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PINECREST SUPPORTS & SERVICES CENTER
PREDOCTORAL INTERNSHIP IN PROFESSIONAL PSYCHOLOGY
Troy Raffield, PhD
Director of Training
Mark Garcia, PhD
Associate Director of Training
Pinecrest Supports & Services Center
Predoctoral Internship in Professional Psychology
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TABLE OF CONTENTS
PROGRAM SUMMARY 3
PROGRAM DESCRIPTION 6
INTERNSHIP OBJECTIVES 8
PROGRAM SETTING 19
OPPORTUNITIES FOR RESEARCH 21
APPLICATION REQUIREMENTS 21
INTERNSHIP FACULTY 23
THE COMMUNITY 25
GRIEVANCE PROCEDURES 27
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Accreditation: The Pinecrest Supports & Services Center Internship Program in
Professional Psychology achieved full APA Accreditation in April of 2009 (the site was
created in the Fall of 2007). We were granted a five-year accreditation; the next site visit
will be in 2013.
Contact information for APA Commission on Accreditation is provided below:
Office of Program Consultation and Accreditation
American Psychological Association
750 First St., N.E.
Washington DC 20002-4242
Structure: The internship year begins on or around the last week in August (depending on
the cycle of Civil Service pay periods). All training takes place at Pinecrest Supports &
Services Center (PSSC), an Intermediate Care Facility for persons with mental retardation
(ICF/MR). Troy Raffield, PhD (LA License #1011) is the current Director of Training and
is present at Pinecrest Supports & Services Center full-time. Interns work 40 hours per week
(Monday through Friday) and are paid an hourly wage. Interns are eligible for health benefits
through the state system. The internship requires a minimum of 2000 hours total (during the
12 months). At least 25% (500 hours) of trainees‘ time involves clinical services to
patients/clients. Interns will be required to take a drug test on or before Wednesday of the
week before the program officially begins so that the results may be back in time before
employment begins. This is required by our state civil service structure.
Community Support Team
Leesville Residential and Employment Services Center
Seminars: Seminars are offered as a regular part of the training year. Core internship faculty
at PSSC are the typical instructors for these seminars.
Core seminars areas include the following:
Professional Issues/Ethics Multicultural Issues
Clinical Case Formulation Testing and Assessment
Supervision Techniques Psychopharmacology
Philosophy of Science
Additionally, interns are encouraged to attend supplemental seminars which are available
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during the internship year. Recent past topics have included:
Therapy: What Works and What Doesn‘t (John Simoneaux, Ph.D.)
Mental Health Ethics (John Simoneaux, Ph.D.)
Vineland II (Anise Flowers, Ph.D.)
Current Concepts in Pain Management (Frank Andrasik, Ph.D.)
Mental Health Ethics (John Simoneaux, Ph.D.)
Post-Traumatic Stress Disorder in People with Developmental Disabilities
(Rebecca Mandal, Ph.D.)
Distinguished Visiting Faculty – the consortium is very proud to offer the opportunity for
interns to interact with some of the leading professionals in the field of Developmental
Disabilities who also serve on the faculty at LSU. Past Distinguished Faculty with whom
interns have interacted include:
Drew Gouvier, Ph.D. (Neuropsychology)
Johnny L. Matson, Ph.D. (Dual Diagnosis in MR/DD, Autistic Spectrum Disorders)
Typical activities that interns can expect from these interactions are didactic seminars,
research, case consultation, and small group learning exercises.
Supervision: Intern meets with rotation supervisor(s) and the Director of Training weekly.
As per APA guidelines interns receive a total of 4 hours for supervision weekly with at least
two of those hours consisting of individual face to face supervision (from their direct clinical
supervisor who is a licensed psychologist). Interns receive a high level of quality in
individual supervision while at the site. Supervisors have an ‗open-door‘ policy with respect
to supervision. Our relationships with other disciplines are good and interns are very well
perceived by other staff.
Evaluation: Supervisors complete written evaluations monthly during rotations and review
this feedback with interns. Additional quarterly evaluations are completed by the Training
Committee in order to ensure that interns are progressing at an acceptable rate through the
program. Interns complete evaluations at the end of the internship. The Training Director
sends written updates to each intern's Director of Training of their graduate program after the
second quarterly evaluation (six months into the year) and a letter of completion at the end of
the internship year.
Office Space: Interns share office space at the Psychology Service office that includes high
speed internet and email access for professional purposes. Interns have supervised access to
Linc telephones that may be used for educational/training related long-distance calls. They
also have access to email and in the internet through computers in the Psychology Office.
Library Access: Interns are encouraged to remain current with developments in the field and
the developmental center‘s library is a resource for interns to obtain access to a broad range
of psychology journals and books. The OCDD Resource Center at Hammond participates in
the Central Louisiana Medical Library Consortium that allows library resources of area
hospitals to provide the latest health and medical information for medical professionals by
making these resources more accessible. Interns need only email administrative assistant staff
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at the Resource Center in order to have them mail (most often, email) copies of requested
materials. Additionally, the Psychology Department has its own internal (electronic)
literature database, categorized and subcategorized by topic area, that is made available to
interns. The articles and book chapters in this database (currently, approximately 6,300
articles and chapters) pertain to general topics and specific techniques within the area of
psychology and developmental disability.
Interns are allowed up to four hours per week to work on their dissertation. Once the
dissertation is complete, interns may also utilize up to four hours per week for research.
The patient population at Pinecrest includes both males (58%) and females (42%) with an
average age of 52. The current population is 77% Caucasian and 22% African American.
Residents at Pinecrest Supports & Services Center are developmentally disabled with
approximately 85% falling within the severe and profound range.
Program Recognition by Governing Body: The Pinecrest Supports & Services Center
Internship Program in Professional Psychology achieved full APA Accreditation in April
of 2009 (the site was formed in the Fall of 2007). We were granted a five-year
accreditation; the next site visit will be in 2013.
1) Enrolled in a graduate clinical or counseling psychology program,
2) Completion of university doctoral program's pre-internship requirements,
3) Submission of completed APPIC Application for internship (*** this is now done online
Selection Criteria: Intern applicants will be rated by an internship selection committee
consisting of faculty from PSSC. Intern applicants are rated utilizing an objective rating
system as part of the selection process. Rating categories include the following:
Clinical Experience: 0-9
Letters of Reference: 0-9
Interviews will also be used during the selection process to insure a good fit between
applicant and the Internship Program.
Salary: Interns earn $11.06 per hour with taxes and social security held out each pay period
(every two weeks). Interns work 40 hours per week (Monday through Friday) and are not
eligible for retirement or leave accumulation, although they may enroll in the same health
benefits packages offered to other state employees (Office of Group Benefits).
Application Deadline: November 15th, 2009.
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The Pinecrest Supports & Services Center Internship is an organized training program in
professional psychology. The program endorses the view that the contemporary practice
of psychology requires an ever-broadening range of skills and competencies in order for
practitioners to meet the burgeoning demands of today‘s society. The internship training
philosophy is set within the biopsychosocial model (Engel, 1977) and this model guides
training experiences at every level of the program. Training within the biopsychosocial
model begins with the assumption that illness and disease processes are multiply-
determined by biological, environmental, social and psychological factors. These factors
contribute to disease and illness in a hierarchical fashion. Each level needs to be
addressed in order to effectively intervene within a person or system. Changes in one
area may also bring about changes in another domain within the hierarchy. Elaborating
on the original model, Carr (1999) states that each individual is a system of biological,
behavioral, cognitive, sociocultural and environmental factors that constantly interact
with one another. According to Carr, stress in any of these domains may disrupt the
entire system. When an individual is unable to compensate adequately for such
disruption, problematic behaviors or symptoms may emerge. Clinical work within this
model is guided by the philosophy that all of the above factors need to be considered
during assessment, case formulation and treatment.
Training occurs within the context of a developmental center as well as a community
support team rotation extending services to developmentally disabled adults and children
living in the community. We provide training and applied experience in the assessment
and treatment of psychological and behavioral disorders in persons with developmental
disabilities and severe mental illness. We have the working goal of producing intern
graduates who use critical thinking to conceptualize human services within an outcome-
driven biopsychosocial recovery-oriented framework. We train interns to conduct
psychological evaluations, formulate and implement therapeutic interventions, and use
data to guide treatment decisions within the challenging populations of individuals with
developmental disabilities and severe mental illness. Our training program considers, at a
fundamental level, social, environmental, biological, behavioral and cognitive factors in
clinical care. All activities involve an emphasis in helping interns ‗learn how to learn‘
and to apply critical thinking through the processes of hypothesis, generation, testing, and
revision as scientific practices that will readily generalize to other clinical populations
and settings. During the intern rotations, clinical supervisors provide direct learning
experiences in assessment and treatment that will result in the intern having an advanced
understanding of the effects of each of the above-mentioned variables on symptom
manifestation and the development of behavior problems. Results of the psychological
evaluation are incorporated with evaluations from other disciplines such as neurology,
general medicine, physical therapy, etc. to form a larger, integrated document that reflects
a biopsychosocial model of care and clinical case formulation. Clinical decisions are
informed by knowledge from the extant scientific literature in concert with the practice of
testing hypotheses on a case-by-case specific basis and the (related) importance of
referring to objective clinical data (empiricism) in daily decision-making.
Carr, J.E. (1999). Proposal for an integrated sciences curriculum in medical education. Teaching and
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Learning in Medicine, 10, 3-7.
Engel, G.L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196, 129-
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The goal of our internship program is to provide interns with extensive training in the
assessment and treatment of behavioral and psychological problems within the
biopsychosocial model. This goal is broken into eight objectives and each objective has a
minimal set of competencies that must be mastered at a satisfactory level before the
objective can be considered successfully completed. Training takes place in settings that
serve persons with developmental disabilities many of whom also have a severe mental
illness and who receive psychotropic medication. Interns learn to function as a
psychologist within a multidisciplinary setting where psychology takes a leadership role
in client care. A scientific approach guides our clinical work and is also an important part
of how we train interns. We consider our program to be practitioner-scholar in its
orientation. Specific competencies are focused on and tracked throughout the internship
year to insure that the intern is adequately prepared to function at the level of a post-
doctoral psychologist seeking licensure. Interns will learn how to assess and treat a
variety of clinical problems within a scientifically based biopsychosocial model of care.
Below is a listing of the specific learning objectives for the internship.
1. Ethical, Legal, and Professional Issues
1. Knowledge of ethical/professional codes, standards and guidelines; knowledge of statutes,
rules, regulations and case law relevant to the practice of psychology
2. Ability to recognize ethical and legal issues across the range of psychological activities
3. Ability to recognize and reconcile conflicts among relevant codes and laws and to deal with
convergence, divergence and ambiguity
4. Application of above knowledge and skills in situations related to professional activities
5. Skill in seeking out information, and knowing when to consult as well as how to offer
6. Skill in raising ethical and legal issues; professional assertiveness to raise issues appropriately
7. Adopting or adapting one‘s own ethical decision-making model and applying it with personal
integrity and contextual sensitivity
8. Ability to build and participate in a collaborative, supportive peer network
9. Self-assessment and self-awareness
10. Resilience, adaptability, and assertiveness skills
I. Knowledge Acquisition
1. The intern will acquire knowledge of models, theories, modalities, and research on
2. The intern will acquire knowledge of professional/supervisee development (how psychologists
4. The intern will acquire knowledge of ethics and legal issues specific to supervision
5. The intern will acquire knowledge of evaluation, process outcome
6. The intern will acquire knowledge of how to receive and respond appropriately to supervisory
feedback from his/her supervisor
II. Skills Acquisition
1. The intern will acquire skills in supervision modalities
2. The intern will acquire skills in the ability to build supervisory relationship/alliance
3. The intern will acquire sensitivity to multiple roles with supervisee
4. The intern will acquire the ability to provide effective feedback and to promote growth and
self-assessment in the trainee, as well as use evaluative feedback from the trainee.
5. The intern will acquire the ability to conduct his/her own self-assessment process and to
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assess the learning needs and developmental level of the supervisee
6. The intern will acquire the ability to set appropriate boundaries and seek consultation when
supervisory issues outside domain of supervisory competence arise
7. The intern will acquire teaching and didactic skills and develop flexibility in supervision
8. The intern will acquire the ability to utilize the scientific thought process and translate
scientific findings to practice
9. The intern will acquire the ability to receive and respond appropriately to supervisory
feedback from his/her supervisor.
III. Professional Values Development
1. The intern will develop a sense of responsibility for client and supervisees under their
2. The intern will develop a respectful, sensitive, and empowering attitude toward supervisees
3. The intern will develop the ability to balance supportive and challenging clinical and
training needs for the supervisee
4. The intern will develop a commitment to lifelong learning and professional growth
5. The intern will develop an appreciation for and value of ethical principles
6. The intern will develop an awareness of knowing one‘s own limitations.
1. Definition of clinical problem
The intern will be able to state in written form the reason for the psychological evaluation
and will be able to define any challenging behavior in operational terms; the intern will be
able to discriminate among variables from general medical, psychiatric, neurological, and
environmental domains and how they interact and potentially influence one another within
a biopsychosocial case formulation approach. The intern demonstrates the ability to
employ appropriate DSM-IV differential diagnostic procedures to arrive at a defensible
Axis I diagnosis (or diagnoses)
2. Hypothesis testing
a. The intern will become familiar with the methods used to properly formulate, test, and
revise clinical hypotheses
b. The intern will successfully employ these methods to answer meaningful clinical
questions pertaining to case formulation for particular clients
3. Interviewing for information
The intern will be able to administer informant-based measures
4. Administering intellectual and psychological tests
The intern will master the administration of tests such as the WAIS, Leiter International
5. Scoring and interpreting intellectual and psychological tests
a. The intern will be able to correctly arrive at norm referenced scale scores, standard
scores, and IQ‘s.
b. The intern will be able to provide a narrative description of the subject‘s profile of
intellectual abilities base on an interpretation of test results.
6. Conducting a mental status examination
a. The intern will master the administration and interpretation of the Mini Mental Status
b. The intern will be able to evaluate the mental status of a subject who is unable to be
assessed with the MMSE
7. Functional analysis
The intern will master the components of a functional analysis.
a) Description of the behavior
b) Administer formal measures to create hypotheses about behavioral function
c) Describe antecedents and consequences of behaviors
d) Describe psychiatric and medical variables
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e) Develop a treatment hypothesis and rationale
f) Develop data collection and presentation strategies
8. Establish rapport
The intern will be able to verbalize and demonstrate rapport building skills with clients
and other professionals.
4. Individual and Cultural Diversity
1. Define race, culture and ethnicity-intern will be able to define and explain the difference
between race, culture and ethnicity.
2. Define multiculturalism and diversity-intern will be able to define multiculturalism and
3. Define culture-centered-intern will describe how psychologists use a ―cultural lens‖ as a central
focus of professional behavior.
4. Define cultural awareness-intern will discuss the psychologist‘s responsibility to understand
cultural awareness and knowledge of self and others; intern will discuss Allport‘s social
categorization theory; intern will discuss the ―color-blind approach‖ in the equitable treatment
5. Discuss the Minority Identity Developmental model (Atkinson, Morton, et al.)-intern will
discuss the importance of multicultural sensitivity and responsiveness in terms of ethnicity and
racially different individuals.
6. Discuss Sue and Sue‘s model of ethnocentric monoculturalism-intern will discuss the
constructs of multiculturalism and diversity in psychological education.
7. Discuss the importance of conducting culture-centered and ethical psychological research
among persons from ethnic, linguistic and racial minority backgrounds.
8. Discuss client-in-context in treatment situations-intern will discuss how to apply culturally-
appropriate skills in clinical and other applied psychological practices.
9. Discuss how psychologists can use organizational change processes to support culturally
informed organizational (policy) development and practices-intern will discuss frameworks and
models for multicultural organizational development.
1. Selection of interventions based upon assessment results
The intern will demonstrate the ability to combine results from interviews,
observational data, test data, medical information, psychiatric information and
functional assessments in order to develop treatment hypotheses and rationale for
2. Use of empirically supported interventions
a) The intern will demonstrate knowledge of empirically-supported treatments through
discussions of the literature during supervision as relevant to clinical problems.
b) The intern will develop treatment plans based upon knowledge of research and be able
to support recommendations with research.
c) The intern will attend BIC as indicated by the clinical supervisor and eventually chair
BIC (one week).
3. Written treatment plans
a) The intern will write treatment plans for at least six individuals.
b) The intern will write treatment plans that are thorough, scientifically derived, data-
driven, and of high quality
c) The intern will work with their supervisor in order to try to develop treatment plans
with clients who represent as wide a variety of psychiatric diagnoses, behavioral
challenges, level of functioning, age, sex, and cultural background as possible.
4. Establishing realistic objectives for treatment derived from the functional assessment
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The intern will be able to verbalize and write achievable treatment objectives based on
information obtained in the functional assessment pertaining to duration, frequency,
severity, intensity and topography of the behavior.
5. Implementation of treatment plans
a) The intern will inservice staff on new behavior guidelines.
b) The intern will monitor effectiveness of new treatment plans through data collection
and assess the need for and make modifications as needed.
6. Staff training
a) The intern will teach behavioral assessment/intervention classes at staff training.
b) The intern will conduct behavior drills and assess implementation issues for identified
7. Produce socially valid, clinically significant outcomes
a) The intern will be able to verbalize the importance of functional/meaningful treatment
b) The intern will be able to assess clinically significant outcomes through graphs/data
collection and scores on assessment measures.
8. Awareness of legal and ethical issues in treatment
a) The intern will be able to articulate knowledge of legal and ethical issues in treatment
during supervision and in practice throughout their rotation.
b) The intern will demonstrate competence through discussion of ethical dilemmas
following a seminar on legal and ethical issues in treatment of individuals in the
9. Planning interventions consistent with the philosophy of least restrictive setting and
optimal quality of life
a) The intern will demonstrate knowledge of positive behavioral supports such as
environmental engineering and preventative strategies through discussions in
supervision and in work products.
b) The intern will become familiar with Guidelines for Behavioral Support: A Person-
10. Combination treatment and knowledge of psychotropic medication and side-effects
a) The intern will prepare graphs and psychiatric review documents in preparation for
psychiatry meeting (one).
b) The intern will demonstrate basic knowledge of relevant measures to assess side-
effects of medication and movement disorders and be able to weigh the risks/benefits
of pharmacological treatments.
c) The intern will demonstrate knowledge of resources available when obtaining
information on psychotropic medications, drug interactions and side-effects.
d) The intern will demonstrate knowledge of the most empirically supported treatments
for both psychiatric and behavioral problems in individuals with MR/DD.
11. Integrating psychological services with other disciplines in a team approach
a) The intern will attend ISP, POS, MRRC, CRC, BIC, Psychiatry and Neuropsychiatry
meetings per direction of the clinical supervisor in order to obtain and deliver
information relevant to clinical casework.
b) The intern will facilitate at least one ISP/POS for an individual requiring both
behavioral and psychiatric interventions
12. Crisis intervention techniques
The intern will be able to assess and respond appropriately to on-call problems under
the supervision of their clinical supervisor.
13. Ability to establish rapport
The intern will be able to verbalize and demonstrate rapport building skills with
individuals and other professionals
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6. Consultation and Interdisciplinary Relationships
1. Develop and demonstrate foundational knowledge of consultation (modes of consultation;
professional/ ethical issues; theories about consultation/ groups/ systems; relevant
2. Identify as an interdisciplinary practitioner (understand multiple variables impact the
presenting issue/ client concern; identify areas of competence/ expertise in regards to self
and others; use understanding to inform assessment/ intervention).
3. Demonstrate good communication skills (listening, speaking, writing, presentation of data,
4. Demonstrate good interpersonal skills (establishing rapport, listening carefully, observing
accurately, asking relevant questions, providing offering productive feedback, contextual
5. Collaborating with others (intra- and interdisciplinary) to solve problems and effect
change (understanding and utilizing specialized knowledge of other professionals;
establishing/maintaining useful working relationships; facilitating hypotheses/strategies;
6. Accurate self-awareness and self-assessment (awareness of personal values, interpersonal
skills; performance with others) in responding to, interacting with, and leading others
7. Scientific Foundations and Research
1. Develop an identity as a scientifically minded professional psychologist.
2. Understand the foundations of the philosophy of science (as applied to any scientific
discipline) and how such concepts and practices may be applied to clinical psychological
3. Access scientific knowledge bases continuously and apply those appropriately.
4. Cultivate and demonstrate a sense of ‗clinical curiosity‘ and initiative in order to be able to
critically evaluate his/her own interventions and their outcomes.
5. Demonstrate knowledge of and apply scientific concepts that influence practice, including
the internal and external validity inherent in cultural/social diversity.
6. Subject his/her work to the scientific scrutiny of colleagues
7. Show appreciation for science as a dynamic and continuous process by continually
updating and evaluating his/her knowledge and skills.
8. Contribute to knowledge, broadly defined (e.g., publication/presentation, dissemination of
information about practice to researchers, contributing to a practice database, participating
in peer supervision, sharing the research literature with others through presentations).
8. Professional Development
1. Critical thinking and analysis
a) Critiquing published research reports
b) Critiquing clinical formulations and treatment plans
c) Applying standards of care (e.g., Best practice guidelines, Title XIX, DOJ, etc.)
d) Non-clinical problem solving (e.g., team issues, resource problems)
2. Using resources (e.g., published evidence, colleagues, technological resources)
a) Integrate research/evidence into writing
b) Identify and use knowledgeable colleagues to address concerns
c) Internet search exercise promoting computer and internet literacy
3. Developing a professional identity (and general career development)
a) Participate in professional development seminars covering a variety of relevant topics
(e.g., vita preparation, balancing family and career, controversial topics in field)
b) Discuss career development issues on becoming a psychologist (e.g., credentialing
process, legal and ethical issues)
c) Practice/Conduct job searches, job interviews, etc.
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d) Exposure to emerging roles (e.g., interdisciplinary health care teams, medical
psychologists) and opportunities for professional practice
e) Professional publications
4. Self-understanding and self reflection
a) Understanding the value of examining one‘s cognitive and emotional biases
b) Willingness to acknowledge and correct errors
c) Treats others appropriately irregardless of differences in gender, ethnicity, culture,
d) Manages to develop positive working relationships with others
e) Understands how they are perceived by others
f) Displays professional/career enthusiasm
a) Identify self-care in others (e.g., supervisors, peers, other staff)
b) Recognize need for self-care
c) Demonstrate appropriate ability of self-care
d) Creating self-care expectations and realistic work expectations
e) Knowledge of Stress management training and sleep hygiene
6. Responsibility and accountability relative to one‘s level of training
a) Demonstrates appropriate expectations in advance of activity (e.g., don‘t miss
appointments, showing up to teach, dressing appropriately, taking on appropriate
b) Reports concerns assertively
c) Accepts responsibility
d) Responds maturely to feedback
e) Makes changes based upon feedback
7. Time management
a) Displays understanding of how long assignments will/should take
b) Keeps appointments
c) Meets deadlines
d) Shows up to work on time
An Intern‘s monthly rating scale score (completed by clinical supervisor) will reflect
competencies that each intern is expected to master for each internship program objective.
The anchors for the monthly ratings on these competencies will be as follows:
NI needs improvement
These monthly ratings will represent how well interns are performing given where they
should be expected to be within the year-long developmental sequence. Any scoresof
―needs improvement‖ or ―unacceptable‖ must be explained in writing by the clinical
supervisor on the monthly evaluation form and the clinical supervisor will consult with
the Director of Training regarding what actions will be taken to remediate the less than
satisfactory rating. These ratings will be conducted on a monthly basis by the clinical
supervisor and overseen by the Director of Training.
In addition to these monthly ratings, the Training Committee (inclusive of rotation
supervisors) meets quarterly to discuss intern progress. In an open-ended format they discuss
their impressions of the intern‘s progress through the program (based on their experiences
with them) and a brief written summary is provided to the intern noting the results of the
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meeting in order to provide the intern specific feedback regarding ‗satisfactory‘ or ‗less than
satisfactory‘ progress through the program.
In an additional effort to document training outcomes, we have created 26 discrete
required training activities that would serve as evidence of an intern demonstrating
competency (outcomes) in particular clinical or scholarly activities and performing at a
satisfactory level as judged by a doctoral member (or members) of the internship faculty.
We developed at least one (and as many as five) such discrete activities for each of our
eight core competencies. These activities are of one of three types: (a) intern engages in a
clinical activity which the supervising psychologist observes, provides ratings and
feedback (using a standardized checklist or rating form) and determines pass/fail status
(generally defined in terms of a ‗passing‘ criterion score or number of items that must be
passed)—examples of these activities include administering an intelligence test,
conducting a mental status examination and chairing a clinical review committee; (b)
intern develops a work product that will demonstrate a sufficient degree of competency
(as judged by a member of the internship faculty) in a particular area—examples of these
include a formal write-up of a case review, critical review of a research article, and
written analysis of an ethical/legal dilemma; and (c) intern prepares for and provides a
formal presentation (of knowledge or skill) to supervisors and/or members of the
internship faculty and is rated and given feedback on their performance—examples of
these include providing (mock) supervisory interventions pertinent to particular case
examples/vignettes of typical supervisory challenges, preparing for and participating in a
mock job interview, and providing a presentation on key concepts of the area of
multicultural diversity. Successful completion of these activities are meant to serve as
additional evidence of demonstrated outcomes (in addition to the monthly/quarterly
supervisor ratings) in the areas of core competency. Interns are required to successfully
complete the required number of such activities (total of 26) in order to graduate.
When interns arrive at PSSC, they meet with the training director to go over intern
policies and procedures, grievance procedures, monthly and quarterly evaluation forms,
and other relevant topics pertinent to initial orientation to the internship program.
Administrative and support staff within the Psychology Department help to guide the
interns through their first few weeks in terms of completing paperwork and other
requirements (getting internet access, identification badges, employment paperwork, etc.)
pertaining to entering their job roles as employees of the Department of Health and
Hospitals (DHH) and the Office for Citizens with Developmental Disabilities (OCDD)
for the State of Louisiana. Interns are also given rotation assignments and meet with
internship faculty who are eligible to be supervisors so that the incoming interns and
supervisory faculty can get to know one another and find a suitable ‗match‘ with respect
to the interns‘ interests and training needs and the supervisors‘ experience and caseload.
Initial Pre-Service Orientation Training for PSSC is provided by our Staff Training and
Accreditation Department. The first two weeks at PSSC, all interns are required to take
the following courses, which include didactic presentations, experiential training, and
competency-based training (including passing competency-based exams at 80% correct or
o Accident/Incident Reporting and Risk Management
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o HIPAA Privacy Training
o Support of People with Seizure Disorders
o General Safety
o Standard Precautions
o Abuse and Neglect: Prevention and Reporting
o Rights of People with Developmental Disabilities
o Communication and Communication Supports
o Planning and Implementing Supports (Active Treatment and Positive
o Past, Present, and Hope for the Future (Council on Accreditation)
Supervision is provided in both individual and group formats. Interns schedule two one-
hour individual supervision sessions with their clinical supervisor per week. In addition,
interns meet with the training director for a two-hour group supervision session once per
Interns regularly attend didactic seminars. These seminars vary in duration—generally
lasting around two hours (range = 1-4 hours).
Interns are provided four hours per week of research time that they may use to design and
conduct individual or group research projects, to finalize their work on their dissertations,
or to prepare scholarly presentations to the psychology faculty and/or other employees of
Descriptions of experiential/clinical activities are provided below, grouped by
General Clinical Rotation
Clinical duties on the homes – Supervisees regularly (several times per week
to daily) engage in clinical activities such as assessment, observation, and direct
intervention with clients in the residential setting. This may take the form of informal
observation of clients, formal assessment (see below), and instructing/inservicing direct
care staff on the details of behavior management plans. Under the supervision of their
assigned supervisor, interns synthesize knowledge gathered from such activities in order
to complete clinical case formulations, formulate and discuss goals for treatment,
interface with the interdisciplinary treatment, and prepare cases for presentation for peer
review and for committees. This rotation is year-long and interns spend approximately 32
hours per week on duties and activities pertaining to this rotation.
Assessment, Observation, Intervention – Annual psychological assessments
are conducted on every resident of PSSC. For residents with identified behavioral and/or
psychiatric challenges, we employ a range of assessment instruments/methods which may
include direct interview with the client, interactive preference assessments, self-report
measures, and informant-based measures, depending upon the individual‘s developmental
level. The primary theoretical model utilized is that of applied behavior analysis.
However, other therapeutic modalities such as coping skills training, social skills training,
cognitive-behavioral therapy, crisis intervention, and group counseling are sometimes
utilized with clients who are only mildly-moderately intellectually disabled.
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On call training (with supervisor) – As staff psychologists, supervisors
participate in an on call rotation with the other psychologists such that they are on 24-
hour call for behavioral emergencies approximately one week out of every nine weeks.
Upon receiving notification from the dispatcher regarding a potential crisis situation (and
after deciding that an on site consultation is called for) the supervising psychologist will
contact the intern so that they may join them on the consultation on site. Under no
circumstances is the intern expected to independently intervene with respect to the crisis
situation or to provide instructions to staff in the absence of direct, in-person, supervision
by the licensed psychologist.
Interdisciplinary Treatment Team Meetings – Participation in (and,
ultimately, facilitation of) interdisciplinary team meetings exposes interns to providing
behavioral/ psychological services within the context of a larger treatment paradigm,
namely, that of positive behavioral supports and personal outcomes. Such experience also
allows the intern opportunity to observe a professional psychologist modeling methods of
interdisciplinary coordination of services while adopting a leadership role.
Behavior Intervention Committee Meetings – All cases that have formal
behavioral plans and/or psychiatric diagnoses (approximately 200 cases, grounds wide)
must be presented for review to the Behavior Intervention Committee (BIC) for review
and approval. BIC is a multidisciplinary committee chaired by a psychologist (currently,
the Internship Director). Interns regularly attend and participate in BIC as reviewers,
presenters, and, ultimately, as chairs of the BIC (under appropriate supervision).
Teaching in the Day Program – Throughout the training year, interns will be
required to teach one class in the Day Program setting (with a time commitment of
approximately two hours per week). The interns will have the option to teach a different
class each semester (semester = 12 weeks) or stay with a class if they prefer. A wide
variety of habilitation and enrichment classes are taught in the Day Program setting with
data collected regarding training progress and/or degree of engagement by participants.
Interns have the opportunity to develop a class curriculum under supervision.
In addition to the General Clinical Rotation, interns also rotate through a
Neuropsychology, Psychiatric Services, Leesville Residential and Employment
Services Center Rotations, as described below:
Neuropsychology seminar is conducted once per month for 3 hours. This comprehensive
introductory seminar covers the theoretical underpinnings of clinical neuropsychology,
review of neuropathology, review of neuropsychological syndromes, basic and advanced
assessment techniques, and translating assessment findings into meaningful treatment
recommendations. Principles of habilitative and rehabilitative treatment are covered in
detail. One and one half days per month are spent in direct contact with the
neuropsychological consultant (Dr. Gouvier) conducting clinical rounds and in depth
assessments for all persons referred to the Neuropsychology Service. Interns will each
carry a set of evaluation/consultation/ intervention cases referred to the service and will
spend approximately three days per month working as consultants under Dr. Gouvier‘s
Page 17 of 28
supervision to complete all activities necessary to satisfy referral questions that are
submitted to the service.
Psychiatric Services Rotation
On this rotation, interns join the Clinical Director (Dr. Bamburg) along with Psychiatry
Residents from LSU Medical School in seeing clients presenting with psychiatric
symptomatology. Interns assist this clinic as well as the referring teams/psychologists by
conducting interviews with clients and care staff, conducting mental status examinations,
interviewing regarding medication side effects, and assisting in evaluation of movement
disorders (through administration of the DISCUS). Additionally, interns contributing to
case formulation, differential diagnosis, and creation of work products (Psychiatric
Reviews). They also learn to formulate, test, and refine clinical hypotheses by reviewing
objective data pertinent to psychotropic medication treatment response and response to
behavioral intervention strategies.
Community Support Team Rotation
The Community Support Team (CST) provides support services to individuals (adults
and children) living in the community who may be at risk of losing their current living or
work/school situation due to challenging behaviors. The CST conducts assessments to
determine the needs of the individual, connects the individual with community resources
to help meet identified needs, and develops and implements a Team Support Plan.
Assessments include psychosocial, health, and functional behavioral assessments.
Supports are developed and implemented based on the results of these assessments, and
may include support and training for medical appointments and health-related issues,
social skills support and training, and positive behavior supports to address challenging
behavior. During time spent with the CST, Interns would have the opportunity to
participate in home and school/workplace visits to conduct assessments, observations,
and parent/staff training. As new cases are referred, or current cases are concluded, there
would also be an opportunity to learn about the intake and discharge processes. In
addition, Interns may be able to attend Entry Review Team meetings where
determinations are made on eligibility for Office for Citizens with Developmental
Disabilities (OCDD) services. Interns will also have the opportunity to assist in functional
behavioral assessments and the development, training, and implementation of behavior
Leesville Residential and Employment Services Center Rotation
The Leesville Residential and Employment Services Center Rotation involves providing
individual and group psychotherapy to mildly – moderately intellectually disabled
children and adolescents (< 18 yrs. of age) at a medium sized supports and services
center. In addition to general behavior assessment and modification strategies, social
skills training, problem-solving, role-play, and coping skills training techniques are
employed. Additionally, the on site clinical supervisor (Dr. Haag) offers the opportunity
for interns on this rotation to participate in the Behavior Intervention Committee process
and assist him in his role as BIC Chair at Leesville Residential and Employment Services
The following chart depicts the schedule of rotations, by Quarter, along with the
number of hours per week spent in each:
Page 18 of 28
Months Intern A Intern B Intern C Intern D
Quarter 1 Oct Support
Neuropsych Neuropsych (8hrs)
Nov Team (8hrs)
Quarter 2 Jan Support
Feb Team (8hrs)
Quarter 3 Apr Support
(8hrs) Neuropsych Neuropsych
May Team (8hrs)
Quarter 4 Jul Support
Aug Team (8hrs)
Page 19 of 28
The learning objectives described in the previous setting are carried out in the applied
setting. A description of the applied settings within our internship program are listed in
the following paragraphs.
Pinecrest Supports & Services Center (PSSC) is an Intermediate Care Facility for persons
with mental retardation (ICF/MR). It is the largest Supports & Services center in the state of
Louisiana with a population of over 500 individuals (most of whom are in the severe and
profound range of mental retardation). The internship rotation is completed under the
Psychology Service which currently consists of 9 full-time psychologists and approximately
20 masters level clinicians. The Psychology Service provides state-of-the-art assessment and
treatment of a variety of behavior and psychiatric problems for the residents at PSSC.
Psychology is an essential part of the PSSC community, performing vital services that
significantly improve the quality of life for its residents. The Psychology department also has
the distinction of being the department entrusted with leading the interdisciplinary team,
composed of various professionals such as physicians, nurses, physical therapists,
occupational therapists, speech/language pathologists, recreational therapists, and direct care
staff. The Supports & Services center setting differs significantly from traditional psychiatric
and VA Hospital settings, or community mental health settings in that the medical model has
not taken precedence over a learning-based model. Elaborate data systems are in place that
allow for the tracking of treatment delivery and efficacy.
The PSSC Psychology Service conducts annual psychological evaluations and writes
behavior support plans for each resident. The psychological evaluation consists of
intellectual and adaptive assessment, social skills assessment, assessment of
psychopathology, assessment of maladaptive behavior and functional analyses of problem
behaviors (e.g., aggression, self injury, pica, rumination). Based upon these findings, and
upon the research literature, behavior support plans are developed and implemented to
address problem behaviors and to increase adaptive functioning. All plans are monitored
systematically. Medication side effects are also routinely assessed. Psychology staff interact
regularly with other disciplines such as psychiatry and neurology to provide behavioral and
other data to help inform treatment decisions.
PSSC is fortunate to have had several top researchers in the field of developmental
disabilities as consultants. These persons include Dr. Johnny Matson, Professor at Louisiana
State University and the author of more than 30 books and 300 journal articles on mental
retardation. Dr. Matson is the lead consultant for the PSSC Psychology Service and provides
seminars for interns. The training director is exploring options regarding recruiting additional
expert consultants with the clinical director and PSSC administration. Consultants have
considerable direct contact with interns when they come to PSSC and provide seminars and
other training opportunities. At PSSC, Dr. Matson and his research team have developed
several psychological tests for developmentally disabled persons that are being used
throughout the world.
Seminars: Seminars are offered as a regular part of the training year. Internship faculty at
PSSC and external consultants are the typical instructors for these seminars. Interns are
required to attend all seminars.
Core Seminar Topic Areas
Professional Issues / Ethics
Clinical Case Formulation
Testing and Assessment
Philosophy of Science
Depending upon the availability of particular speakers, from year to year, specific topics
of seminars may vary. However, as the curriculum of seminars listed above hopefully
demonstrates, the internship faculty ensures that all core seminar topic areas are covered
throughout the training year.
OPPORTUNITIES FOR RESEARCH
Pinecrest Supports & Services Center is a very active in research thanks in large part to
the activities of Louisiana State University graduate students, distinguished faculty, and
the pre-doctoral interns. Research has been published in a number of journals including:
Research in Developmental Disabilities
Journal of Developmental and Physical Disability
Journal of Intellectual Disability Research
Journal of Educational Psychology
American Journal on Mental Retardation
American Journal on Mental Retardation Ediozone Italiano
While research, outside of completion of the dissertation, is not required; opportunities
abound for students to contribute to major research in the field of developmental disabilities.
Applicants must be in good standing in a graduate training program leading to a doctoral
degree in clinical or counseling psychology. All applicants must have completed the core
clinical or counseling preinternship curriculum at their university prior to beginning our
internship. Our internship positions carry no citizenship requirements.
The interview is designed to help the applicant determine if our internship program meets
their expectations and training needs and allow for a better fit between the applicant and our
program. At the discretion of the training director, phone interviews will be granted in those
cases where an applicant cannot manage a site visit.
Application requirements consist of a Completed AAPI Online electronic application
(http://www.appic.org/match/5_3_match_application.html). Our program does not require
supplemental materials in addition to the AAPI Online Application.
The application deadline is November 15th, 2009. Please note that we will be abiding by the
APPIC interview notification date of December 15, 2009. Students who are not selected for
an interview will be notified by mail or email.
Our intern selection procedure rates the relevant information requested in applications, with
a maximum of 25 points that can be earned by an applicant in the following categories:
Clinical Experience: 0-9
Letters of Reference: 0-9
Invitations for interviews are issued in order of rank. Interviews will then determine, in
conjunction with the objective rating system, the final rankings. Interviews will help ensure
that the applicant is well matched to the program and that the program meets the applicant‘s
training needs. In the case of tied rank, applications are subjected to departmental discussion
This internship site agrees to abide by the APPIC Policy that no person at this training
facility will solicit, accept or use any ranking-related information from any intern
Not all listed faculty provide direct intern supervision. Faculty that do provide direct intern
supervision are denoted as such.
BAMBURG, Jay, Ph.D. - Louisiana State University-2001. Clinical Psychology.
Clinical Director, Pinecrest Supports & Services Center. Clinical Systems, assessment,
and treatment of behavior and psychiatric disorders in developmentally disabled persons.
Intellectual Disabilities Across the Lifespan; Positive Behavior Supports;
Psychopharmacology. Intern Supervision. Licensed.
CAMERON, Tracy, Psy.D. – Georgia School of Professional Psychology at Argosy
University/Atlanta, 2009. Clinical Psychology with a Child and Family Concentration.
Pinecrest Supports & Services Center. Interests include assessment, case formulation,
and treatment of behavior and psychiatric disorders in persons with developmental
disabilities; cognitive-behavior theory and therapy; family systems; individual, family,
and group psychotherapy; trauma; and eating disorders.
CROCKER, Crissy, Psy.D. – Forest Institute of Professional Psychology, 2007. Clinical
DUPLANTIS, Jennifer, Psy.D. - Forest Institute of Professional Psychology, 2008.
Clinical Psychology. Pinecrest Supports & Services Center. Interests: Treatment of
behavior and psychiatric disorders in developmentally disabled persons; spirituality;
abuse of women and children; teaching; individual and group psychotherapy.
GARCIA, Mark, Ph.D. - Louisiana State University, Baton Rouge, 2006. Clinical
Psychology. Associate Internship Director, Pinecrest Supports & Services Center.
Assessment and treatment of behavior and psychiatric disorders in persons with
developmentally disabilities. Interests include drug-induced adverse reactions, positive
behavioral support, environmental management of challenging behavior, and behavior
GOUVIER, William Drew, Ph.D. - Memphis State University, 1983. Clinical/Clinical
Neuropsychology. Consulting Psychologist, Pinecrest Supports & Services Center.
Provides neuropsychological and behavioral services. Associate Professor, Department of
Psychology, Louisiana State University, Baton Rouge, Louisiana. Intern supervision.
HAAG, G. Jon, Psy.D.- Forest Institute of Professional Psychology, 2001. Clinical
Psychology. Professional interests and activities include: assessment and treatment of
children, youth, and families; integration of psychology with emerging computer
technology (program development); and application of behavioral treatment in residential
facilities. Leesville Developmental Center. Intern supervision. Licensed.
JACKSON, Tonya, Ph.D. Ph.D., 1995, and M.A., 1990, in Cognitive Psychology with
specialization in Mental Retardation/Developmental Disabilities Research, University of
Alabama; B.S.S.W., 1981, in Science of Social Welfare with specialization in Child
Welfare and Mental Retardation/Developmental Disabilities, Ohio State University.
Director of Community Support Team. Professional interests include positive,
nonaversive behavioral support; applied behavior analysis; comprehensive functional
assessment of and multi-element support plans for challenging behavior; Autism
Spectrum Disorders; early intervention; and full inclusion of individuals with
developmental disabilities in their communities. Intern supervision. Licensed.
MATSON, Johnny L., Ph.D. - Indiana State University, 1976. Counseling Psychology.
Consulting Psychologist, Pinecrest Developmental Center. Professor and Director of
Clinical Training in Psychology at Louisiana State University. Author of more than 30
books and 300 journal articles and book chapters with the bulk of this work on the mental
health needs of mentally retarded persons. Past President of the Mental Retardation and
Developmental Disabilities Division of the American Psychological Association. Intern
NAKHLAWI, Lori, Ph.D., - Tulane University, New Orleans, 2002. Interests include
Autism Spectrum, children and adolescent populations, and early intervention. Director of
Active Treatment (Psychology), Pinecrest Supports & Services Center. Intern
PAUL, Danielle, Psy.D. - Argosy University/Dallas, 2009. Clinical Psychology.
Professional interests include: Assessment and treatment of behavior and psychiatric
disorders in MR/DD population; Neuropsychology; Teaching; Assessment (I.Q.,
RAFFIELD, Troy, Ph.D. University of Louisville, 2003. Clinical Psychology.
Internship Training Director and Associate Director of Active Treatment (Psychology),
Pinecrest Supports & Services Center. Professional interests include: Assessment and
treatment of behavior and psychiatric disorders in developmentally disabled persons,
cognitive therapy, anxiety disorders, computer assisted therapy, application of philosophy
of science to clinical psychology. Intern Supervision. Licensed.
RODRIGUEZ, Gabriel, Ph.D. – University of Florida, 1981, Counseling Psychology.
Internship at University of Texas at Austin 1980. Louisiana License No. 436. Interests in
MR/DD dual diagnosis, Autism/PDD, Police Psychology, Critical Incident Debriefings,
Chemical Dependency, and Spirituality in psychotherapy. Intern Supervision.
(our psychology staff also includes approximately 20 master‘s-level psychology staff)
Pineville is a small city (pop. 13,829) located just across the Red River from Alexandria
(pop. 46,342). The Alexandria-Pineville metropolitan area -- Rapides Parish (County) -- is
largely rural, and numbers 126,000 residents. Bordered to the east and south by the Kisatchie
National Forest, important local industries are: wood products; natural gas and petroleum;
rice, soybeans, cotton, and sugar cane products; and cattle. The central location makes this
region a transportation, marketing, and convention center for the state. Alexandria-Pineville
is 2 hours from the State Capitol, Baton Rouge, via I-49; 3 hours from New Orleans, via I-49
and I-10; 1 ½ hours from Lafayette, via I-49; 45 minutes from Natchitoches, via I-49; 2
hours from Shreveport, via I-49.
The area offers many cultural and recreational advantages unusual for a community of its
size. Some of the many things to do include:
Alexandria Museum of Art
The Alexandria Museum of Art welcomes is the area's primary resource for exhibitions and
collections of fine art. Their galleries offer opportunities for learning, introspection, and
connection with cultures from around the world. The Museum's holdings range in period
from antiquity to 20th century works. And the view is ever changing with special exhibitions
Alexandria Zoological Park
Founded in 1926, the Alexandria Zoological Park in shady Bringhurst Park boasts
approximately 200,000 visitors annually. A variety of special events and educational
programs are held throughout the year offering musical entertainment, featured guests,
and fun, educational activities for all ages. Over 500 amazing animals native to Africa,
Asia, Australia, South America and North America are exhibited in environments
resembling their natural habitats. The new award-winning Louisiana Habitat Exhibit,
completed in 1998, highlights Louisiana‘s wildlife, architecture, industry and culture.
Coughlin Saunders Performing Art Center
Visit the Coughlin-Saunders Performing Arts Center for the best entertainment and
performing arts in Central Louisiana. Residents and tourists alike will enjoy the hottest
tickets in town to live theatre, from drama to musicals, dance, from jazz to ballet, and music,
from the blues to symphony. Visit www.letusentertain.com for information on performances
and as an alternate way to purchase tickets.
Louisiana Maneuvers & Military Museum
Housed in a replica of WWII barracks at Camp Beauregard, the Louisiana Maneuvers and
Military Museum gives tribute to the soldiers and civilians of the Louisiana Maneuvers.
Exhibits feature Maneuvers‘ era arms, uniforms and equipment, as well as an extensive
collection of artifacts from Colonial Louisiana through Desert Storm.
River Oaks Square Arts Center
River Oaks Square Arts Center is a contemporary visual arts and fine crafts center
containing over 30 individual studios, two galleries and a unique gift shop. River Oaks is
comprised of two facilities – our 15,000 square-foot Studio Annex Building and our
historic Bolton Home. River Oaks Square is available for rent for private parties,
meetings and special events.
Buhlow Fun Park
Located on beautiful Buhlow Lake in Pineville.Offering: Go Kart Ride, batting cages, fun
for all ages18 hole miniature golf course and arcade games
In addition to the things listed here many lakes, rivers, other natural get aways abound in the
area. Touring old plantations such the Kent House, Lloyd Hall, and the Magnolia is a
favorite activity of many visitors.
Two institutions of higher education are located in the immediate area. Louisiana College is
an accredited private college that grants a bachelors degree in the arts, sciences, commerce,
and education fields. Louisiana State University at Alexandria is a four-year college with a
basic program of college instruction. Northwestern State University, located at Natchitoches
about 45 minutes northwest of Alexandria, offers extension courses in the
Alexandria-Pineville area at the new England Airpark and is continuously increasing courses
offered at this site.
There are two major medical centers in Alexandria/Pineville area including both Christus
St. Francis Cabrini Hospital and Rapides Regional Medical Center. A network of
physicians and health care professionals provide high quality healthcare throughout the
Central Louisiana region.
PINECREST SUPPORTS & SERVICES CENTER
PSYCHOLOGY INTERNSHIP PROGRAM
Psychology Internship Grievance Procedures
In General, our internship treats interns with fairness and due process. In an effort to
provide our interns with timely and appropriate performance feedback, and to minimize the
probability of intern grievances, we have the following grievance procedures:
1. We evaluate interns on a monthly basis (see attached form) and summarize
and report these evaluations to the interns‘ schools twice per year (six months
into the internship, and upon completion). We also meet as a larger faculty
and provide more global ratings on the intern‘s progress vis-à-vis the Core
Competencies once per quarter (every three months). More frequent contact
with an intern‘s program is sought if substantive issues arise (see below).
2. If grievances arise and/or if intern performance deficits appear, we follow
a. Intern and direct supervisor make mutual efforts to resolve the
b. If not resolved, Internship Director attempts to help resolve problem
with intern and supervisor‘s input;
c. We communicate in writing and by phone with the intern‘s graduate
program, seeking input about how to address such difficulties;
d. If not resolved, other supervisors are consulted, and a Special
Supervisory Plan is developed for the intern;
e. If not satisfactorily resolved, intern may appeal to home school, to
APA or to legal counsel;
f. All actions and steps are documented, filed, and made available to
intern and intern‘s graduate program.
3. Our procedures for evaluating interns and communicating with graduate
programs are stated in our Brochure. The Director of Internship goes over
these policies with interns in the first week of the Internship year.
4. Interns are kept informed of all steps, all rationales for all steps, and may
appeal any and all actions taken.
Grievance Procedure: Intern Raises a Formal Complaint/Grievance Concerning a
Supervisor, Staff Member, Other Trainee, or Program
There may be situations in which the intern has a complaint or grievance against a
supervisor, staff member, other trainee, or the program itself and wishes to file a
formal grievance. The intern should:
A) Raise the issue with the supervisor, staff member, other trainee, or
Training Director in an effort to resolve the problem.
B) If the matter cannot be resolved, or it is inappropriate to raise with the
other individual, the issue should be raised with the Training Director. If
the Training Director is the object of the grievance, or unavailable, the
issue should be raised with the Director of Active Treatment (Psychology).
C) If the Training Director cannot resolve the matter, the Training Director
will choose an agreeable faculty member acceptable to the intern who will
attempt to mediate the matter. Written material will be sought from both
D) If mediation fails, the Training Director will convene a review panel
(except for complaints against staff members where the grievance
procedures for that person's discipline will be followed) consisting of the
Training Director, the Director of Active Treatment (Psychology) and two
faculty members of the interns choosing. The Review Panel will review all
written materials (from the intern, other party, mediation) and have an
opportunity at its discretion to interview the parties or other individuals
with relevant information. The Review Panel has final discretion regarding
E) Nothing here precludes attempted resolution of difficulties by adjudication
at a school or university level. These guidelines are intended to provide the
psychology intern with a means to resolve perceived conflicts that cannot
be resolved by informal means. Interns who pursue grievances in good
faith will not experience any adverse personal or professional