Post Doc Manual 22-23 by capsusfca

August 7, 2022 COUNSELING ANDPSYCHOLOGICALSERVICES Postdoctoral Fellowship in Health Service Psychology 2022 2023

TABLEOFCONTENTS SETTING Overview of the University of San Francisco 1 Vision, Mission, & Values of the University of San Francisco 2 Student Life Mission Statement 3 CAPS Mission Statement 3 CAPSAnti Bias Statement and Commitment to Diversity 4 CAPS Training Diversity Statement 6 Preparing Psychologists to Serve a Diverse Public 7 CAPS Staff 7 Accreditation Status 8 OVERVIEW OF THE FELLOWSHIP PROGRAM Training Philosophy, ProgramAims, & Competencies 9 Postdoctoral Fellow Roles 11 Overview of Training Year 13 Training ProgramActivities 14 Sample Weekly Hours 15 Evaluations 21 PROBLEM RESOLUTION Due Process and Grievance Procedures 22 Rights and Responsibilities 23 PERSONNEL MATTERS Requirements & Qualifications 23 USF Equal Opportunity and Non Discrimination Policy 23 USF Background Check Policy 24 Length of Contract 24 Pay and Benefits 24 Professional Development 26 Liability Insurance 26 Weekly Log 26 Time Keeping 27 Dress Code and Remote Work Environment 28 Request for Leave 28

TABLEOFCONTENTS TRAINING POLICIESAND PROCEDURES Ethical and Professional Conduct 28 Remote Practice 28 Social Media Policy 29 Professional Disclosure Statement 31 SupervisionAgreement and Verification of Experience 31 Responsibilities of Supervisors 32 Responsibilities of Supervisees 32 Recording of Sessions 33 Case Conference Considerations 33 Exit Criteria for Successful Completion of Fellowship 33 Training Quick Links 35 APPENDICES APPENDIX A: PROGRAMAIMS, COMPETENCIES, & ELEMENTS 37 APPENDIX B: Post Doctoral Fellow Responsibilities and Rights 41 APPENDIX C: Post Doctoral Fellow Evaluation Form _ 43

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 1

SETTING

TheUniversityofSanFranciscoisaccredited bytheWASCSeniorCollegeandUniversity Commission(WSCUC),andin2019,WSCUC reaffirmedUSF’saccreditationfor10years. TheUniversityisalsoaccreditedbyseveral professionalaccreditingbodies,including,butnotlimitedto,theAmericanBar Association(ABA),theCaliforniaCommissiononTeacherCredentialing(CTC),AACSB International TheAssociationtoAdvanceCollegiateSchoolsofBusiness,the CommissiononCollegiateNursingEducation(CCNE),theNationalAssociationofSchools ofPublicAffairsandAdministration(NASPAA),andtheCouncilonEducationforPublic Health(CEPH)andtheAmericanPsychologicalAssociation(APA). Undergraduatemajors areofferedintheCollegeofArtsandSciences,theSchoolofEducation,theSchoolof

OVERVIEW OF THE UNIVERSITY OF SAN FRANCISCO

TheUniversityofSanFranciscoisanindependent,private,nonprofitinstitutionofhigher educationandoneof28JesuitCatholiccollegesanduniversitiesintheUnitedStates. CounselingandPsychologicalServices(CAPS) islocatedonourbeautiful55 acrehilltop campus,whichsitsnexttoGoldenGatePark, overlookingdowntownSanFranciscoandthe Pacific ClassifiedOcean.asaDoctoral/ModerateResearch andCommunityEngagedUniversityunderthe CarnegieFoundationclassificationsystem,the UniversityofSanFranciscoischaracterizedas balancingarts,sciences,andtheprofessions attheundergraduatelevel,withsome graduatecoexistence,includingdoctoral researchineducation.Themajorityofits studentsareundergraduates.TheUniversity isclassifiedasmoreselective,withahigh leveloftransfer instudentsandasafour year,full-time,large-sized,andprimarily residentialinstitution.

Since1855,theUniversityofSanFranciscohasdedicateditselftoofferingadaringand dynamicliberalartseducationintheJesuit,Catholictradition.Asacommunity,we empowerandholdaccountableourstudents,faculty,librarians,staff,administrators, alumni,andcommunitypartnerstobepersonsforandwithothers,tocareforour commonhome,includingthenativelandsonwhichourcampusesreside,andtopromote thecommongoodbycritically,thoughtfully,andinnovativelyaddressinginequitiesto createamorehumaneandjustworld. WeseektoliveUSF’sMissionbynurturingadiverse,ever expandingcommunitywhere personsofallracesandethnicities,religions,sexualorientations,genders,generations, abilities,nationalities,occupations,andsocioeconomicbackgroundsarehonoredand accompanied. Wearecommittedtoeducatingheartsandmindstocultivatethefull, integraldevelopmentofeachpersonandallpersons;pursuinglearningasalifelong humanizingandliberatingsocialactivity;andadvancingexcellenceasthestandardfor teaching,scholarship,creativeexpression,andservice.Inspiredbyafaiththatdoes justice,westrivetohumblyandresponsiblyengagewith,andcontributeto,thecultural,

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL Management,andtheSchoolofNursingandHealthProfessions. Graduatedegreesare offeredintheSchoolofLawinadditiontotheaforementionedschools.

VISION, MISSION, AND VALUES OF THE UNIVERSITY OF SAN FRANCISCO

TheUniversityofSanFranciscoenrollsmorethan10,000studentsinitsfiveschoolsand collegesandisoneofthemostethnicallydiverseuniversitiesinthenation. Inthe2022 U.S. News & World Report, theUniversitywasrated1stinthenationforstudentdiversity. AsofthemostrecentCensusDate,theUniversityofSanFranciscohadanenrollmentof 10,068,including5,852undergraduatestudentsand4,216graduatestudents.

Goals Guiding Our Work

• Provideprofessionalpsychologicalservicestoenrolledstudents,includingindividual, couples,andgroupcounseling;crisisresponse;consultation;briefassessment;and referrals

STUDENT LIFE MISSION STATEMENT

• Ensureconfidentialityandprivacyas mandatedbystateandfederallaws

ThemissionofCAPSistoprovidestudentswithmentalhealthservicesthatallowthemto improveandmaintaintheirmentalwell beingandtomeettheireducational,personal, emotional,andspiritualgoals. Weaimtoassiststudents’learningbyhelpingmanage psychologicalsymptomsandstressorsanddifficultlifeeventsandmanagementalhealth crises.CAPSaccomplishesthiswithhigh-qualityassessment,counseling,referral, consultation,outreach,andtrainingtoassiststudentsinreachingtheirfullpotential.

• Providepreventionprogrammingand consultationtostudents,faculty,staff,and families

CAPS MISSION STATEMENT

• Providereferralsforstudentswhomayhave concernsthatarenotwithinCAPS’scopeof practiceorproblemsthatmaybechronicor severeinnatureand requirecomprehensive services

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intellectual,economicandspiritualgiftsandtalentsoftheSanFranciscoBayAreaandthe globalcommunitiestowhichwebelong.

• Encouragereflection,self-awareness,personal andsocialresponsibility,andhealthy interpersonalrelationships

CounselingandPsychologicalServiceishousedundertheDivisionofStudentLife. ConsistentwiththeoverallUniversitymission,themissionofStudentLifeistofullysupport holisticstudentdevelopmentwithinasocialjusticeframework,centeredinpreparing studentstobecaring,sociallyresponsiblecitizensinourglobalandlocalcommunity.

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• MaintaincommitmenttoapostdoctoralfellowshipprogramandanAmerican PsychologicalAssociation accreditedinternshipprograminHealthServicePsychology

• Promoteself-careandthemaintenanceofawork-lifebalance

CAPSANTI-BIAS STATEMENTAND COMMITMENT TO DIVERSITY

• Ensurethatallservicesareconsistentwithevidence-informedpracticeandrelevant professionalorganizations

• Maintaincollaborativerelationshipswithcampusstakeholders,keycommunitypartners, andthesurroundingcommunity

AtCAPS,webelieveinthediversityofthoughts,ideas,andexperiences,inclusiveof race/ethnicity,color,gender,socioeconomicstatus,sexualorientation,language,national origin,religion,age,andintersectingidentities.Weaffirmourcommitmenttorecognize andaddressbiasandoppression.Weassiststudentsbyprovidingculturallysensitive mentalhealthservicesandeducationaloutreachthatchallengesoppressiveandunjust forcesandworktoreduceinjusticebothwithintheUniversityandbroadercommunity. Inadditiontosupportingtheseprinciplesofdiversityandinclusion,werecognize structuralinequalitiesinsocietyresultinthedifferentialaccessanddistributionofpower (economic,political,social,andcultural).Webelieveintheeliminationofstructural inequitiesandtheestablishmentofpoliciesthatensureequityandaccountabilityforall. Weacknowledgethatregardlessofone’sownidentities,individualsareatvariouspoints alongaculturalawarenessjourney.Wealsounderstandthatbiascanbeunconsciousor unintentionalandthatinequityisthecombinationofsocialandinstitutionalpowerplus prejudice.Oppressiondoesnotautomaticallymeanthatthoseinvolvedintendednegative impact;havingconversationsaboutthisisnecessaryandrequirescourage,respect, compassion,andawillingnesstotoleratediscomfort.

• Providecontinuedprofessionaldevelopmentsupportthatallowsstaffpsychologiststo maintainCaliforniaStateLicensureandtostayabreastofcutting edgeresearchrelatedto theevolvingneedsofcollegestudents

• Trainfuturepsychologistsinabrief,evidence informed,interculturallyfocusedtreatment modelthatisdirectlyapplicabletodiversecollegecounseling

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 5 Asweaimtobecomeanunbiasedcenter andculturallyinclusive,we: • Aim toidentify,discuss,andchallenge issuesofinjusticeandtheimpactithason eachofus • Challenge ourselvestounderstandand correctinequitiesinordertobemore purposefulinthisprocess • Explicitly and publicly affirmouridentityasan anti biasUniversityentity • Develop and work toimplementstrategiesthatdismantlebiaswithinallaspectsofour department,university,andsociety

staffwillengagetraineesinamannerrespectfuloftheirmultiplecultural identitiesandprovideequalaccess,opportunity,andencouragementinclusiveofthese identities. Trainingstaffwillexaminetheirownbiasesandprejudicesinthecourseof theirinteractionswithtraineessoastomodelandfacilitatethisprocess.

CAPSstaffmembershaveacommitmenttoongoinglearningthatcontinuestoenhance ourworkwith“cultural,individual,androledifferences,includingthosebasedonage, gender,genderidentity,race,ethnicity,culture,nationalorigin,religion,sexualorientation, disability,language,andsocioeconomicstatus”(APAEthicsCode,2002,PrincipleE,p. Training1063).

Insummary,CAPStrainingstaffandtraineesarecommittedtoatrainingprocessthat facilitatesthedevelopmentofprofessionallyrelevantknowledgeandskillsfocusedon workingeffectivelywithallindividualsinclusiveofdemographics,beliefs,attitudes,and values. ConsistentwiththeUniversity’smission,wewelcome,expect,andencouragethe pursuitof“amoreinclusivecommunity,whichcelebratesdiversityandworkstoward justice.”

RespectfordiversityisacentralvalueofboththeUniversityofSanFranciscoandCAPS andisconsistentwiththeprofessionofpsychology,asoutlinedbytheAmerican PsychologicalAssociation(APA)’s Ethical Principles and Code of Conduct (2002)and discussedinthe Standards of Accreditation in Health Service Psychology (APA,2015).

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CAPS TRAINING DIVERSITY STATEMENT

CounselingandPsychologicalServicesiscommittedtothevaluesofrespectfordiversity, inclusion,equity,andself examinationinatrainingenvironmentofmutualrespect. CAPS licensedstaffandtraineesareencouragedtoexaminetheirattitudes,assumptions, behaviors,andvaluesandtodevelopunderstandingofandsensitivitytoindividualand culturaldiversitywhileintegratingsuchunderstandingintoallformsofservicedelivery.

Adapted from the Counseling Psychology Model Training Values Statement Addressing Diversity, Mintz,L.B.,&Bieschke,K.J.(2009).Counselingpsychologymodeltrainingvalues statementaddressingdiversity. The Counseling Psychologist, 37,634 640; endorsed by the Association of Counseling Center Training Agencies (ACCTA), the Council of Counseling Psychology Training Programs (CCPTP), and the Society for Counseling Psychology (SCP) in August of 2006.

NancyGlenn,Ph.D. Training CaliforniaDirectorLicensedPsychologist,PSY10097 CounselingPsychology,ColoradoStateUniversity MollyZook,Psy.D. InterimDirector;AssistantDirectorforOperations CaliforniaLicensedPsychologistPSY19072 ClinicalPsychology,CaliforniaInstituteofIntegralStudies

CAPS STAFF

CLINICAL SENIOR STAFF

Strivingformulticulturalcompetenceisacentraltenetintheservicesprovidedand clinicalpracticeatCAPS. Insupportofthevaluesandaimsofourtrainingprogram,we haveadoptedtheAPA'sguidelinesrelatedtopreparingtraineestoeffectivelyprovide servicestodiversepopulations.(SeePreparingProfessionalPsychologiststoServea DiversePublic.)APA’sstatementwasdevelopedbytheEducationDirectorate’sWorking GroupandapprovedbyAPA’sBoardofEducationalAffairs(BEA).Inaccordancewiththis position,weexpectthattraineeswilldevelopanddemonstrateeffectivenesswhen workingwithdiversepopulations,includingclientswhoseculturalidentities, characteristics,andbeliefsdifferfromthoseoftheirown.Whilewerespecttherightof traineestomaintaintheirpersonalbeliefsystems,thetrainingofprofessional psychologistswhocanserveadiversepublicnecessitates“personalintrospection, explorationofpersonalbeliefs,attitudes,andvalues,andthedevelopmentofcognitive flexibilityrequiredtoserveawidediversityofclients.”

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PREPARING PSYCHOLOGISTS TO WORK WITHADIVERSE PUBLIC

TheUSF CAPSseniorstaffmembersaregeneralistswhoapproachtheirworkwith studentsfromanintegrationistperspective.Someareasofinterestincludesupervision andtraining,multiculturaldevelopment,identityformation,LGBTQsupport,brief individualtherapy,feministtherapy,grouptherapy,bilingualcounseling,community education,mindfulness,clientresilience,andsupportingthegrowthofintersecting identities.

BenMolland,Psy.D. AssistantDirectorofOutreachandGroupTherapy; Staff CaliforniaPsychologistLicensedPsychologistPSY26753 ClinicalPsychology,UniversityofDenver

ADMINISTRATIVE

CindyRojas,B.S. ProgramAssistant M.P.A.,HealthcareAdministration,UniversityofSanFrancisco B.S.,BusinessAdministration,UniversityofSouthernCalifornia

ACCREDITATION CounselingandPsychologicalServiceisaccreditedbytheInternationalAssociationof CounselingServices(IACS). ThePostDoctoraltrainingprogramisamemberofAssociationofPsychology PostdoctoralandInternshipCenters(APPIC);thePostDoctoraltrainingprogramisnot accreditedbyAPA.

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StephanieMcGrath,Psy.D. Crisis CaliforniaManagerLicensedPsychologistPSY28029 ClinicalPsychology,AlliantInternationalUniversity

JevonRice,Psy.D. StaffPsychotherapist,BlackStudentFocus ClinicalPsychology,AlliantInternationalUniversitySFBay STAFF KeiyokoBennett,B.A. OfficeAssistant B.A.,InternationalRelations,UniversityofCalifornia LosAngeles

AlbertMeza,Ed.D. Staff CaliforniaPsychologistLicensedPsychologist,PSY15981 CounselingPsychology,HarvardUniversity

TheUSFCounselingandPsychologicalServices(CAPS)providesPostdoctoraltrainingin HealthServicePsychology(HSP)withinauniversitycounselingcentercontext. Our strongcommitmenttotrainingincludesparticipationofallclinicalstaff.Thetraining programassistsfellowsinenhancingandconsolidatingknowledgeandskillswhile providingdidacticandexperientialopportunitiesthatfacilitatedevelopmentof professionalidentitiesaspsychologists.CAPSisconsistentwithUSF’sCorevalueofhaving acommitmenttothe“full,integraldevelopmentofeachperson,”byprovidingatraining programthatfacilitatesthedevelopmentofethical,competentpsychologistswhocan functionindependentlyandmakepositivecontributionstotheprofession. Bestdescribed asapractitionermodel,anemphasisisplacedupongroundingclinicalpracticeintheory andresearchandthedevelopmentofmentoringrelationshipswithsupervising CAPSpsychologists.iscommittedtoabrief,time limitedtherapyapproachtoclinicalpracticethatis groundedinevidence basedtreatment.Webelievethattheimportantaspectsoftraining inbrieftherapyinclude:1)anattitudinalshiftonthepartofthetherapist,toseebrief therapyasefficaciousandoftentimesconsideredasthetreatmentofchoice;2)an exposuretoamultiplicityoftherapeuticframesandmethods,withafocusonadapting themtobriefwork;3)aninsistence,totheextentpossible,thattherapeuticframeand methodbefittedtotheclientratherthanthereverse;4)anintegrationofamulticultural perspectiveintobothcaseformulationandaninteractiveapproachtotheclient;and5)an emphasisoncontinualpracticeindefiningafocuswiththeclient,andinorientingthe therapytothatfocusanditsassociatedtherapeuticgoals.

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OVERVIEW OF THE FELLOWSHIPPROGRAM TRAINING PHILOSOPHY, PROGRAMAIMS, & COMPETENCIES

Alsoinlinewithoursponsorinstitution’s“beliefinandcommitmenttoadiversityof perspectives,”ourtraininginbrieftherapyisbasedonanintegrationistapproach.Our approachincorporatesvarioustheoreticalmodelsandinterventions,whilekeepingin mindindividual,cultural,andsocietalconsiderations.Theseidealcharacteristicsofa multicultural,integrationistapproachtobrieftherapyarenotsimplyactualizedinsome absolutefashion,evenbyexperiencedstaffmembers.Rather,theyrepresentorienting considerationsthatinformourworkandtraininginanongoingfashion.Weseetraining asaprocesswhereweshareourstrugglesandquestions,oursuccessesandfailures,asa

Interprofessional/Interdisciplinary

ThePostdoctoralfellowshipprogramprovidestrainingoverthecourseoftheyear. Fellowscontinuetoenhanceandsolidifythedevelopmentofclinicalskillsrequiredforthe professionalpracticeofhealthservicepsychologywithadvancedtrainingandsupervision inbrief,time-limitedindividualpsychotherapy,grouptherapy,crisisinterventionand management,on callcoverage,triageassessmentandintakeevaluation,supervision, consultation,outreachprogramdevelopmentanddelivery,andcommitteework. In addition,thePostdoctoralFellowfurtherdevelopsadministrativeskillsbyoverseeinga projectorprogramcentraltoUSF CAPS;projectsarebasedonthecurrentneedofthe Centerandexperience/capabilities/interestsofthefellow. Projectshaveincluded outreachcoordination,practicumtrainingadministration,outreachspecialization, curriculumcoordination,developmentandexecutionofaconsultationprogram,grant writing,andanalysisofclientoutcomedata.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 10 group.Intheend,wearecommittedtoassistingfellowsindevelopingtheirown perspectivestowardbrieftherapyandmovingclosertotheintegrationofevidence based frameworksandmethodswiththegoalofpreparationforaHealthServicePsychologist positioninauniversitycounselingcenter.

Theoverarchingaimsofthetrainingprogramareto:(1)Enhanceandconsolidatecore clinicalandcounselingskillsforentrylevelindependentpracticeinHealthService Psychology;and(2)Fosterattitudesandbehaviorswhichstrengthenaprofessional identityasapsychologist. Bytheendofthetrainingyear,fellowswilldevelopalevelofcompetence,consistentwith thefollowingProfessionWideCompetencies(PWC),forindependententry levelpractice inhealthservicepsychology: a.EthicalandLegalStandards b.IndividualandCulturalDiversity c.ProfessionalValues,Attitudes,andBehaviors CommunicationandInterpersonalSkills e.Assessment f. and Skills Research

h.g.InterventionSupervisionConsultation

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InadditionCAPSProgramSpecificCompetenciesinOutreachandCrisisResponsewillbe accomplished.PleaseseeAppendixAforalistoftherequiredelementsrelatedtoall competencies.

POSTDOCTORALFELLOW ROLES Beforeconsideringspecific activities,itisimportanttoplace theseactivitiesinsomecontext, whichcanbedefinedintermsof threecharacteristicsofour systemandthreeassociated First,roles.ourtrainingprogramis guidedbyAPPICstandards:"A postdoctoraltrainingprogramis anorganizedexperiencewhich, incontrasttoonthe-jobtraining, isdesignedtoprovidetheFellow withaplanned,programmed sequenceofsupervisedtraining experiences."Thus,while Fellowsmayholdprofessional positionsoutsideofCAPS,they willbeconsideredtrainees within Second,CAPS.inmanyrespects,CAPS operatesasatypicalagency.WeexpectthatFellowswillparticipateinourpoliciesand

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 12 proceduresasagencymembers.Forexample,Fellowswillbeaskedtoestablishawork scheduleatthebeginningofeachsemester,andthenfollowthatschedule.

Finally,insomerespects,CAPSdiffersbothfromothertypesofmentalhealthagencies andfromprivatepractice. CAPSpsychologistsdefinetheirresponsibilitiesquitebroadly, beyondthatofprovidingdirectserviceforone’sindividualcaseload. Wefunctionina varietyofroles,includingprovidingoutreach,consultation,andeducationtothe Universitycommunity. Wefunctionasateamintermsofrespondingtocrisissituations orotherstudentneedswhichmayariseandwealsoworktogethertoensurethatthe Centeralwayshasadequatecoverage. Thus,weexpectFellowstofunctionasteam Manymembers.FellowscometoCAPSwithextensivepriorexperienceandmaybeaccustomedto functioningquiteautonomously. WerecruitFellowswhohaverelevantpriorexperience andwhocanfunctionindependentlyinmanysituations,however,itisimportantto acknowledgethattherearealwayslimitstoautonomyintrainingsituations.Licensedstaff membersareresponsibleforsigning offontheFellow’scases,andprovidingevaluationof thefellow’sprogress. Ofcourse,weendeavortoworkcollaborativelywithfellowsinthe trainingprocess. IfaconflictshouldarisebetweentheFellowandastaffmember,we encourageanopendiscussionoftheperceptionsofbothpartiesandhaveestablishedDue ProcessandGrievanceproceduresformoreseriousissues. Wealsoinviteinformal feedbackfromFellowsatanytimeandsolicitformalfeedbacktwiceayear,inorderto ensurethatourtrainingprogramandpoliciesareresponsivetoaFellow’sneeds.

FellowsparticipateinweeklystructuredtrainingactivitiesthatsupporttheCAPStraining goals. Fellowsprovideandreceiveadvancedtrainingin: intakeandtriageevaluation, individualandgrouppsychotherapy,crisisintervention,outreach,consultation, supervision,programdevelopmentand/orevaluation,andutilizationofUniversityand communityresourcesandreferrals. Inadditiontoindividualsupervisionofdirectservice,theprogramprovidesaseriesof grouptrainingexperiences,whichinfuserelevantliteratureincludingGroupSupervision, CaseConference,InterculturalSeminar,ContinuingEducationworkshops,and ProfessionalDevelopmentSeminars. Additionaltrainingincludesparticipationin UniversityofSanFranciscodepartmentalprofessionaldevelopmentworkshopsand attendanceattheBayAreaUniversityCounselingCenterconferences,whichoffer additionalnetworkingandmentoringopportunities.

OVERVIEW OF TRAINING YEAR

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ORIENTATION Ourtrainingbeginswitha comprehensiveOrientation thatintroducesFellowsto CAPSpoliciesand procedures,Universityand departmentalcollaborators, andclinicaland Opportunitiesresponsibilities.outreacharecreatedto facilitateteam buildingand establishprofessional workingrelationshipswith seniorclinical Additionally,administrativeandstaff.logistical

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matterscentraltoCAPSandthelargerinstitutionare accomplished.

FALL SEMESTER FellowsparticipateinselectedsessionsoftheFallDidacticseminarseriesincludingContinuing EducationtrainingsthatSeniorstaffalsoattend. FellowsparticipateintheInterculturalSeminar withtopicssuchas FosteringSelfAwarenessandBuildingCulturalHumility, Power,Privilege,& Oppression:Historical&Currentperspectives,andtheAPAMulticulturalGuidelines: An EcologicalApproachtoContext,Identity. Fellowsdevelopandgivescholarlypresentations, incorporatingtheoryandevidenced basedpractice,totheclinicalandtrainingstaff.

SPRING SEMESTER

SUMMER SEMESTER Sessionsarededicatedtotopicsrelatedtoestablishingaprofessionalpresenceasapsychologist. Componentsincludediscussionswithlicensedpsychologistswhoareworkinginvarious capacitiesinthefieldofpsychology,involvementinprofessionalorganizations,andfurther understandingofthelicensingprocess.

Fellowsareexpectedtointegrateevidenced-basedmodelsofpsychotherapyintotheirclinical workwithgreatercomplexityasthetrainingyearprogresses. Fellowscontinuetoattendthe InterculturalSeminarandContinuingEducationSeminarstosupplementtraining.

FellowsandtheirindividualsupervisorscollaborateontheReciprocalSupervision AgreementandGoalsformtosupplementthegeneralgoalsofthefellowshipforan individualizedlearningexperience.Anadditionalhourofindividualweeklysupervisionis providedbyanotherlicensedStaffPsychologist,whofunctionsastheDelegatedSupervisor.

TRAINING PROGRAMACTIVITIES

Case Conference

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FellowssubmitvideorecordingstoPrimaryandDelegatedSupervisorseachsemester. In addition,supervisionmayincludereviewofcasenotesordirectobservation,dependingon theneedsandskillleveloftheFellow.

FellowsparticipateintwoandahalfhoursofweeklyGroupSupervision. Duringoneofthe meetingsofgroupsupervision(cohort),fellowspresentcasesonarotatingbasisfor consultationanddiscussion. Theadditional1.5hoursofGroupsupervisionisdevotedto supervisionofsupervision. Thefellowreceivesadditionalsupervisionfromthelicensed staffpsychologistfunctioningastheirco therapistforanygrouppsychotherapy.

FellowsparticipatewithseniorstaffmembersandothertrainingstaffinaonehourCase Conference,whereallclinicalstaffpresentcasesonarotatingbasisforgroupfeedbackand discussion. PleaseseetheCaseConferencePresentationOutline.

Directclinicalservices,seminars,supervision,andmeetingsareprovidedattheCAPS officeslocatedonthelowerlevelofGillsonResidenceHallontheUSFHilltopcampus.For theFall2022semester,trainingprogramactivitieswillbeconductedbothvirtuallyandin person. AllCAPSstaffwillworkbothintheCAPSofficesandremotelyfromtheirhomes. Ongoingre evaluationwilloccurinaccordancewithUniversitypoliciesconsistentwith regulationsoftheSanFranciscoDepartmentofPublicHealthandtheStateofCalifornia.

Fellowsreceivetwohoursofindividualsupervisiononaweeklybasis.Onehourofweekly face to facesupervisionisprovidedbythePrimarySupervisor,whomonitorstheoverall clinicalandprofessionaldevelopmentandindividualcaseloadthroughoutthetrainingyear.

Supervision

Intercultural Seminar

Aweekly60 minuteseminarprovidingaforumtoexploreavarietyofinterculturalissues relevanttothepracticeofpsychology. Thisseminarutilizesavarietyoftrainingmodalities including:staff/guestspeakerpresentations,readings,films,andgroupdiscussionofcase material. Thepurposeofthisseminaristointegrateinterculturalissuesinanongoing manner,whilecontinuouslystrivingforcompetenceinassessment,caseformulation,and thedeliveryofpsychotherapyservicestoadiversecollegecampus.Participantsexamine howtheirownculturalbeliefsandvaluesmayimpactinteractionswithoneanotherand theirclients TheexperienceculminateswithaFellow’sCapstoneInterculturalCase PresentationtotheCAPSclinicalstaffattheendoftheSpringSemester.

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Quality Assurance Staff Meeting

Continuing Education Workshops

Professional Presentations

Fellowsparticipateinaweeklyone hourmeetingwiththeentireclinicalstafftoaddress clinicalissues,CAPSproceduresandpolicies,andincreaseeffectiveresponsetoneedsof clientsandtheUniversityatlarge.

PostdoctoralfellowsdevelopandprovidescholarlypresentationsatCAPS,incorporating theoryandevidence basedpractice,relevanttotheirworkandfacilitatediscussionson multiculturalissuesduringtheInterculturalSeminar. Finally,theypresentamulticultural casepresentationincorporatingscholarlyinquiryandclinicalpractice. Multicultural Film and Media Series (June)

Professional Development Seminar (June) Exposuretocareeroptionsinpsychology(throughinteractionswithpsychologistsinthe greaterprofessionalcommunity),furtherunderstandingofthelicensingprocess,andan emphasisonnetworkingwithintheprofessionalcommunityandinvolvementin professionalorganizationsarecoveredduringthisseminar

PostDoctoralFellowsparticipateinContinuingEducationworkshopswithSeniorStaff sponsoredbyUSF CAPS(APAapprovedsponsor).

PostdoctoralFellows(andInterns)collaborativelydevelopalistofshows,films, documentaries,andothermediarepresentativeofvariousaspectsofintersectingidentities.

• Group Psychotherapy Bothstructured thematicandprocess orientedgroupsareoffered eachsemester.Therearenoclientsessionlimitsonthenumberofgroupsattended.

Triage Assessment and Disposition Planning Phonebasedtriageassessmentofmental healthneeds;determinefitforCAPSscopeofservices,andprovisionofcampusand communityreferrals.

FacilitatedbyPostdoctoralFellows,discussionofsalientthemesfollowseachmedia screeninganddrawsuponindividualandculturaldiversitysharedthroughoutthetraining year. Direct Service CAPSprovidesassistancetostudentsseekingpsychotherapyforawiderangeofpresenting concerns fromtypical,developmental,andsituationalissuestosignificantclinical concerns.Weworkwithinasession-limitedapproachandmakeanassessmentatintake regardingtheappropriatenessofabrieftherapyapproachversusreferralforlonger term ormorespecializedwork.

• Intake Assessment and Disposition Planning Intakeassessmentinterviewing;interviewbasedevaluationofpresentingproblemanddifferentialdiagnosis;evaluationofmotivation fortreatmentanddispositionplanning.

AnticipatedgroupsincludeUnderstandingSelfandOthers,AcceptanceandCommitment Therapy,andtheWiseMindDBTskillsgroup.

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• • Crisis Assessment and Intervention Crisisevaluation,intervention,andmanagement includingassessmentofsafetyandriskfactors,effectiveresponsetocrisissituations,and facilitationofhospitalization. Rotationinafter hourson calldutiesincludingstaff

• Individual Psychotherapy Focusonbrief,time limitedintegrativetherapywitha maximumof12sessionsperclient(overthecourseoftheFallandSpringsemesters) with anoptionofcontinuedtherapyifclientisenrolledinthesummersemester. Individual clientsarenotregularlyseenonaweeklybasis.

• • Single Session Therapy (SST) - Clientsareseenforoneplannedsessionfocusedonagoalof theirchoosingwithimplementationofspecificstrategiesandprovisionofresources.

•

• Provision of Supervision PostdoctoralFellowsprovideonehourofindividualsupervisionto anadvancedpracticumstudentonaweeklybasis. ThePostdoctoralFellowandalicensed staffpsychologistmakeupthe“supervisionteam”andmonitortheoverallclinicaland professionaldevelopmentofthepracticumstudentthroughoutthetrainingyear.Specific goalsaredevelopedcollaborativelybythesupervisionteamandpracticumstudentto supplementthegeneralgoalsofthetraineeshipandprovideanindividualizedlearning experience.

• • Psychological Testing RoutineadministrationoftheCounselingCenterAssessmentof PsychologicalSymptoms(CCAPS-62)toclientsatintakeandtermination,andtheCCAPS34atspecificintervalsduringthecourseoftherapy. TheCCAPSissupplementedbyother assessmentinstruments(e.g.,BeckDepressionandAnxietyInventories,AlcoholUse DisordersIdentificationTest(AUDIT),andtheEatingAttitudesTest(EAT26),asrelevantto theevaluationandtreatmentoftheclient.

• • Consultation and Collaboration Activities Provideconsultationstostaff,faculty,andother Universityrepresentatives;parentsandfamilymembers;andstudentsregardingmental healthissuesandCAPSservices. Provisionofappropriateonandoff campusreferrals, discussionofrationale,andfollow up;establishprofessionalrelationshipswithUniversity andcommunitycolleaguesforappropriatewrap aroundcareforrecipientsofCAPS services;liaisonroletoResidenceDirectorintheOfficeofCommunityLiving(OCL).

•

• Outreach Activities Providepreventive/educationalservicesand/ordevelopmental programstoservetheneedsofthelargerUSFcommunity,promotesocialjustice,and celebratediversitiesinallitsforms.Serviceshavetraditionallyincludedtrainingstudent, staff,andfacultyonmentalhealthrelatedtopics;conductingeducationalprograms; developingandimplementingpassiveprogramming;servingasanaffiliateofastudent organizationsuchasaculturally focusedstudentclub,orotheracademicand/orservice orientedorganizations.Fellowsareexpectedtodelivervarioustypesofoutreachactivities, workwiththeAssistantDirectorofOutreach,anddeveloptheiroutreachgoalsinorderto individualizetheirtrainingexperience.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL consultationwithPublicSafety,theOfficeofCommunityLiving(OCL)andotherUniversity representatives;phonetriage,andprovisionofreferrals. Fellowsconsultwithalicensed staffsupervisorincrisissituationsinvolvingpotentialharmtoselforothers.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 19

Special Project PostdoctoralFellowsworkwiththeSeniorDirectorand/orTrainingDirectortodevelopan annualproject,program,and/orareaoffocus.Projectsarebasedontheinterest, professionaltrajectory,andcapabilitiesofthefellowandtheneedsoftheCenterand University.

• • Peer Consultation Fellowsfacilitatebiweeklymeetingsfortheinterncohortproviding consultationaboutclinicalcasesandmentorshipassociatedwithprofessionaldevelopment issues. Training Administration PostdoctoralFellowscontributetotheadministrationofthepracticumprogramthrough curriculumdevelopmentanddidacticpresentationsforthepracticumin-servicetraining. Additionally,theyareinvolvedinadministrativeandevaluativeaspectsofrecruitmentand applicantselectionfortheDoctoralInternshipandPostdoctoralFellowshipprograms.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 20 SAMPLE WEEKLY SCHEDULE I. Direct Service A.IndividualPsychotherapy 10 B.GroupPsychotherapy(includes1/2hoursupervision) 0 2* C. IntakeAssessment 2 D.TriageAssessment 2 E.CrisisIntake 1 2 F.SingleSessionTherapy 0 1 G.Outreach/Consultation 0 1 H.ProvisionofSupervision 1 I.CaseManagement 2 Subtotal 20-22* II. Training Activities A. Supervision 4.5 Individual: 2hours(Primary 1;Delegated 1) Group: 2.5hours(Clinical-1;SupervisionofSupervision-1.5) B.InterculturalSeminar/ContinuedEducationWorkhops 1 2 C.CaseConference 1 D.PeerConsultation 1 E.QualityAssuranceStaffmeeting 1 Subtotal varies-7.5 to 8.5 III. Professional Development A.WeeklyProfessionalDevelopment 4 IV. Administrative/Planning A. Charting/Planning 9** B.SupervisionAdministration 1 C. SpecialProjects 1 Subtotal 11 Average Estimated Total Hours per week 44 *Fellowswhoco facilitatetherapygroupshaveareducedindividualclientcaseload **Hoursnotspentindirectserviceareadministrativehours

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 21

FellowsareformallyevaluatedonaLikertscalefromoneto fiveforeachitemontheCAPSPsychologyPostdoctoral FellowEvaluationform ItisexpectedthattheFellowwill receiveratingsofLevel3atmid-yearonelements containedincompetencies AratingbelowLevel3atmid yearisconsideredbelowexpectation.IfaFellowreceivesa ratingofLevel2atmid year,theprimarysupervisor providesspecializedattentiontoincreasetheFellow’s functioningtotheexpectedlevelofcompetencywhichmay includeremedialwork.IfaFellowreceivesaratingofLevel 1atmid-year,theTrainingDirector,incollaborationwith thePrimarySupervisor,developsandinstitutesaspecific remediationplan. ItisexpectedthattheFellowwillreceiveratingsatLevel4 attheendofyear;thisistheexpectedlevelatcompletionof Postdoctoraltrainingindicatingreadinessforindependent practiceatthelicensurelevel.IfaPostdoctoralfellow receivesaratingofbelowLevel3onanoverallCompetency areaonthefinalevaluation,thefellowwillnotsuccessfullycompletetheirfellowship.Per theBoardofPsychologythehourscouldnotbeverifiedas“atorabovetheexpectedlevel ofminimalcompetency.”

Evaluation of Fellows

TheformatforthisevaluationconsistsoftheCAPSPsychologyPostdoctoralFellow EvaluationForm.Fellowsareprovidedwithacompletedandsignedcopyofbothmid-year andend of yearPsychologyPostdoctoralFellowEvaluationforms.

ThePrimaryandDelegatedSupervisorscollaborateintheevaluationprocess,andthe PrimarySupervisorcompletesasingleevaluationform,comprisedoffeedbackfromall

Fellowsaregivenfeedbackregardingtheirstrengthsandareasofgrowthinthecourseof supervisionandaformalevaluationisprovidedatmid yearandatend of trainingyear.

Fellowsreceiveandareencouragedtoprovideongoingverbalandwrittenfeedbackto CAPSlicensedstaffthroughoutthetrainingyear.

EVALUATIONS

Fellowsaregiventheopportunitytoevaluatetheirsupervisorsonabiannualbasis. The EvaluationofIndividualSupervisorFormandEvaluationofGroupSupervisionforms (CohortandSupervisionofSupervision)shouldbecompletedduringthemid yearand end of trainingyearevaluationperiods.Additionally,FellowscompleteaTraining DirectorEvaluationFormattheend of trainingyear.

PROBLEM RESOLUTION

Evaluation of Supervisors

Program Evaluations

CAPSadherestothewrittenproceduresoutlinedbyourDueProcessandGrievance Proceduresfortheeffectiveresolutionofproblems,disputedevaluations,andproblematic behavior. FellowsareinformedoftheseproceduresduringOrientation,receiveacopy

ThefinalevaluationconsistsofanindividualexitinterviewwiththeTrainingDirector. In additiontoprovidingfeedbackonvariousaspectsoftheprogram,wewouldlikeyour generalcomments(i.e.,strengths/weaknesses,likes/dislikes)aboutthetraining experienceasawhole. Wewelcomeyourcommentsandsuggestionsaboutanyorall aspectsoftheprogram,includingOrientation,trainingseminars,caseconferences, supervisionandclinicaltraining,clinicalcaseload,groups,andoutreach/consultation opportunities.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL

supervisors. BoththePrimaryandDelegatedsupervisorsmeetwiththeFellowtogether todiscussandreviewtheevaluation. Additionally,Fellowswillreceivefeedbackregardingtheirprofessionalpresentationsfor andtheCapstoneCasepresentationinInterculturalSeminar.Additionally,Fellowswill receivefeedbackontheirSpecialProject/ProgramDevelopment

Fellowsarerequestedtocompleteaformalevaluationoftheprogramattheend-oftrainingyearevaluationperiod(seeTrainingProgramEvaluationForm). This informationallowsCAPStocontinuetoadaptandrefinetheprogram,basedonFellows’ perceptionsandneeds. Alltraineeshavetheopportunitytoprovidefeedbackaboutthe trainingprogramfollowingeachtrainingseminar(seeCAPSSeminarEvaluationForm).

DUE PROCESS AND GRIEVANCE PROCEDURES

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL duringthefirstdayoftraining,andarealsoencouragedtofurtherreviewtheseguidelines andproceduresasneeded. Dismissalfromthetrainingprograminvolvesthepermanentwithdrawalofallagency responsibilitiesandprivileges. Eitheradministrativeleaveordismissalwouldbeinvoked incasesofsevereviolationsoftheAPACodeofEthics,orwhenimminentphysicalor psychologicalharmtoaclient,staffmember,orothertraineeisamajorfactor,orthe Fellowisunabletocompletethetrainingprogramduetophysical,mental,oremotional illness.TheSeniorDirectorwillmakethefinaldecisionaboutdismissaloradministrative leaveinaccordancewithUniversitypolicy.

PERSONNEL MATTERS REQUIREMENTS

TheminimumrequirementsforconsiderationofaPostDoctoralFellowshipinclude completionofanAPA/CPA-accreditedgraduateprogramincounselingorclinical psychology;completionofallrequirementsforthedoctoraldegreepriortothestartdate ofthefellowship;andsuccessfulcompletionofadoctoralinternshipaccreditedbyAPA and/ormeetingAPPICStandards.

POSTDOCTORALFELLOW QUALIFICATIONS

PostdoctoralFellowshavetheirdoctoratedegreeconferredfromtheirgraduateschool andareeligibletoaccumulatesupervisedpostdoctoralclinicalhourstowardlicensure.

EachCAPSstaffmemberandFellowhastheresponsibilitytofosteranenvironmentwhere therighttobetreatedwithdignityandrespectispreserved. PleasereviewtheFellow RightsandResponsibilitiesdocumentthatoutlinesrightsandresponsibilitiescriticalto thefunctioningofourfellowshipprogram.

TheUniversityisanequalopportunityinstitutionofhighereducation.TheUniversity doesnotdiscriminateinemployment,educationalservicesandacademicprogramsonthe

FELLOW RIGHTS AND RESPONSIBILITIES

UNIVERSITY OF SAN FRANCISCO EQUALOPPORTUNITYAND NON DISCRIMINATION POLICY

LENGTH OF CONTRACT CAPSisafull time,11 monthfellowshipfromAugust1st,2022throughJune30th,2023 Wehavestructuredthetrainingscheduletoallowforthecompletionof1500hours,the requirementforlicensureinthestateofCalifornia. TheCaliforniaBoardofPsychology permitsamaximumof44hoursofSPE(SupervisedProfessionalExperience)perweek andwehaveincluded4weeklyhoursofProfessionalDevelopmentinadditiontothe fellow’sregularlyscheduled40on sitehoursatCAPS.Thisschedulewillprovideample opportunitytocompleteaminimumof1500postdoctoralhours,thestateofCalifornia requirementforlicensure,aswellasanopportunitytocomplete1800 1900hours. Aminimumof25%ofyourtotalhoursmustbedirectservicehours.Requestfortimeoff, includingthatdesignatedforprofessionaldevelopment,mustbeapprovedbyboththe TrainingDirectorandyourPrimarySupervisor. ItistheFellow’sresponsibilityto researchtherequirementsforstatesforwhichtheyintendtopursuelicensure.

TheUniversityconductsbackgroundchecksonallnewPostdoctoralFellows All candidatesforfull timeandpart timeassignmentswiththeUniversitymustauthorizea lawfulbackgroundcheckaspartoftheapplicationpacket.Afellowshipofferiscontingent uponverifyingtheaccuracyoftheinformationprovidedbythecandidateandthe backgroundcheckresultswilldeterminetheirsuitabilityforaPostdoctoralfellowshipat theUniversity.

PAYAND BENEFITS

Fellowswillreceive$40,000forthetrainingyearandareeligibleforUniversityhealth careandotherstaffbenefits.Fellowsaccruesickleaveandvacationdays(11),andreceive Universityholidays.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL basisofanindividual'srace,color,religion,religiouscreed,ancestry,nationalorigin,age (exceptminors),sex,genderidentity,sexualorientation,maritalstatus,medicalcondition (cancer-relatedandgenetic-related)anddisability,andtheotherbasesprohibitedbylaw. TheUniversityreasonablyaccommodatesqualifiedindividualswithdisabilitiesunderthe law.

UNIVERSITY OF SAN FRANCISCO BACKGROUND CHECK POLICY

CAPSemploysafulltimeprogramassistantandofficeassistantwhoareavailableduring officehourstoprovidelimitedadministrativesupportforstaffandtrainees.TheFellowis providedwithalaptopcomputerequippedwithTitanium.anelectronicschedulingand chartingprogram,andinstalleddatabasesandprogramsincludingMicrosoftOffice software,HipaacompliantZoomHealth,andadigitalwebcameratorecordvideosessions foruseinsupervisionandtraining. Fellowsreceivetechnicalsupportfromstaffmembersandareabletoutilizetheservices ofUSF’sInformationTechnologyServices.TheyarealsoabletoattendUniversity workshopsofferedthroughHumanResourcesandITS.

Friday,November25,2022 DayafterThanksgiving Friday,December23,2022 ChristmasEve MondayDecember26,2022 ChristmasDayObserved

Friday,December30,2022 NewYear'sEveObserved

Monday,January2,2023 NewYear'sDayObserved

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 25 The following University holidays will be observed during the 2022-2023 training year:

Monday,January16,2023 MartinLutherKing,Jr.Day

Monday,September5,2022 LaborDay

Wednesday,December28,2022 UniversityHolidayClosure

Tuesday,December27,2022 UniversityHolidayClosure

Monday,February20,2023 President'sDay Friday,April7,2023 GoodFriday

Thursday,November24,2022 ThanksgivingDay

Thursday,December29,2022 UniversityHolidayClosure

Monday,May29,2023 MemorialDay

Monday,June19,2023 JuneteenthObserved Pleasebemindfulthatholidays,vacation,andsickleavehoursarenotincludedinyour contracted“supervisedprofessionalexperience”hours.TheFellowhascontractedwith CAPSandtheBoardofPsychologytocompletethecontractedhoursoftraining,exclusive ofholidays,vacation,orsickleave,andourpoliciesarecompatiblewiththatcontract.

PostdoctoralFellowsmustprovideevidenceofmalpracticeinsurance. Certificatesof Insurancemustbereceivedbyourofficepriortothebeginningofthefellowship.

FellowsreceivefundingandprofessionaldevelopmenttimetoattendtheannualNorthern CaliforniaCounselingCenterTrainingDirectorsConference.Fellowsarealsoprovided additionalprofessionaldevelopmenttimetoattendtheSanJoseStateUniversity MulticulturalTrainingConference.

PROFESSIONALDEVELOPMENT

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 26

LIABILITY INSURANCE

TheTrainingDirectormaintainsafileforeachfellowoverthecourseofthetrainingyear. Fellowpersonnelfilescontainallemploymentdocumentation,certificatesoffellowship completion,evaluationforms(e.g.,mid yearandend of yearevaluationforms,any remediationplan/dueprocessdocumentationwhenapplicable),andCABoardof Psychologyrequiredpaperwork.Currentpostdoctoralevaluations,aswellasall evaluativedocumentationrelatedtotheprogram,arestoredincombinedpaperand electronicfiles.ElectronicdocumentationisstoredontheTrainingDirector’sprivate

Fellowsreceive3additionaldaysor24totalhours(tobearrangedwiththeTraining Director)forthepurposeofinterviewingforaposition,takingthelicensureexam,or presentingatorattendingaprofessionalconference.Professionaldevelopmentrequests shouldbedirectedtoyourprimarysupervisor(inadditiontonotifyingtheTraining BasedDirector).ona44 hourworkweek(pertheCABoardofPsychology),4hourseachweekmay bespentonstudyingfortheExaminationfortheProfessionalPracticeinPsychology (EPPP),activitiesrelatedtojobpursuit,professionalresearch,andotherprofessional developmentactivities after the fellow’s regularly scheduled in office hours with the following exception: winterbreak(12/26/22through12/30/22). Thiswillresultin approximately188hoursofProfessionalDevelopmenttimeoverthecourseofthe trainingyear. SomeotheractivitiesmayqualifyforuseofProfessionalDevelopmenttime.

RECORD KEEPING

IfyouhavequestionsabouthowagivenactivityfitsProfessionalDevelopmentcriteria, pleasedirectthemtotheTrainingDirectororyourprimarysupervisor.

TIME KEEPING

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 27 computeraccount,whichispartoftheUSFsecureserverandpaperfilesarestoredina lockedfilecabinetintheofficeoftheTrainingDirector.Formerfellowfilesaremaintained andsecuredinperpetuity(forthepurposesofverifyingsuccessfulcompletionof internship,providingfuturelicensureinformation,etc.).

Therearetwoconsiderationsregardingourtimekeepingpolicies.First,inorderforCAPS torunsmoothly,wepreferFellowsestablishandmaintainaweeklytimescheduleforthe semester.Ifyouanticipateanabsence,pleaseinformyourPrimarySupervisor,the

Pleaseexperience.complete Vacation/Sick/Professionalthe

TheCaliforniaBoardofPsychologypassedaregulation,effectiveJanuary1,1994and revisedAugust27,2005,requiringthattraineesmaintainaWeeklyLogofSupervised ProfessionalExperiencetowardslicensure(WeeklySPELog).Thislogisnottobe submittedatthetimeofapplicationforlicensure,butshouldbeavailableintheeventthe Boardrequestsit.WhiletheBoarddoesnotprovideasamplelog,itdoesspecifythe elementsthatalogshouldcontain(BOPGuidelineregardingSPELog.)Additionally, pleaseutilizetheDirectServiceTrackingHoursformtomakesureyouaremaintaining yourdirectservicehoursatanoverallrateof25%ofyourtotalsupervisedprofessional Development Logonamonthlybasiswhichtracks vacation,sickleave,orotherprofessional developmentleavetaken. AftertheTrainingDirectorapprovesyour hours,youroriginalWeeklySPELogwill bekeptinyourpersonnelfile.As previouslyindicated,thelogcanthenbe certifiedasaccuratebytheTraining Director.Whileyou,astheFellow,will keeptheoriginalofthecertifiedlogatthe endofthetrainingyear,itiscrucialthatwe retainacopyofthecompletedlog(seeChecklistforLeavingUSF)foryourfile–inthe eventthatyouhavefuturerequeststhatrequireustocertifyyourhours.

Fellowsmustformallyrequesttimeoffforvacation,plannedmedicalappointmentsand medicalleave,andprofessionaldevelopment.Requestsshouldbediscussedwithand approvedbyyourPrimarySupervisor.Additionally,pleasesende mailnotificationtothe TrainingDirector.

TrainingDirector,andtheProgramAssistantorOfficeAssistantaheadoftimeandblock outthetimeinthetitaniumscheduledatabase.Ifsomethingunexpectedarises,please informtheProgramAssistantorOfficeAssistantassoonaspossible,soyourclientscan beinformedinatimelymanner.

REQUEST FOR LEAVE

AllCAPScliniciansareexpectedtoadheretotheguidelinesforworkingremotely includingtheareasofcommunication,availability,professionalexpectations,andlegal andethicalguidelinesrelatedtoremoteworkincludingconfidentiality,privacy,and documentation.Pleaseseethesection, Guidelines for Working Remotely intheCAPS PoliciesandProcedureManuallocatedontheCounselingserverforspecificexpectations andprotocol.

DRESS CODE AND REMOTE WORK ENVIRONMENT

CAPSadherestotheethicalstandardsandpracticessetforthbytheAmerican PsychologicalAssociation(APA),thelawsandregulationssetforthbytheCaliforniaBoard ofPsychology(BOP),andUniversityofSanFranciscopolicies.APAethicalguidelines,BOP lawsandregulations,andUniversitypoliciescanbefoundontheJadeserverintheAPA EthicsCodesandPracticeGuidelinesFolder

TRAINING POLICIESAND PROCEDURES

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL

ETHICALAND PROFESSIONAL CONDUCT

Fellowsareencouragedtousetheirownjudgmentaboutwhatconstitutesprofessionalattire andaremoteworkenvironment Werecognizethatone’sattireandprofessionalspacecan varybasedonone’sidentitiesandculture. Ifyouareuncertainaboutyourchoiceofclothing orconstructingyourworkenvironment,pleaseconsultwithyoursupervisorsorthe TrainingDirector.

REMOTE PRACTICE

SOCIAL MEDIA POLICY

b. CAPSstaffareawarethatanyinformationpostedonasocialmediaplatformmaybe viewedbyindividualsoutsideoftheintendedaudience,arenolongerintheclinician’s control,maybepermanentlyavailable,andaretransferableviamethodssuchas screenshots.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 29

a. CAPSstaffstrivetoprotecttheconfidentialityofCAPSclients,andunderstandthateven withlimitedinformation,poststhatincludeclinicalinformationmaybecomeidentifying.

2. CAPS staff will not initiate or accept contact with clients through social media.

a. CAPSstaffaremindfuloftheconfidentialityandmultiplerelationshipimplicationsof havingsocialmediacontactwithanyclient.

b. Intheeventthatsocialmediacontacthasbeenmadepriortoinitiatingtherapy,staffwill beawareofthismultiplerelationshipandthepotentialimpactontheclient’s confidentiality,willconsultwiththeirsupervisororintheCAPSqualityassurance meeting,andwilltakeappropriatestepsbasedonthisconsultationandaccordingto ethicalguidelines.

CAPSendeavorstomaintainthehigheststandardsofethicalconductintherealmofsocial mediause.CAPSdefinessocialmediaasanyonlinecommentary,website,application,or platformthatallowsindividualstocontributecontentorengageinsocialnetworking.This includes,butisnotlimitedto:onlinecommentsorposts,blogs,vlogs(e.g.YouTube),and socialnetworkingsites(e.g.Facebook,WeeChat,Twitter,Instagram,Snapchat,LinkedIn).

SocialmediausebyCAPSstaffmustremaininlinewithAPAethicalguidelinesaround beneficenceandnonmaleficence,confidentiality,multiplerelationships,minimizing intrusionsonprivacy,andinitiatingprofessionalrelationships.Tothisend,CAPSexpects allclinical,andadministrativestaff,includingtrainees,toadheretothefollowing guidelines,inlinewithrecommendationsbyKolmes,Nagel&Anthony,2011:

a. Staffaremindfulofmultiplerelationshipsandpowerdynamicsbetweenseniorstaffand trainees.

3. Senior staff will not initiate or accept contact between themselves and CAPS trainees on social media, and trainees will not initiate or accept contact between themselves and senior staff on social media, for the duration of the training year(s).

1. CAPS staff will not discuss clinical material on any social media networks, whether this network is personal or professional.

a. CAPSstaffunderstandthatsearchingforindividualapplicantsonlinemayleadtoinequity intheapplicationreviewprocessrelatedbothtodisproportionateattentionbeingpaidto applicantswhoseonlinepresencewasviewed,andtostaffreactionstothatonline material(whetherpositiveornegative).

CAPSPOSTDOCTORAL

MANUAL 30

d. CAPSrecommendsthatallstaffregularlymonitortheironlinepresencetoassesswhether bothmaterialtheyhavepostedand,asmuchasispossible,materialthatispostedby othersaboutthem,isaccurateandmeetstheaboveguidelines.

4. CAPS staff will understand the potential personal and professional impact of posting material on social media that portrays CAPS staff in an unprofessional or negative light (e.g. airing grievances, using pejorative language, engaging in harassment).

a. CAPSstaffunderstandthatsearchingforclientsonsocialmediawithoutinformedconsent canbeabreachoftrustthatmayjeopardizethetherapyrelationshipandcanhave unintendedclinicalimplications.

b. Intheeventthatsocialmediacontacthasbeenmadepriortothebeginningofthetraining year,seniorstaffandtraineesareexpectedtodiscussthis,consultasneeded,and mutuallydisconnectfromeachotheronsocialmediaforthedurationofthetraining year(s).

USF FELLOWSHIP

b. CAPSstaffareawarethaneveniftheybelievetheirsocialmediatobeprivate,thisisnot necessarilythecase.

c. Priortoposting,CAPSstaffshouldreflectonhowthismaterialwouldbeperceivedby clients,coworkers,andtheirprofessionalnetwork,inordertomakeaninformeddecision aboutwhatmaterialtheywillpost.

a. WhileCAPSdoesnotintendtodictatepersonalornon-work-relatedbehavior,CAPSasks stafftobemindfuloftheimpactoftheirpersonalsocialmediauseontheirprofessional image,andbyextension,ontheimageofCAPSandUSFasawhole.

5. CAPS staff will not search for clients or client information on the internet, including though social media.

6. CAPS staff will not search for personal information related to training program applicants on the internet, including though social media.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 31

7. If CAPS staff notice that any content posted on social media by a colleague violates this policy, staff are expected to bring this to the attention of the individual and request that they remove this content. In the event that this individual is a trainee, staff are expected to inform the trainee’s supervisor.

a. Ifthisindividualdoesnottakeappropriateactiontoresolvethesituation,CAPSstaffare expectedtobringthistotheattentionoftheSeniorDirectorand/orUSFHuman Resources.Ifthisindividualisatrainee,CAPSstaffshouldreferencetheDueProcessand GrievanceManualandfollowtheoutlinedsteps. Kolmes,K.,Nagel,D.M.,&Anthony,K.(2011).Anethicalframeworkfortheuseofsocial mediabymentalhealthprofessionals. Therapeutic Innovations in Light of Technology, 1(3), 20 29.

Priortothebeginningofthefirstsession,allclientsareprovidedwithaprofessional disclosurestatement,whichinformstheclientoftheFellow’strainingstatusatCAPS, supervisoryrequirements,thenameoftheirPrimarySupervisor,andthesupervisor’s licensenumberandcontactinformation.TheFellow’sindividualdisclosureformwith supervisorinformationisincludedinremoteintakeforms (see Written Notification of Post Doc Status).

SUPERVISION AGREEMENTAND VERIFCATION OF EXPERIENCE

EffectiveJanuary1,2005,theBoardofPsychologymandatedthattheBOPSupervision Agreement(BOPSupervisionAgreement)mustbecompletedandsignedbythe Supervisor(s)andFellowpriortothecommencementofsupervisedprofessional experience.Itisimperativetoreview,complete,andsigntheSupervisionAgreementwith yourPrimarySupervisorandTrainingDirectorthefirstdayofyourfellowship.Three originalsignedSupervisionAgreementFormswillbekeptinyourpersonnelfileuntilthe completionofyourfellowship Oncethefellowshiphasbeencompleted,theBOPVerificationofExperienceForm(BOP VerificationofExperience)willbecompletedandsignedbyyourPrimarySupervisoror theTrainingDirector. Itwillbegiventoyouinasigned/sealedenvelope,alongwithan originaloftheSupervisionAgreementForm,toprovidetotheCaliforniaBoardof

PROFESSIONALDISCLOSURE STATEMENT

Psychology. CAPSwillkeepcopiesinthepersonnelfilesandyouwillreceiveoriginal copiesforyourownrecords.

Itistheresponsibilityofsupervisorstomeetwiththeirsuperviseefortheappropriate andcontractedamountofsupervisiontimeeachweek(10%oftotalSPEfortheweek) andbeavailableatalltimesforconsultationasneeded(seeBOPSupervisionAgreement formforadditionalsupervisorqualificationsandresponsibilities) Supervisorsneedto ensurethattheirsuperviseeisprovidingcompetentcaretoallclientsandfollowingthe establishedethicalguidelinesoftheprofession.Itistheresponsibilityofsupervisorsto informtheCAPSsupervisorystaffduringweeklylicensedstaffmeetingsaboutany pertinentsupervisoryissuesincludingareasofconcernandsuccesses.Supervisorswill adheretoguidelinesoutlinedontheCAPSSupervision/Telesupervisioncontract andthe SupervisionGoalsandExpectationsdocumentsignedbybothsupervisorandsupervisee.

RESPONSIBILITIES OF SUPERVISEES

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 32

Itistheresponsibilityofsuperviseestokeepcurrentwithdocumentationonall clients. Atthebeginningofthefirstmeetingwithaclient,thesuperviseeneedstoinform theclientthattheyareaPostdoctoralFellowandbeingsupervisedbyaLicensed PsychologistatCAPS.SuperviseeswilladheretoguidelinesoutlinedontheCAPS Supervision/TelesupervisioncontractandtheSupervisionGoalsandExpectations documentsignedbybothsupervisorandsupervisee.Superviseesarealsoresponsiblefor completingthe Supervision Client Log eachweekforuseinsupervision

. Superviseesmust informtheirPrimarySupervisorofallatriskclients,allnewclients,aswellasupdating thestatusofongoingclientsinsupervision.Fellowsmustimmediatelyconsultwiththeir supervisorwhenthereisconcernthataclientmaybeofdangertoselforothersand/or indicatesaninabilitytocareforself(beforetheclientleavestheCAPSpremises;seeWhen toconsultasupervisordocument).Thesuperviseemustkeeptrackoftheirhoursona weeklybasistoensurethatfellowshiphourrequirementsarebeingmet. ThereareadditionalCABoardofPsychologyrequirementsforsupervisees,including providingacopyofthedocument Therapy Never Includes Sexual Behavior toclientswho havedisclosedhavingpastorcurrentsexualrelationswiththeirmentalhealthproviders.

RESPONSIBILITIES OF SUPERVISORS

Inordertoaddressexpectationsandguidelinesforpresentationsincaseconference, pleaserefertothecaseconferencepresentationoutline.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 33

1. Successful completion of a minimum of 1500 hours of Supervised Professional Experience (SPE) over an 11-month period. Wehavestructuredthetrainingprogram toallowforthecompletionofthehoursrequiredforlicensureinthestateofCalifornia. Fellowsareresponsibleforcompletingadministrativepaperworkandtrackingtheir accruedhoursincludingtimespentindirectserviceactivities,supervision,training seminars,professionaldevelopment,staffmeetings,andadministrativeactivities.

Sessionswillonlyberecordedwiththewrittenconsentoftheclient.Oncearecordingis made,itistransferredtothesecureserver. Recordings must be deleted from the secured server by the end of the month, point of termination, or at the end of the academic year whichever comes first. FellowswillbeusingaHIPPAcompliantZoom HealthPlatformfortheirremoteclinicalwork,training,andsupervision.

2.NosignificantethicalviolationswerecommittedbytheFellow.

3.SupervisorevaluationsindicatethattheFellow’sperformanceisconsistentwiththe expectedlevelofperformanceforcompletionofthefellowship.

EXIT CRITERIAFOR SUCCESSFUL COMPLETION OF FELLOWSHIP

CASE CONFERENCE CONSIDERATIONS

Inordertosuccessfullycompletethefellowship,eachPostdoctoralmustmeetthe followingcriteria:

RECORDING OF SESSIONS

PostdoctoralFellowswhosuccessfullycompletetheirfellowshipatCAPSareawardeda CertificateofCompletiondocumentingtheiraccomplishmentattheendofthetrainingyear. Uponcompletionofthetrainingyear,pleasesubmitthe ChecklistforLeaving.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 34 4.AllclinicalrecordsrequiredoftheFellowhavebeencompletedandsignedbytheir 5.supervisor(s).TheFellowhascompletedallrequiredevaluationsofsupervisors,trainingdirector,and trainingprogram.

6.TheFellowhasreceivedevaluationsfromallsupervisorsandhascompletedtheexit interviewwiththeDirectorofTraining.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 35 TRAINING QUICK LINKS* UniversityofSanFranciscoReferenceQuickList CAPSPolicyandProcedureManual RemoteTrainingPoliciesandProcedures CAPSSocialMediaPolicy Training Program Evaluations PostdoctoralFellowEvaluationForm PostdocEvaluationofSupervisor EvaluationofGroupSupervisionCohort EvaluationofGroupSupervision(SupervisionofSupervision) USF CAPSEvaluationofTrainingDirectorForm PDFellow CAPSSeminarEvaluation Case Conference CaseConferencePresentationOutline Board of Psychology Documents BOPGuidelineregardingSPELog BOPSupervisionAgreement BOPVerificationofExperienceform TherapyNeverIncludesSexualBehavior Professional Disclosure WrittenNotificationofPostdocStatus WrittenConsenttoRecordSessions Record Keeping WeeklySPELog GuidelinesforcompletionofWeeklySPELog SupplementtoWeeklyLog DirectServiceHoursTrackingSheet CAPSOutreachTrackingForm

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 36 Supervision SupervisionClientLog WhentoConsultaSupervisor TelesupervisionContract SupervisionGoalsandExpectationsDocument Problem Resolution DueProcessandGrievanceProcedures Postdoc FellowRightsandResponsibilities Completion of Fellowship ChecklistforLeavingUSF CertificateofCompletion

OverarchingAims:

Competency II: Ethical and Legal Standards Competency Elements:

▪ Demonstrates knowledge of and acts in accordance withAPAEthical Principles of Psychologists and Code of Conduct.

▪ Demonstrates knowledge of current theoretical and empirical knowledge bases as it relates to diversity in all professional activities.

▪ Integrates knowledge and understanding of diversity and culture into assessment, case formulation, treatment planning, and interventions.

APPENDIXA: PROGRAM AIMS, COMPETENCIES, & ELEMENTS

▪ Critically evaluates and disseminates research or other scholarly activities (e.g., case conference presentations, in service presentations, publications) at the local, regional, or national level.

2) Foster attitudes and behaviors which strengthen a professional identity as a psychologist.

▪ Demonstrates knowledge of relevant CAlaws and regulations, and relevant professional standards, guidelines, rules and policies governing health service psychology.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 37

1) Enhance and consolidate core clinical and counseling skills for entry level independent practice in Health Service Psychology

▪ Recognizes ethical dilemmas and applies ethical decision making processes.

Competency I: Research Competency Elements:

▪ Demonstrates competence to independently critically evaluate and discuss empirically supported research and its application to their clinical work.

Competency III: Individual and Cultural Diversity Competency Elements:

▪ Demonstrates an understanding of how own personal and cultural history may impact interactions with those who are different from themselves.

▪ Integrates awareness and knowledge of individual and cultural differences in the conduct of professional roles.

▪ Conducts self in an ethical manner in all professional activities.

▪ Demonstrates ability to locate, appraise, and assimilate scientific evidence on college mental health, individual and cultural differences, and local clinical data (e.g., trends in mental health issues in college populations; research comparing issues/needs of USF students to the broader college population).

▪ Seeks guidance and consultation from supervisors in addressing ethical and legal issues.

Competency Elements:

▪ Demonstrates the ability to engage in reflective practice.

▪ Demonstrate openness and responsiveness to feedback and supervision.

▪ Effectively manages clinical demands of the expected client caseload.

▪ Collaborates and provides constructive feedback to supervisor(s), training staff, and training cohort.

USFCAPSPOSTDOCTORALFELLOWSHIP

▪ Demonstrates effective interpersonal skills and the ability to manage challenging interactions.

Competency VI:Assessment Competency Elements:

▪ Demonstrates current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including client strengths and psychopathology.

▪ Responds professionally in increasingly complex situations with a greater degree of independence.

▪ Pursues on going learning about individual and cultural diversity.

▪ Regularly attends and actively participates in trainings as an engaged participant; comes prepared to discuss case material and/or readings.

▪ Demonstrates competence in time management skills including punctuality, meeting project deadlines, and CAPS commitments.

Competency Elements:

▪ Develops and maintains good working relationships with a range of individuals including the training cohorts, professional and administrative staff, the University and the wider community.

▪ Conducts self in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, professional development, accountability, and concern for the welfare of others.

Competency V: Communication and Interpersonal Skills

MANUAL 38

▪ Maintains appropriate and timely recordkeeping in accordance with professional standards and CAPS policies.

▪ Independently applies knowledge in working effectively with a range of diverse individuals and groups.

▪ Selects and applies assessment methods that draw from empirical literature.

▪ Recognizes areas of strength and areas of growth in all professional roles.

▪ Gathers accurate and relevant data during an intake assessment, utilizing multiple sources and methods.

▪ Effectively produces and comprehends oral, nonverbal, and written communications, displaying a thorough grasp of professional language.

Competency IV: Professional Values,Attitudes, and Behaviors

▪ Demonstrates understanding and adherence to CAPS clinical and administrative policies and procedures.

▪ Self monitors own reactions, behaviors, and needs for self care and takes initiative in addressing concerns.

▪ Develops evidence based intervention plans in accordance with service delivery model and therapeutic goals of client.

Competency VIII: (Provision of) Supervision

▪ Demonstrates ability to monitor the supervisee’s professional functioning and quality of services provided.

▪ Establishes and maintains effective working relationships with clients reporting a range of presenting problems and developmental concerns.

▪ Evaluates intervention effectiveness, and modifies intervention goals as necessary in collaboration with the client.

▪ Effectively establishes rapport and cultivates relationship with supervisee.

▪ Integrates a range of evidence based therapeutic modalities and interventions as appropriate for clients and in accordance with service delivery model.

▪ Demonstrates knowledge of supervision models and practices.

▪ Modifies and adapts evidence based approaches.

▪ Interprets assessment results to inform case conceptualization, diagnostic impressions (that are culturally contextualized and developmentally appropriate), and disposition planning.

▪ Applies supervisory models and practice to effectively supervisee a practicum trainee, and non clinical supervision as applicable

▪ Facilitates the development of the supervisee's professional goals.

▪ Applies knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.

▪ Refers clients to appropriate university resources and/or community referrals, including psychiatric evaluation, longer term therapy, and intensive outpatient therapy.

▪ Implements interventions informed by current scientific literature, diversity characteristics, and contextual variables.

▪ Facilitates supervisee's awareness of ethical, legal, and policy related issues in providing clinical services.

USF

Competency VII: Intervention Competency Elements:

▪ Applies relevant research literature to clinical decision making.

▪ Communicates findings in an accurate and effective manner to clients, supervisors, and appropriate 3rd parties.

▪ Demonstrates understanding of human behavior within its context (e.g., family, social, societal and cultural).

Competency Elements:

CAPSPOSTDOCTORALFELLOWSHIPMANUAL 39

▪ Articulates appropriate brief therapy case formulations.

▪ Effectively serves as professional role model for supervisee.

USFCAPS FELLOWSHIP

▪ Consults in a respectful and competent manner with faculty, administrators, student support staff, and other university professionals.

▪ Consults in a respectful and competent manner and with mental health professionals, family members, and agencies outside of the university.

▪ Determines and facilitates appropriate dispositions related to urgency, and conducts appropriate follow up with client and/or provider.

▪ Supports supervisee's development to serve the needs of diverse clients.

Competency IX: Consultation and Interprofessional/Interdisciplinary Skills Competency Elements:

▪ Identifies urgent/emergency situations and conducts risk assessments pertaining to danger to self/others and grave disability.

▪ Implements appropriate crisis interventions.

▪ Provides accurate and relevant information in outreach activities.

▪ Provides accurate and relevant information, appropriate referrals, and effective follow up, as necessary.

▪ Effectively represents CAPS and the range of services provided to the University community.

▪ Evaluates supervisee with regard to established goals and in the context of their developmental level.

▪ Completes appropriate documentation of crisis assessment and response, including safety and risk factors, in a timely manner according to CAPS policies and professional standards.

▪ Utilizes evaluation measures to improve outreach activities.

▪ Responds sensitively and appropriately to ethical issues, confidentiality, and professional boundaries during consultation.

▪ Designs effective outreach programming based on demonstrated need in the University community. Integrates knowledge and understanding of diversity and culture into outreach programming.

▪ Demonstrates cultural sensitivity and awareness of difference in the supervisory relationship with their supervisees.

Program Specific Competency: Crisis Response Competency Elements:

▪ Manages internal responses and maintains sound judgment during crisis situations.

▪ Utilizes family, social, academic, medical, or other environmental support systems to assist students in crisis.

▪ Appropriately seeks consultation in crisis response.

POSTDOCTORAL

Program Specific Competency: Outreach Competency Elements:

MANUAL 40

RESPONSIBILITIESAND RIGHTS

1. An accurate description of training activities and time commitment that will be honored by CAPS.

USF-CAPS is committed to the professional development of all Counseling Center staff members. We believe that each member of CAPS has the right to be treated with dignity and respect and that we each hold the responsibility to create this type of environment. To accomplish this, we have developed an agreement, outlining the following responsibilities and rights.

3. Working within the limits of their skills and training and handling clinical emergencies and legal responsibilities by consulting with their supervisors and/or other licensed staff in a timely manner.

4. Providing appropriate and responsible care to clients during emergencies even if this requires additional time.

5. Adhering to the Ethical Principles and Codes of Conduct of the American Psychological Association, the California Laws and Regulations Related to the Practice of Psychology, APA Guidelines for the Practice of Telepsychology, APA Guidelines for Preparing Competent Practitioners in Health Service Psychology, APA Guidelines for Psychological Practice with Sexual Minority Persons, APA Guidelines for Psychological Practice with Transgender and Gender Nonconforming people, APA Multicultural Guidelines, APA guidelines outlined in the Preparing Psychologists to Serve a Diverse Public statement, and other relevant APA Practice Guidelines.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 41 APPENDIX B: POST DOCTORAL FELLOW

2. Expect reasonable accommodations by CAPS for documented disabilities in accord with the Americans with Disabilities Act

6. Maintaining their Weekly Log hours as required by the Board of Psychology.

1. Fulfilling contracted duties during the time and duration of the Fellowship Training year. Conducting themselves in a professional manner, including maintaining cooperative relationships with CAPS staff, completing required paperwork accurately and on time, and supporting and following agency rules, procedures, and policies.

Post Doctoral Fellows have a right to:

2. Attending all weekly supervision meetings and required training meetings. Any changes in supervision must be approved by the CAPS Training Director.

Post Doctoral Fellows are responsible for:

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 42 3. Two hours of individual supervision, two and a half hours of group supervision, and a minimum of two hours of learning activities, per week, during the training year (For Full time); 10% of hours in supervision including 1 hour of individual supervision (For part time). 4. Have any change in the contract clearly negotiated among the Fellow and CAPS. 5. Have, in writing, ways to reach licensed staff members if they have an emergency situation with a client. 6. Receive timely, honest, and specific feedback about performance on a regular basis. 7. Ask for supervisor review of clinical documentation. 8. Know about safety policies and procedures. This may include, but is not limited to, such matters as never being alone in the clinic with a client, access to an alarm system, training in handling violent clients, illuminated parking lot at night, and safety measures related to remote practice from home. 9. A workplace free from sexual harassment, discrimination, intimidation, or exploitation. 10. Have, in writing, CAPS policies regarding sickness, vacation, and personal leave. 11. Have, in writing, established Due Process and Grievance Procedures. Adapted from, California Psychology Internship Council (CAPIC, 2010)

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 43 APPENDIX C: POST DOCTORAL FELLOW EVALUATION FORM UNIVERSITY OF SAN FRANCISCO C OUNSELING AND P SYCHOLOGICAL S ERVICES POST DOCTORAL FELLOW EVALUATION FORM Fellow: Supervisor(s): Mid trainingyear: August January End of trainingyear: February June Methods of Evaluation (mark“X”allthoseused): PresentationsDidactic DISCUSSION Reviewoffiles Live review)(includesobservationvideo Casewrite ups/case conference Other DIRECTIONS: Belowarenineareasofprofessionwidecompetencies,eachwithasetofelementsfor evaluation. Usethescalebelowforratings. Level 5 Professional Skill Level Rare rating for fellowship; functions autonomously with a level of skill representative of experience. Level 4 Advanced Skill Level Expected level of competency for fellow at completion of training program (MLA); able to practice autonomously; demonstrates competence comparable to early independent practice at licensure level. Level 3 Intermediate Skill Level Performs at expected competency level for a Post Doctoral Fellow at mid point of training program (MLA). Routine supervision required on most cases.

1C. Demonstrates ability to locate, appraise, and assimilate scientific evidence on college mental health, individual and cultural differences, and local clinical data (e.g., trends in mental health issues in college populations; research comparing issues/needs of USF students to the broader college population).

Aim #1: Enhanceandconsolidatecoreclinicalandcounselingskillsforentrylevelindependentpracticeinhealth servicepsychology. Aim #2: Fosterattitudesandbehaviorswhichstrengthenaprofessionalidentityasapsychologist.

Level 2 Developing Skill Level Expected level of competency pre fellowship; performs below expected competency level for a Post Doctoral Fellow. Close supervision required on most cases; may include remedial work.

COMPETENCY I: RESEARCH Observed level: Mid year End Yearof

S KILLS C LINICAL T HERAPY S

1B. Demonstrates competence to independently critically evaluate and discuss empirically supported research and its application to their clinical work.

Level 1: Significant Development Needed Performs significantly below expected competency level for a Post Doctoral Fellow. Requires constant and close supervision. Significant improvement in functioning is needed to meet expectations; remediation required. N/A Not applicable at the time of evaluation. U Unable to evaluate (Supervisor has not been able to assess this competency).

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 44

OverallCompetencyRating: Comments for the 1st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere

1A.Criticallyevaluatesanddisseminatesresearchorotherscholarlyactivities(e.g.,case conferencepresentations,in servicepresentations,publications)atthelocal,regional,or nationallevel.

COMPETENCY II: ETHICAL AND LEGAL STANDARDS

2A.DemonstratesknowledgeofandactsinaccordancewithAPAEthicalPrinciplesof PsychologistsandCodeofConduct.

2C 2C.Recognizesethicaldilemmasandappliesethicaldecision makingprocesses.

OverallCompetencyRating: Comments for the 1st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere

3A.Demonstratesanunderstandingofhowownpersonalandculturalhistorymay impactinteractionswiththosewhoaredifferentfromthemselves.

2D 2D.Conductsselfinanethicalmannerinallprofessionalactivities.

3E.Independentlyappliesknowledgeinworkingeffectivelywitharangeofdiverseindividuals andgroups.

3D.Integratesknowledgeandunderstandingofdiversityandcultureintoassessment,case formulation,treatmentplanning,andinterventions.

Observed level: Mid year End Yearof

3B.Demonstratesknowledgeofcurrenttheoreticalandempiricalknowledgebasesasit relatestodiversityinallprofessionalactivities.

COMPETENCY III: INDIVIDUAL AND CULTURAL DIVERSITY

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 45

Observed level: Mid year End yearof

3C.Integratesawarenessandknowledgeofindividualandculturaldifferencesinthe conductofprofessionalroles.

2E.Seeksguidanceandconsultationfromsupervisorsinaddressingethicalandlegalissues.

2B 2B.DemonstratesknowledgeofrelevantCAlawsandregulations,andrelevantprofessional standards,guidelines,rulesandpoliciesgoverninghealthservicepsychology.

OverallCompetencyRating:

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 46

4L.Overseesspecialprojectorparticipatesinspecializedfellowshiptrackconsistentwith CAPSagencygoalsandfunctions.

4D.Respondsprofessionallyinincreasinglycomplexsituationswithagreaterdegreeof independence.4E.Regularlyattendsandactivelyparticipatesintrainingsasanengagedparticipant;comes preparedtodiscusscasematerialand/orreadings.

4C.Demonstrateopennessandresponsivenesstofeedbackandsupervision.

4A.Conductsselfinwaysthatreflectthevaluesandattitudesofpsychology,including integrity,deportment,professionalidentity,professionaldevelopment, accountability,andconcernforthewelfareofothers.

3F.Pursueson goinglearningaboutindividualandculturaldiversity.

4F.DemonstratesunderstandingandadherencetoCAPSclinicalandadministrativepolicies and4G.procedures.Recognizesareasofstrengthandareasofgrowthinallprofessionalroles.

Comments for the 1st Evaluation: Typetexthere

4K.Participatesinpost doctoralfellowrecruitmentprocess.

Comments for the 2nd Evaluation:

4H.Self monitorsownreactions,behaviors,andneedsforself careandtakesinitiativein addressingconcerns.

4I.Demonstratescompetenceintimemanagementskillsincludingpunctuality,meeting projectdeadlines,andCAPScommitments.

4B.Demonstratestheabilitytoengageinreflectivepractice.

4J.Effectivelymanagesclinicaldemandsoftheexpectedclientcaseload.

Comments for the 2nd Evaluation: Typetexthere COMPETE NCY IV: PROFESSIONAL VALUES, ATTITUDES, AND BEHAVIORS Observed level: Mid year End yearof

OverallCompetencyRating: Comments for the 1st Evaluation: Typetexthere

6C.Demonstratescurrentknowledgeofdiagnosticclassificationsystems,functionaland dysfunctionalbehaviors,includingclientstrengthsandpsychopathology.

5E.Collaboratesandprovidesconstructivefeedbacktosupervisor(s),trainingstaff,and trainingcohort.

5C.Demonstrateseffectiveinterpersonalskillsandtheabilitytomanagechallenging

6B.Gathersaccurateandrelevantdataduringanintakeassessment,utilizingmultiple sourcesandmethods.

6D.Demonstratesunderstandingofhumanbehaviorwithinitscontext(e.g.,family,social, societalandcultural). texthere

COMPETENCY V: COMMUNICATION AND INTERPERSONAL SKILLS Observed level: Mid year End Yearof

5B.Effectivelyproducesandcomprehendsoral,nonverbal,andwrittencommunications, displayingathoroughgraspofprofessionallanguage.

5D.interactions.Maintainsappropriateandtimelyrecordkeepinginaccordancewithprofessional standardsandCAPSpolicies.

Type

OverallCompetencyRating: for the 1st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 47

Comments

COMPETENCY VI: ASSESSMENT Observed level: Mid year End yearof

6A.Selectsandappliesassessmentmethodsthatdrawfromempiricalliterature.

5A.Developsandmaintainsgoodworkingrelationshipswitharangeofindividuals includingthetrainingcohort,professionalandadministrativestaff,theUniversityandthe widercommunity.

6E.Appliesknowledgeoffunctionalanddysfunctionalbehaviorsincludingcontexttothe assessmentand/ordiagnosticprocess.

COMPETENCY VII: INTERVENTION Observed level: Mid year End yearof

6F.Interpretsassessmentresultstoinformcaseconceptualization,diagnostic impressions(thatareculturallycontextualizedanddevelopmentallyappropriate), anddispositionplanning.

7A.Establishesandmaintainseffectiveworkingrelationshipswithclientsreportinga rangeofpresentingproblemsanddevelopmentalconcerns.

7I.Conductseffectivegrouptherapy.

7C.Appliesrelevantresearchliteraturetoclinicaldecisionmaking.

7F.Modifiesandadaptsevidence basedapproaches.

7G.Evaluatesinterventioneffectiveness,andmodifiesinterventiongoalsasnecessaryin collaborationwiththeclient.

6G.Articulatesappropriatebrieftherapycaseformulations.

7D.Implementsinterventionsinformedbycurrentscientificliterature,diversity characteristics,andcontextualvariables.

7B.Developsevidence basedinterventionplansinaccordancewithservicedeliverymodel andtherapeuticgoalsofclient.

6H.Communicatesfindingsinanaccurateandeffectivemannertoclients,supervisors,and appropriate3rd parties.

7E.Integratesarangeofevidence basedtherapeuticmodalitiesandinterventionsas appropriateforclientsandinaccordancewithservicedeliverymodel.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 48

OverallCompetencyRating: Comments for the 1st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere

7H.Refersclientstoappropriateuniversityresourcesand/orcommunityreferrals, includingpsychiatricevaluation,longer termtherapy,andintensiveoutpatient therapy.

8J.Evaluatessuperviseewithregardtoestablishedgoalsandinthecontextoftheir developmentallevel.

8C.Effectivelyestablishesrapportandcultivatesrelationshipwithsupervisee.

8A.Demonstratesknowledgeofsupervisionmodelsandpractices.

8G.Demonstratesculturalsensitivityandawarenessofdifferenceinthesupervisory relationshipwiththeirsupervisees.

COMPETENCY VIII: SUPERVISION Observed level: Mid year End Yearof

8F.Facilitatesthedevelopmentofthesupervisee'sprofessionalgoals.

8I.Supportssupervisee'sdevelopmenttoservetheneedsofdiverseclients.

8B.Appliessupervisorymodelsandpracticetoeffectivelysuperviseapracticumtrainee,and non clinicalsupervisionasapplicable.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 49

8H.Effectivelyservesasprofessionalrolemodelforsupervisee.

OverallCompetencyRating: Comments for the 1st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere

8D.Facilitatessupervisee'sawarenessofethical,legal,andpolicy relatedissuesinproviding clinicalservices.

OverallCompetencyRating:

Comments for the 1st Evaluation: N/A Comments for the 2nd Evaluation:

8E.Demonstratesabilitytomonitorthesupervisee’sprofessionalfunctioningandqualityof servicesprovided.

9C.Respondssensitivelyandappropriatelytoethicalissues,confidentiality,and professionalboundariesduringconsultation.

10D.Determinesandfacilitatesappropriatedispositionsrelatedtourgency,and conductsappropriatefollow upwithclientand/orprovider.

SKILLS

Comments for the 1st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere

Observed level: Mid year End Yearof

10E.Utilizesfamily,social,academic,medical,orotherenvironmentalsupportsystemsto assiststudentsincrisis.

10B.Implementsappropriatecrisisinterventions.

9D.Providesaccurateandrelevantinformation,appropriatereferrals,andeffectivefollow up, asnecessary.

Observed level: Mid year End Yearof

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 50

9A.Consultsinarespectfulandcompetentmannerwithfaculty,administrators,student supportstaff,andotheruniversityprofessionals.

COMPETENCY IX: CONSULTATION

INTERPROFESSIONAL/INTERDISCIPLINARYAND

X. PROGRAM SPECIFIC COMPETENCY: CRISIS RESPONSE

10A.Identifiesurgent/emergencysituationsandconductsriskassessmentspertainingto dangertoself/othersandgravedisability.

OverallCompetencyRating:

10C.Appropriatelyseeksconsultationincrisisresponse.

10F.Managesinternalresponsesandmaintainssoundjudgmentduringcrisissituations.

9E.EffectivelyfacilitatespeerconsultationgroupandprovidesmentorshiptoDoctoral Interns.

9B.Consultsinarespectfulandcompetentmannerandwithmentalhealthprofessionals, familymembers,andagenciesoutsideoftheuniversity.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 51 10G.Completesappropriatedocumentationofcrisisassessmentandresponse,including safetyandriskfactors,inatimelymanneraccordingtoCAPSpoliciesandprofessional standards. OverallCompetencyRating: Comments for the 1st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere XI. PROGRAM SPECIFIC COMPETENCY: OUTREACH Observed level: Mid year End Yearof 11A.Designseffectiveoutreachprogrammingbasedondemonstratedneedinthe Universitycommunity. 11B. Integratesknowledgeandunderstandingofdiversityandcultureintooutreach programming. 11C.Providesaccurateandrelevantinformationinoutreachactivities. 11D.EffectivelyrepresentsCAPSandtherangeofservicesprovidedtotheUniversity 11E.community.Utilizesevaluationmeasurestoimproveoutreachactivities. OverallCompetencyRating: Comments for the 1st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL 52 Additional Feedback: Comments for the 1st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere Mid -Training Year Evaluation End of Training Year Evaluation PrimarySupervisor’sSignature Date PrimarySupervisor’sSignature Date DelegatedSupervisor’sSignature Date DelegatedSupervisor’sSignature Date PostDoctoralFellow’sSignature Date PostDoctoralFellow’sSignature Date TrainingDirector’sSignature Date TrainingDirector’sSignature Date Training CommentsRecommendations:forthe1 st Evaluation: Typetexthere Comments for the 2nd Evaluation: Typetexthere

Post Doc Manual 22-23

Articles inside

Training Quick Links

Social Media Policy

Sample Weekly Hours

Time Keeping

COMPETENCIES, & ELEMENTS ______________________ 37 APPENDIX B: Post Doctoral Fellow Responsibilities and Rights

Due Process and Grievance Procedures

Evaluations

Training Program Activities

Vision, Mission, & Values of the University of San Francisco

OVERVIEW OF THE FELLOWSHIP PROGRAM Training Philosophy, ProgramAims, & Competencies

Postdoctoral Fellow Roles

SETTING Overview of the University of San Francisco

Accreditation Status

Overview of Training Year

CAPS Training Diversity Statement

CAPS Anti-Bias Statement and Commitment to Diversity