Welcome to the MA Clinical Psychology Program



Master of Arts in Clinical PsychologyWest Liberty UniversityWest Liberty, WVcentercenter00Student Handbook 2019-2020Table of Contents TOC \o "1-3" \h \z \u Welcome to the MA Clinical Psychology Program PAGEREF _Toc504996966 \h 3Full-Time Program Personnel PAGEREF _Toc504996967 \h 3West Liberty University Mission Statement PAGEREF _Toc504996968 \h 4MA Clinical Psychology Mission Statement PAGEREF _Toc504996969 \h 4Program Description PAGEREF _Toc504996970 \h 4Program Objectives PAGEREF _Toc504996971 \h 4Curriculum PAGEREF _Toc504996972 \h 5Course Descriptions PAGEREF _Toc504996973 \h 5Performance Standards PAGEREF _Toc504996974 \h 13Evaluation Points PAGEREF _Toc504996975 \h 14FOUNDATIONAL COMPETENCIES PAGEREF _Toc504996976 \h 15Statement of Acknowledgement PAGEREF _Toc504996977 \h 34Welcome to the MA Clinical Psychology ProgramWest Liberty University and the Faculty and Staff of the MA Clinical Psychology Program welcome you! We congratulate you on this accomplishment and look forward to assisting you in meeting the goals of this program and your personal career goals. This program is an intense, but highly rewarding one. The faculty and staff will serve as your guides and mentors through the academic and clinical phases while preparing you to enter the field of clinical psychology as colleagues of whom we can be proud.The Student Handbook provides information about the policies, procedures, and requirements for successful navigation and completion of the program. The information provided is not all inclusive and school-wide policies and procedures are also covered in the West Liberty University Student Handbook. Additional information will be distributed and/or discussed throughout the course of the program.Questions about policies, requirements, and procedures may be directed to faculty, staff, or the Program Director for your clarification. You are encouraged to refer to the handbook frequently for information. Please retain this handbook for the duration of the program.You are also required to detach the Statement of Acknowledgment form, sign, date, and then return it to the Program Director no later than two weeks from receipt of the handbook.Full-Time Program PersonnelTammy McClain, Psy.D., Program DirectorMichael J. Marshall, Ph.D., ProfessorTifani Fletcher, Ph.D., Assistant ProfessorRebecca Meacham, M.A., Assistant Professor304-336-8023304-336-8179304-336-8106304-336-8331West Liberty University Mission StatementTo provide our students the opportunity for a high quality undergraduate, graduate, and professional education through appropriate formats and venues.MA Clinical Psychology Mission StatementTo provide opportunities for three distinct groups: 1) traditional and non-traditional students seeking to professionally practice as licensed psychologists in the state of West Virginia, 2) those wishing to pursue a doctorate in psychology or related fields, and 3) mental health practitioners already working in the field who have previously completed their bachelor’s degree and are seeking advancement in their respective occupations. Program DescriptionThe M. A. in Clinical Psychology is a 54 credit hour degree program which consists of 30 credit hours of coursework, 6 credit hours of practicum and 18 credit hours of professional internship. This program will qualify graduates to pursue licensure in the state of West Virginia or to pursue further graduate education in psychology.Program ObjectivesProfessionalism - Graduates will demonstrate professional values in their application of psychological principles.Demonstrate behavior and comportment that reflect the values and attitudes of psychologyDemonstrate awareness, sensitivity and skills in working professionally in alignment with APA Code of Ethics with diverse individuals, groups and communities who represent various cultures, personal backgrounds, and characteristics.Apply ethical concepts and awareness of legal issues regarding professional activities with individuals, groups, and organizations.Utilize personal and professional reflection, self- care, and self- awareness considering competency and boundaries.Relational - Graduates will relate effectively and meaningfully with individuals, groups, and/or communitiesAbility to establish, develop, and maintain effective professional relationships with individuals, groups, and/or communitiesScience - Graduates will be able to apply scientific methods to clinical practiceEvaluates study methodology and scientific basis of findings and demonstrates knowledge of application of scientific methods to evaluating practices, interventions, and programs.Application – Graduates will apply research and clinical expertise to client care.Applies knowledge of evidence-based practice, including empirical bases of assessment, intervention, and other psychological applications, clinical expertise, and client preferences.Utilizes systematic approaches of gathering data to inform clinical decision-makingFormulates and conceptualizes cases, plans and implements interventions that are specific to case and contextCurriculumYEAR 1FallPsychopathology & DiagnosisPSYC 541Clinical Assessment IPSYC 540Lifespan DevelopmentPSYC 520SpringIndividual Psychotherapy & Treatment PlanningPSYC 543Clinical Assessment IIPSYC 542Research MethodsPSYC 530YEAR 2FallBiological Bases of BehaviorPSYC 535Substance Abuse TreatmentPSYC 550Clinical Practicum IPSYC 560SpringLegal, Ethical, and Professional Issues in PsychologyPSYC 555Multicultural & Rural PsychologyPSYC 525Clinical Practicum IIPSYC 561YEAR 3Fall*Clinical Internship I PSYC 562Spring*Clinical Internship IIPSYC 563Summer*Clinical Internship IIIPSYC 564*Prior to internship, students will be required to successfully complete an oral clinical defense and a dispositional appraisal.Course DescriptionsPSYC 520 – Developmental Psychology; 3 Credit HoursDescription: A comprehensive biopsychosocial overview of the human lifespan from prenatal development until death, including appropriate research methods and designs. Application of theories and recent research outcomes in a therapeutic setting will be emphasized.Learning Outcomes: As a result of this course, students willApply the major developmental theories that frame psychologists’ understanding of the lifespanDescribe the developmental needs and issues for individuals at different life stagesRecognize the normative and non-normative factors that influence individual development over the lifespan, such as culture, family, genetics, education, peers, and environmentSummarize recent research findings in the field of lifespan developmentApply appropriate research methods and ethical standards for developmental psychologyAnticipate precipitating factors in problematic developmentPSYC 525--Multicultural and Rural Psychology 3 Credit HoursDescription: An exploration of the ways that culture, race, and community influence individual’s behavior and cognitive perspectives. Issues concerning the assessment and treatment of diverse populations will be covered with an emphasis on rural communities.Learning Outcomes: As a result of this course, students willFormulate strategies for working with clients within their cultural frameworkReflect on the impact culture has on students’ own behavior, cognitions and affectEvaluate designs’ and methodologies suitability for cultural researchExplain privilege and describe its consequences in societyDifferentiate between urban and rural settings and their corresponding therapeutic approaches and cultural understandingsPSYC 530 - Research Methods; 3 Credit HoursDescription: Investigation of common research designs and statistical analysis techniques used in social science research. Topics will include variable identification, sampling techniques, experimental and nonexperimental designs, methods of control, descriptive statistics, statistical inference, hypothesis testing, parametric and nonparametric tests, correlational techniques, and multivariate techniques.Learning Outcomes: As a result of this course, students willDescribe advantages and disadvantages of different research designsInterpret appropriate statistical techniques for a given example research scenarioConduct basic descriptive and inferential statistical analysisPSYC 535 - Biological Basis of Behavior; 3 Credit HoursDescription: Biological and neural basis of behavior, psychopharmacology, and methodologies supporting this body of knowledge. Emphasis is on the physical, anatomical, and chemical aspects of the nervous system and their relation to a variety of functions (i.e. learning, memory, and psychological disorders).Learning Outcomes: As a result of this course, students willExplain the organization and functions of the nervous system with emphasis on the central nervous systemSelect appropriate drugs used in psychopharmacology for specific psychological diagnosisDifferentiate neurological, physiological, and endocrine disordersPSYC 540 – Clinical Assessment I; 3 Credit HoursDescription: Clinical interviewing, psychometrics, assessment models, principles, and approaches with both children and adults. Administration, scoring, and interpretation of intellectual and achievement tests. Introduction to integrated report writing.Learning Outcomes: As a result of this course, students willDescribe assessment theories, models, and methodsAdminister, score and interpret intellectual and achievement testsWrite integrated psychological reportsApply criteria for selection and adaptation of assessment methodsPSYC 541 Psychopathology and Diagnosis; 3 Credit HoursDescription: Clinical case conceptualization, including integrating assessment, diagnosis, epidemiology of clinical disorders, and an introduction to treatment planning, based on current theory and research.Learning Outcomes: As a result of this course, students willDifferentiate psychological disorders in terms of their symptom criteria, base rates, cultural differences, and epidemiology.Develop well supported diagnoses, demonstrating understanding of factors influencing the interpretation of data and decision-makingDevelop basic clinical treatment plans.PSYC 542 – Clinical Assessment II; 3 Credit HoursDescription: Continued study of clinical interviewing, psychometrics, assessment models, principles and approaches with both children and adults. Administration, scoring, interpretation of personality and disorder-based assessments as well as integrative report writing will be covered.Learning Outcomes: As a result of this course, students willAdminister, score and interpret personality and disorder- based assessmentsWrite integrated psychological reportsApply criteria for selection and adaptation of assessment methodsPSYC 543 Individual Psychotherapy and Treatment Planning; 3 Credit HoursDescription: Clinical case conceptualization, including integrating assessment, diagnosis, epidemiology of clinical disorders, and an introduction to treatment planning, based on current theory and research.Learning Outcomes: As a result of this course, students willDistinguish between psychological disorders in terms of their symptom criteria, base rates, cultural differences, and epidemiology.Develop well supported diagnoses, demonstrating understanding of factors influencing the interpretation of data and decision-makingWrite comprehensive clinical treatment plans.PSYC 550 Substance Abuse Treatment; 3 Credit HoursDescription: Epidemiological models of substance abuse and the current best practices for treatment. Cognitive behavioral therapy, motivational interviewing approaches, and systems theory will be highlighted.Learning Outcomes: As a result of this course, students willApply relevant theoretical approaches to the etiology of substance abuseCreate treatment plans based on current best practicesDemonstrate appropriate therapeutic techniquesEvaluate the ongoing progress and attainment of therapeutic outcomesPSYC 555: Legal, Ethical, and Professional Issues in Psychology; 3 Credit HoursDescription: American Psychological Association's (APA) Ethical Principles of Psychologists and Code of Conduct and the legal requirements of the field. Additionally covers ethical decision making and preparation for professional licensure.Learning Outcomes: As a result of this course, students willDelineate between ethical concerns and legal issuesEvaluate the impact of state and federal laws on practice of clinical psychologyApply ethical principles and conduct to therapeutic and research settingsJustify ethical decisions using a comprehensive decision making modelSummarize the necessary steps for psychology licensurePSYC 560 Clinical Practicum I; 3 Credit HoursDescription: This 240-hour practicum is the first course in a two- course sequence which introduces students to clinical training and supervised experience in the application of principles of therapy and assessment in a clinical setting. Diagnostic and therapeutic skills are practiced, and basic documentation skills are employed.Learning Outcomes: As a result of this course, students willDemonstrate knowledge, awareness, and behaviors consistent with APA’s ethical principles and agency policies of professional conductDisplay awareness of strengths, limitations, and area of growth as developing psychologistsComplete assessments that answer assessment questions within the context of presenting complaints, history, and larger social, cultural, and environmental factors.Effectively deliver counseling services within multiple treatment models to clients with a variety of presenting concerns and backgroundsWrite coherent case conceptualization reports and collaborative treatment plans incorporating evidence-based practicesEvaluate and monitor treatment progress and outcomesPSYC 561 Clinical Practicum II; 3 credit hoursDescription: This 240-hour practicum the second course in a two- course sequence which introduces clinical training and supervised experience in the application of principles of therapy and assessment in a clinical setting. Diagnostic and therapeutic skills are practiced, and basic documentation skills are learned.Learning Outcomes: As a result of this course, students willDemonstrate knowledge, awareness, and behaviors consistent with APA’s ethical principles and agency policies of professional conductDisplay awareness of strengths, limitations, and areas of growth as developing psychologistsComplete assessments that answer assessment questions within the context of presenting complaints, history, and larger social, cultural, and environmental factors.Effectively deliver counseling services within multiple treatment models to clients with a variety of presenting concerns and backgroundsWrite coherent case conceptualization reports and collaborative treatment plans incorporating evidence-based practicesEvaluate and monitor treatment progress and outcomesIdentify and complete all requirements necessary to prepare for Internship I.CPSY 562 Clinical Internship I; 6 credit hoursDescription: This internship provides advanced opportunities for students to perform, under supervision, in a variety of clinically- related activities that a licensed professional with a master’s degree in clinical psychology would be expected to perform. The clinical experience will allow students to document progress toward the total requirement of internship hours necessary for licensure. Weekly supervision meetings are required.Learning Outcomes: As a result of this course, students willDemonstrate knowledge, awareness, and behaviors consistent with APA’s ethical principles and agency policies of professional conductDisplay awareness of strengths, limitations, and area of growth as developing psychologistsComplete assessments that answer assessment questions within the context of presenting complaints, history, and larger social, cultural, and environmental factors.Effectively deliver counseling services within multiple treatment models to clients with a variety of presenting concerns and backgroundsWrite coherent case conceptualization reports and collaborative treatment plans incorporating evidence-based practicesEvaluate and monitor treatment progress and outcomesConduct risk assessments, implement risk management plans, and make client triage decisions.CPSY 563 Clinical Internship II; 6 credit hoursDescription: This internship provides advanced opportunities for students to perform, under supervision, in a variety of clinically- related activities that a licensed professional with a master’s degree in clinical psychology would be expected to perform. The clinical experience will allow students to document progress toward the total requirement of internship hours necessary for licensure. Weekly supervision meetings are required.Learning Outcomes: As a result of this course, students willDemonstrate knowledge, awareness, and behaviors consistent with APA’s ethical principles and agency policies of professional conductDisplay awareness of strengths, limitations, and area of growth as developing psychologistsComplete assessments that answer assessment questions within the context of presenting complaints, history, and larger social, cultural, and environmental factors.Effectively deliver counseling services within multiple treatment models to clients with a variety of presenting concerns and backgroundsWrite coherent case conceptualization reports and collaborative treatment plans incorporating evidence-based practicesEvaluate and monitor treatment progress and outcomesConduct risk assessments, implement risk management plans, and make client triage decisions.PSYC 563 Clinical Internship III; 6 credit hoursDescription: This internship provides advanced opportunities for students to perform, under supervision, in a variety of clinically- related activities that a licensed professional with a master’s degree in clinical psychology would be expected to perform. The clinical experience will allow students to document completion of the 2000 internship hours necessary for licensure. Weekly supervision meetings are required.Learning Outcomes: As a result of this course, students willDemonstrate knowledge, awareness, and behaviors consistent with APA’s ethical principles and agency policies of professional conductDisplay awareness of strengths, limitations, and area of growth as developing psychologistsComplete assessments that answer assessment questions within the context of presenting complaints, history, and larger social, cultural, and environmental factors.Effectively deliver counseling services within multiple treatment models to clients with a variety of presenting concerns and backgroundsWrite coherent case conceptualization reports and collaborative treatment plans incorporating evidence-based practicesEvaluate and monitor treatment progress and outcomesConduct risk assessments, implement risk management plans, and make client triage decisions.Performance StandardsAll students are expected to abide by the American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct (ethics/code/) and the West Liberty University Policies and Procedures outlined in the WLU Graduate Catalog (). Continued status in the program requires a minimum GPA of 3.0 and consistent coursework progress. All classes, including practicum and internship, must be completed within 5 academic years. Students who take a leave of absence will join the next available cohort. Reapplication may be necessary if the total leave extends beyond 2 academic years.A grade of “C” in one course will require remediation. A grade of “C” in two courses will result in dismissal from the program.Students will be required to successfully complete an oral clinical defense prior to internship, which will consist of work samples in the area of therapy and assessment, and a dispositional appraisal.Evaluation PointsStudents who are admitted to the West Liberty University MA Clinical Psychology Program will be formally evaluated at specific points throughout the program. Because the curriculum builds upon previous instructions, students must pass each of these evaluation points, and be officially approved to continue to the next phase of training. Failure to pass one of these evaluation points may result in probation and disqualification from the program. Formal evaluation will occur at the end of each year. Evaluations will be conducted by the program faculty with input from supervisors and the student. Competency Benchmark in Professional Psychology Rating Forms will be completed each semester Students must receive formal approval prior to participating in Practicum and Internships. FOUNDATIONAL COMPETENCIESPROFESSIONALISM1. Professional Values and Attitudes: as evidenced in behavior and comportment that reflect the values and attitudes of psychology.READINESS FOR PRACTICUMREADINESS FOR INTERNSHIPREADINESS FOR ENTRY TO PRACTICE1A. Integrity - Honesty, personal responsibility and adherence to professional valuesUnderstands professional values; honest, responsible01234[N/O]Adherence to professional values infuses work as psychologist-in-training; recognizes situations that challenge adherence to professional values01234[N/O]Monitors and independently resolves situations that challenge professional values and integrity01234[N/O]1B. DeportmentUnderstands how to conduct oneself in a professional manner01234[N/O]Communication and physical conduct (including attire) is professionally appropriate, across different settings01234[N/O]Conducts self in a professional manner across settings and situations01234[N/O]1C. AccountabilityAccountable and reliable01234[N/O]Accepts responsibility for own actions01234[N/O]Independently accepts personal responsibility across settings and contexts01234[N/O]1D. Concern for the Welfare of OthersDemonstrates awareness of the need to uphold and protect the welfare of others01234[N/O]Acts to understand and safeguard the welfare of others01234[N/O]Independently acts to safeguard the welfare of others01234[N/O]1E. Professional IdentityDemonstrates beginning understanding of self as professional; “thinking like a psychologist”01234[N/O]Displays emerging professional identity as psychologist; uses resources (e.g., supervision, literature) for professional development01234[N/O]Displays consolidation of professional identity as a psychologist; demonstrates knowledge about issues central to the field; integrates science and practice01234[N/O]2. Individual and Cultural Diversity: Awareness, sensitivity and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics defined broadly and consistent with APA policy.2A. Self as Shaped by Individual and Cultural Diversity (e.g., cultural, individual, and role differences, including those based on age, gender, genderidentity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status ) and ContextDemonstrates knowledge, awareness, and understanding of one’s own dimensions of diversity and attitudes towards diverse others01234[N/O]Monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation01234[N/O]Independently monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation01234[N/O]2B. Others as Shaped by Individual and Cultural Diversity and ContextDemonstrates knowledge, awareness, and understanding of other individuals as cultural beings01234[N/O]Applies knowledge of others as cultural beings in assessment, treatment, and consultation01234[N/O]Independently monitors and applies knowledge of others as cultural beings in assessment, treatment, and consultation01234[N/O]2C. Interaction of Self and Others as Shaped by Individual and Cultural Diversity and ContextDemonstrates knowledge, awareness, and understanding of interactions between self and diverse others01234[N/O]Applies knowledge of the role of culture in interactions in assessment, treatment, and consultation of diverse others01234[N/O]Independently monitors and applies knowledge of diversity in others as cultural beings in assessment, treatment, and consultation01234[N/O]2D. Applications based on Individual and Cultural ContextDemonstrates basic knowledge of and sensitivity to the scientific, theoretical, and contextual issues related to ICD (as defined by APA policy) as they apply to professional psychology. Understands the need to consider ICD issues in all aspects of professional psychology work (e.g., assessment, treatment, research, relationships with colleagues)01234[N/O]Applies knowledge, sensitivity, and understanding regarding ICD issues to work effectively with diverse others in assessment, treatment, and consultation01234[N/O]Applies knowledge, skills, and attitudes regarding dimensions of diversity to professional work01234[N/O]3. Ethical Legal Standards and Policy: Application of ethical concepts and awareness of legal issues regarding professional activities withindividuals, groups, and organizations.3A. Knowledge of Ethical, Legal and Professional Standards and GuidelinesDemonstrates basic knowledge of the principles of the APA Ethical Principles and Code of Conduct [ethical practice and basic skills in ethical decision making]; demonstrates beginning level knowledge of legal and regulatory issues in the practice of psychology that apply to practice while placed at practicum setting01234[N/O]Demonstrates intermediate level knowledge and understanding of the APA Ethical Principles and Code of Conduct and other relevant ethical/professional codes, standards and guidelines, laws, statutes, rules, and regulations01234[N/O]Demonstrates advanced knowledge and application of the APA Ethical Principles and Code of Conduct and other relevant ethical, legal and professional standards and guidelines01234[N/O]3B. Awareness and Application of Ethical Decision MakingDemonstrates awareness of the importance of applying an ethical decision model to practice01234[N/O]Demonstrates knowledge and application of an ethical decision-making model; applies relevant elements of ethical decision making to a dilemma01234[N/O]Independently utilizes an ethical decision- making model in professional work01234[N/O]3C. Ethical ConductDisplays ethical attitudes and values01234[N/O]Integrates own moral principles/ethical values in professional conduct01234[N/O]Independently integrates ethical and legal standards with all competencies01234[N/O]4. Reflective Practice/Self-Assessment/Self-Care: Practice conducted with personal and professional self-awareness and reflection; with awareness of competencies; with appropriate self-care.READINESS FOR PRACTICUMREADINESS FOR INTERNSHIPREADINESS FOR ENTRY TO PRACTICE4A. Reflective PracticeDisplays basic mindfulness and self-awareness; displays basic reflectivity regarding professional practice (reflection-on-action)01234[N/O]Displays broadened self-awareness; utilizes self- monitoring; displays reflectivity regarding professional practice (reflection-on-action); uses resources to enhance reflectivity; demonstrates elements of reflection-in-action01234[N/O]Demonstrates reflectivity in context of professional practice (reflection-in-action); acts upon reflection; uses self as a therapeutic tool01234[N/O]4B. Self-AssessmentDemonstrates knowledge of core competencies; engages in initial self-assessment re: competencies01234[N/O]Demonstrates broad, accurate self-assessment of competence; consistently monitors and evaluates practice activities; works to recognize limits of knowledge/skills, and to seek means to enhance knowledge/skills01234[N/O]Accurately self-assesses competence in all competency domains; integrates self-assessment in practice; recognizes limits of knowledge/skills and acts to address them; has extended plan to enhance knowledge/skills01234[N/O]4C. Self-Care (attention to personal health and well-being to assure effective professional functioning)Understands the importance of self-care in effective practice; demonstrates knowledge of self-care methods; attends to self-care01234[N/O]Monitors issues related to self-care with supervisor; understands the central role of self- care to effective practice01234[N/O]Self-monitors issues related to self-care and promptly intervenes when disruptions occur01234[N/O]4D. Participation in Supervision ProcessDemonstrates straightforward, truthful, and respectful communication in supervisory relationship01234[N/O]Effectively participates in supervision01234[N/O]Independently seeks supervision when needed01234[N/O]RELATIONAL5. Relationships: Relate effectively and meaningfully with individuals, groups, and/or communities.READINESS FOR PRACTICUMREADINESS FOR INTERNSHIPREADINESS FOR ENTRY TO PRACTICE5A. Interpersonal RelationshipsDisplays interpersonal skills01234[N/O]Forms and maintains productive and respectful relationships with clients, peers/colleagues, supervisors and professionals from other disciplines01234[N/O]Develops and maintains effective relationships with a wide range of clients, colleagues, organizations and communities01234[N/O]5B. Affective SkillsDisplays affective skills01234[N/O]Negotiates differences and handles conflict satisfactorily; provides effective feedback to others and receives feedback nondefensively01234[N/O]Manages difficult communication; possesses advanced interpersonal skills01234[N/O]5C. Expressive SkillsCommunicates ideas, feelings, and information clearly using verbal, nonverbal, and written skills01234[N/O]Communicates clearly using verbal, nonverbal, and written skills in a professional context; demonstrates clear understanding and use of professional language01234[N/O]Verbal, nonverbal, and written communications are informative, articulate, succinct, sophisticated, and well-integrated; demonstrates thorough grasp of professional language and concepts01234[N/O]SCIENCE6. Scientific Knowledge and Methods: Understanding of research, research methodology, techniques of data collection and analysis, biological bases of behavior, cognitive-affective bases of behavior, and development across the lifespan. Respect for scientifically derived knowledge.READINESS FOR PRACTICUMREADINESS FOR INTERNSHIPREADINESS FOR ENTRY TO PRACTICE6A. Scientific MindednessDisplays critical scientific thinking01234[N/O]Values and applies scientific methods to professional practice01234[N/O]Independently applies scientific methods to practice01234[N/O]6B. Scientific Foundation of PsychologyDemonstrates understanding of psychology as a science01234[N/O]Demonstrates intermediate level knowledge of core science (i.e., scientific bases of behavior)01234[N/O]Demonstrates advanced level knowledge of core science (i.e., scientific bases of behavior)01234[N/O]6C. Scientific Foundation of Professional PracticeUnderstands the scientific foundation of professional practice01234[N/O]Demonstrates knowledge, understanding, and application of the concept of evidence-based practice01234[N/O]Independently applies knowledge and understanding of scientific foundations to practice01234[N/O]7. Research/Evaluation: Generating research that contributes to the professional knowledge base and/or evaluates the effectiveness of variousprofessional activities7A. Scientific Approach to Knowledge GenerationParticipates effectively in scientific endeavors when available01234[N/O]Demonstrates development of skills and habits in seeking, applying, and evaluating theoretical and research knowledge relevant to the practice of psychology01234[N/O]Generates knowledge01234[N/O]7B. Application of Scientific Method to PracticeNo expectation at this levelDemonstrates knowledge of application of scientific methods to evaluating practices, interventions, and programs01234[N/O]Applies scientific methods of evaluating practices, interventions, and programs01234[N/O]APPLICATION8. Evidence-Based Practice: Integration of research and clinical expertise in the context of patient factors.8A. Knowledge and Application of Evidence-Based PracticeDemonstrates basic knowledge of scientific, theoretical, and contextual bases of assessment, intervention and other psychological applications; demonstrates basic knowledge of the value of evidence-based practice and its role in scientific psychology01234[N/O]Applies knowledge of evidence-based practice, including empirical bases of assessment, intervention, and other psychological applications, clinical expertise, and client preferences01234[N/O]Independently applies knowledge of evidence- based practice, including empirical bases of assessment, intervention, and other psychological applications, clinical expertise, and client preferences01234[N/O]9. Assessment: Assessment and diagnosis of problems, capabilities and issues associated with individuals, groups, and/or organizations.9A. Knowledge of Measurement and PsychometricsDemonstrates basic knowledge of the scientific, theoretical, and contextual basis of test construction and interviewing01234[N/O]Selects assessment measures with attention to issues of reliability and validity01234[N/O]Independently selects and implements multiple methods and means of evaluation in ways that are responsive to and respectful of diverse individuals, couples, families, and groups and context01234[N/O]9B. Knowledge of Assessment MethodsDemonstrates basic knowledge of administration and scoring of traditional assessment measures, models and techniques, including clinical interviewing and mental status exam01234[N/O]Demonstrates awareness of the strengths and limitations of administration, scoring and interpretation of traditional assessment measures as well as related technological advances01234[N/O]Independently understands the strengths and limitations of diagnostic approaches and interpretation of results from multiple measures for diagnosis and treatment planning01234[N/O]9C. Application of Assessment MethodsDemonstrates knowledge of measurement across domains of functioning and practice settings01234[N/O]Selects appropriate assessment measures to answer diagnostic question01234[N/O]Independently selects and administers a variety of assessment tools and integrates results to accurately evaluate presenting question appropriate to the practice site and broad area of practice01234[N/O]9D. DiagnosisDemonstrates basic knowledge regarding the range of normal and abnormal behavior in the context of stages of human development and diversity01234[N/O]Applies concepts of normal/abnormal behavior to case formulation and diagnosis in the context of stages of human development and diversity01234[N/O]Utilizes case formulation and diagnosis for intervention planning in the context of stages of human development and diversity01234[N/O]9E. Conceptualization and RecommendationsDemonstrates basic knowledge of formulating diagnosis and case conceptualization01234[N/O]Utilizes systematic approaches of gathering data to inform clinical decision-making01234[N/O]Independently and accurately conceptualizes the multiple dimensions of the case based on the results of assessment01234[N/O]9F. Communication of Assessment FindingsDemonstrates awareness of models of report writing and progress notes01234[N/O]Writes adequate assessment reports and progress notes and communicates assessment findings verbally to client01234[N/O]Communicates results in written and verbal form clearly, constructively, and accurately in a conceptually appropriate manner01234[N/O]10. Intervention: Interventions designed to alleviate suffering and to promote health and well-being of individuals, groups, and/or organizations.10A. Intervention planningDisplays basic understanding of the relationship between assessment and intervention01234[N/O]Formulates and conceptualizes cases and plans interventions utilizing at least one consistent theoretical orientation01234[N/O]Independently plans interventions; case conceptualizations and intervention plans are specific to case and context01234[N/O]10B. SkillsDisplays basic helping skills01234[N/O]Displays clinical skills01234[N/O]Displays clinical skills with a wide variety of clients and uses good judgment even in unexpected or difficult situations01234[N/O]10C. Intervention ImplementationDemonstrates basic knowledge of intervention strategies01234[N/O]Implements evidence-based interventions01234[N/O]Implements interventions with fidelity to empirical models and flexibility to adapt where appropriate01234[N/O]10D. Progress EvaluationDemonstrates basic knowledge of the assessment of intervention progress and outcome01234[N/O]Evaluates treatment progress and modifies treatment planning as indicated, utilizing established outcome measures01234[N/O]Independently evaluates treatment progress and modifies planning as indicated, even in the absence of established outcome measures01234[N/O]11. Consultation: The ability to provide expert guidance or professional assistance in response to a client’s needs or goals.11A. Role of ConsultantNo expectation at this levelDemonstrates knowledge of the consultant’s role and its unique features as distinguished from other professional roles (such as therapist, supervisor, teacher)01234[N/O]Determines situations that require different role functions and shifts roles accordingly to meet referral needs01234[N/O]11B. Addressing Referral QuestionNo expectation at this levelDemonstrates knowledge of and ability to select appropriate means of assessment to answer referral questions01234[N/O]Demonstrates knowledge of and ability to select appropriate and contextually sensitive means of assessment/data gathering that answers consultation referral question01234[N/O]11C. Communication of Consultation FindingsNo expectation at this levelIdentifies literature and knowledge about process of informing consultee of assessment findings01234[N/O]Applies knowledge to provide effective assessment feedback and to articulate appropriate recommendations01234[N/O]11D. Application of Consultation MethodsNo expectation at this levelIdentifies literature relevant to consultation methods (assessment and intervention) within systems, clients, or settings01234[N/O]Applies literature to provide effective consultative services (assessment and intervention) in most routine and some complex cases01234[N/O]EDUCATION12. Teaching: Providing instruction, disseminating knowledge, and evaluating acquisition of knowledge and skill in professional psychology.12A. KnowledgeNo expectation at this levelDemonstrates awareness of theories of learning and how they impact teaching01234[N/O]Demonstrates knowledge of didactic learning strategies and how to accommodate developmental and individual differences01234[N/O]12B. SkillsNo expectation at this levelDemonstrates knowledge of application of teaching methods01234[N/O]Applies teaching methods in multiple settings01234[N/O]13. Supervision: Supervision and training in the professional knowledge base of enhancing and monitoring the professional functioning of others.13A. Expectations and RolesDemonstrates basic knowledge of expectations for supervision01234[N/O]Demonstrates knowledge of, purpose for, and roles in supervision01234[N/O]Understands the ethical, legal, and contextual issues of the supervisor role01234[N/O]13B. Processes and ProceduresNo expectation at this levelIdentifies and tracks progress achieving the goals and tasks of supervision; demonstrates basic knowledge of supervision models and practices01234[N/O]Demonstrates knowledge of supervision models and practices; demonstrates knowledge of and effectively addresses limits of competency to supervise01234[N/O]13C. Skills DevelopmentDisplays interpersonal skills of communication and openness to feedback01234[N/O]Demonstrates knowledge of the supervision literature and how clinicians develop to be skilled professionals01234[N/O]Engages in professional reflection about one’s clinical relationships with supervisees, as well as supervisees’ relationships with their clients01234[N/O]13D. Supervisory PracticesNo expectation at this levelProvides helpful supervisory input in peer and group supervision01234[N/O]Provides effective supervised supervision to less advanced students, peers, or other service providers in typical cases appropriate to the service setting01234[N/O]SYSTEMS14. Interdisciplinary Systems: Knowledge of key issues and concepts in related disciplines. Identify and interact with professionals in multipledisciplines.READINESS FOR PRACTICUMREADINESS FOR INTERNSHIPREADINESS FOR ENTRY TO PRACTICE14A. Knowledge of the Shared and Distinctive Contributions of Other ProfessionsNo expectation at this levelDemonstrates beginning, basic knowledge of the viewpoints and contributions of other professions/professionals01234[N/O]Demonstrates awareness of multiple and differing worldviews, roles, professional standards, and contributions across contexts and systems; demonstrates intermediate level knowledge of common and distinctive roles of other professionals01234[N/O]14B. Functioning in Multidisciplinary and Interdisciplinary ContextsCooperates with others01234[N/O]Demonstrates beginning knowledge of strategies that promote interdisciplinary collaboration vs. multidisciplinary functioning01234[N/O]Demonstrates beginning, basic knowledge of and ability to display the skills that support effective interdisciplinary team functioning01234[N/O]14C. Understands how Participation in Interdisciplinary Collaboration/Consultation Enhances OutcomesNo expectation at this levelDemonstrates knowledge of how participating in interdisciplinary collaboration/consultation can be directed toward shared goals01234[N/O]Participates in and initiates interdisciplinary collaboration/consultation directed toward shared goals01234[N/O]14D. Respectful and Productive Relationships with Individuals from Other ProfessionsDemonstrates awareness of the benefits of forming collaborative relationships with other professionals01234[N/O]Develops and maintains collaborative relationships and respect for other professionals01234[N/O]Develops and maintains collaborative relationships over time despite differences01234[N/O]15. Management-Administration: Manage the direct delivery of services (DDS) and/or the administration of organizations, programs, or agencies (OPA).15A. Appraisal of Management and LeadershipNo expectation at this levelForms autonomous judgment of organization’s management and leadership01234[N/O]Develops and offers constructive criticism and suggestions regarding management and leadership of organization01234[N/O]15B. ManagementNo expectation at this levelDemonstrates awareness of roles of management in organizations01234[N/O]Participates in management of direct delivery of professional services; responds appropriately in management hierarchy01234[N/O]15C. AdministrationComplies with regulations01234[N/O]Demonstrates knowledge of and ability to effectively function within professional settings and organizations, including compliance with policies and procedures01234[N/O]Demonstrates emerging ability to participate in administration of service delivery program01234[N/O]15D. LeadershipNo expectation at this levelNo expectation at this level01234[N/O]Participates in system change and management structure01234[N/O]16. Advocacy: Actions targeting the impact of social, political, economic or cultural factors to promote change at the individual (client),institutional, and/or systems level.16A. EmpowermentDemonstrates awareness of social, political, economic and cultural factors that impact individuals, institutions and systems, in addition to other factors that may lead them to seek intervention01234[N/O]Uses awareness of the social, political, economic or cultural factors that may impact human development in the context of service provision01234[N/O]Intervenes with client to promote action on factors impacting development and functioning01234[N/O]16B. Systems ChangeUnderstands the differences between individual and institutional level interventions and system’s level change01234[N/O]Promotes change to enhance the functioning of individuals01234[N/O]Promotes change at the level of institutions, community, or society01234[N/O] Overall Assessment of Trainee’s Current Level of CompetencePlease provide a brief narrative summary of your overall impression of this trainee’s current level of competence. In your narrative, please be sure to address the following questions:What are the trainee’s particular strengths and weaknesses?Do you believe that the trainee has reached the level of competence expected by the program at this point in training?If applicable, is the trainee ready to move to the next level of training, or independent practice?Statement of AcknowledgementI have received a copy of the MA Clinical Psychology Student Handbook, 2019-2020. I agree to follow the policies outlined.Name (print)SignatureDateNote: This handbook reflects the current standards of the University and the Program. Every effort is made to be accurate and inclusive, but this booklet may not cover all possible situations encountered. ................
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