedded in
human behavior? Or is there another approach
74
75
June
26,
2017
to conceptualizing and practicing cross-cultural
communication?
Reference: Lukes, S. (2005). Power: A radical
view. London: Palgrave Macmillan.
Habermas, Jürgen (1987) [1981]. Theory of
Communicative Action Volume Two: Lifeworld
and System: A Critique of Functionalist
Reason (Book). Translated by Thomas A.
McCarthy. Boston, Mass.: Beacon Press. ISBN 08070-1401-X.
Community Model of Counseling Part 4
Description: I believe clinicians should develop
an awareness of their surroundings and how
those communicate constantly with themselves,
their co-workers and clients.
Words, meaning, language, community. How do
we make sense of the world? Why are single
incidents viewed so differently by different
people?
Roy
Gathercoal
PhD (1 hour
with Interns
and
Practicum
students, 1
hour debrief
with interns
alone)
How can we integrate culture into our
understanding of language and meaning? What
does it mean to "communicate cross-culturally"?
is it even possible? If so, then how can a clinician
intentionally do it with a client? How can you
hope to communicate effectively with a client who
is totally different from you? Is Chomsky right in
appealing to a universal language, embedded in
human behavior? Or is there another approach
to conceptualizing and practicing cross-cultural
communication?
Reference: Keith-Spiegel, P., Sieber, J., &
Koocher, G.P. (2010). Responding to research
wrongdoing: A user-friendly guide. Available at:
www.ethicsresearch.com
July 3,
2017
Huserl, Edmund. 1960 [1931] Cartesian
Meditations. Cairns, D., trans. Dordrecht: Kluwer.
BHC Didactic: Psychodynamic
Conceptualization
Description: This presentation will provide an
overview of psychodynamic theory through the
frame of Marie Hoffman's (2011) book, "Toward
guest
speaker,
PsyD
(1 hours)
75
76
Mutual Recognition: Relational Psychoanalysis
and the Christian Narrative. A video presentation
of the "Still Face" research study will be shown to
illustrate the discussion on how early ruptures in
attachment set the stage for difficulties in
psychological functioning later in life.
Learning Objective: 1) Is able to provide an
explanation and/or definition of attachment
theory.
2) Is able to conceptualize from a psychodynamic
perspective.
Reference: Hoffman, M.T. (2011). Toward
mutual recognition: Relational psychoanalysis
and the Christian narrative. NY: Routledge.
July
10,
2017
July
10,
2017
July
10,
2017
July
17,
2017
July
9 AM Intern Didactic: Topic: Feeding and
Weight Restoration Outcomes in Anorexia
Nervosa
Description: Research focused on feeding and
refeeding complication outcomes for patients with
anorexia nervosa.
Learning Objectives:
1) Understand factors and issues regarding
treatment of anorexia nervosa.
2) Utilize a multidisciplinary approach as advised
by the research to encourage patient
improvements.
Reference: Redgrave, G. W., Coughlin, J. W.,
Schreyer, C. C., Martin, L. M., Leonpacher, A. K.,
Seide, M., & ... Guarda, A. S. (2015). Refeeding
and weight restoration outcomes in anorexia
nervosa: Challenging current guidelines.
International Journal Of Eating Disorders, 48(7),
866-873.
10-11 BHC didactic Summer Didactic: Intern
Presents Topic
GFU CE
11-noon Summer Didactic: Intern Presents Topic
GFU CE
Dr. Kristie
Knows His
Gun
(1 hour)
9 AM Intern Didactic: Topic: TBA
TBA
10-11 BHC didactic Summer Didactic: Intern
Intern TBA
Intern TBA
(1 hours)
Intern TBA
(1 hours)
76
77
17,
2017
July
17,
2017
July
24,
2017
July
24,
2017
July
24,
2017
July
24,
2017
July
31,
2017
July
31,
2017
Aug. 1,
2016
Presents Topic
GFU CE
11-noon Summer Didactic: Intern Presents Topic
GFU CE
(1 hours)
9 AM Intern Didactic: Topic: TBA
TBA
10-11 BHC didactic Summer Didactic: Intern
Presents Topic
GFU CE
11-noon Summer Didactic: Intern Presents Topic
GFU CE
Intern TBA
(1 hours)
9 AM Intern Didactic: Topic: TBA
TBA
10 AM Summer Didactic: Intern Presents Topic
GFU CE, Dr. Kristie Knows His Gun does case
presentation.
11 AM Dr. Kristie Knows His Gun does case
presentation.
Intern TBA
(1 hours)
Intern TBA
(1 hours)
Intern TBA
(1 hours)
Dr. Kristie
Knows His
Gun
(1 hour)
Dr. Kristie
Knows His
Gun
(1 hour per
intern)
TBA
Aug 4,
2017
77