The MCG-Charlie Norwood VAMC Internship supports the foundational value of the scientist-practitioner
model of training for the professional psychologist and places particular emphasis
on training professionals who are well prepared for and seek out careers that are
directed toward integrate approaches to health care issues.
Moreover, we aspire to produce racially/ethnically diverse psychologists who have
experience with and interests in serving mental health and medically underserved populations
and areas. With these broad missions in mind we seek to accomplish the following
training goals and objectives in our psychology internship training program:
Goal I: Preparing professional psychologists to support quality primary care in integrated
approaches to health care issues.
Objective 1: To develop in psychology interns general proficiency in clinical assessment and intervention.
Sub-Objective 1: To train interns in a broad range of empirically supported assessment strategies.
Core Competencies Required:
- Diagnostic Interviewing
- General interview skills
- Establishes relationship with patient (putting patient at ease, etc.).
- Asks questions appropriate to referral question.
- Obtains relevant history and clinical information.
- Integrates information for initial diagnostic hypotheses.
- Provides timely and appropriate feedback to involved parties in a way that is consistent
with the APA Ethics Code.
- Culturally Sensitivity/Awareness
- Safety assessment
- Recovery Orientation
- Psychological Testing
- Selecting appropriate procedures and testing measures.
- Administering and scoring measures in accordance with test manual.
- Interpreting results in accordance with appropriate references.
- Cultural sensitivity and awareness regarding use of instruments with and
special populations and other relevant groups.
- Able to gather and integrate data from key assessment domains.
- Provides timely and appropriate feedback to involved parties in a way that is consistent
with the APA Ethics Code.
Outcome:
- Interns will demonstrate competency in interview assessments by successfully completing
a minimum of four diagnostic interviews. Competency will be judged by the responsible
clinical supervisor.
- Interns will demonstrate competency in interview assessment by successfully completing
the Clinical Skills Verification Exam at the end of the first rotation. Competency
will be judged by the seminar directors for the Diagnostic and Treatment Seminar and
the Psychotherapy Process Seminar as well two additional internship supervisors.
- Interns will demonstrate competency in psychological testing assessments by successfully
completing a minimum of three assessments in which the intern.
- For both diagnostic interviewing and psychological testing competencies, by the end
of the training year the intern must be rated by the supervisors as having demonstrated
the majority of milestones targeted for the completion of internship – Level 3 or
higher, which generally represents that the Intern is “competent to implement assessments
independently with supervision/review”.
(SEE SPECIFIC TEST PROFICENCIES REQUIRED).
Sub-Objective 2: To train interns to become proficient in the implementation of a broad range of interventions,
with an emphasis on empirically supported treatments.
Core Competencies Required:
- Creates workable treatment plans that demonstrate an integration of assessment data
and available research literature.
- Implements treatment plans effectively. Changes to the treatment plan are made as
needed, thoughtfully and with consideration of patient’s progress and/or capabilities
as well as relevant psychological literature.
- Demonstrates effectiveness in the therapeutic relationship.
- Demonstrates competence in treating patients from diverse backgrounds.
- Effectively uses recovery based principles of care.
Outcome:
- Interns will use interventions that are based on empirical rationale and will document
the basis of their choices on presentation to their supervisors.
- Intern competence in implementing these interventions will be judged by supervisor’s
ratings of performance.
- As part of the requirements for the Diagnostic/Treatment Seminar Interns must successfully
conduct a Cognitive-Behavioral Therapy (CBT) Session judged by the seminar directors/CBT
instructors as “good” on the question, “How would you rate the clinician overall in
this session, as a cognitive therapist?” (Contextual CBT Therapy Rating Scale)
- Interns will demonstrate competency in case conceptualization and treatment planning
by successfully completing a Case Presentation to Faculty and Interns by the end of the first month of the third rotation. This
case presentation must demonstrate: (1) presence of key biopsychosocial data that
includes psychological testing data; (2) integration of the data into an effective
“theory of the patient”; (3) application of cultural competence in the collection
of and use of the data; (4) application of recovery principles as denoted by use of
person centered goals and identification of strengths; (5) an empirically based and
interdisciplinary approach to treatment; (6) the case presentation must reflect an
appreciation of the unique life goals and strengths of the patients as they guide
the development of an effective treatment plan. Proficiency of this case presentation
will be judged by the responsible clinical supervisor(s) and the Overall Supervisor.
- For competency in the implementation of a broad range of interventions competencies,
by the end of the training year the intern must be rated by the supervisors as having
demonstrated the majority of milestones targeted for the completion of internship
– Level 3 or higher, which generally represents that the Intern is “competent to implement
interventions independently with supervision/review”.
Sub-Objective 3: To train interns to become proficient in the implementation of interventions with
a broad range of patient populations.
Core Competencies Required:
- Understands the impact of such patient characteristics as age, gender, race/cultural
background, socioeconomic status, comorbid conditions, and level of functioning on
response to interventions.
- Understands the impact of context/setting variables such as inpatient/outpatient treatment
setting, family/community environment, availability of support/resources on response
to interventions.
- Effectively engages with and is able to maintain an effective working alliance with
a broad range of patient populations.
- Effectively adapts interventions to meet the diverse needs of a broad range of patient
populations.
Outcome:
- Interns will maintain consultation and therapy logs that verify that they are becoming
proficient in the implementation of interventions with a broad range of patient populations.
- Interns will successfully complete rotations that include inpatient and outpatient
settings, and general medical settings.
- For competency in the implementation of interventions with a broad range of patient
populations, by the end of the training year the intern must be rated by the supervisors
as having demonstrated the majority of milestones targeted for the completion of internship
– Level 3 or higher, which generally represents that the Intern is “competent to implement
interventions with a broad range of patient populations independently with supervision/review”.
- There are no precise numerical criteria for determining a sufficient number and diversity
of patients served. Nevertheless, the minimal level of achievement is that all interns
must provide services for patients in both inpatient and outpatient settings and have
a diversity of patients (more than one in race/ethnicity and gender, and patients
from at least two of the age categories of child, adolescent, adult, and senior adult).
Objective 2: To develop in psychology interns specific proficiencies in providing clinical assessment
and treatment in integrated approaches to health care issues.
Sub-Objective 2: To train psychology interns to function effectively in interdisciplinary teams.
Sub-Objective 3: To training Interns to apply treatment strategies in medical settings.
Sub-Objective 1: To train Interns in consultation assessment strategies in medical contexts.
Core Competencies Required:
- Quickly and effectively identifies patients’ psychological concerns within the context
of various medical settings.
- Integrates various sources of information when assessing patients, including a brief
clinical interview, screening measures, and medical information.
- Recognizes and clarifies psychological factors that affect medical care and effectively
brings these factors to the attention of the medical team.
Outcome:
- Interns will successfully complete rotations that include provision of care in interdisciplinary
health care settings.
- For competency in the consultation assessment strategies in medial contexts, by the
end of the training year the intern must be rated by the supervisors as having demonstrated
the majority of milestones targeted for the completion of internship – Level 3 or
higher, which generally represents that the Intern is “competent to provide consultations
in medical contexts independently with supervision/review”.
- Interns will demonstrate competency in consultation assessment strategies by successfully
completing a Case Presentation by the end of the first month of the third rotation. See full description above.
Competency of this case presentation will be judged by the responsible clinical supervisor(s)
and the Overall Supervisor.
Sub-Objective 2: To train psychology interns to function effectively in interdisciplinary teams.
Core Competencies Required:
- Communicates, both verbally and in written format, with medical team members to enhance
patient care.
- Recognizes each team member’s role and works with all team member to promote excellent
patient care when addressing psychological and other medical issues.
- Helps the team create and implement treatment plans that meet patients’ psychological
and medical needs.
- Able to developed/enhanced and implemented an effective liaison program psychological
and medical needs.
Outcome:
- Interns will work comfortably and professionally as a member of at least three interdisciplinary
teams.
- For competency in functioning effectively in interdisciplinary teams, by the end of
the training year the intern must be rated by the supervisors as having demonstrated
the majority of milestones targeted for the completion of internship – Level 3 or
higher, which generally represents that the Intern is “competent to function effectively
in interdisciplinary teams independently with supervision/review”.
Sub-Objective 3: To train Interns to apply treatment strategies in medical settings.
Core Competencies Required:
- Identifies and applies brief interventions that are appropriate to medical settings
and address the consultation question.
- Clearly and concisely documents interventions in a way that promotes effective interdisciplinary
care.
- Effectively addresses a range of issues that typically present in medical settings,
such as poor health behaviors, stress, anxiety, and depression.
- Flexibly applies interventions to a range of diverse patients to meet their individual
needs.
Outcome:
- Interns will successfully complete rotations that include provision of care in interdisciplinary
health care settings.
- For competency in the application of treatment strategies in medial contexts, by the
end of the training year the intern must be rated by the supervisors as having demonstrated
the majority of milestones targeted for the completion of internship – Level 3 or
higher, which generally represents that the Intern is “competent to apply treatment
strategies in medical contexts independently with supervision/review”.
Goal II: Preparing professional psychologists who have experience with and interest
in serving in mental health and medically underserved populations and areas.
Objective 1: To provide psychology interns with practicum experiences involving patients from mental
health and medically underserved areas.
Core Competencies Required:
- Demonstrates proficiency in working in practicum experiences involving patients from
mental health and medically underserved populations and areas.
Outcome:
- Intern completes one child/family training experience and/or Intern completes one
HIV/AIDS training experience and/or one Sexual Orientation and Gender Minorities training
experience.
- Intern completes one training experience with individuals with chronic/serious mental
illness:
- Interns will maintain consultation and therapy logs that will be reviewed by the Training
Director at the completion of each rotation to verify that interns are becoming proficient
in the implementation of interventions with an adequate representation of patients
from mental health and medically underserved populations and areas.
Objective 2: To provide psychology interns with educational/didactic experiences involving consumers
and providers from mental health and medically underserved population areas.
Core Competencies Required: Demonstrates a competent presentation of knowledge as noted by:
- Presentations are organized and task-focused.
- Projects an air of confidence and credibility.
Outcome:
- Presentation Competency will be judged by the faculty supervisor/co-presenter.
Goal III: Preparing professional psychologists that stay abreast of evidence-based
practices. (Develop the Attitudes of Empiricism and Reflection in Clinical Practice)
Objective 1: To train interns to systematically gather and integrate research data, idiographic
patient data, idiographic clinician data, and nomothetic and idiographic cultural
data for the purpose of clinical assessment and treatment.
Core Competencies Required:
- Maintains an ongoing vigilance of research pertinent to the clinical enterprise.
- Maintains a working knowledge of the empirically supported assessment instruments
and treatments relevant to the field of practice.
- When presented with diagnostic and treatment issues, routinely queries as to what
research has to offer in the matter.
- Maintains a comprehensive and psychometrically sound approach to idiographic patient
data collection and interpretation.
- Using a systematic process of evaluation and interpretation, integrates pertinent
research findings relevant to the patient’s issues at hand, the idiographic data obtained,
and the unique cultural and diversity experiences of the patient.
Outcome:
- Interns will demonstrate competence in an empirical approach to clinical practice.
Clinical case presentations and documentation should include demonstration of knowledge
of the pertinent research literature, assessment of the critical idiographic data
and cultural data, and integration of data into workable treatment plans. For competency
in the ability to systematically gather and integrate research data, idiographic patient
data, idiographic clinician data, and nomothetic and idiographic cultural data for
the purpose of clinician assessment and treatment, by the end of the training year
the intern must be rated by the supervisors as having demonstrated the majority of
milestones targeted for the completion of internship – Level 3 or higher, which generally
represents that the Intern is “competent in an empirical approach to clinical practice
independently with supervision/review”.
- By the conclusion of the first month of the third rotation, Interns will submit a
Case Presentation in which a case formulation and treatment plan demonstrates an empirically based
and interdisciplinary approach to treatment as well as cultural competence. See full
description above. Proficiency of this case presentation will be judged by the responsible
clinical supervisor(s) and the Overall Supervisor.
Objective 2: To train interns to routinize reflective processes in their clinical practice. These
reflective processes include the critical thinking inherent in scientific experimentation,
habits of reflection outside of direct clinical practice, and the capacity to reflect
while in action.
Core Competencies Required:
- Intern demonstrates ability to understand the therapeutic process from his/her own
perspective and the perspective of his/her patients. Is aware of and responds effectively
to patients’ emotions, cognitions, and behaviors that impact the therapeutic alliance.
Tolerates well his/her own distress in the face of patients’ distress or difficult
behavior, and is able to respond without being judgmental or defensive.
- Intern demonstrates abilities to tolerate ambiguity in the therapeutic process.
- Intern demonstrates introspective qualities through self-report and questions asked
during supervision.
- Intern demonstrates adequate self-care and fosters meaningful and effective professional
relationship(s) with colleagues and supervisor(s).
- Intern demonstrates use of a systematic process of introspection, evaluation and discovery.
Outcome:
- Interns will demonstrate competence in the reflective process in their clinical practice
as indicated by their supervisors’ ratings. By the end of the training year the intern
must be rated by the supervisors as having demonstrated the majority of milestones
targeted for the completion of internship – Level 3 or higher, which generally represents
that the Intern is “competent to engage in reflective processes independently with
supervision/review”.
- Interns will demonstrate competence in reflective processes in their performance in
the Diagnostic/Treatment Seminar, the Psychotherapy Process Seminar, and the Professional
Issues Seminar. Instructors will provide ratings of competence in reflective processes
at the midyear and end of year evaluations. Self-evaluations of Interns will demonstrate
a routinization of habits of reflection in their clinical practice.
Objective 3: To continue the development of intern research skills and thinking through the ongoing
participation in a research-scholarship project.
Core Competencies Required: Demonstrates research-scholarship skills in a completed research project as noted
by:
- Paper provides clear objectives/hypotheses
- Paper presents a methodology that addresses the issues effectively
- Paper presents statistical analyses and results that were sound and well-presented
- Paper provides discussion that is effectively linked with the results and present
thoughtful discussion.
- Paper demonstrates a contribution to the field of psychology
Outcome:
- Interns will complete one research-scholarly project by the end of May in which there
is a written product authored or co-authored by the intern that is publishable. Proficiency
of the research-scholarly product will be judged by two faculty not directly involved
in the research project and the Training Director using the Evaluation of Intern Research
Paper form.
Goal IV: Preparing professional psychologists who aspire to cultural competence in
their practice.
Objective 1: To train interns to be culturally competent.
Core Competencies Required:
- Intern recognizes and understands that identity and self-definition are fluid and
complex.
- Intern strives to move beyond conceptualizations rooted in categorical assumptions.
- Intern endeavors to be aware of the role of the social and physical environment in
the lives of the patients/clients.
- Intern recognizes and understands historical and contemporary experiences with power,
privilege, and oppression.
- Intern seeks to promote culturally adaptive interventions and advocacy across systems.
- Intern understands how developmental stages and life transitions intersect with the
larger biosociocultural context.
- Intern actively strives to take a strengths-based approach to build resilience.
Outcome:
- Interns will successfully complete clinical practicum experiences involving inpatient
and/or outpatient care of racial/ethnic/sexual orientation minority status patients
with evidence of cultural competence, by the end of the training year the intern must
be rated by the supervisors as having demonstrated the majority of milestones targeted
for the completion of internship – Level 3 or higher, which generally represents that
the Intern is “competent to provide cultural competent care independently with supervision/review”.
- Interns will successfully complete Seminars and Workshops devoted to sensitivity to
and understanding of cultural differences and the implications of these differences
in clinical assessment and treatment.
- By the end of the first month of the third rotation, Interns will present a Case Presentation in which a treatment case formulation and treatment plan is submitted that demonstrates
an empirically based and interdisciplinary approach to treatment as well as cultural
competence. See full description above. Proficiency of this case presentation will
be judged by the responsible clinical supervisor(s) and the Overall Supervisor.
Goal V: Cultivating a professional identity in professional psychologists.
Objective 1: To train interns to maintain an awareness of the ethical standards of the profession
of psychology.
Core Competencies Required:
- Knowing the ethical principles
- Being able to identify situations where ethical guidelines apply
- Understanding the difference between ethics, state laws and organizational demands
- Applying the ethical principles in complex situations
Outcome:
- Interns will demonstrate an awareness of the ethical issues and engage in appropriate
ethical behavior in their clinical activities as determined by the rotational supervisors
and seminar instructors, by the end of the training year the intern must be rated
by the supervisors as having demonstrated the majority of milestones targeted for
the completion of internship – Level 3 or higher, which generally represents that
the Intern is “maintaining an awareness of ethical standards of the profession of
psychology independently with supervision/review”.
Objective 2: To train interns to constructively participate in the ongoing professional development
of themselves and their colleagues.
Core Competencies Required:
Demonstrates professionalism by:
- Integrity
- Accountability
- Concern for the welfare of others
- Professionally appropriate deportment
- Reflective practice
- Promoting the profession of psychology
Outcome:
- Interns will routinely participate in peer supervision through the Diagnostic/Treatment
Seminar, Psychotherapy Process Seminar and Professional Issues Seminar and demonstrate
competence to work effectively with colleagues and supervisors and to provide constructive
feedback to their colleagues. This will be assessed by the seminar instructors.
- Interns will demonstrate competence in rotational/case supervision as well as engagement
with supervisors and fellow interns as indicated by their supervisors’ ratings, by
the end of the training year the intern must be rated by the supervisors as having
demonstrated the majority of milestones targeted for the completion of internship
– Level 3 or higher, which generally represents that the Intern is “constructively
participating in the ongoing professional development of themselves and their colleagues
independently with supervision/review”.
Objective 3: To train interns to develop and execute lifelong learning through ongoing self-evaluation,
effective use of supervision and consultation and continuous pursuit of knowledge
and skills pertinent to the practice of professional psychology.
Core Competencies Required: Demonstrates skills in developing and executing lifelong learning by exhibiting:
- Initiative and independent thinking
- Routine self-evaluation and self-insight
- Growth and willingness to take risks for the purpose of learning
- Preparation for learning opportunities
- Development of science-informed practice through effective implementation of collaborative
supervision
- Ongoing pursuit of self-directed learning goals
- Knowledge and practice of self-care
Outcome:
- Interns will demonstrate competence developing and executing lifelong learning as
indicated by their supervisors’ ratings and their seminar instructors’ ratings, by
the end of the training year the intern must be rated as having demonstrated the majority
of milestones targeted for the completion of internship – Level 3 or higher, which
generally represents that the Intern is “developing and executing lifelong learning
independently with supervision/review”.
Goal VI: Preparing professional psychologists to practice recovery-oriented care
that places the emphasis on recovery as a restoration of individuals to meaningful
lives regardless of the ongoing presence of mental illness.
Objective 1: To train interns to understand and apply recovery-oriented care processes in their
clinical services.
Core Competencies Required: Demonstrates a person centered perspective in care as noted by:
- Uses person first language
- Works collaboratively with individuals seeking treatment.
- Thinks beyond illness and symptom reduction and connects treatment to how individuals
define purpose and meaning
- Is familiar with the services of a peer support specialist and be able to work collaboratively
with a peer support specialist.
- Uses hope inspiring strategies – goal setting, pathways thinking.
- Promotes advocacy that addresses stigma.
- Identifies and uses person’s strengths as part of treatment plan.
- Routinely engages in shared decision-making.
- Helps individuals define own needs and goals
- Connects treatment to how the individual defines purpose and meaning
- Encourages the individual to be active and take risks in seeking a life that has meaning
and purpose.
- Supports full integration of people in recovery into their communities where they
can exercise their rights of citizenship, as well as to accept the responsibilities
and explore the opportunities that come with being a member of a community and a larger
society.
- Promotes self‐determination and empowerment, noting that all individuals have the
right to make their own decisions, including decisions about the types of services
and supports they receive.
- Facilitates the development of personal support networks by utilizing natural supports
within communities, peer support initiatives, and self‐ and mutual‐help groups.
Outcome:
- Interns will demonstrate competence in recovery oriented processes as indicated by
their supervisors’ ratings and their seminar instructors’ ratings, by the end of the
training year the intern must be rated as having demonstrated the majority of milestones
targeted for the completion of internship – Level 3 or higher, which generally represents
that the Intern is “competently using recovery oriented processes independently with
supervision/review”.
- By the end of the first month of the third rotation, Interns will present a Case Presentation
in which a treatment case formulation and treatment plan is submitted that demonstrates
use of recovery principles and processes as judged by the responsible clinical supervisor(s)
and the Overall Supervisor.
TEST PROFICENCIES REQUIRED
To fulfill the minimum assessment requirement Interns must demonstrate proficiency
in at least a neurocognitive screening instrument, one broadband psychological test,
and symptom specific instruments that can be used for screening and/or treatment progress
monitoring.
Neuro-Cognitive Assessment Options: All Interns are required to receive neuro-cognitive assessment training. The Intern
depending upon site (ECRH, MCG, CNVAMC) will have exposure to and minimally become
proficient in the use of one of the following instruments:
- RBANS
- MOCA
- MMSE
- TOMM
- SIMS
- Trail Making test
- WAIS- IV
- WASI-2
Broadband Personality Assessment Instruments: All Interns must become minimally proficient in one of the following broadband personality
assessment instruments:
- Personality Assessment Inventory (PAI)
- MMPI-2 and/or MMPI RF
- Millon Clinical Multiaxial Inventory III
Screening/Treatment Progress Monitoring Instruments: Specific instrument proficiencies will be determine by the specific site of training
within the internship.
Child/Family Evaluation: For Interns obtaining emphasis training in child/family psychology, proficiency in
the following assessment instruments must be demonstrated:
One of the following Intellectual Assessment Instruments:
- WISC-V or WPPSI-III or DAS-II, WASI-2
One of the following Academic Achievement Instruments:
One of the following Broadband Symptom/Personality Assessment Instruments:
Screening/Treatment Progress Monitoring Instruments: Specific instrument proficiencies will be determine by the specific site of training
within the Child and Family Track.
