USF-CAPS Post Doctoral Fellowship Manual 2023-2024 Training Year

Postdoctoral Fellowship in Health Service Psychology

2023–2024

USF

SETTING

OVERVIEW OF THE UNIVERSITY OF SAN FRANCISCO

TheUniversityofSanFranciscoisanindependent,private,nonprofitinstitutionofhigher educationandoneof28JesuitCatholiccollegesanduniversitiesintheUnitedStates. CounselingandPsychologicalServices(CAPS) islocatedonourbeautiful55-acrehilltop campus,whichsitsnexttoGoldenGatePark, overlookingdowntownSanFranciscoandthe PacificOcean.

ClassifiedasaDoctoral/ModerateResearch andCommunityEngagedUniversityunderthe CarnegieFoundationclassificationsystem,the UniversityofSanFranciscoischaracterizedas balancingarts,sciences,andtheprofessions attheundergraduatelevel,withsome graduatecoexistence,includingdoctoral researchineducation.Themajorityofits studentsareundergraduates.TheUniversity isclassifiedasmoreselective,withahigh leveloftransfer-instudentsandasafouryear,full-time,large-sized,andprimarily residentialinstitution.

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

Management,andtheSchoolofNursingandHealthProfessions. Graduatedegreesare offeredintheSchoolofLawinadditiontotheaforementionedschools.

TheUniversityofSanFranciscoenrollsapproximately10,000studentsinitsfiveschools andcollegesandisoneofthemostethnicallydiverseuniversitiesinthenation. Inthe 2023 U.S. News & World Report, theUniversitywasrated2ndinthenationforstudent diversity. AsofthemostrecentCensusDate,theUniversityofSanFranciscohadan enrollmentof9688,including6018undergraduatestudentsand3.670graduatestudents.

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

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,

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intellectual,economicandspiritualgiftsandtalentsoftheSanFranciscoBayAreaandthe globalcommunitiestowhichwebelong.

STUDENT LIFE MISSION STATEMENT

TheCounselingandPsychologicalService(CAPS)ishousedundertheDivisionofStudent Life. ConsistentwiththeoverallUniversitymission,themissionofStudentLifeisto supporttheholisticwellbeing,co-curriculardevelopment,andacademicandprofessional successofallstudentswithinacultureofequityandjusticethatpreparesthemtobe caring,sociallyandenvironmentallyresponsiblecitizensofourglobalandinterdependent world.

CAPS MISSION STATEMENT

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

Goals Guiding Our Work

• Provideprofessionalpsychologicalservicesto enrolledstudents,includingindividual, couples,andgroupcounseling;crisisresponse; consultation;briefassessment;andreferrals

• Providereferralsforstudentswhomayhave concernsthatarenotwithinCAPS’scopeof practiceorproblemsthatmaybechronicor severeinnatureand requirecomprehensive services

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

• Ensureconfidentialityandprivacyas mandatedbystateandfederallaws

• Providepreventionprogrammingandconsultationtostudents,faculty,staff,andfamilies

• Ensurethatallservicesareconsistentwithevidence-informedpracticeandrelevant professionalorganizations

• Maintaincollaborativerelationshipswithcampusstakeholders,keycommunitypartners, andthesurroundingcommunity

• Providecontinuedprofessionaldevelopmentsupportthatallowsstaffpsychologiststo maintainCaliforniaStateLicensureandtostayabreastofcutting-edgeresearchrelatedto theevolvingneedsofcollegestudents

• Trainfuturepsychologistsinabrief,evidence-informed,interculturallyfocusedtreatment modelthatisdirectlyapplicabletodiversecollegecounseling

• MaintaincommitmenttoapostdoctoralfellowshipprogramandanAmerican PsychologicalAssociation–accreditedinternshipprograminHealthServicePsychology

• Promoteself-careandthemaintenanceofawork-lifebalance

CAPSANTI-BIAS STATEMENTAND COMMITMENT TO DIVERSITY

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.

USF

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

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CAPS TRAINING DIVERSITY STATEMENT

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

CounselingandPsychologicalServicesiscommittedtothevaluesofrespectfordiversity, inclusion,equity,andself-examinationinatrainingenvironmentofmutualrespect. CAPS licensedstaffandtraineesareencouragedtoexaminetheirattitudes,assumptions, behaviors,andvaluesandtodevelopunderstandingofandsensitivitytoindividualand culturaldiversitywhileintegratingsuchunderstandingintoallformsofservicedelivery. CAPSstaffmembershaveacommitmenttoongoinglearningthatcontinuestoenhance ourworkwith“cultural,individual,androledifferences,includingthosebasedonage, gender,genderidentity,race,ethnicity,culture,nationalorigin,religion,sexualorientation, disability,language,andsocioeconomicstatus”(APAEthicsCode,2002,PrincipleE,p. 1063).

Trainingstaffwillengagetraineesinamannerrespectfuloftheirmultiplecultural identitiesandprovideequalaccess,opportunity,andencouragementinclusiveofthese identities. Trainingstaffwillexaminetheirownbiasesandprejudicesinthecourseof theirinteractionswithtraineessoastomodelandfacilitatethisprocess.

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

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.

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PREPARING PSYCHOLOGISTS TO WORK WITHADIVERSE PUBLIC

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.”

BRAVE SPACE GUIDELINES

Developed by Brian Arao and Kristi Lonardo

Revised

by

Alejandro Covarrubias & Molly Zook

Weaspiretocreateabravespaceforallstaffmembersaspartofourtrainingcultureand CAPSworkenvironment. ThefollowingareBraveSpaceGuidelines: Controversy with Civility

• Allowforcomplexity…recognizemultipletruths

• Considerhowyouridentitiesrelatetotheamountofspaceyoutakeupandthe power&privilegeyouhold.

Own your Intentions AND your impact

• Theintentionsofouractionsarenotalwayscongruentwithourimpactonothers.

• Goodintentionsdonotoutweighnegativeimpacts

• “Sitinit”–resisttheurgetofixthings.

• Use“I”statementstosharethoughtsandfeelings.

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Challenge by Choice

• Befullypresentandparticipateatyourowncomfortlevel

• Honorweenterthedialogueatdifferentpointsofknowledgeandawareness

• Takerisks–leanintodiscomfort.

Respect

• What’ssharedherestayshere,what’slearnedhereleaveshere

• Listentounderstand.Sharetounderstand.

• Giveandreceivefeedback

No Attacks

• Speakyourtruthwithcare.

• Wewillallmakemistakes,facilitatorsincluded.Attemptcompassionforyourself andothers.

Trust the process, we may leave feeling unfinished AND we are working together towards change

CAPS STAFF

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

CLINICAL SENIOR STAFF

NancyGlenn,Ph.D.

TrainingDirector

CaliforniaLicensedPsychologist,PSY10097

CounselingPsychology,ColoradoStateUniversity

MollyZook,Psy.D.

SeniorDirector

CaliforniaLicensedPsychologistPSY19072

ClinicalPsychology,CaliforniaInstituteofIntegralStudies

BenMolland,Psy.D.

AssociateDirectorofClinicalServices;

InterimAssistantDirectorofOutreachandGroupTherapy

CaliforniaLicensedPsychologistPSY26753

ClinicalPsychology,UniversityofDenver

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StephanieMcGrath,Psy.D. CrisisManager

CaliforniaLicensedPsychologistPSY28029

ClinicalPsychology,AlliantInternationalUniversity

Caitlin Merrill, Ph.D. Staff Psychologist

California Licensed Psychologist, PSY 33868

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

JevonRice,Psy.D. StaffPsychotherapist,BlackStudentFocus

ClinicalPsychology,AlliantInternationalUniversity-SFBay

Haidi Song, Ph.D. Staff Psychologist

California Licensed Psychologist, PSY34264

Counseling Psychology,Auburn University

ADMINISTRATIVE STAFF

Roxanne Lucas, B.S. Program Assistant

Interior Design, San Francisco State University

ACCREDITATION STATUS

CounselingandPsychologicalServiceisaccreditedbytheInternationalAssociationof CounselingServices(IACS).

ThePostDoctoraltrainingprogramisamemberofAssociationofPsychology

PostdoctoralandInternshipCenters(APPIC);thePostDoctoraltrainingprogramisnot accreditedbyAPA.

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OVERVIEW OF THE FELLOWSHIPPROGRAM

TRAINING PHILOSOPHY, PROGRAMAIMS, & COMPETENCIES

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 psychologists.

CAPSiscommittedtoabrief,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.

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

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perspectivestowardbrieftherapyandmovingclosertotheintegrationofevidence-based frameworksandmethodswiththegoalofpreparationforaHealthServicePsychologist positioninauniversitycounselingcenter.

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.

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

d.CommunicationandInterpersonalSkills

e.Assessment

f.Intervention

g.Supervision

h.ConsultationandInterprofessional/InterdisciplinarySkills

i.Research

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InadditionCAPSProgramSpecificCompetenciesinOutreachandCrisisResponsewillbe accomplished.PleaseseeAppendixAforalistoftherequiredelementsrelatedtoall competencies.

POSTDOCTORALFELLOW ROLES

Beforeconsideringspecific activities,itisimportanttoplace theseactivitiesinsomecontext, whichcanbedefinedintermsof threecharacteristicsofour systemandthreeassociated roles.

First,ourtrainingprogramis guidedbyAPPICstandards:"A postdoctoraltrainingprogramis anorganizedexperiencewhich, incontrasttoonthe-jobtraining, isdesignedtoprovidetheFellow withaplanned,programmed sequenceofsupervisedtraining experiences."Thus,while Fellowsmayholdprofessional positionsoutsideofCAPS,they willbeconsideredtrainees withinCAPS.

Second,inmanyrespects,CAPS operatesasatypicalagency.WeexpectthatFellowswillparticipateinourpoliciesand

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proceduresasagencymembers.Forexample,Fellowswillbeaskedtoestablishawork scheduleatthebeginningofeachsemester,andthenfollowthatschedule. Finally,insomerespects,CAPSdiffersbothfromothertypesofmentalhealthagencies andfromprivatepractice. CAPSpsychologistsdefinetheirresponsibilitiesquitebroadly, beyondthatofprovidingdirectserviceforone’sindividualcaseload. Wefunctionina varietyofroles,includingprovidingoutreach,consultation,andeducationtothe Universitycommunity. Wefunctionasateamintermsofrespondingtocrisissituations orotherstudentneedswhichmayariseandwealsoworktogethertoensurethatthe Centeralwayshasadequatecoverage. Thus,weexpectFellowstofunctionasteam members.

ManyFellowscometoCAPSwithextensivepriorexperienceandmaybeaccustomedto 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.

OVERVIEW OF TRAINING YEAR

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.

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ORIENTATION

Ourtrainingbeginswitha comprehensiveOrientation thatintroducesFellowsto CAPSpoliciesand procedures,Universityand departmentalcollaborators, andclinicalandoutreach responsibilities. Opportunitiesarecreatedto facilitateteam-buildingand establishprofessional workingrelationshipswith seniorclinicaland administrativestaff. Additionally,logisticalmatterscentraltoCAPSandthelargerinstitutionare accomplished.

FALL SEMESTER

FellowsparticipateinselectedsessionsoftheFallDidacticseminarseriesincludingContinuing EducationtrainingsthatSeniorstaffalsoattend. FellowsparticipateintheInterculturalSeminar withtopicssuchas FosteringSelfAwarenessandBuildingCulturalHumility,PowerandPrivilege inTherapyandinSupervisionandtheAPAMulticulturalGuidelines: AnEcologicalApproachto Context,Identity. Fellowsdevelopandgivescholarlypresentations,incorporatingtheoryand evidenced-basedpractice,totheclinicalandtrainingstaff.

SPRING SEMESTER

Fellowsareexpectedtointegrateevidenced-basedmodelsofpsychotherapyintotheirclinical workwithgreatercomplexityasthetrainingyearprogresses. Fellowscontinuetoattendthe InterculturalSeminarandContinuingEducationSeminarstosupplementtraining.

SUMMER SEMESTER

Sessionsarededicatedtotopicsrelatedtoestablishingaprofessionalpresenceasapsychologist. Componentsincludediscussionswithlicensedpsychologistswhoareworkinginvarious capacitiesinthefieldofpsychology,involvementinprofessionalorganizations,andfurther understandingofthelicensingprocess.

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TRAINING PROGRAMACTIVITIES

Directclinicalservices,seminars,supervision,andmeetingsareprovidedattheCAPS officeslocatedonthelowerlevelofGillsonResidenceHallontheUSFHilltopcampusor throughZoom. Trainingprogramactivitieswillbeconductedinahybridmodelforthe 2023-2024trainingyear.Re-evaluationoccursinaccordancewithUniversitypoliciesin linewithregulationsoftheSanFranciscoDepartmentofPublicHealthandtheStateof California.SupervisionwillbeconductedinlinewithcurrentCABoardofPsychology regulations.

Supervision

Fellowsreceivetwohoursofindividualsupervisiononaweeklybasis.Onehourofweekly face-to-facesupervisionisprovidedbythePrimarySupervisor,whomonitorstheoverall clinicalandprofessionaldevelopmentandindividualcaseloadthroughoutthetrainingyear. FellowsandtheirindividualsupervisorscollaborateontheReciprocalSupervision AgreementandGoalsformtosupplementthegeneralgoalsofthefellowshipforan individualizedlearningexperience.Anadditionalhourofindividualweeklysupervisionis providedbyanotherlicensedStaffPsychologist,whofunctionsastheDelegatedSupervisor. FellowssubmitvideorecordingstoPrimaryandDelegatedSupervisorseachsemester. In addition,supervisionmayincludereviewofcasenotesordirectobservation,dependingon theneedsandskillleveloftheFellow.

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

Case Conference

FellowsparticipatewithseniorstaffmembersandothertrainingstaffinaonehourCase Conference,whereallclinicalstaffpresentcasesonarotatingbasisforgroupfeedbackand discussion. PleaseseetheCaseConferencePresentationOutline.

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Quality Assurance Staff Meeting

Fellowsparticipateinaweeklyone-hourmeetingwiththeentireclinicalstafftoaddress clinicalissues,CAPSproceduresandpolicies,andincreaseeffectiveresponsetoneedsof clientsandtheUniversityatlarge.

Continuing Education Workshops

PostDoctoralFellowsparticipateinContinuingEducationworkshopswithSeniorStaff sponsoredbyUSF-CAPS(APAapprovedsponsor).

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.

Professional Development Seminar (June)

Exposuretocareeroptionsinpsychology(throughinteractionswithpsychologistsinthe greaterprofessionalcommunity),furtherunderstandingofthelicensingprocess,andan emphasisonnetworkingwithintheprofessionalcommunityandinvolvementin professionalorganizationsarecoveredduringthisseminar.

Professional Presentations

PostdoctoralfellowsdevelopandprovidescholarlypresentationsatCAPS,incorporating theoryandevidence-basedpractice,relevanttotheirwork Additionally,theypresenta multiculturalcapstonecasepresentationincorporatingscholarlyinquiryandclinical practice.

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Multicultural Film and Media Series (June)

PostdoctoralFellows(andInterns)collaborativelydevelopalistofshows,films, documentaries,andothermediarepresentativeofvariousaspectsofintersectingidentities. FacilitatedbyPostdoctoralFellows,discussionofsalientthemesfollowseachmedia screeninganddrawsuponindividualandculturaldiversitysharedthroughoutthetraining year.

Direct Service

CAPSprovidesassistancetostudentsseekingpsychotherapyforawiderangeofpresenting concerns fromtypical,developmental,andsituationalissuestosignificantclinical concerns.Weworkwithinasession-limitedapproachandmakeanassessmentatintake regardingtheappropriatenessofabrieftherapyapproachversusreferralforlonger-term ormorespecializedwork.

• Individual Psychotherapy –Focusonbrief,time-limitedintegrativetherapywitha maximumof12sessionsperclient(overthecourseoftheFallandSpringsemesters) with anoptionofcontinuedtherapyifclientisenrolledinthesummersemester. Individual clientsarenotseenonaweeklybasis.

• Group Psychotherapy –Bothstructured-thematicandprocess-orientedgroupsareoffered eachsemester.Therearenoclientsessionlimitsonthenumberofgroupsattended. AnticipatedgroupsincludeUnderstandingSelfandOthers,AcceptanceandCommitment Therapy,andtheWiseMindDBTskillsgroup.

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

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

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• Single Session Therapy (SST) - Clientsareseenforoneplannedsessionfocusedonagoalof theirchoosingwithimplementationofspecificstrategiesandprovisionofresources.

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• Crisis Assessment and Intervention –Crisisevaluation,intervention,andmanagement includingassessmentofsafetyandriskfactors,effectiveresponsetocrisissituations,and facilitationofhospitalization. Rotationinafter-hourson-calldutiesincludingstaff consultationwithPublicSafety,theOfficeofCommunityLiving(OCL)andotherUniversity representatives;phonetriage,andprovisionofreferrals. Fellowsconsultwithalicensed staffsupervisorincrisissituationsinvolvingpotentialharmtoselforothersorother situationsinvolvingrisk

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• Psychological Testing –RoutineadministrationoftheCounselingCenterAssessmentof PsychologicalSymptoms(CCAPS-34)toclientsatintakeandtermination,andatspecific intervalsduringthecourseoftherapy. TheCCAPSissupplementedbyotherassessment instruments(e.g.,BeckDepressionandAnxietyInventories,AlcoholUseDisorders IdentificationTest(AUDIT),andtheEatingAttitudesTest(EAT-26),asrelevanttothe evaluationandtreatmentoftheclient.

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

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

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• Provision of Supervision- PostdoctoralFellowsprovideonehourofindividualsupervisionto anadvancedpracticumtraineeonaweeklybasis. ThePostdoctoralFellowandalicensed staffpsychologistmakeupthe“supervisionteam”andmonitortheoverallclinicaland

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professionaldevelopmentofthepracticumtraineethroughoutthetrainingyear.Specific goalsaredevelopedcollaborativelybythesupervisionteamandpracticumtraineeto supplementthegeneralgoalsofthetraineeshipandprovideanindividualizedlearning experience.

• Peer Consultation- Fellowsfacilitatebiweeklymeetingsfortheinterncohortproviding consultationaboutclinicalcasesandmentorshipassociatedwithprofessionaldevelopment issues.

Training Administration Track

ThePostdoctoralFellowcontributestoallaspectsoftheadministrationofthepracticum programincludingcurriculumdevelopmentanddidacticpresentationsforthepracticum in-servicetraining. Additionally,theyareinvolvedinadministrativeandevaluativeaspects ofrecruitmentandapplicantselectionfortheDoctoralInternshipandPostdoctoral Fellowshipprograms.

Outreach Track

ThePostdoctoralFellowcontributestoallaspectsoftheadministrationoftheOutreach programincludingworkshopdevelopment,outreachprovisionandcohorttraining,data tracking,andconsultationwithcampuspartners.

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SAMPLE WEEKLY SCHEDULE

I. Direct Service

A.IndividualPsychotherapy

B.GroupPsychotherapy(includes1/2hoursupervision)

D.Triage

F.

H.

I.

II. Training Activities

A. Supervision(Received)

Individual: 2hours(Primary-1;Delegated-1)

Group: 2.5hours(Clinical-1;SupervisionofSupervision-1.5) B.InterculturalSeminar/ContinuedEducationWorkhops

III. Professional Development

IV. Administrative/Planning A.

*Fellowswhoco-facilitatetherapygroupshaveareducedindividualclientcaseload

Hoursnotspentindirectserviceareadministrativehours

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EVALUATIONS

Fellowsreceiveandareencouragedtoprovideongoingverbalandwrittenfeedbackto CAPSlicensedstaffthroughoutthetrainingyear.

Evaluation of Fellows

Fellowsaregivenfeedbackregardingtheirstrengthsandareasofgrowthinthecourseof supervisionandaformalevaluationisprovidedatmid-yearandatend-of-trainingyear. TheformatforthisevaluationconsistsoftheCAPSPsychologyPostdoctoralFellow EvaluationForm.Fellowsareprovidedwithacompletedandsignedcopyofbothmid-year andend-of-yearPsychologyPostdoctoralFellowEvaluationforms.

FellowsareformallyevaluatedonaLikertscalefromoneto fiveforeachitemontheCAPSPsychologyPostdoctoral FellowEvaluationform ItisexpectedthattheFellowwill receiveratingsofLevel3atmid-yearonelements containedincompetencies AratingbelowLevel3atmidyearisconsideredbelowexpectation.IfaFellowreceivesa ratingofLevel2atmid-year,theprimarysupervisor providesspecializedattentiontoincreasetheFellow’s functioningtotheexpectedlevelofcompetencywhichmay includeremedialwork.IfaFellowreceivesaratingofLevel 1atmid-year,theTrainingDirector,incollaborationwith thePrimarySupervisor,developsandinstitutesaspecific remediationplan.

ItisexpectedthattheFellowwillreceiveratingsatLevel4 attheendofyear;thisistheexpectedlevelatcompletionof Postdoctoraltrainingindicatingreadinessforindependent practiceatthelicensurelevel.IfaPostdoctoralfellow receivesaratingofbelowLevel4onanoverallCompetency areaonthefinalevaluation,thefellowwillnotsuccessfullycompletetheirfellowship.Per theBoardofPsychologythehourscouldnotbeverifiedas“atorabovetheexpectedlevel ofminimalcompetency.”

ThePrimaryandDelegatedSupervisorscollaborateintheevaluationprocess,andthe PrimarySupervisorcompletesasingleevaluationform,comprisedoffeedbackfromall

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supervisors. BoththePrimaryandDelegatedsupervisorsmeetwiththeFellowtogether todiscussandreviewtheevaluation.

Additionally,Fellowswillreceivefeedbackregardingtheirprofessionalpresentationsfor andtheCapstoneCasepresentationinInterculturalSeminar.Additionally,Fellowswill receivefeedbackontheirSpecialtyTrack

Evaluation of Supervisors

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

Program Evaluations

Fellowsarerequestedtocompleteaformalevaluationoftheprogramattheend-oftrainingyearevaluationperiod(seeTrainingProgramEvaluationForm). This informationallowsCAPStocontinuetoadaptandrefinetheprogram,basedonFellows’ perceptionsandneeds. Alltraineeshavetheopportunitytoprovidefeedbackaboutthe trainingprogramfollowingeachtrainingseminar(seeCAPSSeminarEvaluationForm). ThefinalevaluationconsistsofanindividualexitinterviewwiththeTrainingDirector. In additiontoprovidingfeedbackonvariousaspectsoftheprogram,wewouldlikeyour generalcomments(i.e.,strengths/weaknesses,likes/dislikes)aboutthetraining experienceasawhole. Wewelcomeyourcommentsandsuggestionsaboutanyorall aspectsoftheprogram,includingOrientation,trainingseminars,caseconferences, supervisionandclinicaltraining,clinicalcaseload,groups,andoutreach/consultation opportunities.

PROBLEM RESOLUTION

DUE PROCESS AND GRIEVANCE PROCEDURES

CAPSadherestothewrittenproceduresoutlinedbyourDueProcessandGrievance Proceduresfortheeffectiveresolutionofproblems,disputedevaluations,andproblematic behavior. FellowsareinformedoftheseproceduresduringOrientation,receiveacopy

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

FELLOW RIGHTS AND RESPONSIBILITIES

EachCAPSstaffmemberandFellowhastheresponsibilitytofosteranenvironmentwhere therighttobetreatedwithdignityandrespectispreserved. PleasereviewtheFellow RightsandResponsibilitiesdocumentthatoutlinesrightsandresponsibilitiescriticalto thefunctioningofourfellowshipprogram.

PERSONNELMATTERS

REQUIREMENTS

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

POSTDOCTORALFELLOW QUALIFICATIONS

PostdoctoralFellowshavetheirdoctoratedegreeconferredfromtheirgraduateschool andareeligibletoaccumulatesupervisedpostdoctoralclinicalhourstowardlicensure.

UNIVERSITY OF SAN FRANCISCO EQUALOPPORTUNITYAND NONDISCRIMINATION POLICY

TheUniversityisanequalopportunityinstitutionofhighereducation.TheUniversity doesnotdiscriminateinemployment,educationalservicesandacademicprogramsonthe

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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

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

LENGTH OF CONTRACT

CAPSisafull-time,11-monthfellowshipfromAugust1st,2023throughJune30th,2024 Wehavestructuredthetrainingscheduletoallowforthecompletionof1500hours,the requirementforlicensureinthestateofCalifornia. TheCaliforniaBoardofPsychology permitsamaximumof44hoursofSPE(SupervisedProfessionalExperience)perweek andwehaveincluded4weeklyhoursofProfessionalDevelopmentinadditiontothe fellow’sregularlyscheduled40on-sitehoursatCAPS.Thisschedulewillprovideample opportunitytocompleteaminimumof1500postdoctoralhours,thestateofCalifornia requirementforlicensure,aswellasanopportunitytocompleteapproximately18001900hours.

Aminimumof25%ofyourtotalhoursmustbedirectservicehours.Requestfortimeoff, includingthatdesignatedforprofessionaldevelopment,mustbeapprovedbyboththe TrainingDirectorandyourPrimarySupervisor. ItistheFellow’sresponsibilityto researchtherequirementsforstatesforwhichtheyintendtopursuelicensure.

PAYAND BENEFITS

Fellowswillreceive$40,000forthetrainingyearandareeligibleforUniversityhealth careandotherstaffbenefits.Theyhavetheoptionofanon-campushousingbenefit. Fellowsaccruesickleaveandvacationdays(11),andreceiveUniversityholidays.

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

Monday,September4,2023

Thursday,November23,2023

Friday,November24,2023

Friday,December22,2023

MondayDecember25,2023

Tuesday,December26,2023

Wednesday,December27,2023

Thursday,December28,2023

Friday,December29,2023

Monday,January1,2024

Monday,January15,2024

Monday,February19,2024

Friday,March29,2024

Monday,May27,2024

Wednesday,June19,2024

LaborDay

ThanksgivingDay

DayafterThanksgiving

ChristmasEveObserved

ChristmasDayObserved

UniversityHolidayClosure

UniversityHolidayClosure

UniversityHolidayClosure

NewYear'sEveObserved

NewYear'sDay

MartinLutherKing,Jr.Day

President'sDay

GoodFriday

MemorialDay

Juneteenth

Pleasebemindfulthatholidays,vacation,andsickleavehoursarenotincludedinyour contracted“supervisedprofessionalexperience”hours.TheFellowhascontractedwith CAPSandtheBoardofPsychologytocompletethecontractedhoursoftraining,exclusive ofholidays,vacation,orsickleave,andourpoliciesarecompatiblewiththatcontract. CAPSemploysfulltimeprogramassistant(s)whoareavailableduringofficehoursto providelimitedadministrativesupportforstaffandtrainees.TheFellowisprovidedwith aCAPSoffice,alaptopcomputerequippedwithTitanium.anelectronicschedulingand chartingprogram,andinstalleddatabasesandprogramsincludingMicrosoftOffice software,HipaacompliantZoomHealth,andadigitalwebcameratorecordvideosessions foruseinsupervisionandtraining.

Fellowsreceivetechnicalsupportfromstaffmembersandareabletoutilizetheservices ofUSF’sInformationTechnologyServices.TheyarealsoabletoattendUniversity workshopsofferedthroughHumanResourcesandITS.

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PROFESSIONALDEVELOPMENT

Fellowsreceivefundingandprofessionaldevelopmenttimetoattendtheannual Multicultural/NorthernCaliforniaCounselingCenterTrainingDirectorsConference. Fellowsreceive4additionaldaysor32totalhours(tobearrangedwiththeTraining Director)forthepurposeofinterviewingforaposition,takingthelicensureexam,or presentingatorattendingaprofessionalconference.Professionaldevelopmentrequests shouldbedirectedtoyourprimarysupervisor(inadditiontonotifyingtheTraining Director).

Basedona44-hourworkweek(pertheCABoardofPsychology),4hourseachweekmay bespentonstudyingfortheExaminationfortheProfessionalPracticeinPsychology (EPPP),activitiesrelatedtojobpursuit,professionalresearch,andotherprofessional developmentactivities after the fellow’s regularly scheduled in office hours with the following exception: winterbreak(12/25/23through12/29/23). Thiswillresultin approximately188hoursofProfessionalDevelopmenttimeoverthecourseofthe trainingyear. SomeotheractivitiesmayqualifyforuseofProfessionalDevelopmenttime. IfyouhavequestionsabouthowagivenactivityfitsProfessionalDevelopmentcriteria, pleasedirectthemtotheTrainingDirectororyourprimarysupervisor.

LIABILITY INSURANCE

PostdoctoralFellowsmustprovideevidenceofmalpracticeinsuranceandwillbe reimbursed at theusualmarketrates CertificatesofInsurancemustbereceivedbyour officepriortothebeginningofthefellowship.

RECORD KEEPING

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

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lockedfilecabinetintheofficeoftheTrainingDirector.Formerfellowfilesaremaintained andsecuredinperpetuity(forthepurposesofverifyingsuccessfulcompletionof internship,providingfuturelicensureinformation,etc.).

TheCaliforniaBoardofPsychologypassedaregulation,effectiveJanuary1,1994and revisedAugust27,2005,requiringthattraineesmaintainaWeeklyLogofSupervised ProfessionalExperiencetowardslicensure(WeeklySPELog).Thislogisnottobe submittedatthetimeofapplicationforlicensure,butshouldbeavailableintheeventthe Boardrequestsit.WhiletheBoarddoesnotprovideasamplelog,itdoesspecifythe elementsthatalogshouldcontain(BOPGuidelineregardingSPELog.)Additionally, pleaseutilizetheDirectServiceTrackingHoursformtomakesureyouaremaintaining yourdirectservicehoursatanoverallrateof25%ofyourtotalsupervisedprofessional experience.

Pleasecompletethe Vacation/Sick/ProfessionalDevelopment 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.

TIME KEEPING

Therearetwoconsiderationsregardingourtimekeepingpolicies.First,inorderforCAPS torunsmoothly,wepreferFellowsestablishandmaintainaweeklytimescheduleforthe semester.Ifyouanticipateanabsence,pleaseinformyourPrimarySupervisor,the TrainingDirector,andtheProgramAssistant(s)aheadoftimeandblockoutthetimein

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thetitaniumscheduledatabase.Ifsomethingunexpectedarises,pleaseinformthe ProgramAssistantassoonaspossible,soyourclientscanbeinformedinatimelymanner.

DRESS CODE AND REMOTE WORK ENVIRONMENT

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

REQUEST FOR LEAVE

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

TRAINING POLICIESAND PROCEDURES

ETHICALAND PROFESSIONALCONDUCT

CAPSadherestotheethicalstandardsandpracticessetforthbytheAmerican PsychologicalAssociation(APA),thelawsandregulationssetforthbytheCaliforniaBoard ofPsychology(BOP),andUniversityofSanFranciscopolicies.APAethicalguidelines,BOP lawsandregulations,andUniversitypoliciescanbefoundontheCounselingDriveinthe APAEthicsCodesandPracticeGuidelinesFolder

REMOTE PRACTICE

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

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL

SOCIALMEDIA POLICY

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:

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

a. CAPSstaffstrivetoprotecttheconfidentialityofCAPSclients,andunderstandthateven withlimitedinformation,poststhatincludeclinicalinformationmaybecomeidentifying.

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

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.

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).

a. Staffaremindfulofmultiplerelationshipsandpowerdynamicsbetweenseniorstaffand trainees.

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL

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

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

b. CAPSstaffareawarethaneveniftheybelievetheirsocialmediatobeprivate,thisisnot necessarilythecase.

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

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

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

a. CAPSstaffunderstandthatsearchingforclientsonsocialmediawithoutinformedconsent canbeabreachoftrustthatmayjeopardizethetherapyrelationshipandcanhave unintendedclinicalimplications.

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

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

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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.

PROFESSIONALDISCLOSURE STATEMENT

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

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Psychology. CAPSwillkeepcopiesinthepersonnelfilesandyouwillreceiveoriginal copiesforyourownrecords.

RESPONSIBILITIES OF SUPERVISORS

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

RESPONSIBILITIES OF SUPERVISEES

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.

USFCAPSPOSTDOCTORALFELLOWSHIP

RECORDING OF SESSIONS

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. FellowswillbeusingaHIPAAcompliantZoom HealthPlatformfortheirremoteclinicalwork,training,andsupervision.

CASE CONFERENCE CONSIDERATIONS

Inordertoaddressexpectationsandguidelinesforpresentationsincaseconference, pleaserefertothecaseconferencepresentationoutline.

EXIT CRITERIAFOR SUCCESSFUL COMPLETION OF FELLOWSHIP

Inordertosuccessfullycompletethefellowship,eachPostdoctoralmustmeetthe followingcriteria:

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.

2.NosignificantethicalviolationswerecommittedbytheFellow.

3.SupervisorevaluationsindicatethattheFellow’sperformanceisconsistentwiththe expectedlevelofperformanceforcompletionofthefellowship.

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4.AllclinicalrecordsrequiredoftheFellowhavebeencompletedandsignedbytheir supervisor(s).

5.TheFellowhascompletedallrequiredevaluationsofsupervisors,trainingdirector,and trainingprogram.

6.TheFellowhasreceivedevaluationsfromallsupervisorsandhascompletedtheexit interviewwiththeDirectorofTraining.

PostdoctoralFellowswhosuccessfullycompletetheirfellowshipatCAPSareawardeda CertificateofCompletiondocumentingtheiraccomplishmentattheendofthetrainingyear. Uponcompletionofthetrainingyear,pleasesubmitthe ChecklistforLeaving.

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TRAINING QUICK LINKS*

*Links are inactive in this version of the manual

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

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Supervision

SupervisionClientLog

WhentoConsultaSupervisor

TelesupervisionContract

CAPSReciprocalSupervisionAgreementandGoalsDocument

Problem Resolution

DueProcessandGrievanceProcedures-Postdoc

FellowRightsandResponsibilities

Completion of Fellowship

ChecklistforLeavingUSF

CertificateofCompletion

OverarchingAims:

APPENDIXA: PROGRAMAIMS, COMPETENCIES, & ELEMENTS

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

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

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 withAPAEthical Principles of Psychologists and Code of Conduct.

▪ Demonstrates knowledge of relevant CAlaws 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.

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.

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▪ 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.

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.

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▪ 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.

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.

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▪ 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.

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 follow-up, as necessary.

Program Specific Competency: Crisis Response

Competency Elements:

▪ 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 followup 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.

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APPENDIX B: POST DOCTORALFELLOW RESPONSIBILITIESAND 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 of Psychology.

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

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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, 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.

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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

Didactic Presentations

Methods of Evaluation (mark“X”allthoseused):

DISCUSSION

Liveobservation (includesreview recordingof clinicalworkand supervision) Case Conference/Capstone Write-ups

Reviewoffiles

End-of-trainingyear: February-June

Other:(pleaselist)

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.

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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.

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.

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).

Aim #1: Enhanceandconsolidatecoreclinicalandcounselingskillsforentrylevelindependentpracticeinhealth servicepsychology.

Aim #2: Fosterattitudesandbehaviorswhichstrengthenaprofessionalidentityasapsychologist.

S KILLS C LINICAL T HERAPY S

COMPETENCY I: RESEARCH

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

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

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).

OverallCompetencyRating:

Comments for the 1st Evaluation: Typetexthere

Comments for the 2nd Evaluation: Typetexthere

Observed level: Mid-year End of Year

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COMPETENCY II: ETHICAL AND LEGAL STANDARDS

2A.DemonstratesknowledgeofandactsinaccordancewithAPAEthicalPrinciplesof PsychologistsandCodeofConduct.

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

2C 2C.Recognizesethicaldilemmasandappliesethicaldecision-makingprocesses.

2D 2D.Conductsselfinanethicalmannerinallprofessionalactivities.

2E.Seeksguidanceandconsultationfromsupervisorsinaddressingethicalandlegalissues. OverallCompetencyRating:

Comments for the 1st Evaluation: Typetexthere

Comments for the 2nd Evaluation: Typetexthere

COMPETENCY III: INDIVIDUAL AND CULTURAL DIVERSITY

3A.Demonstratesanunderstandingofhowownpersonalandculturalhistorymay impactinteractionswiththosewhoaredifferentfromthemselves.

3B.Demonstratesknowledgeofcurrenttheoreticalandempiricalknowledgebasesasit relatestodiversityinallprofessionalactivities.

3C.Integratesawarenessandknowledgeofindividualandculturaldifferencesinthe conductofprofessionalroles.

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

Observed level: Mid-year End of Year

Observed level: Mid-year End of year

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3E.Independentlyappliesknowledgeinworkingeffectivelywitharangeofdiverseindividuals andgroups.

3F.Pursueson-goinglearningaboutindividualandculturaldiversity.

OverallCompetencyRating:

Comments for the 1st Evaluation: Typetexthere

Comments for the 2nd Evaluation: Typetexthere

COMPETE NCY IV: PROFESSIONAL VALUES, ATTITUDES, AND BEHAVIORS

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

4B.Demonstratestheabilitytoengageinreflectivepractice.

4C.Demonstrateopennessandresponsivenesstofeedbackandsupervision.

4D.Respondsprofessionallyinincreasinglycomplexsituationswithagreaterdegreeof independence.

4E.Regularlyattendsandactivelyparticipatesintrainingsasanengagedparticipant;comes preparedtodiscusscasematerialand/orreadings.

4F.DemonstratesunderstandingandadherencetoCAPSclinicalandadministrativepolicies andprocedures.

4G.Recognizesareasofstrengthandareasofgrowthinallprofessionalroles.

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

4I.Demonstratescompetenceintimemanagementskillsincludingpunctuality,meeting projectdeadlines,andCAPScommitments.

4J.Effectivelymanagesclinicaldemandsoftheexpectedclientcaseload.

4K.Participatesinpost-doctoralfellowrecruitmentprocess.

4L.Overseesspecialprojectorparticipatesinspecializedfellowshiptrackconsistentwith CAPSagencygoalsandfunctions.

OverallCompetencyRating:

Observed level: Mid-year End of year

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL

Comments for the 1st Evaluation: Typetexthere

Comments for the 2nd Evaluation: Typetexthere

COMPETENCY V: COMMUNICATION AND INTERPERSONAL SKILLS

5A.Developsandmaintainsgoodworkingrelationshipswitharangeofindividuals includingthetrainingcohort,professionalandadministrativestaff,theUniversityandthe widercommunity.

5B.Effectivelyproducesandcomprehendsoral,nonverbal,andwrittencommunications, displayingathoroughgraspofprofessionallanguage.

5C.Demonstrateseffectiveinterpersonalskillsandtheabilitytomanagechallenging interactions.

5D.Maintainsappropriateandtimelyrecordkeepinginaccordancewithprofessional standardsandCAPSpolicies.

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

OverallCompetencyRating:

Observed level: Mid-year End of Year

Comments for the 1st Evaluation: Typetexthere

Comments for the 2nd Evaluation: Typetexthere

COMPETENCY VI: ASSESSMENT

6A.Selectsandappliesassessmentmethodsthatdrawfromempiricalliterature.

6B.Gathersaccurateandrelevantdataduringanintakeassessment,utilizingmultiple sourcesandmethods.

Observed level: Mid-year End of year

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6C.Demonstratescurrentknowledgeofdiagnosticclassificationsystems,functionaland dysfunctionalbehaviors,includingclientstrengthsandpsychopathology.

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

6E.Appliesknowledgeoffunctionalanddysfunctionalbehaviorsincludingcontexttothe assessmentand/ordiagnosticprocess.

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

6G.Articulatesappropriatebrieftherapycaseformulations.

6H.Communicatesfindingsinanaccurateandeffectivemannertoclients,supervisors,and appropriate3rd parties.

OverallCompetencyRating:

Comments for the 1st Evaluation: Typetexthere

Comments for the 2nd Evaluation: Typetexthere

COMPETENCY VII: INTERVENTION

7A.Establishesandmaintainseffectiveworkingrelationshipswithclientsreportinga rangeofpresentingproblemsanddevelopmentalconcerns.

7B.Developsevidence-basedinterventionplansinaccordancewithservicedeliverymodel andtherapeuticgoalsofclient.

7C.Appliesrelevantresearchliteraturetoclinicaldecisionmaking.

7D.Implementsinterventionsinformedbycurrentscientificliterature,diversity characteristics,andcontextualvariables.

7E.Integratesarangeofevidence-basedtherapeuticmodalitiesandinterventionsas appropriateforclientsandinaccordancewithservicedeliverymodel.

7F.Modifiesandadaptsevidence-basedapproaches.

7G.Evaluatesinterventioneffectiveness,andmodifiesinterventiongoalsasnecessaryin collaborationwiththeclient.

Observed level: Mid-year End of year

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

7I.Conductseffectivegrouptherapy.

Comments for the 1st Evaluation: N/A

Comments for the 2nd Evaluation:

OverallCompetencyRating:

COMPETENCY VIII: SUPERVISION

8A.Demonstratesknowledgeofsupervisionmodelsandpractices.

8B.Appliessupervisorymodelsandpracticetoeffectivelysuperviseapracticumtrainee,and non-clinicalsupervisionasapplicable.

8C.Effectivelyestablishesrapportandcultivatesrelationshipwithsupervisee.

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

8E.Demonstratesabilitytomonitorthesupervisee’sprofessionalfunctioningandqualityof servicesprovided.

8F.Facilitatesthedevelopmentofthesupervisee'sprofessionalgoals.

8G.Demonstratesculturalsensitivityandawarenessofdifferenceinthesupervisory relationshipwiththeirsupervisees.

8H.Effectivelyservesasprofessionalrolemodelforsupervisee.

8I.Supportssupervisee'sdevelopmenttoservetheneedsofdiverseclients.

8J.Evaluatessuperviseewithregardtoestablishedgoalsandinthecontextoftheir developmentallevel.

OverallCompetencyRating:

Observed level: Mid-year End of Year

Comments for the 1st Evaluation: Typetexthere

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL

Comments for the 2nd Evaluation: Typetexthere

COMPETENCY IX: CONSULTATION AND INTERPROFESSIONAL/INTERDISCIPLINARY SKILLS

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

9B.Consultsinarespectfulandcompetentmannerandwithmentalhealthprofessionals, familymembers,andagenciesoutsideoftheuniversity.

9C.Respondssensitivelyandappropriatelytoethicalissues,confidentiality,and professionalboundariesduringconsultation.

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

9E.EffectivelyfacilitatespeerconsultationgroupandprovidesmentorshiptoDoctoral Interns.

OverallCompetencyRating:

Observed level: Mid-year End of Year

Comments for the 1st Evaluation: Typetexthere

Comments for the 2nd Evaluation: Typetexthere

X.

PROGRAM SPECIFIC COMPETENCY: CRISIS RESPONSE

10A.Identifiesurgent/emergencysituationsandconductsriskassessmentspertainingto dangertoself/othersandgravedisability.

10B.Implementsappropriatecrisisinterventions.

Observed level:

Mid-year End of Year

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL

10C.Appropriatelyseeksconsultationincrisisresponse.

10D.Determinesandfacilitatesappropriatedispositionsrelatedtourgency,and conductsappropriatefollow-upwithclientand/orprovider.

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

10F.Managesinternalresponsesandmaintainssoundjudgmentduringcrisissituations.

10G.Completesappropriatedocumentationofcrisisassessmentandresponse,including safetyandriskfactors,inatimelymanneraccordingtoCAPSpoliciesandprofessional standards.

OverallCompetencyRating:

Comments for the 1st Evaluation:

Typetexthere

Comments for the 2nd Evaluation: Typetexthere

XI. PROGRAM SPECIFIC COMPETENCY: OUTREACH

11A.Designseffectiveoutreachprogrammingbasedondemonstratedneedinthe Universitycommunity.

11B. Integratesknowledgeandunderstandingofdiversityandcultureintooutreach programming.

11C.Providesaccurateandrelevantinformationinoutreachactivities.

11D.EffectivelyrepresentsCAPSandtherangeofservicesprovidedtotheUniversity community.

11E.Utilizesevaluationmeasurestoimproveoutreachactivities.

Comments for the 1st Evaluation:

Typetexthere

OverallCompetencyRating:

Observed level:

Mid-year End of Year

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL

Comments for the 2nd Evaluation: Typetexthere

Additional Feedback:

Comments for the 1st Evaluation: Typetexthere

Comments for the 2nd Evaluation: Typetexthere

Training Recommendations:

Comments for the 1st Evaluation: Typetexthere

Comments for the 2nd Evaluation: Typetexthere

USFCAPSPOSTDOCTORALFELLOWSHIPMANUAL

TrainingDirector’sSignature Date

TrainingDirector’sSignature Date

*The Post Doctoral Fellow’s signature indicates they have reviewed the evaluation with their primary supervisor.