INTERNSHIP HANDBOOK
(7/2008)
Information on the Pre-doctoral Internship Program in Professional
Psychology
Friends Hospital
4641 Roosevelt Boulevard
Philadelphia, Pennsylvania 19124-2399
(215) 831 4600
I. Overview
1. Training Model, Goals, Objectives and Core Competencies
2. Core Activities and Time Commitments
3. Primary Clinical Rotations
4. Educational and Training Resources
II. Program Components
A. Supervised Clinical Experience
1. Assessment
2. Individual Therapy
a. Outpatient
b. Inpatient
3. Areas of Specialization (Clinical Rotations)
a. General Adult AA Program
b. General Adult AC Program
c. General Adult AD Program
d. Older Adult Program
e. Eating Disorders Program
f. Adolescent Program
g. Women’s Program
h. Dual Diagnosis Tracts
i. Outpatient Service (EAP)
j. Other Training Opportunities and Possible Future Rotation Sites
B. Consultation on Treatment Planning
1. Treatment Planning Meetings
2. Unit Team Meetings
C. Administrative Experience
1. Hospital Committee work with senior faculty
2. Task Force membership on Program Development
3. Rotation with Hospital VP/CEO (available based on experience and interest)
III. Structure of Training
A. Individual Supervision
1. Assessment
2. Individual Therapy
3. Group Therapy
B. Internship Specific Training Seminars, Lectures and Educational Activities
1. Assessment
2. Psychotherapy and Case Presentations
3. Intern Didactic Lectures
4. Cultural Diversity and Individual Differences
5. Ethics and Legal Issues
6. Professional Practice Issues
7. Behavioral Healthcare Service Delivery, Healthcare Administration and Managed Care
8. Special Topics
C. Hospital-Wide and Other Educational Activities
1. Contemporary Journal and Article Readings, Intern Self –Study-Reading Program
2. Drexel University Department of Psychiatry CEU
3. Library and Internet Access
4. Weekly Group Supervision
5. Other Ongoing Groups and Therapeutic Activities Led by Hospital Staff
D. Intern Evaluations
E. Intern-Staff Relations and Grievance Policies and Procedures
IV. Faculty and Summary of the Internship in Clinical Psychology at Friends Hospital
V. Appendices
Appendix I- Psychology Trainee Grievance Policy and Procedure
Appendix II- Psychology Staff Conflict with Trainee Performance Policy and Procedure
Appendix III- Program Goals,
Objectives and Core Competencies
I. Overview
of Internship
1. Training Model, Goals, Objectives and Core Competencies
The program employs a Practitioner-Scholar, Healthcare Administrative- Entrepreneurial training model. The primary educational objective of this model is to significantly enhance our student’s: evaluation and assessment skills; psychodiagnostic testing and report writing proficiency; facility with crisis, individual and group intervention techniques; sensitivity to human diversity issues; familiarity and facility with empirically supported treatments; rudimentary skills and knowledge in clinical supervision; professional practice competence; and administrative and entrepreneurial skills through didactic and supervised hands-on experience. We seek to prepare graduates who are scholarly and well versed professionally, clinically and administratively enabling them to deliver compassionate culturally sensitive and cost-effective psychological services in a rapidly changing mental health field. The program’s goals, objectives and core competencies are outlined in Appendix III.
2. Core Activities and Time Commitments
Throughout the year interns are involved in a variety of core training activities such as providing supervised assessment, triage, consultation, testing and psychotherapy services. Interns also attend unit meetings, various seminars, hospital-wide CE activities, and sometimes participate in brief administrative projects. These activities are in addition to being involved in one of the specialized clinical rotations listed below. Consequently, during an average day, interns spend part of the time providing outpatient services while spending most of the day within a separate, inpatient unit of the hospital working with hospital staff from other disciplines. (Note: In the case where an intern has chosen the outpatient rotation as his/her primary rotation they would spend half days in the outpatient area and half days on a unit not staffed by a psychology intern. This unit may vary from year to year.
Interns typically work between 40 and 50 hours per week. Those serving on inpatient rotations are required to provide one evening per week for the scheduling of outpatients. Those serving in the Outpatient rotation are required to provide two evenings per week for outpatient scheduling. Evenings typically are until 8pm.
3. Primary Clinical Rotations
Interns have the opportunity to serve in various clinical rotations during the year. The inpatient clinical rotations are three months each and the outpatient service is six months in duration. Therefore, depending on whether or not the outpatient rotation is chosen, interns will have served in either three or four primary clinical rotations by the end of the year. Within the inpatient rotations the intern has the chance to work with a specific population (e.g. adolescents, older adults, general adult inpatients, adults with co-occurring mental health and addictive disorders or patients with eating disorders). Inpatient rotations involve working as a therapist or co-therapist conducting psychotherapy groups and providing diagnostic, treatment planning and individual/family psychotherapy services under the supervision of a senior staff psychologist and the unit’s professional clinical staff. Typically these groups meet daily and when possible, are followed by post-group discussions between senior staff and interns. In the outpatient rotation, more unpredictable and heterogeneous ages and diagnoses are represented. Presently, all outpatient psychotherapy services are provided through an Employee Assistance Program (EAP) contract that the hospital maintains with a large, local medical health system.
If an intern has a particular area they wish to focus on, consideration of multiple rotations on that unit is possible.
4. Educational and Training Resources
A major part of the training experience for interns comes from individual and group supervision from senior staff for testing, consultation and individual and group psychotherapy services. In addition, there are two weekly seminars for interns covering a wide range of clinical, legal/ethical and behavioral healthcare issues with expert guest lecturers and moderators from many disciplines throughout the hospital and the Philadelphia region. Interns have the opportunity in these seminars to present cases for group supervision as well as to make more formal presentations on specially selected topics. Two additional hours of clinical and administrative group supervision are provided during two weekly lunchtime meetings. Interns have the opportunity to attend other hospital-wide lectures, case presentations and CEU conferences run by Drexel University Department of Psychiatry for staff and the outside professional community.
II. Program Components
A. Supervised Clinical Experience
1. Assessment
a. Interns are expected to have at least a basic training in projective testing before internship. Training in psychological and cognitive assessment is an essential component of the internship experience at Friends. Interns complete a minimum of 8-15 assessment batteries during the year under the supervision of a number of different staff psychologists. Training is provided in the use of a variety of assessment instruments including, but not limited to, the Exner Comprehensive System for the Rorschach, the TAT and other projective instruments, the MMPI-2 and MMPI-A, the RBANS, and various measures of achievement and intellectual, cognitive and neuropsychological functioning. Psychological evaluations are written with particular attention to those factors that give rise to, and which maintain, the patient’s adaptive and maladaptive responses. Interns are strongly encouraged to focus on both strengths and weaknesses and to make appropriate and realistic recommendations for remediation and treatment. Where indicated, all written reports use the DSM-IV multi-axial method for psychodiagnosis.
An integral part of the assessment process at Friends is the development of the ability to complete timely and focused evaluations which make significant contributions to treatment planning. As part of the assessment process, interns are also afforded the opportunity to learn consultative skills. When an inpatient referral for testing is received by the training director, the case is assigned to an intern who then consults with the requesting unit’s referring psychiatrist and treatment team and conducts a preliminary screening on the patient. The results of this consult are reviewed with the testing supervisor and recommendations for instruments and assessment procedures are made. The intern then conducts the evaluation, reviews preliminary results with the supervisor and presents verbal feedback to the referring physician and unit treatment team within 24-48 hrs. of test completion. A formal written report is completed within 10 days and becomes a permanent part of the medical record.
At the end of the internship year the intern will be prepared to conduct and complete assessment batteries with many different populations and at different levels of care.
b. A joint seminar is held monthly during the academic year with Drexel University's Department of Psychiatry, Residency Training program. A case is presented jointly. A psychology intern presents testing data including the Rorschach and the TAT while the psychiatric resident presents a clinical interview. Diagnostic impressions are then discussed in a wonderful, collegial environment.
2. Individual Therapy
a. Inpatient
Throughout most inpatient rotations, interns may carry from 2-5 inpatient individual therapy cases, each under the supervision of a senior staff psychologist. These cases are referred by the unit treatment team for treatment of a specific problem such as anxiety, depression, eating disorder, obsessive compulsive disorder, behavior disorder or psychotic disorder. Due to the relatively short-term nature of this treatment (Mean = 10.7 days), symptom- focused, problem solving, cognitive-behavioral, and supportive techniques are mostly applied; however, there is also consideration of family systems and psychodynamic factors which impact on the course of treatment. The intern learns to coordinate these services with concomitant psychopharmacological and milieu interventions. On many units there is also an opportunity for interns to conduct family sessions in consultation with social work, psychiatry and other senior staff.
b. Outpatient
As noted, all outpatient psychotherapy services are currently provided through the hospital’s Employee Assistance Program (EAP) contract, which offers an eight-session benefit per family member per year. Interns provide evaluation and diagnostic services and brief psychotherapy and/or information and referral services to this highly diverse clinical population. Family and conjoint therapy sessions are often conducted. The contract has recently expanded to include the Drug and Alcohol mandatory services. Interns must interact with the Human Resource departments of the client’s employer enabling them to learn the nuances of handling clinically confidential information while meeting contractual obligations for certain disclosures to the employer. All interns carry a caseload of between 3-6 ongoing EAP cases during the year. Those rotating on the outpatient service carry 12-18 cases. Sessions are scheduled in the daytime or evening. Interns receive supervision for these services from senior staff psychologists.
3. Areas of Specialization
a. General Adult Programs
The General Adult Programs serve acutely ill adults over the age of 18 suffering from a wide range of diagnostic disorders including schizophrenia and psychotic disorders, severe character pathology, affective disorders and anxiety disorders. Some programs make use of a cognitive behavioral (CBT) treatment model including intensive group and individual interventions. Adult patients on the units are exposed to a psychosocial milieu wherein a premium is placed on socialization and group process. Interns function as full members of the interdisciplinary treatment team and conduct daily group and individual therapy under the supervision of a senior staff psychologist assigned to the unit. Charting and record keeping account for about 1 -2 hours daily. Creative arts and rehabilitative therapies are also part of the treatment regime on these units.
b. Older Adult Program
This unit comprises patients aged approximately 55 or older coping with affective and anxiety disorders, dementia, psychotic disorders as well as "issues of aging" revolving around growing older and loss such as death of a spouse, declining physical health, or giving up an independent lifestyle. The theoretical orientation of the group leader combines cognitive-behavioral and interpersonal approaches in an attempt to instill a sense of competence and encourage members to take an active role in improving their own emotional well-being. Group interaction is also stressed to reduce their social isolation. Interns conduct groups twice per day 5 times a week. Following some groups there is discussion between senior staff and interns about the group session. Interns, in consultation with the unit medical director, are encouraged to take on individual cases. Charting and record keeping account for about 1 -2 hours daily. There are also group-related activities on the unit, which include the daily treatment coordinating conference and team meetings. A senior staff psychologist assigned to the unit provides ongoing supervision.
c. Eating Disorders Program
The Eating Disorders Unit serves patients suffering from anorexia, bulimia and obesity. The members of the treatment team provide psychiatric assessment and treatment, individual therapy, group psychotherapy, movement therapy, art therapy and family therapy. The behavioral and nutritional analysis and management of eating patterns occurs for all patients on this unit. Interns work with patients individually and in groups, supervised by the psychologist who is an integral part of the unit and other professional staff. The intern meets daily with the interdisciplinary team to prepare and review treatment plans. Interns lead or co-lead 5 to10 group sessions per week. These groups alternate between cognitive-behavioral and more process-focused methods. Charting and record keeping account for 1 -2 hours daily. This unit serves both male and female eating disorder patients. The unit maintains a case-management model.
d. Adolescent Program
This is a 24-bed, short-term therapeutic milieu for adolescents ages 13-18, who are suffering from a variety of psychiatric difficulties. The milieu is designed to address the developmental tasks of adolescence and promote growth and healthy functioning. The unit functions according to trauma-informed, interpersonal model based on the premise that the young person will recreate the problems experienced prior to hospitalization on the unit; this then provides the staff and other patients with the opportunity to effect new solutions. Much of this work is done in daily therapy groups and community meetings. Other treatment services, which are an integral part of the program, include individual, group, creative arts and rehabilitative therapies and workshops. Staff meetings are held five times per week for individual treatment plans to be reviewed and modified by an interdisciplinary treatment team. Interns lead or co-lead 8-10 group therapy sessions per week and carry 3-5 individual cases for which they provide individual and/or family therapy. Process supervision is conducted following some groups. Charting and record keeping account for 1 –2 hours daily.
e. Women's Program
This is a new 24 bed unit devoted to women's issues. Treatment is based on a trauma-informed model. In addition to groups, many patients are seen individually by the intern. The program was designed by interns from the 2007-2008 class and offers a DBT oriented treatment milieu.
f. Outpatient Service
The intern rotating through the outpatient service carries an EAP caseload of between 12-18 individual cases. All ages are represented as are a wide spectrum of diagnostic categories. These include but are not limited to: affective disorders, anxiety disorders, eating disorders, psychotic disorders, disorders of childhood and adolescence, substance abuse disorders, sexual disorders, personality disorders and dual diagnosis disorders involving mental health and chemical dependency. Affective and anxiety disorders are the most prevalent.
The EAP contract affords interns an opportunity to learn about mental health benefits administration, different medical record documentation standards, utilization review, psychological services review and the handling of confidential information under contracted conditions with employers. Cognitive behavioral therapy (CBT) and Problem/Solution focused approaches are the most common treatment approaches; however interpersonal and family systems models are also used. Interns also perform triage functions with EAP clients and in so doing gain experience in making level of care determinations, managing mental health resources, and in treatment and provider matching and disposition.
The EAP contract has been expanded to cover the Health System's Drug and Alcohol Program. Random drug screenings are performed and employees who test positive are then referred to the EAP. The interns are responsible for evaluation of these patients to determine the appropriate level of care.
g. Crisis Response Center
This is our psychiatric emergency room. Interns may be assigned here to assist in evaluating patients and determining levels of care
h. Dual Diagnosis Tracts
The Dual Diagnosis Tracts on all the General Adult units are designed for persons who have both mental health and substance related disorders and employ a combination of supportive, reality, behavioral and social learning theory based interventions. Adult patients on the units are exposed to a psychosocial milieu wherein a premium is placed on socialization and group process. Interns function as full members of the interdisciplinary treatment teams and conduct daily group and individual therapy under the supervision of a senior staff psychologist. Charting and record keeping account for 1 -2 hour’s daily. Creative Arts, rehabilitative therapies and contact with certified addictions counselors are also part of the treatment regime on this unit.
i. Intensive Adult Program
This program is designed for lower functioning adults, those with significant behavioral dyscontrol and dually diagnosed MH/MR persons. While the unit may be available as a formal rotation site for interns, the intern on Outpatient rotation may also spend some time on this unit if he/she is interested in learning about and working with this particular population.
i. Other Training Opportunities
Friends Behavioral Health Services comprises a fully integrated psychiatric services delivery system which reflects Friends Hospital’s ongoing commitment to the exploration of new, high quality, innovative and cost-effective treatment programs. The psychology internship program shares this commitment to the investigation and development of effective and innovative methodologies for the delivery of psychological services. The following training opportunities have either recently become available or are currently under development:
· Externship in Behavioral Healthcare. In September 2002, Friends Hospital began an externship program for pre-internship level Doctoral students to work part-time under the clinical and administrative supervision of the interns and the internship faculty. In addition to enhancing the quality of the hospital’s patient care, this program affords interns direct experience with clinical supervision and program development, management and administration.
· The Greystone Program located on the hospital’s main campus. The Greystone Program is a long-term private residential program housed within two residences, known as Greystone House and Hillside House. Clinical opportunities exist in working with the Greystone program clinical team and residents. Student activities include individual clinical assessments, individual sand group psycho-education, high and low functioning group therapies and participation in community and treatment planning meetings. Management and supervision of students working in the Greystone program site is provided by the psychology internship faculty, doctoral interns and the Greystone Program Director, Medical Director and social worker.
· The Marketing and Development Departments. The hospital’s marketing and development departments periodically conduct hospital and community based activities in which interns serve as mental health consultants. From time to time interns may also become involved in business development and fund raising pursuits. Some activities recently performed by interns include: National Depression and Anxiety Screening Days; mental health lectures for local schools and community organizations; providing in-service education modules to hospital staff; assisting marketing personnel in service contract negotiation and new business development and providing clinical consultation on marketing materials, brochures and other media. In addition, the current intern class developed a Wellness Program for employees and developed unit-based group modules.
B. Consultation on Treatment Planning
1. Treatment Planning Meetings
In the inpatient rotations, interns represent psychology at multidisciplinary conferences, which meet daily to review the progress and plans for each patient in the hospital. Here the interns learn to communicate the results of testing and of individual or group therapy while gaining an understanding of the roles of psychiatry, social work, and nursing and allied therapies in the treatment of inpatients. The interns collaborate in the development of treatment plans.
2. Unit Team Meetings
As part of each inpatient rotation the intern is assigned to represent psychology on a specific unit. Functioning as a consultant to the unit, the intern attends unit team meetings where patient or community issues are discussed.
III. Structure of Training
A. Individual Supervision
1. Assessment
When a testing case is referred to an intern, a senior staff psychologist is assigned to supervise the case. Supervision covers aspects of instrument selection, administration, scoring, interpretation, unit consultation, feedback and report writing. By the end of the year the intern will have been supervised on testing cases by many of the senior staff.
2. Individual Therapy
The intern is assigned supervisors from among the senior psychological staff for all inpatients and outpatients seen in therapy. Interns get a range of supervision, some from supervisors having a more dynamic orientation, some from supervisors with a cognitive-behavioral orientation and some from professionals from other disciplines. For inpatient rotation work, interns are usually assigned to a different supervisor every three months; usually this is the psychologist on the intern’s current rotation. Outpatient supervisors are assigned for 3-month periods, affording interns the experience of different outpatient supervisors throughout the year.
3. Group Therapy
During the 3-month inpatient rotations, the intern functions as a therapist or co-therapist in psychotherapy groups supervised by a psychologist. After most sessions, senior staff and intern review the session allowing for supervision of group skills.
B. Internship Training Seminars and Lecture Series
1. Assessment
In didactic lectures, personality tests such as the MMPI-2, MMPI-A, Beck Depression Inventory, Symptom Checklist, Thematic Apperception Test, and Sentence Completion are reviewed. The Exner Comprehensive System for the Rorschach is reviewed. It is expected that all interns will be familiar with basic Exner scoring and interpretation. There are testing cases presented to assist in the refinement of the integration of all tests in addressing referral questions. Measures of cognitive and intellectual assessment for adults and children are also reviewed.
2. Psychotherapy and Case Presentations
The training seminars contain a range of presentations on a variety of topical psychotherapeutic issues and interventions hosted by in-house staff and adjunctive faculty from the Philadelphia professional community. Frequently, case presentations are included along with didactic material in an effort to integrate theoretical understanding with clinical illustrations. Content areas include but are not limited to: the theory and techniques of behavior and cognitive behavioral therapy, multi-modal therapy, psychoanalytic psychotherapy, brief dynamic therapy, solution and problem focused therapy and family systems models. The format of these presentations is flexible so as to allow for some customization to better address the needs of a particular intern class.
Each intern conducts 2-4 individual formal case presentations during the year. This provides the opportunity to refine skills in organizing and conceptualizing complex case material so it can be presented in a clear and clinically useful fashion. These presentations also provide the opportunity to receive group feedback and supervision. A psychology training staff member moderates all intern case presentations.
3. Intern Didactic Lectures
Each intern presents a minimum of two (2) one hour lectures throughout the year on clinically relevant topics of his/her choice. These are usually 50 minutes in duration with a 10-minute question and answer period. In addition to their academic and research content, these lectures give the interns an opportunity to share knowledge, develop their organizational ability and practice public speaking skills.
4. Cultural Diversity and Individual Differences
Awareness of, and respect for, cultural diversity and individual differences are addressed throughout all of the intern’s inpatient and outpatient clinical experiences and training at Friends Hospital. The hospital’s longstanding Quaker tradition is predicated on the notion of respect and tolerance for individual differences as well as moral and humane treatment. This philosophy is present in virtually every aspect of care. Within the first week of internship, all interns are required to attend a training module on Quaker values, which is part of their general hospital orientation. 4-5 hours of formal seminar time during the year is devoted to didactic presentations on cultural and individual differences. Diversity issues are routinely addressed by each of the hospital’s in-patient treatment teams as well as by individual psychology supervisors who provide weekly supervision of all in- and outpatient assessment and therapy cases. Diversity is also evident in the range of specialty rotations; the heterogeneous patient populations and range of psychopathology represented; the opportunity to work within many levels of care; different types of insurance reimbursement models; and the multidisciplinary staff models in the inpatient and outpatient services.
5. Professional Ethics and Legal Issues
Knowledge and understanding of ethical and legal issues in the delivery of psychological services is imperative and thus, is intertwined throughout the intern’s entire training experience. These issues are highlighted in individual and group psychotherapy and assessment supervision, formal case presentations, treatment team meetings and didactic lectures. Topical issues related to professional ethics are also presented in a lunch time supervision meeting weekly with the Training Director and through the internship self-study-reading program.
6. Professional Practice Issues
Given the commitment of the internship to train students in the practice of professional psychology, professional practice issues are highlighted and elucidated whenever possible. Topics such as ethical, legal and risk management issues, practice formation and building, marketing, billing and insurance reimbursement, medical record documentation, program development, accreditation & credentialing, outcomes measurement and service delivery models are covered in a number of seminars throughout the year.
7. Behavioral Healthcare Service Delivery, Healthcare Administration and Managed Care
The internship at Friends Hospital is driven by a commitment not only to provide the requisite traditional clinical training and experience, but also training in how to deliver these services most effectively. In the rapidly changing behavioral health services marketplace, it is no longer possible to function adequately without at least a basic working knowledge of healthcare administration. Towards this end, the seminar series presents a wide variety of lectures by local and regional experts on a broad range of administrative topics such as:
· introduction to healthcare financing
· introduction to managed care as a response to rising costs
· risk sharing and capitation
· integrated delivery systems
· level of care determinations
· practice guidelines
· cost offset, cost shifting and adverse selection
· utilization review and quality assurance
· managing managed care in practice
· outcome assessment
In addition to the above, interns may conduct a brief research/administrative project individually or in small groups under the direction of a supervising psychologist or other hospital healthcare professional. Behavioral healthcare service delivery, healthcare administration and managed care issues are also represented in the self-study-reading program.
8. Special Topics
The seminar series periodically presents special clinical and professional practice topics based on the interest of the participants as well as the prevailing concerns facing the profession. Special topics presented in the past have included: child and adolescent psychiatry, geriatric psychiatry, dementia, autism, assessment of suicidality and dangerousness, child/elder abuse reporting, psychopharmacology, treatment planning, marital and couples therapy, pain and stress management, eating disorders, family therapy, gay and lesbian issues, HIV/AIDS and public health issues, healthcare legislative issues, personality disorders, systematic desensitization and flooding techniques, resistance in psychotherapy; neuropsychological screening, the psychologist as CEO and women’s issues.
C. Hospital-Wide and Other Educational Activities
1 Contemporary Journal and Article Readings,
Intern Self –Study-Reading Program
Throughout the training year, interns are given reprints of contemporary readings in clinical psychology and behavioral healthcare administration / psychological services delivery from professional journals, books, newspapers and other forms of media. The Training Director and senior psychology staff select these. These articles often form the basis of many lively discussions between staff and interns and are chosen to represent a diverse range of topics. From time to time interns and externs will present these articles to one of the lunchtime supervision groups.
3 Drexel University Department of Psychiatry CME Program
Throughout the year leading professionals from varied disciplines are invited to speak on a wide range of topics related to mental health. Interns are expected to attend whenever possible.
4 Internet Access
Unlimited internet access is available to all interns through personal computers located in each of their individual offices as well as at various terminal locations around the hospital.
5 Weekly Supervision-of-Supervision Group
The Director of Training and the interns meet once a week for one hour of group supervision focusing on the interns’ supervision of externs assigned to them. These meetings are used for general training in supervision, discussion of externs’ progress in training, and formulation and implementation of training plans for the externs.
6 Other Ongoing Groups and Therapeutic Activities Led by Hospital Staff (Subject to change)
Co-leadership and/or attendance at ongoing groups led by professional hospital staff are available to interns and are arranged on an individual basis. Past interns have participated in the following groups and activities:
· Pain management groups
· Trauma survivors inpatient groups
· addictions/substance abuse groups
· Crisis Response Center (CRC) intake and evaluation workshops (whole and half days)
· Inpatient group therapy, rehabilitation, grief/loss, horticultural, art therapy and community meetings
· AA, NA, GA, AL-ANON, Manic-depression and other diagnostic related support groups
D. Intern Performance Evaluation
Throughout the year interns receive informal verbal feedback concerning their clinical and administrative functioning from the training director, psychology supervisors and unit treatment team members. During orientation, interns complete a variety of self-assessment measures including:
· "Orientation Self-Assessment"- which provides a baseline measure of general knowledge and proficiency level in 14 different training areas.
· “Friends Hospital Clinical Supervisory Inventory (FHCSI)” - this is the instrument psychology supervisors use in evaluating interns’ performance throughout training. Interns are encouraged to examine and complete one about themselves during orientation to the program so that they are aware of the parameters on which they will be evaluated by supervisors. This practice serves to make expectations about professional behaviors clear.
· "Individualized Training Plan"- this is completed with the intern’s supervisor and includes personalized goals and methods by which to achieve them during the year.
Interns are asked to sign an "Authorization to Exchange Information Form" during orientation which gives the internship permission to communicate with the intern’s graduate program Director of Clinical Training when indicated.
Informal evaluations are presented to each intern by his/her rotational supervisor after every rotation. At this time the intern’s training goals are reviewed and revised as appropriate. These evaluations are then put into the rotation “Traveling Folder” and passed on to the next rotational supervisor for incorporation into the next rotation’s goals, allowing continuity of intern appraisal over rotations. A formal written evaluation is then conducted at the mid-year point and at the end of the training year. For all evaluations:
· At the end of each rotation quarter, all psychology supervisors complete the FHCSI on all of their supervisees. Additionally, all professional hospital staff working directly with the interns complete an "Intern Evaluation Narrative Form" (based on the FHCSI) on their experiences with the interns and both of these are submitted to the training director. The intern then meets with the supervisor and Training Director to review the evaluation.
· At mid-year and end of year, the psychology staff integrate and synthesize this feedback and prepare one master composite evaluation, the results of which are presented to the intern in an individual meeting with the Training Director. In this meeting, strengths and weaknesses are discussed and training goals are formulated for the second half of the training year or post internship training.
· Interns sign and may have a copy of their written evaluations.
· Interns complete Supervisor Evaluations on their outpatient and rotational supervisors after every rotation (four times per year). All of these evaluations are reviewed between the student and the supervisor then are turned into the Training Director as part of the internship’s quality improvement activities.
· Copies of the end-of-year evaluations are sent to the intern’s University Training Director.
· At the end of training interns take the FHCSI -Self-Assessment version, enumerate their training accomplishments on an instrument designed for this purpose, and complete various program evaluation measures.
E. Intern-Staff Relations
Friends Hospital and the internship program recognize the right of interns and staff to be treated with the utmost in courtesy and respect at all times. All interactions between interns, psychology supervisors and hospital staff are intended to be professional, collegial and conducted in a manner that reflects the highest standards of the profession as described in the APA’s "Ethical Principals of Psychologists and Code of Conduct". Interns always have the right to question any aspect of training or their performance evaluations.
The interns and the internship are subject to all Friends Hospital Human Resources policies and procedures. There are, however, two (2) internship specific policies and procedures related to intern grievances and staff conflicts with interns. These policies and procedures are summarized in Appendix I and II.
The Training Director is always available to meet with interns as a group or individually to discuss problems whenever they arise.
IV. Faculty and Summary of the Internship in Clinical Psychology at Friends Hospital
Length: One full year starting from the day after Labor Day to the last business day before Labor Day.
Faculty
Core Psychology Staff (Senior Training Supervisors)
[Name, degree, area(s) of specialization and hospital title]:
Hawa McGhee, Ph.D., MBA. Mental Health Administration, Physical
Disability (Deafness). Ethnicity and Depression, Grief and the Older Adult,
Clinical and Administrative Supervision, Staff Psychologist
Roselyne Watkins, Psy.D., Psychological Assessment, psychotherapy, older
adult and women's mental health issues. Inpatient and outpatient
supervision. Staff Psychologist.
Rita Woidislawsky, Ph.D. Eating Disorders, Individual, Group and Family therapy, treatment and aftercare planning. Family Therapist.
Eric Frajerman, Psy.D. Child & Adolescent, Eating Disorders, Addictions, Crisis Management, Clinical and Administrative Supervision, Staff Psychologist
Paula Humphries, Psy.D. Treatment of dual diagnosis (MH/MR, MH DD), inpatient supervision and program development. Director of Psychology
Paula Finestone, Ph.D. Interaction between physical and mental health; issues of aging, neuropsychological screening, pain management, Older Adult Mental Health Issues, Staff Psychologist.
Adjunctive Psychology Staff
Dennis Debiak, Psy.D.
Cultural Diversity and Gay and Lesbian Psychology
Linda Knauss, Ph.D., ABPP Ethics in Assessment and Practice, Rorschach Training
Kenneth Glass, Ph.D. Psychologist as CEO, Resilience
Marion Lindblad-Goldberg, Ph.D. Structural Family Therapy
Marijo Lucas, Ph.D. Humanistic Experimental Psychotherapy
Kathleen Walls, Ph.D. African/Black Psychology Concepts
Bruce Zahn, Ed.D. CBT with elderly
Ancillary Training Staff
William Uffner, MD Adult and Geriatric Psychiatry, Psychopharmacology, Fly Fishing
Kathryn Lindsay, APRN, MSN Women’s Issues, Domestic Violence, Education and Training
Anita Iyengar, MSN. Psychiatric Nursing, Education and Training
Number of Hours of Regularly Scheduled Supervision, Seminars and Training Activities:
|
Weekly Individual Clinical Supervision |
2 |
|
Weekly Group Clinical & Administrative Supervision (includes lunch seminars) |
3 |
|
Weekly Training Seminar and Lecture Series |
2 |
|
Psychological Testing Supervision (Per Assessment Battery) |
1-3 |
|
Monthly Drexel University Department of Psychiatry CME Lecture Series |
1-3 |
|
(Roughly 3-6 Ancillary Self-Study Readings per Month) |
|
Amount of Patient Contact:
|
Psychological Assessment Cases Per Year |
8-12 |
|
Inpatient Therapy Cases at Any Given Time |
3-6 |
|
Outpatient Therapy Cases at Any Given Time (while on inpatient rotation) |
3-8 |
|
Outpatient Therapy Cases at Any Given Time (while on outpatient rotation) |
12-18 |
|
Group Therapy Sessions Per Week (while on inpatient rotation) |
4-15 |
|
Group Therapy Sessions Per Week (while on outpatient rotation) |
3 |
Strengths of the Internship Training:
· Assessment (inpatient)
· Group Therapy Training and Experience
· Inpatient, and Outpatient Rotations (opportunity to work throughout the continuum of care)
· Inpatient Specialty Rotations Include Eating Disorders, Child and Adolescent, General and Older Adult
· Healthcare Administration and Financing, Managed Care Experience and Knowledge of Psychological Services Delivery
· Professional Practice Issues and Development
· Multidisciplinary Clinical and Training Experience
· Exposure to most Age Groups, Multiple Diagnostic Categories, and an Ethnically Rich and Culturally Diverse Patient Population
· ‘Externship’ program offering training opportunities for clinical supervision and program development and administration