Post Doctoral Fellowship Training Program Brochure 2023-2024

P O S T D O C T O R A L

F E L L O W S H I P

T R A I N I N G

P R O G R A M 2 0 2 3 - 2 0 2 4

TABLE OF CONTENTS

S E T T I N G

O v e r v i e w o f t h e U n i v e r s i t y o f S a n F r a n c i s c o

U n i v e r s i t y o f S a n F r a n c i s c o M i s s i o n S t a t e m e n t

S t u d e n t L i f e M i s s i o n S t a t e m e n t

C A P S M i s s i o n S t a t e m e n t

C A P S A n t i - B i a s S t a t e m e n t a n d C o m m i t m e n t t o

D i v e r s i t y

C A P S T r a i n i n g D i v e r s i t y S t a t e m e n t

P r e p a r i n g P s y c h o l o g i s t s t o S e r v e a D i v e r s e P u b l i c

C A P S S t a f f

A c c r e d i t a t i o n S t a t u s

O V E R V

I E W O F T H E F E L L O W S H I P T R A I N I N G P R O G R A M

T r a i n i n g P h i l o s o p h y , P r o g r a m A i m s a n d

C o m p e t e n c i e s

T r a i n i n g P r o g r a m A c t i v i t i e s

S a m p l e W e e k l y H o u r s

E v a l u a t i o n s

P R O B L E M R E S O L U T I O N

D u e P r o c e s s a n d G r i e v a n c e P r o c e d u r e s

R i g h t s a n d R e s p o n s i b i l i t i e s

P E R S O N N E L M A T T E R S

R e q u i r e m e n t s a n d A p p l i c a t i o n P r o c e d u r e s

U S F E q u a l O p p o r t u n i t y a n d N o n - D i s c r i m i n a t i o n

P o l i c y

U S F B a c k g r o u n d C h e c k P o l i c y

1 2 1

TABLEOFCONTENTSCONT

L e n g t h o f C o n t r a c t

P a y a n d B e n e f i t s

P r o f e s s i o n a l D e v e l o p m e n t

L i a b i l i t y I n s u r a n c e

T R A I N I N G P O L I C I E S A N D P R O C E D U R E S

E t h i c a l a n d P r o f e s s i o n a l C o n d u c t

S u p e r v i s i o n A g r e e m e n t a n d V e r i f i c a t i o n o f

E x p e r i e n c e

R e s p o n s i b i l i t i e s o f S u p e r v i s o r s

R e s p o n s i b i l i t i e s o f S u p e r v i s e e s

E x i t C r i t e r i a f o r S u c c e s s f u l C o m p l e t i o n o f

F e l l o w s h i p

A

P P

E N D I C E S

P r o g r a m A i m s , C o m p e t e n c i e s & E l e m e n t s a . R i g h t s a n d R e s p o n s i b i l i t i e s b .

SETTING

OVERVIEW OF THE UNIVERSITY OF SAN FRANCISCO

The University of San Francisco (USF) is a Jesuit Catholic urban university pursuing academic excellence and social justice while building a diverse community in San Francisco It is an independent, private, nonprofit institution of higher education and one of 27 Jesuit Catholic colleges and universities in the United States Counseling and Psychological Services (CAPS) is located on our beautiful 55-acre hilltop campus, which sits next to Golden Gate Park, overlooking downtown San Francisco and the Pacific Ocean.

Classified as a Doctoral/Moderate Research and Community Engaged University under the Carnegie Foundation classification system, the University of San Francisco is characterized as balancing arts, sciences, and the professions at the undergraduate level, with some graduate coexistence, including doctoral research in education. The University is classified as more selective, with a high level of transfer-in students and as a four-year, full-time, large-sized, and primarily residential institution.

The University of San Francisco is accredited by the WASC Senior College and University Commission (WSCUC), and in 2019, WSCUC reaffirmed USF’s accreditation for 10 years. The University is also accredited by several professional accrediting bodies, including, but not limited to, the American Bar Association (ABA), the American Psychological Association (APA), the California Commission on Teacher Credentialing (CTC), AACSB International The Association to Advance Collegiate Schools of Business, the Commission on Collegiate Nursing Education (CCNE), the National Association of Schools of Public Affairs and Administration (NASPAA), and the Council on Education for Public Health (CEPH). Undergraduate majors are offered in the College of Arts and Sciences, the School of Education, the School of Management and the School of Nursing and Health Professions. Graduate degrees are offered in the School of Law in addition to the aforementioned schools

The University of San Francisco enrolls approximately 10,000 students from year to year in its five schools and colleges and is one of the most ethnically diverse universities in the nation. In the 2023 U.S. News & World Report, the University was rated 2nd in the nation for campus ethnic diversity.

MISSION STATEMENT OF THE UNIVERSITY OF SAN FRANCISCO

“Since 1855, the University of San Francisco has dedicated itself to offering a daring and dynamic liberal arts education in the Jesuit, Catholic tradition As a community, we empower and hold accountable our students, faculty, librarians, staff, administrators, alumni, and community partners to be persons for and with others, to care for our common home, including the native lands on which our campuses reside, and to promote the common good by critically, thoughtfully, and innovatively addressing inequities to create a more humane and just world.

We seek to live USF’s mission by nurturing a diverse, ever-expanding community where persons of all races and ethnicities, religions, sexual orientations, genders, generations, abilities, nationalities, occupations, and socioeconomic backgrounds are honored and accompanied. We are committed to educating hearts and minds to cultivate the full, integral development of each person and all persons; pursuing learning as a lifelong humanizing and liberating social activity; and advancing excellence as the standard for teaching, scholarship, creative expression, and service Inspired by a faith that does justice, we strive to humbly and responsibly engage with, and contribute to, the cultural, intellectual, economic and spiritual gifts and talents of the San Francisco Bay Area and the global communities to which we belong.”

STUDENT LIFE MISSION STATEMENT

Counseling and Psychological Service is housed under the Division of Student Life. While each office within Student Life holds a specialized focus, consistent with the overall University mission, the mission of Student Life is “to support the holistic wellbeing, cocurricular development, and academic and professional success of all students within a culture of equity and justice that prepares them to be caring, socially and environmentally responsible citizens of our global and interdependent world ”

Student Life fosters a community based upon the ethics of equity and care, with a commitment to:

Promoting a common good that includes the needs of all students.

Creating an anti-racist environment that supports an equitable and socially responsible way of being together in community

Engaging differences in a manner that allows people to learn from the diversity of perspectives, experiences and traditions that exist within the University community. Providing experiences that challenge students to develop spiritually, intellectually, emotionally, physically, socially, culturally, creatively, professionally, and morally in order to prepare them to contribute to the University and extended communities

Drawing out the leadership qualities inherent in every individual, and providing opportunities for students to develop and apply knowledge, values, and skills. Recognizing and celebrating the identities, achievements, and contributions of all students.

CAPS MISSION STATEMENT

“The mission of CAPS is to provide students with mental health services that allow them to improve and maintain their mental well-being and to meet their educational, personal, emotional, and spiritual goals. We aim to assist students’ learning by helping manage psychological symptoms and stressors and difficult life events and manage mental health crises CAPS accomplishes this with high-quality assessment, counseling, referral, consultation, outreach, and training to assist students in reaching their full potential ”

Goals Guiding Our Work

Provide professional psychological services to enrolled students, including individual, couples, and group counseling; crisis response; consultation; brief assessment; and referrals

Provide referrals for students who may have concerns that are not within CAPS’ scope of practice or problems that may be chronic or severe in nature and require comprehensive services

Encourage reflection, self-awareness, personal and social responsibility, and healthy interpersonal relationships

Ensure confidentiality and privacy as mandated by state and federal laws

Provide prevention programming and consultation to students, faculty, staff, and families

Ensure that all services are consistent with evidence-informed practice and relevant professional organizations

Maintain collaborative relationships with campus stakeholders, key community partners, and the surrounding community

Provide continued professional development support that allows staff psychologists to maintain California State Licensure and to stay abreast of cutting-edge research related to the evolving needs of college students

Train future psychologists in a brief, evidence-informed, interculturally focused treatment model that is directly applicable to diverse college counseling

Maintain commitment to a postdoctoral fellowship program and an American Psychological Association–accredited internship program in Health Service

Psychology

Promote self-care and the maintenance of a work-life balance

CAPS ANTI-BIAS STATEMENT AND COMMITMENT TO DIVERSITY

At CAPS, we believe in the diversity of thoughts, ideas, and experiences, inclusive of race/ethnicity, color, gender, socioeconomic status, sexual orientation, language, national origin, religion, age, and intersecting identities. We affirm our commitment to recognize and address bias and oppression. We assist students by providing culturally sensitive mental health services and educational outreach that challenges oppressive and unjust forces and work to reduce injustice both within the University and broader community In addition to supporting these principles of diversity and inclusion, we recognize structural inequalities in society result in the differential access and distribution of power (economic, political, social, and cultural). We believe in the elimination of structural inequities and the establishment of policies that ensure equity and accountability for all.

We acknowledge that regardless of one’s own identities, individuals are at various points along a cultural awareness journey. We also understand that bias can be unconscious or unintentional and that inequity is the combination of social and institutional power plus prejudice. Oppression does not automatically mean that those involved intended negative impact; having conversations about this is necessary and requires courage, respect, compassion, and a willingness to tolerate discomfort

As we aim to become an unbiased center and culturally inclusive, we:

Aim to identify, discuss, and challenge issues of injustice and the impact it has on each of us

Challenge ourselves to understand and correct inequities in order to be more purposeful in this process

Explicitly and publicly affirm our identity as an anti-bias University entity

Develop and work to implement strategies that dismantle bias within all aspects of our department, university, and society

CAPS TRAINING DIVERSITY STATEMENT

Respect for diversity is a central value of both the University of San Francisco and CAPS and is consistent with the profession of psychology, as outlined by the American Psychological Association (APA)’s Ethical Principles and Code of Conduct (2002) and discussed in the Standards of Accreditation in Health Service Psychology (APA, 2015).

Counseling and Psychological Services is committed to the values of respect for diversity, inclusion, equity, and self-examination in a training environment of mutual respect. CAPS licensed staff and trainees are encouraged to examine their attitudes, assumptions, behaviors, and values and to develop understanding of and sensitivity to individual and cultural diversity while integrating such understanding into all forms of service delivery. CAPS staff members have a commitment to ongoing learning that continues to enhance our work with “cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status” (APA Ethics Code, 2002, Principle E, p. 1063).

Training staff will engage trainees in a manner respectful of their multiple cultural identities and provide equal access, opportunity, and encouragement inclusive of these identities. Training staff will examine their own biases and prejudices in the course of their interactions with trainees so as to model and facilitate this process.

In summary, CAPS training staff and trainees are committed to a training process that facilitates the development of professionally relevant knowledge and skills focused on working effectively with all individuals inclusive of demographics, beliefs, attitudes, and values. Consistent with the University’s mission, we welcome, expect, and encourage the pursuit of “a more inclusive community, which celebrates diversity and works toward justice.”

Adapted from the Counseling Psychology Model Training Values Statement Addressing Diversity, Mintz, L B , & Bieschke, K J (2009) Counseling psychology model training values statement addressing diversity. 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.

PREPARING PSYCHOLOGISTS TO WORK WITH A DIVERSE PUBLIC

Striving for multicultural competence is a central tenet in the services provided and clinical practice at CAPS. In support of the values and aims of our training program, we have adopted the APA's guidelines related to preparing trainees to effectively provide services to diverse populations. (See Preparing Professional Psychologists to Serve a Diverse Public ) APA’s statement was developed by the Education Directorate’s Working Group and approved by APA’s Board of Educational Affairs (BEA) In accordance with this position, we expect that trainees will develop and demonstrate effectiveness when working with diverse populations, including clients whose cultural identities, characteristics, and beliefs differ from those of their own. While we respect the right of trainees to maintain their personal belief systems, the training of professional psychologists who can serve a diverse public necessitates “personal introspection, exploration of personal beliefs, attitudes, and values, and the development of cognitive flexibility required to serve a wide diversity of clients.”

CAPS Staff

The USF-CAPS staff psychologists are generalists who approach their work with students from an integrationist perspective. Some areas of interest include supervision and training, multicultural development, identity formation, LGBTQ support, brief therapy, feminist therapy, multilingual counseling, community education, mindfulness, client resilience, and supporting the growth of intersecting identities.

Nancy Glenn, Ph.D.

Senior Staff

Training Director

California Licensed Psychologist, PSY 10097

Counseling Psychology, Colorado State University

Molly Zook, Psy.D.

Ben Molland, Psy.D.

Stephanie McGrath, Psy.D.

Senior Director

California Licensed Psychologist PSY 19072

Clinical Psychology, California Institute of Integral Studies

Associate Director of Clinical Services; Interim Assistant Director of Outreach and Group Therapy

California Licensed Psychologist PSY 26753

Clinical Psychology, University of Denver

Crisis Manager

California Licensed Psychologist, PSY 28029

Clinical Psychology, Alliant International University/ CSPP-SF

Senior Staff Cont.

Staff Psychologist, Black Student Focus Clinical Psychology, Alliant International University/CSPP-SF

Merrill, Ph.D.

Haidi Song, Ph.D.

Roxanne Lucas, B.S.

Staff Psychologist

California Licensed Psychologist PSY 33868

Counseling, Clinical, and School Psychology, University of California, Santa Barbara

Staff Psychologist

California Licensed Psychologist, PSY 34264

Counseling Psychology, Auburn University

Administrative Staff

Program Assistant V Interior Design, San Francisco State University

Accreditation

Counseling and Psychological Service is accredited by the International Association of Counseling Services (IACS).

The Post Doctoral training program is a member of Association of Psychology Postdoctoral and Internship Centers (APPIC) and the program is not accredited accredited by APA.

Jevon Rice, Psy.D.

Caitlin

OVERVIEW OF THE FELLOWSHIP PROGRAM

TRAINING PHILOSOPHY, PROGRAM AIMS, AND COMPETENCIES

The USF Counseling and Psychological Services (CAPS) provides Postdoctoral training in Health Service Psychology (HSP) within a university counseling center context. Our strong commitment to training includes participation of all clinical staff. The training program assists fellows in enhancing and consolidating knowledge and skills while providing didactic and experiential opportunities that facilitate development of professional identities as psychologists. CAPS is consistent with USF’s Core value of having a commitment to the “full, integral development of each person,” by providing a training program that facilitates the development of ethical, competent psychologists who can function independently and make positive contributions to the profession. Best described as a practitioner model, an emphasis is placed upon grounding clinical practice in theory and research and the development of mentoring relationships with supervising psychologists.

CAPS is committed to a brief, time-limited therapy approach to clinical practice that is grounded in evidence-based treatment. We believe that the important aspects of training in brief therapy include: 1) an attitudinal shift on the part of the therapist, to see brief therapy as efficacious and oftentimes considered as the treatment of choice; 2) an exposure to a multiplicity of therapeutic frames and methods, with a focus on adapting them to brief work; 3) an insistence, to the extent possible, that therapeutic frame and method be fitted to the client rather than the reverse; 4) an integration of a multicultural perspective into both case formulation and an interactive approach to the client; and 5) an emphasis on continual practice in defining a focus with the client, and in orienting the therapy to that focus and its associated therapeutic goals

Also in line with our sponsor institution’s “belief in and commitment to a diversity of perspectives,” our training in brief therapy is based on an integrationist approach. Our approach incorporates various theoretical models and interventions, while keeping in mind individual, cultural, and societal considerations These ideal characteristics of a multicultural, integrationist approach to brief therapy are not simply actualized in some absolute fashion, even by experienced staff members. Rather, they represent orienting considerations that inform our work and training in an ongoing fashion. We see training as a process where we share our struggles and questions, our successes and failures, as a group. In the end, we are committed to assisting fellows in developing their own perspectives toward brief therapy and moving closer to the integration of evidence-based frameworks and methods with the goal of preparation for a Health Service Psychologist position in a university counseling center.

The Postdoctoral fellowship program provides training over the course of the year. Fellows continue to enhance and solidify the development of clinical skills required for the professional practice of health service psychology with advanced training and supervision in brief, time-limited individual psychotherapy, group therapy, crisis intervention and management, on-call coverage, triage assessment and intake evaluation, supervision, consultation, and outreach program development and delivery, and committee work. In addition, the Postdoctoral Fellow further develops administrative skills by participating in a specific training specialty track: Training Administration or Outreach

The overarching aims of the training program are to: (1) Enhance and consolidate core clinical and counseling skills for entry level independent practice in Health Service Psychology; and (2) Foster attitudes and behaviors which strengthen a professional identity as a psychologist.

By the end of the training year, fellows will develop a level of competence, consistent with the following Profession Wide Competencies (PWC), for independent entry-level practice in health service psychology: Ethical and Legal Standards a. Individual and Cultural Diversity b. Professional Values, Attitudes, and Behaviors c Communication and Interpersonal Skills d Assessment e. Intervention f. Supervision g. Consultation and Interprofessional/Interdisciplinary Skills h. Research i

In addition CAPS Program Specific Competencies in Outreach and Crisis Response will be accomplished. Please see Appendix A for a list of the required elements related to all competencies.

TRAINING PROGRAM ACTIVITIES

The Direct clinical services, seminars, supervision, and meetings are provided at the CAPS offices located on the lower level of Gilson Residence Hall on the USF Hilltop campus and through Zoom Health, a HIPAA compliant platform. Training program activities will be conducted in a hybrid model for the 2023-2024 training year. Reevaluation of the hybrid model occurs each semester in accordance with University policies; all staff are required to reside in California while providing clinical services (and receiving supervision), and expected to commute to the San Francisco Hilltop campus on a regular basis given their work schedule

Orientation

Training begins with a comprehensive Orientation that introduces Fellows to CAPS policies and procedures, University and departmental collaborators, and clinical and outreach responsibilities Opportunities are created to facilitate team-building and establish professional working relationships with senior, administrative, and training staff

Supervision

Fellows receive two hours of individual supervision on a weekly basis. One hour of weekly face-to-face supervision is provided by the Primary Supervisor, who monitors the overall clinical and professional development and individual caseload throughout the training year Fellows and their individual supervisors collaborate on the Reciprocal Supervision Agreement and Goals form to supplement the general goals of the fellowship for an individualized learning experience. An additional hour of individual weekly supervision is provided by another licensed Staff Psychologist, who functions as the Delegated Supervisor. Fellows submit video recordings to Primary and Delegated Supervisors each semester In addition, supervision may include review of case notes or direct observation, depending on the needs and skill level of the Fellow

Fellows participate in two and a half hours of weekly Group Supervision.During one of the meetings of group supervision (cohort), fellows present cases on a rotating basis for consultation and discussion. The additional 1.5 hours of Group supervision is devoted to supervision of supervision The fellow receives additional supervision from the licensed staff psychologist functioning as their co-therapist for any group psychotherapy

Case Conference

Fellows participate with senior staff members and other training staff in a one hour weekly Case Conference, where all clinical staff present cases on a rotating basis for group feedback and discussion.

Quality Assurance Staff Meeting

A weekly one-hour meeting with the entire clinical staff to address clinical issues, CAPS procedures and policies, and increase effective response to needs of clients and the University at large

Continuing Education Workshops

Postdoctoral Fellows participate in Continuing Education workshops with Senior Staff throughout the semesters sponsored by USF-CAPS (APA approved sponsor).

Intercultural Seminar

A weekly 60-minute seminar providing a forum to explore a variety of intercultural issues relevant to the practice of psychology. This seminar utilizes a variety of training modalities including: staff/guest speaker presentations, readings, films, and group discussion of case material. The purpose of this seminar is to integrate intercultural issues in an ongoing manner, while continuously striving for competence in assessment, case formulation, and the delivery of psychotherapy services to a diverse college campus Participants examine how their own cultural beliefs and values may impact interactions with one another and their clients. The experience culminates with a Fellow’s Capstone Intercultural Case Presentation to the CAPS clinical staff at the end of the Spring Semester.

Professional Development Seminar (June)

Exposure to career options in psychology (through interactions with psychologists in the greater professional community), further understanding of the licensing process, and an emphasis on networking within the professional community and involvement in professional organizations are covered during this seminar.

Professional Presentations

Postdoctoral fellows develop and provide scholarly presentations at CAPS, incorporating theory and evidence-based practice, relevant to their work and facilitate discussions on multicultural issues during the Intercultural Seminar. Finally, they present a multicultural case presentation incorporating scholarly inquiry and clinical practice.

Multicultural Film and Media Series (June)

Postdoctoral Fellows (and Interns) collaboratively develop a list of shows, films, documentaries, and other media representative of various aspects of intersecting identities. Facilitated by Postdoctoral Fellows, discussion of salient themes follows each media screening and draws upon individual and cultural diversity shared throughout the training year.

Direct Service

Individual Psychotherapy – Focus on brief, time-limited integrative therapy with a maximum of 12 sessions per client (over the course of the Fall and Spring semesters) with an option of continued therapy if client is enrolled in the summer semester.Individual clients are not seen on a weekly basis.

Group Psychotherapy – Both structured-thematic and process-oriented groups are offered each semester There are no client session limits on the number of groups attended Groups include Understanding Self and Others, Acceptance and Commitment Therapy for Anxiety and Depression, the Wise Mind DBT skills group, LGBTQIA+ support, and Grow and Glow.

Triage Assessment and Disposition Planning - Phone based triage assessment of mental health needs; determine fit for CAPS scope of services, and provision of campus and community referrals.

Intake Assessment and Disposition Planning – Intake assessment interviewing; interviewbased evaluation of presenting problem and differential diagnosis; evaluation of motivation for treatment and disposition planning

Single Session Therapy (SST) - Clients are seen for one planned session focused on a goal of their choosing with implementation of specific strategies and provision of resources.

Crisis Assessment and Intervention – Crisis evaluation, intervention, and management including assessment of safety and risk factors, effective response to crisis situations, and facilitation of hospitalization. Rotation in after-hours on-call duties including staff consultation with Public Safety, the Office of Community Living (OCL) and other University representatives; phone triage, and provision of referrals. Fellows consult with a licensed staff supervisor in crisis situations involving potential harm to self or others.

Psychological Testing – Routine administration of the Counseling Center Assessment of Psychological Symptoms (CCAPS-34) to clients at intake and termination, and at specific intervals during the course of therapy The CCAPS is supplemented by other assessment instruments (e.g., Beck Depression and Anxiety Inventories, Alcohol Use Disorders Identification Test (AUDIT), and the Eating Attitudes Test (EAT-26), as relevant to the evaluation and treatment of the client.

Consultation and Collaboration Activities - Provide consultations to staff, faculty, and other University representatives; parents and family members; and students regarding mental health issues and CAPS services. Provision of appropriate on and off-campus referrals, discussion of rationale, and follow-up; establish professional relationships with University and community colleagues for appropriate wrap-around care for recipients of CAPS services; liaison role to Residence Director in the Office of Community Living (OCL).

Outreach Activities - Provide preventive/educational services and/or developmental programs to serve the needs of the larger USF community, promote social justice, and celebrate diversities in all its forms. Services have traditionally included training student, staff, and faculty on mental health related topics; conducting educational programs; developing and implementing passive programming; serving as an affiliate of a student organization such as a culturally-focused student club, or other academic and/or serviceoriented organizations Fellows are expected to deliver various types of outreach activities, work with the Assistant Director of Outreach, and develop their outreach goals in order to individualize their training experience.

Provision of Supervision - Postdoctoral Fellows provide one hour of individual supervision to an advanced practicum student on a weekly basis The Postdoctoral Fellow and a licensed staff psychologist make up the “supervision team” and monitor the overall clinical and professional development of the practicum student throughout the training year. Specific goals are developed collaboratively by the supervision team and practicum student to supplement the general goals of the traineeship and provide an individualized learning experience.

Peer Consultation - Fellows facilitate biweekly meetings for the intern cohort providing consultation about clinical cases and mentorship associated with professional development issues.

Training Administration Track

The Postdoctoral Fellow contributes to all aspects of the administration of the practicum program including curriculum development and didactic presentations for the practicum in-service training. Additionally, they are involved in administrative and evaluative aspects of recruitment and applicant selection for the Doctoral Internship and Postdoctoral Fellowship programs.

Outreach Track

The Postdoctoral Fellow contributes to all aspects of the administration of the Outreach program including workshop development, outreach provision and cohort training, data tracking, and consultation with campus partners.

I. Direct Service

Individual Psychotherapy a. Group Psychotherapy (includes 1/2 hour supervision) b. Intake Assessment c Triage Assessment d Crisis Intake e. Single Session Therapy f. Outreach/Consultation g. Provision of Supervision h. Case Management i

II. Training Activities

Supervision a.

Individual: 2 hours (Primary-1; Delegated-1) i. Group: 2.5 hours (Clinical-1; Supervision of Supervision-1.5) ii.

Intercultural Seminar/Continued Education Workshops b

c

d.

e.

(Biweekly)

III. Professional Development

IV. Administrative/Planning

Charting /Planning

* Fellows who co-facilitate therapy groups have a reduced individual client caseload ** Hours not

Evalutations

Fellows receive and are encouraged to provide ongoing verbal and written feedback to CAPS licensed staff throughout the training year.

Evaluation of Post Doctoral Fellows

Fellows are given feedback regarding their strengths and areas of growth in the course of supervision and a formal evaluation is provided at mid-year and at end-of-training year. The format for this evaluation consists of the CAPS Psychology Postdoctoral Fellow Evaluation Form comprised of feedback from all supervisors Both the Primary and Delegated supervisors meet with the Fellow together to discuss and review the evaluation and Fellows are provided with a signed copy of the mid-year and end-of-year evaluation. Fellows are formally evaluated on a Likert scale from one to five for for each item on the CAPS Psychology Postdoctoral Fellow Evaluation form. It is expected that the Fellow will receive ratings of Level 3 at mid-year on elements contained in competencies. A rating below Level 3 at mid-year is considered below expectation If a Fellow receives a rating of Level 2 at mid-year, the primary supervisor provides specialized attention to increase the Fellow’s functioning to the expected level of competency which may include remedial work. If a Fellow receives a rating of Level 1 at mid-year, the Training Director, in collaboration with the Primary Supervisor, develops and institutes a specific remediation plan.

It is expected that the Fellow will receive ratings at Level 4 at the end of year; If a Postdoctoral fellow receives a rating of below Level 4 on an overall Competency area on the final evaluation, the fellow will not successfully complete their fellowship. Per the Board of Psychology the hours could not be verified as “at or above the expected level of minimal competency.”

The Primary and Delegated Supervisors collaborate in the evaluation process, and the Primary Supervisor completes a single evaluation form, comprised of feedback from all supervisors. Both the Primary and Delegated supervisors meet with the Fellow together to discuss and review the evaluation.

Additionally, Fellows will receive feedback regarding their professional presentations, the Capstone Case presentation, and work relevant to their Specialty Track CAPS adheres to the written procedures outlined by our Due Process and Grievance Procedures for disputed evaluations.

Evaluation of Supervisors and Training Program

Fellows evaluate their supervisors (mid- and end-of-training year), the Training Director (end-of-training year), and are requested to complete a formal evaluation of the program at the end-of-training year evaluation period and to provide feedback following each training seminar. This information allows CAPS to continue to adapt and refine the program, based on Fellows’ perceptions and needs.

The final evaluation consists of an individual exit interview with the Training Director In addition to providing feedback on various aspects of the program, we would like your general comments (i.e., strengths/weaknesses, likes/dislikes) about the training experience as a whole. We welcome your comments and suggestions about any or all aspects of the program, including Orientation, training seminars, case conferences, supervision and clinical training, clinical caseload, groups, and outreach/consultation opportunities

Problem Resolution

Due Process and Grievance Procedures

CAPS adheres to the written procedures outlined by our Due Process and Grievance Procedures for the effective resolution of problems, disputed evaluations, and problematic behavior Fellows are informed of these procedures during Orientation, receive a copy during the first day of training, and are also encouraged to further review these guidelines and procedures as needed.

Dismissal from the training program involves the permanent withdrawal of all agency responsibilities and privileges Either administrative leave or dismissal would be invoked in cases of severe violations of the APA Code of Ethics, or when imminent physical or psychological harm to a client, staff member, or other trainee is a major factor, or the Fellow is unable to complete the training program due to physical, mental, or emotional illness. The Senior Director will make the final decision about dismissal or administrative leave in accordance with University policy.

Fellow Responsibilities and Rights

Each CAPS staff member and Fellow has the responsibility to foster an environment where the right to be treated with dignity and respect is preserved. The Fellow Responsibilities and Rights document outlines rights and responsibilities critical to the functioning of our fellowship program (see Appendix B).

Personnel Matters

Requirements

The minimum requirements for consideration of a Post Doctoral Fellowship include completion of an APA/CPA-accredited graduate program in counseling or clinical psychology; completion of all requirements for the doctoral degree prior to the start date of the fellowship; and successful completion of a doctoral internship accredited by APA and/or APPIC member

Preference will be given to those candidates who have and have clinical experience in college mental health, crisis intervention, brief therapy, outreach, and working with diverse student populations.

Application Procedures

To apply for the USF-CAPS Post-Doctoral Fellowship, please upload the following materials to the University of San Francisco-CAPS designation in the APPA-CAS portal* (see link below) by Sunday, January 8, 2023. Please Note: Our program gives preference to our current Doctoral Interns to remain for a year of postdoctoral supervised professional experience If we make an offer to a current intern and it is accepted, we will remove that position in the APPA CAS portal for applications Positions that remain open in the portal after 12/5/22 are considered an open search and we encourage interested individuals to apply.

Cover letter (please include a statement of interest, training goals for the fellowship year, how this fellowship will help you achieve your goals, areas of growth, and future professional plans)

Completed APPA-CAS: See APPIC Psychology Postdoctoral Application website

Current Curriculum Vitae

Transcripts of graduate work

Three letters of recommendation (from at least two clinical supervisors including your current or most recent primary supervisor)

Statement from dissertation chairperson indicating status and anticipated date of defense/completion (may be included in one of the three required letters of recommendation)

*If applying through the APPA-CAS system presents financial hardship, please contact Nancy Glenn, Ph D (nlglenn@usfca.edu) for an alternative application procedure

University of San Francisco Equal Opportunity and Non-Discrimination Policy

The University is an equal opportunity institution of higher education. The University does not discriminate in employment, educational services and academic programs on the basis of an individual's race, color, religion, religious creed, ancestry, national origin, age (except minors), sex, gender identity, sexual orientation, marital status, medical condition (cancer-related and genetic-related) and disability, and the other bases prohibited by law. The University reasonably accommodates qualified individuals with disabilities under the law.

University of San Francisco Background Check Policy

The University conducts background checks on all new Postdoctoral Fellows. All candidates for full-time and part-time assignments with the University must authorize a lawful background check as part of the application packet. A fellowship offer is contingent upon verifying the accuracy of the information provided by the candidate and the background check results will determine their suitability for a Postdoctoral fellowship at the University.

Length of Contract

CAPS is a full-time, 11-month fellowship from August 1st, 2023 through June 30th, 2024

The California Board of Psychology permits a maximum of 44 hours of SPE (Supervised Professional Experience) per week and we have included 4 weekly hours of Professional Development in addition to the fellow’s regularly scheduled 40 on-site hours at CAPS. This schedule will provide ample opportunity for the completion of a minimum of 1500 supervised professional hours (25% of the total hours must be direct service hours), the minimum requirement for California Licensure

Pay and Benefits*

$40,000 annual pay/11-month contract

Benefits include accrued vacation and sick leave, holidays (including 1 week off during the winter holidays), medical plan (with employee contribution), dental plan, and eligibility for commuter benefit monthly subsidy. For further details, see https://myusf.usfca.edu/human-resources/benefits.

We also offer a housing benefit; each Post Doctoral Fellow has the option of oncampus housing in a private studio apartment in Loyola Village as an additional benefit including parking, utilities, and wi-fi

Pay and Benefits* Cont.

Weekly professional development time for activities related to licensure or future employment.

Additional professional development time for the combined annual San Jose State University Multicultural Training/Northern California Counseling Center Training Directors Conference

Use of USF libraries and databases

Laptop computer equipped with Titanium and installed data bases and programs for in-person and remote practice; e-mail account, and internet access.

Office with phone and voicemail

Membership to the University of San Francisco Koret recreational center.

CAPS employs a full time program assistant who is available during office hours to provide clerical support for staff and trainees. Fellows receive technical support from USF’s Information Technology Services. They are also able to attend University workshops offered through Human Resources and ITS.

The following University holidays will be observed during the 2023-2024 training year:

Monday, September 4, 2023

Thursday, November 23, 2023

Friday, November 24, 2023

Friday, December 22, 2023

Monday December 25, 2023

Tuesday, December 26, 2023

Wednesday, December 27, 2023

Thursday, December 28, 2023

Friday, December 29, 2023

Monday, January 1, 2024

Monday, January 15, 2024

Monday, February 19, 2024

Friday, March 29, 2024

Monday, May 27, 2024

Wednesday, June 19, 2024

Labor Day

Thanksgiving Day

Day after Thanksgiving

Christmas Eve Observed

Christmas Day

University Holiday Closure

University Holiday Closure

University Holiday Closure

New Year's Eve Observed

New Year's Day

Martin Luther King, Jr. Day

President's Day

Good Friday

Memorial Day

Juneteenth

Pay and Benefits* Cont.

Please be mindful that holidays, vacation, and sick leave hours are not included in your contracted “supervised professional experience” hours. The Fellow has contracted with CAPS and the California Board of Psychology to complete the contracted hours of training, exclusive of holidays, vacation, or sick leave, and our policies are compatible with that contract

Professional Development

Fellows receive professional development time to attend the combined Northern California Counseling Center Training Directors Conference and the San Jose State University Multicultural Training Conference.

Fellows receive 4 additional days or 32 total hours for the purpose of interviewing for a position, taking the licensure exam, or presenting at or attending a professional conference.

Based on a 44-hour work week (per the CA Board of Psychology), 4 hours each week may be spent on studying for the Examination for the Professional Practice in Psychology (EPPP), activities related to job pursuit, professional research, and other professional development activities after the fellow’s regularly scheduled in office hours with the following exception: winter break (12/25/23 through 1/1/24). This will result in an additional 192 hours (approximately) of Professional Development time over the course of the training year.

Liability Insurance

Postdoctoral Fellows must provide evidence of malpractice insurance and USF-CAPS will reimburse you for the cost of the insurance at the usual market rates. Certificates of Insurance must be received by our office prior to the beginning of the fellowship.

TRAINING POLICIES AND PROCEDURES

ETHICAL AND PROFESSIONAL CONDUCT

CAPS adheres to the ethical standards and practices set forth by the American Psychological Association (APA), the laws and regulations set forth by the California Board of Psychology (BOP), and University of San Francisco policies.

SUPERVISION AGREEMENT AND VERIFICATION OF EXPERIENCE

The California Board of Psychology mandates that the BOP Supervision Agreement must be completed and signed by the Supervisor(s) and Fellow prior to the commencement of supervised professional experience. Once the fellowship has been completed, the BOP Verification of Experience Form will be completed and signed by the Training Director. It will be given to you in a signed/sealed envelope, along with an original of the Supervision Agreement Form, to provide to the California Board of Psychology CAPS will keep copies in the personnel files and you will receive original copies for your own records

RESPONSIBILITIES OF SUPERVISORS

It is the responsibility of supervisors to meet with their supervisee for the appropriate and contracted amount of supervision time each week (10% of total SPE for the week), be available at all times for consultation as needed, and adhere to all requirements of supervisors outlined in the BOP Supervision Agreement. Supervisors need to ensure that their supervisee is providing competent care to all clients and following the established ethical guidelines of the profession. Supervisors will also adhere to guidelines outlined on the CAPS Reciprocal Supervision Agreement and the CAPS (Tele) supervision contract signed by both supervisor and supervisee.

RESPONSIBILITIES OF SUPERVISEES

It is the responsibility of supervisees to keep current with documentation of all clients. At the beginning of the first meeting with a client, the supervisee needs to inform the client that they are a Postdoctoral Fellow and being supervised by a Licensed Psychologist at CAPS. Supervisees will adhere to guidelines outlined on the CAPS Reciprocal Supervision Agreement and (Tele)supervision contract signed by both supervisor and supervisee

Supervisees are also responsible for completing the Supervision Client Log each week for use in supervision. Supervisees must inform their Primary Supervisor of all at risk clients, all new clients, as well as updating the status of ongoing clients in supervision. Fellows must immediately consult with their supervisor when there is concern that a client may be of danger to self or others and/or indicates an inability to care for self The supervisee must keep track of their hours on a weekly basis to ensure that fellowship hour requirements are being met

EXIT CRITERIA FOR SUCCESSFUL COMPLETION OF FELLOWSHIP

In order to successfully complete the fellowship, each Postdoctoral must meet the following criteria:

1. Successful completion of a minimum of 1500 hours of Supervised Professional Experience (SPE), with at least 25% of total hours as direct service, over an 11-month period meeting postdoctoral supervised practice requirements for licensure in California.

Fellows are responsible for completing administrative paperwork and tracking their accrued hours including time spent in direct service activities, supervision, training seminars, professional development, staff meetings, and administrative activities

2. No significant ethical violations were committed by the Fellow.

3 Supervisor evaluations indicate that the Fellow’s performance is consistent with the expected level of performance for completion of the fellowship.

4. All clinical records required of the Fellow have been completed and signed by their supervisor(s)

5. The Fellow has completed all required evaluations of supervisors, training director, and training program

6. The Fellow has received evaluations from all supervisors and has completed the exit interview with the Director of Training. Postdoctoral Fellows who successfully complete their fellowship at CAPS are awarded a Certificate of Completion documenting their accomplishment at the end of the training year.

APPENDIX A: PROGRAM AIMS, COMPETENCIES, & ELEMENTS

Overarching Aims:

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

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

Competency I: Research

Competency 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

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

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).

Competency II: Ethical and Legal Standards

Competency Elements:

Demonstrates knowledge of and acts in accordance with APA Ethical Principles of Psychologists and Code of Conduct

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

Recognizes ethical dilemmas and applies ethical decision-making processes

Conducts self in an ethical manner in all professional activities.

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

APPENDIX A: PROGRAM AIMS, COMPETENCIES, & ELEMENTS

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.

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

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

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

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

Pursues on-going learning about individual and cultural diversity.

Competency IV: Professional Values, Attitudes, and Behaviors

Competency Elements:

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.

Demonstrates the ability to engage in reflective practice.

Demonstrate openness and responsiveness to feedback and supervision

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

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

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

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

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

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

Effectively manages clinical demands of the expected client caseload

APPENDIX A: PROGRAM AIMS, COMPETENCIES, & ELEMENTS

Competency V: Communication and Interpersonal Skills

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.

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

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

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

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

Competency VI: Assessment

Competency Elements:

Selects and applies assessment methods that draw from empirical literature.

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

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

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

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

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

Articulates appropriate brief therapy case formulations

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

APPENDIX A: PROGRAM AIMS, COMPETENCIES, & ELEMENTS

Competency

VII: Intervention

Competency Elements:

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

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

Applies relevant research literature to clinical decision making

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

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

Modifies and adapts evidence-based approaches.

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

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

Competency VIII: (Provision of) Supervision

Competency Elements:

Demonstrates knowledge of supervision models and practices.

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

Effectively establishes rapport and cultivates relationship with supervisee.

Facilitates supervisee’s awareness of ethical, legal, and policy-related issues in providing clinical services

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

Facilitates the development of the supervisee's professional goals.

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

Effectively serves as professional role model for supervisee.

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

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

APPENDIX A: PROGRAM AIMS, COMPETENCIES, & ELEMENTS

Competency IX: Consultation and Interprofessional/Interdisciplinary Skills

Competency Elements:

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.

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

Provides accurate and relevant information, appropriate referrals, and effective followup, as necessary

Program Specific Competency:

Competency Elements:

Crisis Response

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

Implements appropriate crisis interventions.

Appropriately seeks consultation in crisis response.

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

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

Manages internal responses and maintains sound judgment during crisis situations

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

Program Specific Competency:

Outreach

Competency Elements:

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

Provides accurate and relevant information in outreach activities

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

Utilizes evaluation measures to improve outreach activities.

APPENDIX B: Post Doctoral Fellow Responsibilities and Rights

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.

Post Doctoral Fellows are responsible for:

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

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

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

6 Maintaining their Weekly Log hours as required by the Board

APPENDIX B: Post Doctoral Fellow Responsibilities and Rights

Post Doctoral Fellows have a right to:

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

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

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 parttime)

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.