Sub-Objective 1 (Assessment): To train interns in a broad range of empirically supported assessment strategies.

Diagnostic Interviewing

  • General interview skills
  • Establishes relationship with patient (putting patient at ease, develops appropriate rapport, 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.
  • Cultural 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 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.

Sub-Objective 2 (Intervention): To train interns to become proficient in the implementation of a broad range of interventions, with an emphasis on empirically supported treatments. 

  • Creates workable treatment plans that demonstrate an integration of assessment data and available research literature.
  • Implements treatment plans effectively; adapts intervention goals and methods consistent with empirically-validated treatments; routinely evaluates intervention effectiveness throughout the course of treatment
  • Demonstrates effectiveness in the therapeutic relationship
  • Demonstrates competence in treating patients from diverse backgrounds
  • Effectively uses recovery-based principles of care

Sub-Objective 3: To train interns to become proficient in the implementation of interventions with a broad range of patient populations.

  • Understands the impact of such patient characteristics as age, gender, race/ethnic, 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.
To develop in psychology interns specific proficiencies in providing clinical assessment and treatment in integrated approaches to healthcare issues.

Sub-Objective 1: To train Interns in consultation assessment strategies in medical contexts.

  • 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.

Sub-Objective 2: To train psychology interns to function effectively in interdisciplinary teams.

  • 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 members 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 develop, enhance and implement an effective liaison program designed to assess patients’ psychological and medical needs.

Sub-Objective 3: To train Interns to apply treatment strategies in medical settings.

  • Identifies and applies brief interventions that are appropriate to medical settings and adequately addresses the consultation question(s).
  • 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, non-compliance with prescribed medical regimens, stress, anxiety, and depression.
  • Flexibly applies interventions to a range of diverse patients to meet their individual needs.
  • Demonstrates proficiency in working in training experiences involving patients from mental health and medically underserved populations and areas.
  • Demonstrates a competent presentation of knowledge as noted by: 1) Presentations are organized and task-focused and 2) Projects an air of confidence and credibility.
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.
  • 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. 
To continue the development of intern research skills and thinking through the ongoing participation in a research-scholarship project and the completion of a research manuscript suitable for submission for publication.
  • 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.
  • Intern recognizes and understands how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves.
  • 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.
  • 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.
To train Interns to maintain an awareness of the ethical and legal standards of the profession of psychology.
  • Knowing the ethical principles
  • Knowing the relevant laws, regulations, rules, and policies governing health service at the organizational, local, state, regional, and federal levels.
  • Being able to identify situations where ethical guidelines apply
  • Understanding the difference between ethics, state laws, and organizational demands
  • Recognize ethical dilemmas as they arise and apply ethical decision-making processes in order to resolve the dilemmas.
To train inters to constructively participate in the ongoing professional development of themselves and their colleagues.
  • Integrity
  • Accountability
  • Concern for the welfare of others
  • Professionally appropriate deportment
  • Reflective practice
  • Promoting the profession of psychology
To train inters 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.
  • 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 scientific-informed practice through effective implementation of collaborative supervision
  • Ongoing pursuit of self-directed learning goals
  • Knowledge and practice of self-care
To train interns to develop and maintain effective relationships with a wide range of individuals.
  • Interactions with others that are respectful, pleasant, affirming, professional, flexible, and goal-oriented.
  • An interpersonal style that is engaging, collaborative, and facilitates rapport.
  • Listens effectively to others and shows understanding of and respect for diverse points of view.
  • Seeks and uses input from others.
  • Is generous in providing support for others.

To train interns to produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated.

  • Effective teacher and presenter as demonstrated by: (1) in preparation, competent navigation of resources, (2) presentations are organized and task-focused, and (3) material is presented fluidly with an effective speaking style (e.g., professional, confident, engaged, and clear voice with good pace) that brings interest to the material at hand.
  • Communicates effectively with other professionals to enhance patient care.
  • Communicates clearly, accurately, in an organized manner, and with appropriate non-verbals.
  • Listens to others for understanding and demonstrates the ability to synthesize varied perspectives well.
  • Communicates effectively with patients and able to elicit positive responses to feedback.
  • In didactic/supervision experiences, is actively engaged and participatory, and communicates effectively with colleagues and supervisors/seminar directors.
  • In clinical reports, communicates both verbally and in written format, clearly, efficiently.

Objective 6 (Communication and Interpersonal Skills): To train interns to demonstrate effective interpersonal skills and the ability to manage difficult communication well.

Competencies Required:

  1. Demonstrates effective interpersonal skills and the ability to manage difficult communication well by exhibiting:
  2. Self-control and poise under stress.
  3. Expression of emotions appropriate to setting.
  4. Compassion and respect toward those experiencing distress.
  5. Ability to be patient and flexible, and to be able to balance support with challenge when managing difficult communications

Objective 7 (Supervision): To train interns in the application of supervision knowledge with psychology trainees and/or other health professionals.

Competencies Required:

  1. Demonstrates effective application of supervision knowledge with psychology trainees and/or other health professionals by exhibiting:
  1. Knowledge of models and research on supervision.
  2. Ability to form a critical analysis of the supervisee’s feelings, thoughts, and behaviors relating to the assessment/intervention encounter.
  3. Ability to provide descriptive and evaluative feedback to the supervisee that is specific and constructive.
  4. Ability to employ educational principles that enhance learning with an emphasis on guided discovery.
  5. Attends to the impact of diversity in all forms.
  6. Engages with the supervisee in a manner that is empathic, nonjudgmental, supportive, and encourages the supervisee to experiment and take reasonable risks.

Goal VI:  Preparing professional psychologists who follow recovery based principles of care that emphasize a person centered perspective, self-determination, self-RELIANCE, IDENTIFICATION of one’s strengths, peer support and advocacy, and hope.

Objective 1: To train interns to understand and use recovery based principles in their clinical services.

Competencies Required:

  1. Uses person first language.
  2. Works collaboratively with individuals seeking treatment.
  3. Thinks beyond illness and symptom reduction and connects treatment to how individuals define purpose and meaning.
  4. Is familiar with the services of a peer support specialist and be able to work collaboratively with a peer support specialist when available.
  5. Uses hope inspiring strategies – goal setting, pathways thinking.
  6. Promotes advocacy that addresses stigma.
  7. Identifies and uses person’s strengths as part of treatment plan.
  8. Routinely engages in shared decision-making.
  9. Helps individuals define own needs and goals.
  10. Connects treatment to how the individual defines purpose and meaning.
  11. Encourages the individual to be active and take risks in seeking a life that has meaning and purpose.
  12. 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.
  13. 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.
  14. Facilitates the development of personal support networks by utilizing natural supports within communities, peer support initiatives, and self‐ and mutual‐help groups.


Note: The Profession-Wide Competency is provided in parentheticals (e.g., Objective 7 (Supervision))