MODEL OF TRAINING & CORE COMPETENCIES

Model of Training & Core Competencies
The UCF Counseling Center internship program utilizes a practitioner-developmental model of training. The focal point of this model entails a focus on service delivery with professional development being viewed as sequential in nature, and with the goal of helping interns move toward greater levels of autonomy and independent practice by the completion of the internship year. This model also includes an emphasis on experiential learning which allows interns to learn through concrete experience, reflective observation, active experimentation, and establishment of mentoring relationships where training is viewed as relational and reciprocal. Our training model aims to produce competent and versatile generalists who are prepared to practice as entry-level professionals in College and University Counseling Centers as well as a variety of related clinical settings. The internship program serves to prepare interns to meet the requirements for psychologist licensure. As generalists, interns are expected to develop enhanced awareness, knowledge and skill in the core areas of professional competence below:

1) P rofessional Conduct and Development
2) Ethical Conduct
3) Multicultural Competence
4) Psychological Assessment
5) Brief Individual Psychotherapy
6) Group Psychotherapy
7) Crisis Intervention
8) Outreach and Consultation
9) Supervision

COMPONENTS OF TRAINING PHILOSOHY

Mentoring and Modeling
An important aspect of our training philosophy is the importance of mentoring and modeling. Consistent with our practitioner-developmental model of training, interns have opportunities to work collaboratively with professional staff members who represent diverse training disciplines including psychology, mental health counseling, social work, marriage and family therapy, and psychiatry. Our training program endorses an “open-door policy,” encouraging interns to interact with staff who function in a variety of roles such as mentor, supervisor, consultant, teacher, advocate, and administrator. Mentoring occurs through a progressive and experiential “learning by doing” process that is augmented by close supervision, co-facilitation and co-presentation opportunities and shadowing of staff during clinical or programmatic activities. Mentoring also occurs in the context of didactic training activities, staff meetings, project collaborations, and informal consultations with center staff.  This range of experience allows interns to gain exposure to a variety of styles and perspectives, and serves to expand their clinical and conceptual repertoire and to cultivate areas of interest or specialty. In our approach to mentoring interns, we strive to model professional behaviors and demonstrate our commitment to ethical practice and all types of diversity. In addition, we strive to model open and healthy communication, critical thinking skills, self-care, continuing education and lifelong learning, and active membership in professional organizations.

Socialization Process & Professional Identity
Another tenet of our philosophy is based on our belief that the internship year is a time when a critical socialization process occurs for interns. This process helps foster the emergence and integration of a professional identity which is essential during their important transition from graduate student to practicing professional. We believe that a professional identity entails balancing of multiple professional roles and responsibilities, effective communication with clients and colleagues, and development of sound judgment and personal maturity. It also encompasses awareness and adherence to professional and ethical conduct, consolidation of theoretical orientation, and the ability to work collaboratively within larger systems. The socialization process of interns occurs in the context of daily interactions, formal supervision and training activities, and through professional relationships with members of the community. Developmentally, we expect interns will enhance their breadth and depth of clinical skills and assume increasing levels of autonomy and independent functioning.

Learning in a Supportive Environment
Another element of our training philosophy is the belief that interns learn most effectively in a supportive atmosphere that is professional, collegial, and encouraging. With a strong investment in intern training and supervision, our counseling center training staff strives to cultivate a safe and welcoming environment in which interns can grow and develop as professionals. We consider interns as an integral part of our staff, and believe that interns have as much to offer us as we have to offer them. Interns receive ongoing mentoring, constructive feedback and evaluation which is reciprocal in nature, and ongoing encouragement to move steadily toward greater levels of independence and confidence. We are also aware that interns may enter our internship at different levels regarding clinical and conceptualization skills, practicum experience, integration of theoretical orientation, communication skills, and sensitivity to cultural diversity.  As a result, we believe it is important to assess the developmental level of interns early on so that their training needs, interests and goals can be met during the course of the year.

Self Awareness
Another philosophical premise is our belief that self-awareness is critical to the development of effective therapy skills as a psychologist. In this regard, interns will be asked to engage in a process of self-reflection and personal exploration with supervisors and training staff to reflect upon how their life experiences, personal qualities and interpersonal dynamics relate to their clinical and therapeutic work. Supervisors take great care to develop training relationships with interns that are characterized by trust, safety and respect. As such, we believe that care should also be taken to differentiate between therapy and supervision, and that personal exploration with interns should always be carried out with an emphasis on enhancing their therapeutic effectiveness and professional functioning rather than conducting therapy with them. The use of ongoing and constructive feedback is also essential in enhancing intern self-awareness and professional growth during the year. We believe it is important to use a strength-based approach while also encouraging areas for continued growth, and to strike the important balance of support and challenge in interns’ acquisition of clinical skill, self-awareness, and professional development.

Integration of Scholarly Knowledge and Practice
Another principle is our belief that interns should be informed by the integration of scholarly knowledge and research findings as it impacts clinical practice. We emphasize the consumption of scholarly research in the application of clinical practice through training activities, didactic seminars and professional dialogues with center training staff. We encourage interns to gain understanding of a variety of empirically-informed treatments and interventions, analysis of current trends in the field, and the use of critical thinking in the process of clinical decision-making.

Appreciation for Differences
A final essential theme woven throughout the entire training program is that we value openness and appreciation for all differences among individuals including center staff and interns. We believe that honoring the richness of our similarities and differences facilitates growth and development and enhances quality of life in our community and the world in which we live. In order to effectively respond to the unique needs of our diverse student population and broader campus community, we consider our own cultural contexts including understanding of the interaction of worldviews and experiences of oppression and privilege. As such, we are committed to promoting awareness and understanding of cultural diversity at all levels. We actively infuse this philosophy into the planning and implementation of all professional activities including 1) counseling services, 2) internship training, 3) programming and presentations, 4) consultation activities, 5) creation of Center brochures and Center website, 6) development of Center policies and procedures, 7) recruitment of staff and interns, 8) continuing education and professional development, and 9) research and scholarly activity. Interns are expected to develop enhanced multicultural competence during the year and to be skilled in addressing the needs of the various populations we serve.

GOALS OF THE INTERNSHIP

1. Interns will gain professional competence and confidence in their work, increase self-awareness that promotes professional growth, and develop a clear sense of professional identity.

2. Interns will be able to conduct themselves in an ethical manner throughout their internship. Ethical conduct is defined by the Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association (2002).

3. Interns will be able to demonstrate multicultural competence in their work with clients from diverse cultural backgrounds and who display other forms of individual difference. Multicultural competence is defined by the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change of the American Psychological Association (2003).

4. Interns will be able to conduct clinical interviews in which they accurately evaluate the psychological needs of clients, make accurate diagnoses, and assess the need for brief psychotherapy, psychiatric medication, or other psychological interventions including referral. Interns will make knowledgeable decisions about when to use psychological testing and how to use assessment results to inform interventions.

5. Interns will be able to provide brief individual psychotherapy to diverse clients with a variety of presenting concerns by the completion of the internship. Interns will practice integrative psychotherapy and learn how to apply ideas and strategies of change from different theoretical approaches.

6. Interns will be able to facilitate process-oriented psychotherapy groups and/or theme-oriented psychoeducational groups.

7. Interns will be able to provide crisis intervention for clients experiencing personal distress or acute symptomotology related to stress, trauma, or loss. Interns will be able to help students in crisis reduce their immediate distress and mobilize resources. Interns will be able to make decisions about clients’ safety based on a risk-assessment of their danger to self and others.

8. Interns will be able to design and facilitate psychoeducational workshops and engage in other types of developmental programming and presentations. Interns will be able to provide consultation with faculty, staff, parents and others who are concerned about a student, and develop formal consultation relationships with residence life and other members of the campus community to help meet the needs of students.

9. Interns will learn about the theory and practice of supervision from a devleopmental perspective. Interns will be able to supervise pre-doctoral praticum students for one semester and be supervised by a licensed psychologist for supervision of supervision.

INTERNSHIP ACTIVITIES

Orientation (3 weeks): Interns are introduced to the internship program through a 3-week orientation period which occurs prior to the start of the academic year in August.

Direct Service Activities:

Individual Brief Therapy (12-14 hrs. weekly) – Each intern is expected to carry between 11 and 15 clients on their caseload on a weekly basis.

1-2 long-term therapy cases may be carried, but must be discussed between an Intern and their individual supervisor with ultimate approval being determined by a Center utilization review committee.

Same Day Timely Access (3 hours weekly) – An intern will get a maximum of 2 same day walk-in clients a week. This could be a regular intake or turn into a crisis intervention session. Each intern will be assigned a designated day and time to be on the timely access walk in system. An intern is expected to do a brief intake assessment and bring the case to case disposition.

Crisis Intervention- Interns gain a majority of crisis intervention experience through timely access/walk-in coverage throughout the year in responding to clinically urgent and complex client situations (e.g., suicidal or homicidal risk, psychotic episodes, or overwhelming trauma).

Interns may have opportunities to assist senior staff in the planning, implementation and responds to the psychological and emotional needs of clients (counselor on duty) within the Center, or the larger campus community in the aftermath of a traumatic event (e.g., suicide, homicide, hurricane, etc.) depending on the nature of the crisis and training interest of interns.

Counselor on Duty (Monthly) Interns will be on the counselor-on-duty rotation after the first month at the Center. They will be able to assist as back up consultants to therapist and field any calls coming throught the center. This gives Interns good experience in consultation at various levels.

Intakes (2 hrs. weekly) – Interns will be assigned two regular 45 minute intakes a week. Interns will do a full assessment and full written write up for at least the firsts 3 clients. With supervisor approval, Interns then can use regular T.A. / intake paperwork.

Group Therapy (1.5 hours weekly) – Each intern will co-facilitate at least one process group each semester. An intern can also co-facilitate a workshop, structured group or support group with a senior staff psychologist / memeber same semester if the intern chooses.

Supervision:

Group Therapy Supervision (.50-.75 hour per week – For Each Group Conducted) Interns who serve as a process-observer or co-facilitator of a therapy group will receive supervision from their senior staff co-facilitator for each group being conducted. Supervision of group usually is conducted right after the group. The amount of time allotted for group supervision time may vary depending on the length of time the therapy group meets.

Individual Supervision (2 hours per week – All Year) Interns receive 2 hours of weekly individual supervision from a licensed psychologist. Each semester, supervisor and intern are expected to clarify intern training goals, responsibilities and roles, evaluation procedures, and expectations of supervisors and interns.

Supervision of Supervision (1hr. weekly) Interns spend one hour of supervision with a licesed psychologist who will teach the theory of supervision the first semester, and then be supervising the process of supervision during the next semester.

Conducting Supervision with Practicum Student (1 hr. weekly for one semeter) Interns will be able to supervise a pre-doctoral intern doing a practicum at the Counseing Center for 20 hrs. Interns will be learning about supervision while being engaged in the process of conducting supervision.

Training Activities/ Meetings:

Training Seminar (2 hours weekly – All Year) Pre-doctoral interns are required to attend a weekly didactic training seminar taught by various members of the Center staff which are geared toward the following areas of competency. During the spring semester, each intern is required to conduct one (1) presentation on a special clinical practice topic of their choice for a staff professional development.

Case Conference (1 hour weekly – All Year) Pre-doctoral interns and pre-master’s trainees are required to attend a weekly case conference which is co-facilitated by the Training Director or other senior staff member. In this meeting, interns will make formal and informal case presentations and have opportunities to engage in professional and clinical dialogues with colleagues regarding their work with clients

Case Disposition Meeting (1hr. weekly) Interns will spend one hour a week in an assigned case disposition team comprised of senior staff and other trainees to present intakes for disposal and/or to pick a new cases.

Meeting with Training Director (bi-monthly/monthly – All Year) All pre-doctoral interns will meet with the Training Director on a bimonthly-monthly basis for ongoing support, or to discuss trainees ongoing experiences within the program.

Staff Meeting (1.5 hrs weekly) Interns are expected to participate in designated staff meetings as colleagues, unless otherwise specified that a staff meeting will be for senior staff only.

Developmental Programming/Outreach/ Consultation:

Developmental Programming and Outreach Presentations Pre-doctoral Interns are expected to present a minimum of six (6) outreach presentations during the year (3 each semester).

Other Training Activities:

Prep Time/Documentation/ResearchTime (6-9 hours weekly) Interns will be given 6-9 weekly hours for client documentation, client/ supervision preparation, or dissertation/ research.

Specialty Project (1 hour weekly) Interns are required to complete a specialty project that is relevant to the intern and the Counseling Center.

SAMPLE SCHEDULE FOR INTERNS

Although the exact time spent in each category may vary for each intern, a sample schedule and a range of time committed to each area based on a 40-hour per week schedule is provided below:

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