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George Fox University
Graduate Department of Clinical Psychology
APPIC-Accredited Pre-Doctoral Internship in Clinical Psychology
Intern Handbook
2012-2013
George Fox University
501 N. Villa Road
Newberg, OR 97132
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Table of Contents
TABLE OF CONTENTS...................................................................................................................................................................... 2
PROGRAM OVERVIEW .................................................................................................................................................................... 3
GEORGE FOX BEHAVIORAL HEALTH CLINIC (BHC)...........................................................................................................................................4
GEORGE FOX UNIVERSITY (GFU) ..........................................................................................................................................................................4
PROVIDENCE MEDICAL GROUP (PMG) ................................................................................................................................................................4
FACILITIES ..................................................................................................................................................................................................................5
TRAINING MODEL AND PROGRAM PHILOSOPHY.................................................................................................................. 5
GOALS AND COMPETENCIES....................................................................................................................................................................................6
Goal #1....................................................................................................................................................................................................................... 6
Goal #2....................................................................................................................................................................................................................... 7
Goal #3....................................................................................................................................................................................................................... 7
Goal #4....................................................................................................................................................................................................................... 8
Goal #5....................................................................................................................................................................................................................... 8
PROFESSIONAL FOCUS AREAS.................................................................................................................................................................................8
ESTIMATED WEEKLY SCHEDULE............................................................................................................................................................................9
POLICIES AND PROCEDURES......................................................................................................................................................10
APPLICATION FOR INTERNSHIP........................................................................................................................................................................... 10
REQUIREMENTS FOR SELECTION......................................................................................................................................................................... 10
START AND END DATES ........................................................................................................................................................................................ 11
SALARY, BENEFITS, AND ADMINISTRATIVE SUPPORT..................................................................................................................................... 11
SUPERVISION AND DIDACTICS.............................................................................................................................................................................. 11
STAFF........................................................................................................................................................................................................................ 11
ORIENTATION TO INTERNSHIP ............................................................................................................................................................................ 11
INTERNSHIP COMPLETION CRITERIA ................................................................................................................................................................. 12
EVALUATIONS ......................................................................................................................................................................................................... 12
WORKING HOURS................................................................................................................................................................................................... 12
SELF-­‐STUDY ............................................................................................................................................................................................................ 12
VACATION AND SICK LEAVE................................................................................................................................................................................. 12
EXTENDED ABSENCE ............................................................................................................................................................................................. 13
ACADEMIC INTEGRITY........................................................................................................................................................................................... 13
CLINICAL SUITABILITY CONCERNS...................................................................................................................................................................... 13
Concerns and Grievance Process...................................................................................................................................................................13
Appeal Process......................................................................................................................................................................................................14
Complaints Against Fellow Interns..............................................................................................................................................................15
SEXUAL HARASSMENT POLICY............................................................................................................................................................................. 16
COMMUNITY ASPIRATIONS................................................................................................................................................................................... 16
DIDACTIC AND SUPPLEMENTAL SUPERVISION SCHEDULE .............................................................................................17
GEORGE FOX UNIVERSITY PRE-DOCTORAL INTERN EVALUATION...............................................................................19
EVALUATION OF INTERNSHIP ...................................................................................................................................................22
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Program Overview
The George Fox University (GFU) Predoctoral Internship in Clinical Psychology operates under the auspices of
the GFU Graduate Department of Clinical Psychology (GDCP), which offers a PsyD degree in clinical
psychology accredited by the American Psychological Association’s Commission on Accreditation. The GDCP
mission is:
to provide excellent education and training for future clinical psychologists who will provide
outstanding professional services to their clients and agencies, and demonstrate special expertise
when working with clients desiring a spiritual dimension, especially that characteristic of the
Christian community.
The spiritual mission of the GDCP—deeply rooted in GFU’s Quaker identity—operates from a position of
respect for all people, commitment to understanding and celebrating human diversity, and adherence to
prevailing ethical standards articulated by the American Psychological Association (APA).
The predoctoral internship program was initiated in 2011 and approved for APPIC accreditation the same year.
It was developed in recognition of the GDCP’s strategic role in innovative models of professional practice,
especially those involving integrated services in primary care settings and short-term psychotherapy
interventions. In addition to providing training for a cohort of interns each year, the internship contributes to
workforce development for integrated healthcare. Nationally, there is a shortage of trained psychologists
functioning as Behaviorists in the primary care medical setting.
The internship participates in the Association of Psychology Postdoctoral and Internship Centers (APPIC)
Match. Preference is given to applicants completing their doctoral work at George Fox University.
The GDCP predoctoral internship program provides training for assessing and treating a wide range of
psychological problems, including mood and anxiety disorders, substance dependence, co-occurring disorders,
trauma, eating disorders and other behavioral health conditions. Interns receive training at the George Fox
Behavioral Health Clinic (BHC) located in Newberg, Oregon, as well as medical clinics, operated by
Providence Medical Group, located in Portland, Oregon.
The goal of the internship is to equip interns to be generalist clinicians with competence in behavioral health
integration, which will be developed during the interns’ major training rotations in primary care psychology and
community mental health. In addition to the primary rotations in healthcare settings and the George Fox BHC,
interns also select specific focus areas in teaching, parenting/family issues, assessment, supervision, group
therapy, and/or program development.
Intern Schedule
All interns spend Tuesday and Thursday at George Fox Behavioral Health Clinic, engaged in psychotherapy as
well as supervision and training activities. Monday, Wednesday, and Friday are spent “off-campus.” One intern
is placed at each of four clinics within the Portland-Metropolitan area: Three are Providence Medical Group
Clinics (Milwaukie Family Medicine, Glisan Internal Medicine, and Gateway Family Medicine) and the other is
a clinic of LifeWorks Northwest. Interns spend approximately 23 hours per week at their respective sites
providing Behavioral Health Consultation and other activities as directed by the clinic Behaviorists, all licensed
psychologists. Lifeworks Northwest 1 employs three of the four psychologists providing primary care
supervision for interns at PMG clinics, and PHS employs the other psychologist. The psychologist at each clinic
provides a minimum of 1 hour of individual supervision for the interns. Interns are required to teach a section of
PSYC 150 General Psychology for George Fox University. Courses often fall on Tuesday/Thursday or
1 Lifeworks Northwest is a community-based not-for-profit organization that provides mental health and addiction services throughout
the Portland area, working collaboratively with other health care facilities, including PHS.
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Monday/Wednesday evenings. Flexibility is provided in scheduling work at the BHC in order to accommodate
preparation time for class lecture, grading, etc.
George Fox Behavioral Health Clinic (BHC)
The George Fox Behavioral Health Clinic (BHC) is a minimal-cost mental health clinic designed to provide
services to the uninsured and underinsured citizens of Yamhill County and the surrounding area. It is located in
the semi-rural community of Newberg, Oregon. The BHC offers services to those with chronic as well as acute
mental health issues, typically ages 6 and older. Therapy is short-term with the focus being on addressing
current problems in the clients’ lives and helping them plan for the future using time-limited therapy techniques.
Treatment is provided in the form of individual, couple, family, or group therapy. The BHC also offers a variety
of psychological assessments for a variety of concerns. Interns spend two days each week at the BHC, including
5 hours in direct clinical services, and 4 hours minimum supervision and training activities.
George Fox University (GFU)
George Fox is Oregon's nationally recognized Christian university, providing students with personal attention,
global opportunities to learn and serve, and a supportive community that encourages academic rigor and
spiritual growth. George Fox University offers bachelor’s degrees in more than 40 majors, adult degree
programs, five seminary degrees, and 12 masters and doctoral degrees. George Fox is accredited by the
Northwest Commission on Colleges and Universities, and has grown rapidly in the last two decades - both in
reputation and facilities. U.S. News & World Report for 19 years has named George Fox "One of America's
Best Colleges." In 2010-11 Forbes ranked George Fox in the top 150 colleges in America and among the
nation's top Christian colleges. In 2005, George Fox ranked in the top tier in the category of Best Universities -
Master's, West Region. National recognition also has come from the John Templeton Foundation, which
selected George Fox as one of 100 in its Honor Roll of Character-Building Colleges. GFU strives to prepare
students spiritually, academically, and professionally to think with clarity, act with integrity, and serve with
passion. More than 3,400 students attend classes on the university’s residential campus in Newberg, at its
Portland, Salem, and Boise centers, and at other teaching sites in Oregon.
The undergraduate psychology program is focused on developing skills valued by employers and graduate
schools by offering a well-rounded curriculum grounded in the science of psychology along with numerous
opportunities for applied and experiential learning. Five psychologists serve on the undergraduate faculty,
including a social psychologist, a cognitive psychologist, two developmental psychologists, and a clinical
psychologist.
All interns are provided opportunity and expected to teach a section of PSYC 150 General Psychology.
Providence Medical Group (PMG)
Providence Medical Group is a division of Providence Health and Services in Oregon, a not-for-profit network
of hospitals, health plans, physicians, clinics, home health services, and affiliated health services. As part of the
greater Providence Health and Services (PHS), which functions in Alaska, Washington, Oregon, Montana and
California, PHS has a tradition of caring that the Sisters of Providence began more than 150 years ago. PHS
strives to “reveal God’s love for all, especially the poor and vulnerable, through compassionate service.” The
core values of PHS are Respect, Compassion, Justice, Excellence, and Stewardship. There are 70 primary care
clinics and 550 providers within the PMG system. The Providence clinics are in the process of implementing
the Medical Home model of primary care, which includes the integration of behavioral health services, provided
by licensed psychologists. PMG has supported a training relationship with the GFU GDCP in their primary care
clinics and regional hospital located in the Newberg service area, over the past many years, including practicum
training for GDCP students, an Emergency Department consultation service staffed by GDCP faculty and
students, and an ongoing professional alliance with the GDCP Department Chair, Dr. Mary Peterson.
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One intern is placed at each of three Providence Medical Group clinics and other clinics as needed (Milwaukie
Family Medicine, Glisan Internal Medicine, and Gateway Family Medicine) within the Portland-Metropolitan
area. Interns spend 19 hours per week providing Behavioral Health Consultation and other activities as directed
by the clinic Behaviorists, all licensed psychologists. Lifeworks Northwest 1 employs two of the three
psychologists providing primary care supervision for interns at PMG clinics, and PHS employs the other
psychologist. All three are adjunct faculty at George Fox University. The psychologist at each clinic provides a
minimum of 1 hour of individual supervision for the interns.
LifeWorks NorthWest (LWNW)
LifeWorks is a large mental health organization located in the greater Portland Metro area. They have a variety
of clinics that meet a variety of outpatient needs. They have one of the largest mental health staffs in the region.
More information about this program can be found at http://lifeworksnw.org/. One intern will spend three days a
week at LW in lieu of going to the Providence Medical Clinic.
Location
George Fox University is situated in the heart of the Willamette Valley, 23 miles south of Portland, Oregon’s
largest city and cultural center. Newberg is a semi-rural community of approximately 20,000 residents. Portland
is Oregon’s largest city, with a population nearing 600,000. Portland is a progressive city with a variety of
museums, coffee shops, Saturday Market, the Waterfront, and the Portland Trailblazers (see
http://www.portlandonline.com/). Mount Hood is approximately one hour east of Portland, offering a variety of
winter sports. The Oregon coast is a 75-minute drive west of Newberg. The state of Oregon features 96,981
square miles of diverse terrain such as the Columbia River Gorge, the Cascade Mountain Range and high-desert
country.
Facilities
The Behavioral Health Clinic operates in a newly renovated facility that shares a parking lot with the GFU Villa
Academic Center, where the GDCP is located. The close proximity to the GDCP allows for frequent interaction
with faculty and students in the doctoral program. Interns share an office in the BHC.
The Providence Medical Group clinics have developed an integrated care model where providers share exam
rooms and a limited number of offices for behaviorists and interns. Consultation and short-term therapy services
is provided in exam rooms or offices, depending on office needs and staffing patterns determined at the time of
service.
Lifeworks northwest clinics are community outpatient mental health clinics that serve a wide variety of clients
from the greater Portland area. Interns here will be given a workspace for paperwork and will have use of
therapy rooms to conduct psychotherapy.
Training Model and Program Philosophy
The Graduate Department of Clinical Psychology (GDCP) provides professional training following a
practitioner-scholar model (sometimes referred to as the professional or Vail model). Like the doctoral
curriculum, the internship is designed to promote the Competency Model of Training promulgated by the
National Council of Schools and Programs of Professional Psychology (NCSPP). Those successfully
completing the internship should know and exemplify high standards of legal, ethical, and professional conduct.
They should be able to provide a wide variety of clinical services, including assessment and psychotherapy,
with individuals of many ages and from diverse ethnic, cultural, religious, and social backgrounds.
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The GDCP doctoral program in clinical psychology is accredited by the APA’s Commission on Accreditation.
The predoctoral internship is not accredited. We are currently seeking membership in the Association of
Psychology Postdoctoral and Internship Centers (APPIC) directory, and follow all APPIC guidelines.
Persons outside the discipline of psychology often misunderstand the role of the psychologist. Likewise,
psychologists are often suspect or ill-informed concerning spirituality and religious beliefs. The GDCP faculty
and administration at George Fox University believe that as psychologists, our responsibility is to help people
understand the benefits and limitations of psychological interventions. Related goals are to promote
understanding of psychology within the Christian community, and the importance of religious and spiritual
issues within psychology. Graduates should be able to work effectively with Christian ministry professionals as
well as those in other human sectarian and nonsectarian service professions.
The GDCP is a member of the National Council of Schools and Programs of Professional Psychology (NCSPP).
This organization has been instrumental in articulating those areas in which practicing psychologists should
show competency. The GDCP ascribes to the NCSPP competency model, and so works to promote competency
in the following eight areas.
• Establishing therapeutic relationships
• Employing effective psychotherapeutic interventions
• Demonstrating expertise in psychological assessment instruments
• Demonstrating knowledge and skills in consultation and education
• Demonstrating knowledge and skills in providing clinical supervision and practice management
• Understanding the importance of all forms of diversity in psychological practice
• Demonstrating knowledge and skills to analyze and conduct applied research including program
evaluation
• Demonstrating knowledge and skills important for consultation and continuing educational growth.
Goals and Competencies
The internship provides competency-based training in a variety of areas essential to the development of
psychologists in training. In addition, the interns are expected to develop competencies specific to the primary
care setting. The following are the goals and competencies specific to our program:
Goal #1
To promote competence in theories and methods of psychological assessment, diagnosis, and
psychotherapeutic intervention.
Competencies Expected
• Thoroughly and accurately assesses risk factors (e.g., suicide, homicide, eating disorder, self-injury,
alcohol and drug use, trauma/child abuse)
• Writes clear and accurate initial assessment reports (e.g., includes relevant background information,
thorough risk assessment, case conceptualization/assessment, and individualized brief therapy
treatment goals)
• Integrates cultural contexts of clients when making clinical impressions
• Accurately integrates diagnostic assessment results and clinical interview information into overall
psychological assessment report
• Can provide a case conceptualization based on an integrated theory of counseling and psychotherapy
• Demonstrates integrative psychotherapy skills that combine attending, rapport building, interpreting,
validating, summarizing, clarifying, reflecting, confronting, and supporting
• Able to identify clinical emergency situations (e.g., lethality, eating disorders, alcohol and other
drugs, self-injury, psychotic behavior or child abuse)
• Demonstrates accurate and integrated decision-making during a crisis situation
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• Demonstrates the use of several crisis intervention techniques to match the crisis situation (i.e.,
containment, grounding techniques, affect regulation, and plan for living)
• Accurately documents crisis situation and other necessary contacts
• Develops skill in selecting, administering and interpreting psychological assessments, and in
providing written results to clinical staff
Primary Care Setting
• Demonstrates knowledge of and ability to assess patient using a biopsychosocial model
• Develops evidenced-based interventions, integrating best research with clinical expertise according
to patient’s culture and preferences
• Demonstrates ability to appropriately communicate assessment results and intervention plan to
medical providers, patients and families
Goal #2
To promote competence in professional consultation, with a particular emphasis on case presentations,
program development, and managing assessment referrals.
Competencies Expected
• Demonstrates competency in various consultative activities/ roles within internship settings
• Comes prepared for supervision (e.g., reviews and cues video, identifies high risk cases, identifies
topics for discussion)
• Employs feedback from supervisors, colleagues, and group members
• Builds and manages consultative relationships with persons, offices, and agencies as appropriate
• Effectively assesses needs of consultees
• Clearly communicates consultation feedback
Primary Care Setting
• Demonstrates knowledge of research related to healthcare and expectations of members of
multidisciplinary team
• Develops facilitative, working relationships with other members of the multidisciplinary team
Goal #3
To promote competence in professional conduct, ethics and legal matters, including ongoing professional
development and appropriate use of supervision.
Competencies Expected
• Demonstrates knowledge and application of ethical/professional codes, standards, and guidelines,
and of relevant laws, statutes, and regulations
• Recognizes ethical dilemmas when they arise and resolve them appropriately
• Aware of own limits of competence and knows when to refer and consult with other professionals
• Able to identify situations that are reportable and follows internship policies when reporting abuse
• Maintains confidentiality and standards of professional practice
• Seeks appropriate guidance, supervision, and consultation
• Maintains professional boundaries (e.g., aware of dual relationships)
• Consistently and accurately applies internship policies and procedures
• Conducts self professionally in all contexts of work (e.g. communication, attire)
• Demonstrates frequent congruence between own and others assessment and seeks to resolve
incongruities
• Receptive to feedback/suggestions
• Integrates feedback/ suggestions into professional behavior and practice
Primary Care Setting
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• Demonstrates legal and ethical awareness of unique challenges when providing assessment and
intervention services in a biopsychosocial practice setting.
• Has knowledge of and adheres to standards established by the Health Insurance Portability and
Accountability Act
Goal #4
To promote competence in individual and cultural diversity, with a particular emphasis on sensitivity to
individual differences and establishment of appropriate patient rapport.
Competencies Expected
• Demonstrates knowledge of self in the context of diversity and its impact on therapeutic process
(e.g. impact of background, biases, limits of competence)
• Recognizes “stimulus impact.” That is, the intern recognizes how a particular client may be
perceiving him or her, and responds in a way that prioritizes the client’s needs while also promoting
health and wellbeing in the client.
• Demonstrates cultural competency working with a variety of cultural differences and diverse
identities (e.g. awareness of self, knowledge of other; culture sensitive interventions)
Primary Care Setting
• Demonstrates an awareness of contextual factors (age, gender, ethnicity, culture religion, physical
disability etc.) on health status.
Goal #5
To promote competence in providing the education of general psychology principles to college-level
students.
Competencies Expected
• Effectively engages students in lectures and other classroom activities
• Selects and accurately communicates the “big ideas” in contemporary psychology
• Develops effective rapport and leadership skills in working with undergraduate students
• Invites feedback from students and responds in a respectful, non-defensive manner
Professional Focus Areas
Interns may choose among 7 Professional Focus Areas. Of these, the Teaching Focus Area is required, while all
others are optional, to be discussed with supervisors and approved by the TD.
1. The Teaching Focus Area involves teaching a George Fox University General Psychology course for 1
semester.
2. The Parenting/Family Focus Area may involve family therapy work, including use of Play Therapy
roomand providingon-call coverage of the Pediatric Advice Line for struggling parents.
3. The Assessment Focus Area involves coordinating assessment referrals, and a focus on test
administration, interpretation, and reporting, including but not limited to IQ testing, ADHD assessment,
dementia screening, academic/learning disability assessments and neuropsychological testing.
4. The Supervision Focus Area requires supervision of a practicum student serving at the BHC. This focus
area requires supervision of supervision with Dr. Gregor.
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5. The Group Therapy Focus Area requires leading a minimum of one therapy group. This may include the
development of a group program incorporating target audience issues and needs. Group therapy
materials have been developed by students and are available for use.
6. The Program Development Focus Area allows interns to develop clinical materials and/or to serve as
consultants for program development purposes. Specific activities will be based on program needs and
interns’ areas of interest and expertise. Interns are encouraged to discuss specific opportunities that may
arise at their clinical placements. Program development activities should be coordinated through the
internship Training Director.
Estimated Weekly Schedule
In a typical week, interns work from 8:30 am to 3:30 pm on Monday, Wednesday, and Friday at their assigned
PMG primary care clinic. Tuesdays and Thursdays are spent at the Newberg campus. Tuesday is a training and
preparation day, including BHS group supervision and didactics, and Thursday is a BHS clinic day.
An approximation of an intern's weekly training activities is shown below. Training activities vary among
interns according to their focus areas and rotation placement. The Predoctoral Internship at George Fox
University includes three major rotations with Providence Medical Group (PMG), the George Fox Behavioral
Health Clinic (BHC), and George Fox University (GFU). Hours in red font indicate optional focus areas that
vary, depending on the interns’ selections.
SERVICE ACTIVITIES
HOURS/WEEK
Individual, Relationship, Family or Group Interventions (BHC/PMG) 22
Intake Assessment (BHC/PMG) 2
Assessments: Adult ADHD, Dementia (BHC/PMG) 5
Program Development/Outreach/Consultation (BHC) 1
Supervision of Practicum Students (BHC) 3
Teaching Psychology Course (GFU) 3
TRAINING ACTIVITIES
Individual Supervision (BHC/PMG) 2
Group Supervision (BHC) 1
Seminars/didactic training 2
OTHER ACTIVITIES
Dissertation 1
Record Keeping, Teaching Prep, Projects, Professional Development 6
TOTAL HOURS/WEEK 40+
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Policies and Procedures
The internship is partially affiliated with the Graduate Department of Clinical Psychology at George Fox
University. A partially affiliated internship is an internship in which a portion of the interns admitted are
students from a specific accredited doctoral program. Qualified students from George Fox University are ranked
first while leaving remaining positions open to all applicants.
Policies and procedures for the Predoctoral Internship are established by the Internship Committee, consisting
of the Internship Training Director (who serves as the committee chair), the GDCP Director of Clinical
Training, the GDCP Department Chairperson, and a member at large selected from the GDCP faculty.
The Internship Training Director manages daily operations and routine decisions pertaining to the internship,
including didactic seminars, scheduling, and personnel matters. The Internship Committee oversees
programmatic issues, including policies, goals of training, ongoing self-study, review of interns’ progress,
interviews of potential interns, and intern ranking.
Application for Internship
The internship participates in the APPIC Match and exists primarily as a training resource for GDCP students.
Applications are accepted from students enrolled in other APA-accredited doctoral programs. As with GDCP
admissions procedures, every effort is made to insure diversity in selected trainees. Selections are nondiscriminatory
on the basis of age, gender, gender identity, race, ethnicity, culture, national origin, sexual
orientation, disability, and socioeconomic status. As a Footnote 4 institution, the GDCP may show preference
regarding religion. Consistent with the training mission, we seek interns who identify with and understand
Christianity.
Applications should be submitted through the AAPI Online process administered by APPIC. Details are
available at the APPIC website (www.appic.org). No supplemental applications materials are required beyond
the AAPI Online requirements. Interviews are conducted in person for Match 1, and by telephone or Skype for
Match 2 (unless the candidate is local and able to attend an in-person interview).
All applications are screened by members of the Internship Committee. Committee members conduct interviews
and provide recommendations to the Internship Training Director for APPIC match rankings. The Training
Director makes the final ranking decisions and submits them to the National Matching Service.
Once interns are matched to the site, a letter of agreement is sent to selected interns within 48 hours. This letter
includes information about start and end dates, internship salary, contact information for the Training Director,
and other relevant information about the internship.
The internship abides by all APPIC guidelines and requirements.
Requirements for Selection
An applicant must have completed three years of study in a regionally accredited, degree-granting clinical or
counseling psychology doctoral program in the United States by the time the internship is scheduled to begin.
The applicant’s program must be APA-accredited or demonstrate equivalence by the student having
successfully completed supervised practicum experiences and graduate coursework in individual intelligence
assessment, personality assessment, personality theory, psychotherapy or counseling theory, and
research/statistical analysis.
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To be considered, applicants must be verified as ready to apply for internship by the Director of Training of his
or her graduate program, as listed in Part II of the APPIC application form.
Start and End Dates
The internship begins on August 27, 2012 and ends on August 23, 2013.
Salary, Benefits, and Administrative Support
Interns receive a salary of $15,000 annually. In addition, interns are eligible for group dental and medical
insurance benefits through Lifeworks Northwest.
The GDCP maintains an extensive library of psychological testing materials. The internship makes these
materials available to interns, as required to complete psychological assessments.
Other supplies and administrative support are available as appropriate.
Supervision and Didactics
An internship is an organized training program. Supervision and regular participation in the didactic seminars
are required components of the internship. In a typical week, each intern participates in:
1. One hour of individual supervision at BHC
2. Two hours of group supervision or Didactic Training at the BHC
3. One hour of individual supervision at PMG
4. One hour of supervion of supervision at BHC
Some weeks provide additional required training, such as the colloquia and grand rounds schedule offered by
the GDCP. A preliminary schedule of training activities is included in this packet. In addition to the list of
weekly training activities, interns are invited to participate in a seminar series for 2 hrs each week, “Academic
Careers in Psychology” which will provide additional support and feedback during their teaching rotation.
Interns are required to spend 1 hour weekly in group supervision of teaching with Dr. Kathleen Gathercoal
during the semester which they are assigned to teach undergraduate psychology.
All supervisors have a doctoral degree in psychology and are licensed in the state of Oregon. Supervisors are
clinically and professionally responsible for services provided by interns. Supervising psychologists within
Providence Medical Group and Virginia Garcia retain an academic appointment with George Fox University
and have regular and frequent contact with the University.
Staff
Staff and faculty of the GDCP are located in the Villa Academic Center of George Fox University. They are
available to you throughout the training year. Note that some faculty are on 9-month academic contracts and
will have limited available during summer months.
The internship Training Director’s office is in the Behavioral Health Clinic where interns will be providing
services each week. Supervisors at Providence Health and Services have offices at the site where interns
provide services.
Orientation to Internship
Orientation will occur during the first few weeks of internship. Interns begin providing professional services
immediately.
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Internship Completion Criteria
To successfully complete the Predoctoral Internship, interns are expected to fulfill the following requirements
and demonstrate competence in each of the areas described in this manual.
1. A minimum of 2000 hours of program participation, including 800 hours of direct clinical work
2. Approximately 20 hours weekly at Providence Health and Services, including one hour of individual
supervision.
3. Approximately 10 hours per week at the Behavioral Health Clinic, including 5 hours of service
provision, 1 hour of individual supervision, 1 hour of group supervision, and 1 hour of didactics/training
4. Successful completion of teaching an undergraduate psychology course
An intern will receive a certificate upon satisfactory completion of the internship program.
Evaluations
Interns will be given frequent feedback from supervisors based on their professional work. In addition, each
intern will be given a formal progress evaluation twice during the year. The competency-based evaluation form
is included in this packet. Please review this form prior to meeting with your supervisor, and be prepared to
develop competency-based goals for the internship year.
The internship Training Director follows the following procedure for the mid-year and year-end evaluation:
1. The Training Director requests the PMG supervisor to fill out the competency-based evaluation form.
2. The Training Director asks students to complete a self-evaluation, using the same competency-based
evaluation form.
3. The Training Director reviews student evaluation feedback from students in the intern’s undergraduate
psychology class and communicates with the undergraduate Psychology Department Chair regarding the
intern’s teaching performance.
4. After receiving the PMG supervisor’s, psychology chair’s, and intern’s evaluation, the Training Director
completes the formal evaluation, considering the intern’s work at the BHC as well as the other
evaluation data collected.
5. The evaluation is reviewed with the student and the student given opportunity for a written response.
6. All evaluations and student responses become part of the intern’s file, are reviewed by the Internship
Committee, and are provided to the Director of Clinical Training at the intern’s doctoral training
program.
Working Hours—It seems like this section is addressed a couple of times earlier and could be combined
Working hours, established by the Training Director, are typically normal business hours, Monday through
Friday. In addition, each intern will teach a 13-week introductory psychology course that meets in the late
afternoon or evening twice weekly.
Interns are asked to be flexible in their scheduling where possible. This is particularly important with regard to
psychological testing, which will sometimes require a rapid response for timely feedback.
Self-Study
The Director of Training and the Internship Committee periodically reviews the training offered to interns. This
includes reviewing interns’ evaluations of training sites as well as site visits of the PMG placements.
Vacation and Sick Leave
In addition to major holidays, interns are granted 4 weeks of vacation throughout the year, two of which are
prescribed to be the week between Christmas and New Years and the week of GFU’s Spring Break. The other
two weeks are chosen at the interns’ discretion, in consultation with the Training Director. Interns are asked to
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schedule an entire week of vacation at a time, rather than individual days, and to give at least 30 days notice
before scheduling vacation leave.
Five sick days are provided interns over the course of the training year. If additional days are required for
illness, they are considered part of the interns’ vacation leave.
Extended Absence
An intern may be excused from service for maternity leave, severe illness (physical or emotional), or other
legitimate reasons. Extended absences do not reduce the overall number of hours required for completing the
internship. In rare cases, an intern may need to extend the length of training in order to fulfill all required
training hours. If this occurs, the salary and stipend end after the first 12 months of training.
Academic Integrity
According to the APA Ethics guidelines, “Psychologists do not present portions of another’s work or data as
their own, even if the other work or data source is cited occasionally.” This guideline applies to all work
submitted in this program (electronic, written or oral). Submission of oral presentations or written work that
include plagiarized material (text or data) is a serious infraction. Interns who plagiarize will be subject to
disciplinary action, which may include being dismissed from the program.
Clinical Suitability Concerns
The Quaker tradition of George Fox University is humanizing and egalitarian, and this influence is felt
throughout the institution. Positive relationships among faculty, staff, students, and administrators are evident
throughout the University context. This is not to say that tensions never arise – of course they do. But, it is
hoped that in the process of managing tensions, human dignity is affirmed and great effort is invested in hearing
one another in fairness and justice.
The GDCP recognizes the rights of interns to be treated with courtesy and respect. In order to maintain the
quality and effectiveness of interns’ learning experiences, all interactions among doctoral students, interns,
faculty and staff should be collegial and conducted in a manner than reflects the highest standards of the
scholarly community and of the profession (see APA Ethical Principles of the psychologists and Code of
Conduct). The internship program has an obligation to inform interns of these principles and of their avenues of
recourse should problems arise with regard to them. Below are listed guidelines that are intended to assist
interns through common disagreements that may arise. It is hoped that the Christian virtues such as respect,
fairness, and seeking the good of the other party will be evident when employing these guidelines.
Concerns and Grievance Process
In 2006, the Board of Educational Affairs (BEA) of the APA collaborated with the Council of Chairs of
Training Councils (CCTC) to clarify the requisite foundational and functional competencies for students in
professional psychology programs.
The CCTC committee states, “Foundational competencies refer to the knowledge, skills, attitudes and values
that serve as the foundation for the functions a psychologist is expected to carry out,” (CCTC, 2007, p. 5). The
document goes on to explain that foundational competencies are the prerequisite to the acquisition of functional
competencies. Foundational competencies include reflective practice of self assessment, scientific knowledge,
relationship skills, and awareness of ethical-legal standards, individual-cultural diversity, and interdisciplinary
systems.
If concerns about an intern’s foundational or functional competencies or concerns about supervision or training
emerge,
1. We encourage informal resolution according to the guidelines established in the APA Ethical Principles,
which allow for direct communication and problem resolution. As stated above, our community ethos is
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guided by an expectation for fairness and justice and it is expected that supervisors, staff and interns
express and respond to concerns with respect and integrity.
2. Informal mediation: if an informal resolution is insufficient to address the concerns expressed by
supervisors or interns, either party can request the Training Director (or appropriate designee) to mediate
subsequent meetings. If the concern involves the Training Director, the communication can initially be
addressed to the Director of Psychology Services. The mediation meetings will be scheduled within one
week of the request and will include both parties and the designated mediator. Discussion and problem
resolution will be documented and may include interventions for both student and supervisor. A onemonth
check-in will occur for a minimum of three months following the informal mediation.
3. Formal Grievance: The Training Committee has adapted the model successfully used in the GDCP for
addressing student or faculty/supervisor grievances. The following steps outline the process:
a. If the informal mediation process is insufficient to address concerns expressed by students or
supervisors, either party may send a written request to the Training Director or Director of
Psychology Service if the grievance involves the Training Director, for the grievance to be addressed
by the Training Committee.
• The Training Committee includes the Training Director, Psychology Service Director, the
Director of Clinical Training, and a representative psychologist from the students’ current
rotation. The Training committee is a standing committee whose purpose is to assist in the
development of the student, supervisor and training program. If the grievance involves a
member of the Training Committee, that member will recuse him or herself from the process.
b. All parties involved in the grievance will receive a letter from the internship Training Director (or
Director of Psychology Service if grievance involves the Training Director) notifying them of the
referral to the Training Committee and describing the specific reasons for the referral. The Director
of Clinical Training of the intern’s graduate program will also be notified in writing of the grievance
and will receive a copy of the training committee’s decision and corrective plan, if relevant.
c. After receiving the letter stating the formal grievance, the Training Director (or Director of
Psychology Service) will schedule a meeting with each of the parties involved and the Training
Committee. The purpose of the meeting will be to gain information and clarify the concern of each
party.
d. Following this meeting, the Training Committee will make the decision that facilitates the training
and development of the intern. The Training Committee may make specific recommendations (e.g.
change of rotation, change of supervisor, remedial training) and/or request that either or both parties
meet to develop a corrective plan to remediate or otherwise respond to the concerns.
e. The decision of the Training Committee and the expectations for a corrective plan will be
communicated in writing to the intern and relevant participants, including the DCT of the intern’s
graduate program.
f. Following their receipt of the decision and specific recommendations, the intern (and/or supervisor)
will be asked to inform the Training Committee in writing whether they accept the decision,
including the recommendation to collaboratively develop a corrective plan.
g. If a corrective plan is to be developed, a specific timeframe and a second, follow-up meeting to
develop and discuss the plan will also be included in the written communication.
h. During the implementation and completion of the corrective plan, all parties will remain under
“committee oversight” which will involve periodic meetings with the Training Committee. Written
notice of completion of corrective plan will be provided to all parties, including the Director of
Clinical Training of the intern’s program.
Appeal Process
Decisions by the Internship Training Committee may be appealed. In the event of an appeal the following
process must be followed:
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1. If the intern disagrees with the decision of the Training Committee the intern can submit a written
appeal to the Director of Psychology Service within one month of receipt of the Training Committee
decision.
2. The Director of Psychology Service will consult as appropriate and determine a final decision on the
appeal. The decision may support the appeal and refer back to the Training Committee or deny the
appeal with written explanation. A written copy of the appeal decision will be sent to all parties,
including the DCT of the intern’s program.
Complaints Against Fellow Interns
Consistent with the APA Ethical Standards and Code of Conduct, it is recommended that informal resolution be
the first step in resolving a conflict or concern with another intern. When concerns arise, the complainant
should contact the student in question and frankly discuss the concerns. If resolution is not reached, one may
engage in the following formal complaint resolution process.
Complaints may be made against fellow interns for the following reasons:
1. Alleged violation to APA Ethical Principles and Code of Conduct, state or federal laws.
2. Alleged violation of internship policies.
3. Concerns about a student’s clinical suitability for the practice of clinical psychology.
4. Concerns about a student’s physical, intellectual, or emotional abilities to perform the essential functions
of a clinical psychologist.
Because of the nature of a formal complaint and the subsequent investigation, complete confidentiality of the
complainant may not be possible. It is desirable for the complainant to submit the complaint(s) in writing and
be interviewed by the Training Committee. Written documentation of the complaint and outcome are kept in
the intern’s permanent file. Typically, complaints against students will be handled in the following manner:
1. Complaints against a student should be written and are sent to the internship Training Director.
2. The Training Director communicates the complaint to the Training Committee within five working
days of receipt of the complaint.
3. The Training Director notifies the intern that a complaint(s) against him/her has been made within
five working days of receipt of the complaint from the internship Training Director.
4. The Training Committee gathers necessary information from faculty, concerned students, field
supervisors, or client.
5. The Training Committee provides the student with written documentation of the specific
complaint(s) and concerns of the Committee within 20 working days of receipt of the complaint
from the internship Training Director.
6. The Training Committee interviews the intern to obtain additional information and his/her response
to the allegations within 10 working days of written notification to the intern of the specific
complaint(s). The intern may bring another intern or a faculty member or supervisor to the interview
to serve as a support person. The student may offer to the Training Committee names of persons
who may provide information on behalf of the student. This is not a litigious process, and attorneys
should not be involved at this level.
7. The Training Committee recommends a decision to the Internship Committee within 10 working
days of the student interview. Possible recommendations include but are not limited to:
a. Dismiss complaint.
b. Letter of reprimand.
c. Remedial actions. The intern must submit documentation of satisfaction of remedial
recommendations by a specified date. Remedial actions may include, but are not limited to,
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mandatory psychotherapy, additional courses, and additional supervision.
d. Dismissal from the internship.
8. The Internship Committee decides on the Committee recommendation and the internship Training
Director notifies the student in writing within three working days.
Sexual Harassment Policy
The GDCP endorses and interns, professors, and supervisors must comply with Section 1.11 and 1.12 of the
Ethical Standards of Psychologists and Code of Conduct, which state:
1.11 Sexual Harassment
(a) Psychologists do not engage in sexual harassment. Sexual harassment is sexual solicitation, physical
advances, or verbal or nonverbal conduct that is sexual in nature, that occurs in connection with the
psychologist’s activities or roles as a psychologist, and that either: (1) is unwelcome, is offensive, or
creates a hostile work place environment, and the psychologist knows or is told this; or (2) is sufficiently
severe or intense to be abusive to a reasonable person in the context. Sexual harassment can consist of a
single intense or severe act or of multiple persistent or pervasive acts.
(b) Psychologists accord sexual-harassment complaints and respondent’s dignity and respect.
Psychologists do not participate in denying a person academic admittance or advancement, employment,
tenure, or promotion, based solely upon their having made, or their being the subject of, sexual harassment
charges. This does not preclude taking action based upon the outcome of such proceedings or
consideration of other appropriate information.
1.12 Other Harassment
Psychologists do not knowingly engage in behavior that is harassing or demeaning to persons with whom
they interact in their work based on factors such as those persons’ age, gender, race, ethnicity, national
origin, religion, sexual orientation, disability, language, or socioeconomic status.
A comprehensive statement about GFU’s policies related to Harassment, Drug Free Environment, FERPA, and
other student rights and expectations can be found in the GFU Graduate Catalog:
http://www.georgefox.edu/catalog/compliance/compliance.html.
Community Aspirations
The GDCP strives to be an intentional community where civility and virtue is practiced on a daily basis. Every
effort is made to provide an optimal training environment for doctoral students and predoctoral interns.
We invite interns to be part of this learning community with the hope that we will contribute to their growth and
ultimately to the health of the profession.
Internship is a time of transition, providing opportunity for trainees to further develop skills learned during
earlier years of graduate training while also preparing for entry into professional psychology as a career. We
hope this internship provides many opportunities for personal and professional development.
Interns are valued colleagues. Please feel free to bring your questions, comments and concerns to faculty, staff,
and supervisors.
We hope you enjoy your internship year!
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Didactic and Supplemental Supervision Schedule
George Fox University
Pre-Doctoral Internship in Clinical Psychology
August 2012 – August 2013
All interns receive two hours of individual supervision per week—one at PMG and one at the BHC. In addition,
group supervision and group didactic are required for 2 hours weekly on alternating weeks at the BHC. The
schedule that follows shows the didactic and supplemental supervision activities for interns in addition to these
3 hours of weekly supervision/training.
The didactic schedule strives to make the most of the GDCP training community, drawing on the expertise and
diversity of various leaders and clinical opportunities. The specific topics are arranged several months in
advance, with input from the internship Training Director, the Internship Committee, supervisors, and interns.
The following represents a flexible, tentative schedule, which may be altered based on the specific opportunities
available and the training needs of interns.
Week of:
Didactic topics
August 27, 2012 Orientation to PMG
Orientation to BHC
Dr. Vanessa Casillas (2 hours)
Dr. Joel Gregor (2 hours)
Sept 3, 2012 BHC Didactic 1 : Effective Parenting Skills #1 and #2
Teaching Didactic 2
Dr. James Foster (2 hours)
(NOTE: class begins at ___________followed by
conversation with Dr. Foster ___________)
Sept. 10, 2012 Group Supervision Dr. Joel Gregor (2 hours)
Sept. 17, 2012 Teaching Didactic
Dr. Kristina Kays (2 hours)
(NOTE: class begins at ____________followed by
conversation with Dr. Kays _________________)
Sept. 24, 2012 BHC Didactic: Effective Parenting Skills #3 and #4 Dr. Joel Gregor (2 hours)
GDCP Grand Rounds
Oct. 1, 2012 Group Supervision Dr. Joel Gregor (2 hours)
Oct. 8, 2012 BHC Didactic: Effective Parenting Skills #5 and #6 Dr. Joel Gregor (2 hours)
Oct. 15, 2012 Group Supervision Dr. Joel Gregor (2 hours)
Oct. 22, 2012 BHC Didactic: Writing good Treatment Plans &
Dr. Joel Gregor (2 hours)
Motivational interviewing
GDCP Colloquium:
(3 hours)
Oct. 29, 2012 Group Supervision Dr. Joel Gregor (2 hours)
Nov. 5, 2012 BHC Didactic: Assessment Training TBA Dr. Joel Gregor (2 hours)
Nov. 12, 2012 Group Supervision Dr. Joel Gregor (2 hours)
Nov. 19, 2012 BHC Didactic: Dealing with psychosis &
Dr. Joel Gregor (2 hours)
Termination without feeling terminated
Thanksgiving Holiday: November 22 &23
Nov. 26, 2012 Group Supervision Dr. Joel Gregor (2 hours)
Dec. 3, 2012 BHC Didactic: Working with adolescents & Dr. Joel Gregor (2 hours)
1 BHS didactics are offered on Tuesday mornings, at a time to be determined during the first week of training.
2 The teaching didactic involves observing a class taught by an experienced psychology faculty member, and then meeting with the
professor after the class to discuss teaching methods and philosophy.
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Grief work
Dec. 10, 2012 Group Supervision Dr. Joel Gregor (2 hours)
Dec. 17, 2012
Dec. 24, 2012 Christmas Holiday (BHC closed)
Dec. 31, 2012 New Year’s Holiday December 31 st and January 1 st
Jan. 7, 2013 BHC Didactic: Assessment Training TBA &
D Dr. Joel Gregor (2 hours)
Self-­‐Care
Jan. 14, 2013 Group Supervision Dr. Joel Gregor (2 hours)
Jan. 21, 2013 BHC Didactic: Couple’s counseling &
Dr. Joel Gregor (2 hours)
Bowen Theory
Martin Luther King Holiday January 21 st
Jan. 28, 2013 Group Supervision Dr. Joel Gregor (2 hours)
Feb. 4, 2013 BHC Didactic: Suicide risk assessment/response & Dr. Joel Gregor (2 hours)
Abuse reporting
Feb. 11, 2013 Group Supervision Dr. Joel Gregor (2 hours)
Feb. 18, 2013 BHC Didactic: Dealing with psychosis Dr. Joel Gregor (2 hours)
Feb. 25, 2013 Group Supervision Dr. Joel Gregor (2 hours)
Colloquium:
(6 hours)
Mar. 4, 2013 BHC Didactic: Intern presents topic of interest
Mar. 11, 2013 Group Supervision Dr. Joel Gregor (2 hours)
Mar. 18, 2013 BHC Didactic: Intern presents topic of interest
Mar. 25, 2013 Spring Vacation Week (BHC closed)
Apr. 1, 2013 Group Supervision Dr. Joel Gregor (2 hours)
Apr. 8, 2013 BHC Didactic: Intern presents topic of interest
Apr. 15, 2013 Group Supervision Dr. Joel Gregor (2 hours)
Apr. 22, 2013 BHC Didactic: Student presentations 1 & 2
Apr. 29, 2013 Group Supervision Dr. Joel Gregor (2 hours)
May 6, 2013 BHC Didactic: Student presentations 3 & 4
May 13, 2013 Group Supervision Dr. Joel Gregor (2 hours)
May 20, 2013 BHC Didactic: Student presentations 5 & 6 Dr. Joel Gregor (2 hours)
May 27, 2013 Group Supervision Dr. Joel Gregor (2 hours)
Memorial Day Holiday May 27 th
June 3, 2013 BHC Didactic: TBA Dr. Joel Gregor (2 hours)
June 10, 2013 Assessment Conference: TBA TBA (6 hours)
Group Supervision
Dr. Joel Gregor (2 hours)
June 17, 2013 Summer Didactic 5 : Managing student loans TBA (2 hours)
June 24, 2013 Group Supervision Dr. Joel Gregor (2 hours)
July 1, 2013 Summer Didactic: TBA TBA (2 hours)
July 8, 2013 Group Supervision Dr. Joel Gregor (2 hours)
July 15, 2013 Summer Didactic: TBA TBA (2 hours)
July 22, 2013 Group Supervision Dr. Joel Gregor (2 hours)
July 29, 2013 Summer Didactic: TBA TBA (1 hour)
August 5, 2013 Group Supervision Dr. Joel Gregor (2 hours)
August 12, 2013 Summer Didactic: TBA TBA (2 hours)
August 19, 2013 Final evaluations and wrap-­‐up
5 Invited didactics involving GDCP full-time and clinical adjunct faculty members teaching on a topic of current professional interest.
Specific topics are finalized several months in advance.
18

George Fox University Pre-Doctoral Intern Evaluation
Intern Name _________________________
Time of evaluation (Midyear or Final)
Supervisor ____________________________
Date
ASSESSMENT METHOD(S) FOR COMPETENCIES
_____ Direct Observation
_____ Videotape
_____ Audiotape
_____ Case Presentation
_____ Review of Written Work
_____ Review of Raw Test Data
_____ Discussion of Clinical Interaction
_____ Comments from Other Staff
Please list intern developmental level in different competency areas and include supporting evidence. Please describe the Intern’s
strengths, growth areas, and recommendations for further development in the comment section. For the purposes of this evaluation, the
intern will be rated on each competency using the following scale (mid points scores are acceptable, e.g. 3.5). In accordance with
our developmental model, interns are considered to be “right on target” with scores of 3. If an intern makes appropriate
developmental progress throughout the internship, a score of 3 may still mean progress was made over the semester/ year. An intern
needs to score at least a “3” on critical items or average a “3” in all competency areas. Competency areas that average a “2” or below,
and/or if a red item/ critical item has a score of a “2” or below will indicate remediation in the fall, and failure to pass internship in the
spring/summer.
5 CONSISTENT PERFORMANCE ABOVE EXPECTED DEVELOPMENTAL LEVEL OF AN
INTERN: Performance is considered a major strength which means this skill/behavior is performed consistently, in a
variety of situations at more advanced levels. Intern could even teach it or serve as a model for others. Interns needs
minimal supervision on this, but knew when to consult when need.
4 PERFORMANCE FLUCTUATES ABOVE EXPECTED DEVELOPMENTAL LEVEL OF AN
INTERN: Performance considered above expected developmental level for the amount of experience, knowledge, and
academic training. Intern performed this skill/behavior effectively most of the time, and supervision has been focused
on further refining and developing advanced performance and use.
3 PERFORMANCE AT EXPECTED DEVELOPMENTAL LEVEL OF AN INTERN:
is considered at expected developmental level for the amount of experience, knowledge, and academic training. Intern
is “on target” for where he/she is expected to be for that semester, and meets the expected proficiency for that skill/
behavior. Ongoing supervision and monitoring is focused on continued advancement, integration, and consistency.
2 PERFORMANCE FLUCTUATES AT TIMES BELOW EXPECTED DEVELOPMENTAL LEVEL
OF AN INTERN: Performance considered below expected developmental level for the amount of experience,
knowledge, and academic training. Intern may only have an introductory knowledge of this skill, little experience, or
still needing to develop these skills to be at expected level. A fair amount of supervision time is focus on this skill/
behavior to gain more proficiency to meet expectations by the end of internship. This could be a normal score at the end
of the fall semester for some areas, but would not be an expected score at the end of internship. Some remediation could
be needed if progress is not shown.
1 CONSISTENTLY PERFORMS BELOW EXPECTED DEVELOPMENTAL LEVEL OF AN
INTERN: Performance is consistently below expected developmental level for the amount of experience, knowledge,
and academic training. Intern may have very little awareness, experience, knowledge or training with this skill/ behavior
and remediation is needed to work toward expected developmental level. Intern needs significant supervision, training,
and/or guidance to gain more proficiency in this skill/ behavior. A significant amount of supervision time is (was)
focused on development of this skill/ behavior; closer monitoring is (was) needed while carrying out this skill.
N/A NOT APPLICABLE – skill unable to be assessed.
__________________________________
__________________________________
Supervisor Signature Date Intern Signature Date
*This signature acknowledges that I have read and discussed this evaluation; it does not imply complete agreement with the ratings given.
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Competence in theories and methods of psychological assessment, diagnosis, and psychotherapeutic intervention
1. Thoroughly and accurately assesses risk factors (e.g., suicide, homicide, eating disorder, self-injury,
alcohol and drug use, trauma/child abuse)
2. Writes clear and accurate initial assessment reports (e.g., includes relevant background information,
thorough risk assessment, case conceptualization/assessment, and individualized brief therapy treatment
goals)
3. Integrates cultural contexts of clients when making clinical impressions
4. Accurately integrates diagnostic assessment results and clinical interview information into overall
psychological assessment report
5. Can provide a case conceptualization based on an integrated theory of counseling and psychotherapy
6. Demonstrates integrative psychotherapy skills that combine attending, rapport building, interpreting,
validating, summarizing, clarifying, reflecting, confronting, and supporting
7. Able to identify clinical emergency situations (e.g., lethality, eating disorders, alcohol and other drugs,
self-injury, psychotic behavior or child abuse)
8. Demonstrates accurate and integrated decision-making during a crisis situation
9. Demonstrates the use of several crisis intervention techniques to match the crisis situation (i.e.,
containment, grounding techniques, affect regulation, and plan for living)
10. Accurately documents crisis situation and other necessary contacts
11. Develops skill in selecting, administering and interpreting psychological assessments, and in providing
written results to clinical staff
12. Demonstrates knowledge of and ability to assess patient using a biopsychosocial model
13. Develops evidenced-based interventions, integrating best research with clinical expertise according to
patient’s culture and preferences
14. Demonstrates ability to appropriately communicate assessment results and intervention plan to medical
providers, patients and families
Competence in professional consultation, with a particular emphasis on case presentations, program development,
and managing assessment referrals
1. Demonstrates competency in various consultative activities/ roles within internship settings
2. Comes prepared for supervision (e.g., reviews and cues video, identifies high risk cases, identifies topics
for discussion)
3. Employs feedback from supervisors, colleagues, and group members
4. Builds and manages consultative relationships with persons, offices, and agencies as appropriate
5. Effectively assesses needs of consultees
6. Clearly communicates consultation feedback
7. Demonstrates knowledge of research related to healthcare and expectations of members of
multidisciplinary team
8. Develops facilitative, working relationships with other members of the multidisciplinary team
Competence in professional conduct, ethics and legal matters, including ongoing professional development and
appropriate use of supervision
1. Demonstrates knowledge and application of ethical/professional codes, standards, and guidelines, and of
relevant laws, statutes, and regulations
2. Recognizes ethical dilemmas when they arise and resolve them appropriately
3. Aware of own limits of competence and knows when to refer and consult with other professionals
4. Able to identify situations that are reportable and follows internship policies when reporting abuse
5. Maintains confidentiality and standards of professional practice
6. Seeks appropriate guidance, supervision, and consultation
7. Maintains professional boundaries (e.g., aware of dual relationships)
8. Consistently and accurately applies internship policies and procedures
9. Conducts self professionally in all contexts of work (e.g. communication, attire)
20

10. Demonstrates frequent congruence between own and others assessment and seeks to resolve
incongruities
11. Receptive to feedback/suggestions
12. Integrates feedback/ suggestions into professional behavior and practice
13. Demonstrates legal and ethical awareness of unique challenges when providing assessment and
intervention services in a biopsychosocial practice setting
14. Has knowledge of and adheres to standards established by the Health Insurance Portability and
Accountability Act
Competence in individual and cultural diversity, with a particular emphasis on sensitivity to individual differences
and establishment of appropriate patient rapport
1. Demonstrates knowledge of self in the context of diversity and its impact on therapeutic process (e.g.
impact of background, biases, limits of competence)
2. Recognizes “stimulus impact.” That is, the intern recognizes how a particular client may be perceiving
him or her, and responds in a way that prioritizes the client’s needs while also promoting health and
wellbeing in the client.
3. Demonstrates cultural competency working with a variety of cultural differences and diverse identities
(e.g. awareness of self, knowledge of other; culture sensitive interventions)
4. Demonstrates an awareness of contextual factors (age, gender, ethnicity, culture religion, physical
disability etc.) on health status
Competence in providing the education of general psychology principles to college-level students
1. Effectively engages students in lectures and other classroom activities
2. Selects and accurately communicates the “big ideas” in contemporary psychology
3. Develops effective rapport and leadership skills in working with undergraduate students
4. Invites feedback from students and responds in a respectful, non-defensive manner
SUPERVISOR COMMENTS
SUMMARY OF STRENGTHS
AREAS OF ADDITIONAL DEVELOPMENT OR REMEDIATION, INCLUDING RECOMMENDATIONS
GOALS FOR INTERNSHIP YEAR
PROGRESS TOWARDS GOALS
21

EVALUATION OF INTERNSHIP
Please evaluate your internship experience in the following areas:
Supervision
What did you find most useful with regard to the amount and quality of supervision you received?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
Training Opportunities
What did you find most useful with regard to the amount and quality of training opportunities available to you?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
Professional Development
What did you find most useful with regard to your own professional development?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
22

Relationships with Staff and Supervisors
What did you find most useful with regard your relationship with staff and supervisors?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
Ethics and Diversity
What did you find most useful with regard the training you received in ethics and diversity?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
Preparation for the Future
What did you find most useful with regard your preparation for your future in psychology?
What suggestions do you have for improving the internship in this regard?
Your overall rating from 1-5, with 1 being inadequate and 5 being excellent:
23

George Fox University
Graduate Department of Clinical Psychology
________________________________________________________________
has successfully completed the requirements for the 2011-12
predoctoral internship in
CLINICAL PSYCHOLOGY
The total number of training hours completed was ____ (hours)
Signed by
________________________
Psychology Department Chair
________________________
George Fox University Provost
24