SCNPG Internship Handbook
INTRODUCTION
Southern California Neuropsychology Group (SCNPG) is the brainchild of Dr. Michelle Conover, an experienced clinical neuropsychologist who believes in the utility of comprehensive assessment in guiding the treatment of various disorders. Integrating the analysis of brain-behavior relationships into psychotherapy, SCNPG has since expanded to include other like-minded clinicians and psychometrists who are focused on providing the highest standards of ethical client care.
Dr. Conover originally trained as a Jungian psychoanalyst at Pacifica, before moving on to acquire assessment experience in a variety of forensic and neuropsychiatric contexts while at Fielding and UCLA. She has worked with children, adults and geriatric populations as well as specific populations such as professional athletes and criminal offenders. Some of the more prominent disorders include: TBI, PTSD, ADD/ADHD, learning difficulties, stroke, as well as more complicating neurodegenerative diseases such as Alzheimer’s and Multiple Sclerosis.
SCNPG has served the community both young and old, dispensing a diverse set of outpatient services that center around cognitive, behavioral and emotional assessment. These services encompass the broad spectrum of human life, from achievement testing for school accommodations to neurocognitive assessment to determine the extent of acquired brain damage in forensic contexts.
• Outpatient therapy for children/adolescents, adults, geriatric populations with a wide spectrum of mental health symptoms
o Autism Spectrum Disorder (ASD)
o Attention Deficit Hyperactivity-Impulsivity Disorder (ADHD)
o Mood-related Disorders (e.g. Anxiety, Depression)
o Personality Disorders
o Adjustment to life circumstances (e.g. grief/loss)
o LGBTQ-related issues
• Neuropsychological assessments for a broad range of contexts
o Insurance
· School Accommodations (e.g. Specific Learning Disorder)
· ASD evaluations
· Personal Improvement/ Psychotherapy-Intervention planning
· Social Security Disability evaluations
· Dementia evaluations
o Forensic
· Workers’ Compensation
· Personal Injury
· Fitness for Duty
o Pre-surgery evaluations (e.g. deep brain/spinal cord stimulation)
o Concussion protocol and clearance
o Pre-employment screening (e.g. first responders)
o Fitness for Duty Evaluations
o Physician screening
SCNPG collaborates with hospitals, private medical practices, inpatient/outpatient clinics, employers and law firms to provide outpatient assessment and therapy.
BROAD PROGRAM GOALS AND OBJECTIVES
The program’s mission is to provide psychology graduate students with a thorough grounding in psychological and neuropsychological concepts and philosophy, as well as valuable clinical experience with various populations typically encountered in an outpatient clinic setting. Familiarity with selection, administration and interpretation of psychometric instruments is a crucial part of the program’s internship experience, serving as the basis of data-driven intervention planning.
Additionally, interns are exposed to a variety of case conceptualizations and treatment plans in a collaborative, group supervision setting. Regular weekly supervisions include lectures on various topics of interest pertaining to neuropsychological assessment and practice, emphasizing direct application of psychometric, cognitive and clinical psychology principles to individual clients. By completion of an internship at SCNPG, an intern will be prepared to independently assess and treat individuals from various walks of life, using their clinical skills and expertise to tailor and implement assessments and treatment plans to the client’s unique life circumstances. Interns are highly encouraged to seek out consultation and supervision with other medical and mental health professionals, as a model of assessment that SCNPG fully embodies in practice.
Goals and objectives include:
Clinical Assessment
• Knowledge of common psychopathology that presents in an outpatient clinic setting (depression/anxiety, adjusting to life stressors, achievement testing, ADHD-related symptoms, TBI sequelae, etc.)
• Knowledge of assessments that best assess adult psychopathology
• Development of clinical skills in interacting with clients for the purposes of establishing rapport, eliciting relevant clinical information, and delivering empirically supported interventions
• Knowledge of issues surrounding self-identity, power dynamics and awareness of one’s blind-spots that can affect therapist-client relationships
• Development of scientific literacy and critical thinking skills to consume relevant literature
• Knowledge of fundamental psychometric concepts and issues surrounding testing; ability to evaluate and critique measures based on available validity evidence
• Development of writing skills specific to neuropsychological reports; immersion in neuropsychological terms and concepts that are tied to various conceptual models in cognitive psychology, functional neuroanatomy, school psychology, etc.
Forensic
• Knowledge of common psychopathology that presents in a forensic evaluation setting (TBI sequelae, depression/anxiety, adjusting to life stressors, malingering/secondary gain, etc.)
• Knowledge of assessments that best assess forensic psychopathology
• Knowledge of assessment procedures surrounding populations with high base rates of symptom exaggeration
• Familiarity with extensive record review processes (reviewing multidisciplinary records) and the extraction of relevant medical evidence for diagnosis confirmation
• Familiarity with issues surrounding bias (both examiner and examinee), and how they affect the acquisition and interpretation of clinical data Familiarity with issues surrounding admissibility of neuropsychological tests in the courtroom (e.g., Frye standard)
AIM OF THE INTERNSHIP PROGRAM
To prepare interns for entry-level practice of health service psychology through the application of neuropsychological principles to intervention planning. Our program emphasizes evidence-based practices to ensure high quality and client-centered care, which arise from the training program’s consumption and critical appreciation of up-to-date literature on various clinical disorders and ‘gold’ standards for treatment. Interns will build core competency skills in assessment and intervention throughout the year and demonstrate appropriate readiness and sensitivity to provide clinical services to a culturally diverse set of populations (i.e., age, ethnicity, socioeconomic status).
We seek to orient interns towards having a keen eye for unique client factors that would influence the method and course of treatment planning, as well as providing hands-on experience in performing the assessment-to-intervention process with individual clients. Over the course of the one-year internship program, interns receive training and supervised experience in diagnostic evaluations (e.g., comprehensive psychological and neuropsychological evaluations, intake assessments, psychological screening), therapeutic interventions (e.g., individual and couples, and family therapy), and consultation (e.g., to fellow providers, community agencies, primary care settings). Interns develop skills in each of APA’s nine Profession-Wide Competencies:
1) Assessment
a. Demonstrate ability to collect relevant clinical data using multiple sources and methods/instruments (e.g. diagnostic interviews, behavioral observations, narrative self-report, subjective-objective inventories, cognitive assessment measures, etc.)
b. Demonstrate ability to explain evidence-based rationale for selecting/applying appropriate assessment methods that draw from the best available empirical literature and reflect the science of measurement and psychometrics.
c. Demonstrate ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.
d. Demonstrate ability to interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases.
e. Demonstrate understanding of human behavior within context (e.g., family, social, societal, cultural).
f. Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
g. Demonstrate proficiency in communicating orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.
h. Demonstrate ability to produce well-integrated reports that synthesize the client’s presenting concern, relevant history, behavioral observations, and neuropsychological assessment data in case conceptualization, diagnosis and treatment recommendations.
2) Intervention
a. Establish and maintain effective relationships with the recipients of psychological services including establishing rapport, eliciting participation and engagement with the therapeutic process, and maintaining therapeutic boundaries.
b. Develop evidence-based intervention plans specific to the client’s individual needs and therapy goals.
c. Demonstrate the ability to implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
d. Demonstrate the ability to seek out and apply the relevant research literature to inform clinical decision making.
e. Demonstrate the ability to modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
f. Develop the ability to evaluate intervention effectiveness of the treatment and adapt intervention methods and goals in response to ongoing evaluation.
3) Research & Scholarly Activities
a. Seek out scholarly articles to support the implementation of evidence in guiding clinical decision making, test selection, therapeutic tools and strategies, and case conceptualization.
b. Demonstrate increasing ability to adapt and apply research principles with a diverse community population, including individuals with neurodevelopmental disabilities.
c. Demonstrate substantial independence in critically evaluating research or other scholarly activities.
d. Demonstrate ability to disseminate research or other scholarly activities (e.g., clinical case studies, case conference, presentation, publications, program development projects) at the local, regional, and/or national levels.
4) Ethical and Legal Standards
a. Demonstrate knowledge of and ability to act in accordance to:
1) Current version of APA Ethical Principles of Psychologists and Code of Conduct
2) Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels
3) Relevant professional standards and guidelines.
b. Recognize ethical dilemmas as they arise and apply knowledge of ethical principles to resolve ethical/legal dilemmas.
c. Conduct self in an ethical manner in all professional activities.
5) Individual and Cultural Diversity
a. Demonstrate self-awareness of one’s own culture, personal history, attitudes, and biases and their potential impacts on clinical work with clients who are different from oneself.
b. Demonstrate knowledge of current theoretical and empirical knowledge base as it relates to diversity across professional activities including research, training, supervision/consultation, and service.
c. Demonstrate ability to integrate awareness/knowledge of individual and cultural differences while providing clinical services or serving in a professional role. This includes the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their careers; as well as individuals whose group membership, demographic characteristics, or worldviews create conflict with their own.
d. Demonstrate ability to independently apply their knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.
6) Professional Values, Attitudes, and Behaviors
a. Behave in ways that reflect the values and attitudes of the institution and the field of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
b. Seek out opportunities to engage in self-care and self-reflection leading to personal and professional growth, wellbeing, and professional effectiveness (e.g., trainings, seminars, mentoring, personal therapy, effective use of supervision).
c. Demonstrate awareness of their own competencies, skills, strengths, and needs and act to address them by seeking guidance, coaching, and/or feedback from their supervisor to maintain professional behavior.
d. Keep timely, clear, relevant documentation in compliance with institutional timelines, standards, and procedures.
e. Actively seek and demonstrate openness and responsiveness to feedback and supervision.
f. Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.
7) Consultation and Interpersonal skills
a. Demonstrate ability to develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
b. Demonstrate ability to produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated.
c. Demonstrate a thorough grasp of professional language and concepts.
d. Demonstrate effective interpersonal skills and ability to manage difficult communication well.
8) Supervision
a. Demonstrate ability to apply knowledge of supervision modes and practices in direct or simulated practice.
9) Communication and Interpersonal Skills
a. Demonstrate knowledge and respect for the roles and perspectives of other professions.
b. Demonstrate ability to apply knowledge of roles and perspectives of other professions in direct or simulated consultation with individuals and their families, other health care professionals, interprofessional groups, or systems related to health and behavior.
METHODS OF EVALUATION / MINIMUM LEVELS OF ACHIEVEMENT
Interns are formally evaluated by their supervisors on a rating scale from one to three for each element in the profession-wide competencies specified above. Evaluation periods are at mid-year and at the end of the year, at which point interns will have the opportunity to review their evaluation with supervisors to ensure the fullest possible communication between supervisors and interns.
It is expected that an intern will receive a minimum rating of two (Meets Expectations) on all elements in all competency areas at mid-year. If an intern receives a rating of one on any element at mid-year, the primary supervisor, in collaboration with the training director, will develop and institute a specific remediation plan. Similarly, supervisors will provide feedback regarding interns’ areas of strength and excellence, which supplement feedback regarding areas that would benefit from additional training.
For successful completion of the internship, it is expected that the intern will receive a rating of two (Meets Expectations) at end of year on all elements in the competency areas; this is the expected level at completion of an internship required by APA-accredited internships, indicating appropriate for “entry-level practice in health service psychology.” If a rating below two is given on any element of a competency area on the final evaluation, the intern does not successfully complete their internship.
PERSONNEL POLICIES
SCNPG Standards and Expectations for Professional Behavior
1. Appropriate attire: dressing in casual/business attire appropriate to the agency’s protocol.
2. Attendance and punctuality: establishing and maintaining a regular schedule; following SCNPG’s operational schedule; maintaining a current time sheet/log of placement hours; arriving before the appointed time; being prepared to engage as a working professional; providing prompt notification of tardiness or absences.
3. Respectful demeanor and interactions: demonstrating respect and deference to staff/clients/peers; conducting oneself in a manner consistent with the values and ethics of the APA and the profession.
4. Professional language and communications: demonstrating professional oral and written (including electronic) communication skills; using discretion and appropriate professional language in addressing clients/staff/peers; "filtering" language to limit emotional reactivity/content; being very selective in communicating with colleagues outside of regular work hours (e.g. weekends, evenings).
5. Appropriate effort and initiative: collaborating with one’s supervisor to identify and complete a weekly work plan/set of work tasks; completing higher priority tasks before secondary tasks; following through on appointed tasks and activities; spending placement hours in professionally useful activity; showing a genuine interest, initiative and engagement in the daily life of the organization; demonstrating intellectual and professional curiosity and insightfulness.
6. Accountability and integrity: being accountable to SCNPG’s practice guidelines and expectations; completing tasks and activities in a professional, high quality and timely manner; speaking and acting on behalf of SCNPG only as authorized by one’s role and responsibilities; maintaining professional integrity and honesty in all activities/interactions; representing accurately the placement hours worked and tasks completed.
7. Boundary maintenance and ethical practice: maintaining clinic confidentiality standards, especially when using cell phones/electronic devices; upholding APA ethical standards and seeking appropriate consultation when in doubt; maintaining strict personal-professional boundaries in the real and virtual work environment, especially in relation to social media (e.g. Facebook); restricting the use of electronic devices to professional purposes only while in the placement setting.
8. Emotional self-regulation: attending to one’s emotional reactivity and triggers; taking responsibility for one’s feelings/behavior and avoiding blame; avoiding the expression of raw emotions; being personally and professionally centered when engaging with clients/staff; using appropriate professional language (spoken and written) to filter emotional content; demonstrating a willingness to resolve difficult relationships and modify one’s behavior accordingly; not expecting special consideration or 'entitlement'.
9. Responsiveness to feedback: demonstrating non-defensive receptivity to feedback and suggestion; showing a willingness to be self-reflective and self-corrective.
Administrative Assistance
Interns are afforded all administrative supports and services available to SCNPG. The Director of Operations oversees the front-desk staff, which provides general assistance with scheduling, providing assessment packets, needed supplies, as well as taking care of other administrative tasks such as mail distribution. The front-desk staff also processes referrals, schedules appointments for interns, fields general questions from clients, and generally serves as an important communication relay between interns and clients. They are also responsible for filing and maintaining client records.
All interns are provided with SCNPG email accounts that are secure and HIPAA-compliant. Assistance with issues related to technical support is available through the IT department.
Interns are subject to all personnel policies applicable to other SCNPG employees.
Description of Direct Service Experiences
Over the course of a year, the intern is expected to provide the equivalent of 375 hours face to face contacts with clients. This works out to approximately 25% of internship being devoted to direct service.
Credit for direct service is assigned as follows:
• 50 mins of a psychotherapy session is credited as a full visit
• Each comprehensive assessment is generally 7-8 hours per day, face to face time, depending on the amount of testing required and how each assessment proceeds.
There is one main site at which interns may receive assignments:
Southern California Neuropsychology Group office
6200 Canoga Ave, Suite 210
Woodland Hills, CA 91367
Appointment, Stipend, & Benefits
Length of Appointment
The SCNPG will accept 2 interns per training year. The appointment begins July 1 and ends June 30. Full-time internship hours are 40 hours per week. Interns can earn up to 2000 hours per year. Upon successful completion the intern will be awarded a certificate of internship completion from the SCNPG.
Stipend
Interns receive a gross annual full-time stipend of $30,000. Applicable taxes, social security deductions, and benefits-related costs are withheld.
• Leaves of absence: Interns should discuss medical or parental leave with the Training Director as soon as the need for such a leave is identified, providing as much notice to the Training Director as possible. Interns must complete a minimum of 1,500 hours of training to meet the training program’s exit criterion regardless of having taken a leave of absence.
If needed, interns should coordinate with the Training Director to extend the training year in order to meet this requirement.
Support
Interns are provided with appropriate shared office space, computer access, and a phone line. Assessment and therapy materials required to carry out learning and clinical activities are provided. Interns have access to the SCNPG assessment library, which includes assessments and manuals, psychotherapy, cognitive rehabilitation and neuropsychology texts. No books, assessments or manuals may be checked out. If an intern is unable to obtain the necessary support, they are instructed to contact the Training Director who will make every effort to meet all reasonable requests.
Selection Procedures
Intern selection is made by a committee comprised of the Training Director and the site’s training supervisors. Applicants are rated based on their clinical training (including assessment and psychotherapy), academic coursework, letters of recommendation, clinical and research interests, commitment to equity and diversity, and stated goals for internship.
Prospective candidates assessed by the committee to hold interests and goals most closely matching those opportunities offered by our program will be asked to participate in interviews. Applicants will receive notification as to whether they are invited for an interview. Candidates will have the opportunity to meet with current interns and (if interviewing in person) tour the SCNPG clinic. These interviews help both the program and the applicant to determine if there is a good fit between the applicant’s experience and training goals and the program’s needs and training objectives.
Interviews will take place in-person or virtual formats will be offered on separate dates. SCNPG does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, pregnancy (including pregnancy, childbirth, and medical conditions related to pregnancy or childbirth), physical or mental disability, age, medical condition (cancer related or genetic characteristics), ancestry, marital status, citizenship, sexual orientation, or service in the uniformed services (includes membership, application for membership, performance of service, application for service, or obligation for service in the uniformed services), status as a Vietnam-era veteran or special disabled veteran.
The SCNPG Clinical Psychology Training Program is interested in candidates who are committed to the highest standards of scholarship and professional activities, and to the development of a clinical climate that supports equality of opportunity.
DUE PROCESS AND GRIEVANCE PROCEDURES
Adapted from APPIC Due Process Guidelines (2022): Internship (appic.org)
Due Process Guidelines
1. During the orientation period, interns receive, in writing, the SCNPG expectations related to professional functioning. The training director and/or supervisors discuss these expectations in the context of group/individual supervision.
2. The procedures for evaluation, including when and how evaluations are conducted, are described. Such evaluations occur at meaningful intervals and in a timely manner.
3. The procedures and actions involved in decision-making regarding the problem behavior or intern concerns are described and included in the program’s training handbook, which is provided to all trainees and reviewed during the orientation process.
4. The training program will communicate early and often with the trainee and, when needed, the intern’s academic program, if any suspected difficulties that are significantly interfering with performance are identified.
5. The training director will institute, when appropriate, a remediation plan for identified inadequacies including a timeframe for expected remediation and consequences of not rectifying the inadequacies.
6. An intern may wish to initiate an appeals process; this handbook describes the steps of how an intern may officially appeal the training program's action(s).
7. The training program’s due process procedures ensure that interns have sufficient time (as described in this due process document) to respond to any action taken by the program before implementation of such action.
8. When evaluating or making decisions about a intern’s performance, training director and supervisors use input from multiple professional sources.
9. The Training Director will document in writing, and provide to all relevant parties, the actions taken by the program and the rationale for all actions.
Definition of Problematic Behavior and Competence/Performance Problems
Professional judgement should be used to determine when an intern’s behavior, attitudes, or characteristics impede learning, competence, and professional development, thus extending beyond an issue or concern to problematic behavior that requires remediation. Such problematic behavior is identified when it includes one or more of the following characteristics:
• The intern does not acknowledge, understand, or address the problem when it is identified.
• The problem is not merely a reflection of a skill deficit which can be rectified by academic or didactic training or supervision.
• The quality of services delivered by an intern is sufficiently negatively affected.
• The problem is not restricted to one area of professional functioning.
• A disproportionate amount of attention from training personnel is required.
• The intern’s behavior does not change as a function of feedback and remediation efforts.
• The problematic behavior potentially causes harm to a client.
• The intern’s behavior has potential for ethical or legal ramifications if not addressed.
• The intern’s behavior negatively impacts the public view of the agency.
• The problematic behavior negatively impacts other interns/staff or impedes appropriate communication.
For the purpose of this document, competence/performance problems are defined broadly as an interference in professional functioning which is reflected in one or more of the following ways:
• An inability and/or unwillingness to acquire and integrate professional standards into one’s repertoire of professional behavior.
• An inability to acquire professional skills to reach an acceptable level of competency.
• An inability to control personal stress, interpersonal difficulties, psychological dysfunction, and/or excessive emotional reactions that interfere with professional functioning.
Informal and Formal Due Process Procedures Informal Review.
Informal Process: When a supervisor believes that an intern’s behavior is becoming problematic or that an intern is having difficulty consistently demonstrating an expected level of competence, the first step is to raise the issue with the intern directly and as soon as possible to informally resolve the problem. This may include increased supervision and resources, didactic training, and/or structured readings. No record is kept of this process. The supervisor who raised the concern will monitor the outcome. If the problematic behavior persists, a consultation with the Training Director is initiated to determine if a second informal resolution is warranted or if the problematic behavior needs to be escalated to a formal review.
Formal Review. A formal review of the intern’s problematic behavior can be initiated for the following reasons:
• The intern’s problematic behavior has been addressed via an informal review (see above), but the behavior remains unresolved.
• The intern does not achieve the specified minimum level of achievement in any of the major competency areas covered in the intern’s formal evaluation (see Methods of Evaluation section).
• The matter is too great to manage through an informal review.
The following steps are taken once the need for a formal review has been identified:
Step 1. Notice: The intern is notified in writing that the issue has been raised to a formal level of review, and that a meeting will be held. The notice shall include a clear description of the problematic behavior or competence concern. The Notice should occur no later than five (5) business days from determination of need for a Formal Review.
Step 2. Hearing: The Training Director, supervisor, intern, and (if applicable) other staff raising concerns of problematic behavior or competence problems, hold a formal meeting (Hearing) to discuss the matter, and determine what action needs to be taken to address the issue.
The intern can select an additional staff member from the SCNPG or from the intern’s academic program to attend the Hearing and is strongly encouraged to do so if the problem has been raised by the supervisor or training directors. The intern has the right to hear all facts with the opportunity to dispute or explain the behavior of concern. The hearing must be held within ten (10) business days from determination of need for a Formal Review.
Step 3. Outcomes and Next Steps: The Training Director provides a written Acknowledgement of Hearing to the intern, the supervisor, and, when applicable, any other staff directly involved in the Hearing. This acknowledgment notice shall include the date of hearing, participants in the hearing, a clear description of the problematic behavior or competence problem that has been brought to the attention of the intern, and any outcome decisions, such as that the problem is not significant enough to warrant further action/intervention or describing any formal support, remediation, or sanctions that are deemed necessary. The written Acknowledgement of Hearing occurs no later than five (5) business days from the Formal Review Hearing.
The intern may choose to accept the conditions or may choose to challenge the findings and actions proposed. The procedures for challenging the action are presented in the Appeal Procedures section below.
Supports and Sanctions
It is important to have meaningful ways to address problematic behavior or competence problems once identified. In implementing remediation or sanctions, the training program is mindful of balancing the needs of the intern, clients, other interns, the training staff, and other agency personnel. The first course of action is to support the intern through a remediation plan that helps them address problematic behavior or bridge any gaps in competence or skills. Additional sanctions occur only after careful deliberation and thoughtful consideration of the Training Director, supervisor, relevant members of the training staff and, when appropriate, the SCNPG’s Executive Director.
The Director of Clinical Training at the intern’s academic program will be notified when/if an intern is placed on a remediation plan or under sanctions. The two programs will work collaboratively to support the intern in addressing any problematic behavior or skill deficit(s). The remediation and sanctions listed below may not necessarily occur in this order. The severity of problematic behavior plays a role in the level of remediation or sanction.
Remediation.
When an intern is placed on a "Remediation Plan," the supervisor actively monitors and supports the intern to address, change, and/or improve the problematic behavior or competence issue. This plan is shared with the intern in writing and includes:
a) The actual behaviors or skills associated with the problem.
b) Specific actions to be taken to rectify the problem.
c) The timeframe during which the problem is expected to be ameliorated.
d) The procedures designed to ascertain whether the problem has been appropriately remediated.
A remediation plan may include the following (not an exhaustive list):
i. Modification of the intern’s training schedule during a limited length of time to allow the intern to focus on specific areas of development.
ii. Increase in the amount of supervision, either with the same or additional supervisors.
iii. Change in the format, emphasis, and/or focus of supervision.
iv. Recommendation of personal therapy or similar support
v. Reduction of the intern’s clinical or other workload.
vi. Requirement of specific academic coursework, seminar, or conference attendance.
vii. Other modifications identified by the Training Committee to support the intern in developing competence or remedying identified issues.
At the end of this remediation period, the supervisor provides a written statement indicating whether the problem has been remediated. This statement becomes part of the intern’s file. If the problem has not been remediated, the supervisor and Training Director can revise and extend the Remediation plan for a specified period or proceed to the next step and place the intern on Probation.
Probation.
Probation is also time-limited and remediation-oriented and allows for a period of increased supervision and support of the intern to address and improve problematic behavior or a competence problem. When the intern is placed on probation, the Remediation Plan is revised and updated to reflect the intern’s ongoing needs. Supervision is increased as the Training Director (in addition to the supervisor) directly monitors the trainee’s performance.
Written documentation to the intern shall include the intern’s probationary status, length of probationary period, confirmation of a current Remediation Plan, and notification of whether the intern’s behavior or competence problems may jeopardize their successful completion of the training program as well as other potential consequences that may result if improvement is not made. The intern’s academic program is copied on this notification. At the end of the probation period, the Training Director communicates in writing to the intern, and the academic program, regarding whether the conditions for revoking the probation have been met or if further courses of action are required.
This may include continuation or revision of the Remediation Plan for a specified time period, or implementation of additional supports. If the Training Director and supervisor determine that there has not been sufficient improvement in the intern’s behavior at the end of the probation period, then the Training Director will discuss additional potential courses of action with supervisor(s) and the Training Committee, including suspension of the intern’s direct service activities.
Suspension of Direct Service Activities.
If the problems are not rectified through the described remediation processes, or when a determination has been made that the welfare of the intern's client(s) has been jeopardized, the intern’s direct service activities will be terminated for a specified period (not to exceed 3 weeks), as determined by the Training Director in consultation with the intern’s supervisor(s) and the Training Committee. Notice of Suspension is provided to the intern, and the academic program, within one (1) business day of the suspension decision and no later than ten (10) business days after the expiration of the most recent remediation period (i.e., timeframe designated for the problem to be ameliorated; see Remediation section above).
During this suspension period, the intern’s Remediation Plan shall be reviewed to determine what additional support may help the intern make required behavioral or competence changes to remain in the program. This time also allows the Training Program to determine if the nature of the problem is one that can be addressed by further remediation, supervision, or mentoring, or if dismissal from the training program needs to be considered. The intern may continue to engage in non-direct service activities such as personal supervision, seminars, and didactics, provided that the intern’s participation is productive and not disruptive to the learning process of others. At the end of the suspension period, the intern’s supervisor(s), in consultation with the Training Director and Training Committee, will assess the intern’s capacity for effective functioning and determine if/when direct service privileges can be resumed.
Administrative Leave can be arranged based on agreement of the intern, supervisor, SCNPG Training Director and when deemed appropriate in supporting the intern’s ability to address specific areas of development (such as participating in additional opportunities for educational, professional, or personal development).
If the probation period, suspension of direct service activities, or administrative leave interferes with the successful completion of the training hours needed for completion of the training program, this will be noted in the intern’s file. The Training Director will inform the intern of the effects the administrative leave will have on their stipend and benefits.
Dismissal.
When specific interventions do not (after a reasonable period) rectify the problem, when the intern seems unable or unwilling to alter the behavior, or when the intern’s problem cannot be adequately addressed by remediation, the Training Director and supervisor(s) will discuss with the SCNPG’s Executive Director the option of terminating the intern’s participation in the training program and dismissal from the agency. The Executive Director of the SCNPG will make the final decision about dismissal. This dismissal becomes effective immediately following notice of Dismissal, which should be provided to the intern, and the academic program, no later than the following business day.
Immediate dismissal.
Would be invoked in cases of severe violations of the APA Code of Ethics, or when imminent physical or psychological harm to a client is a major factor. In addition, if an intern compromises the welfare of a client(s) or the agency community by an action(s) which generates grave concern from the Training Director and/or supervisor(s), the SCNPG’s Executive Director may immediately dismiss the intern from the training program. Notification to the intern’s academic program will occur within 1 business day of the dismissal. This immediate dismissal may bypass steps identified in Informal and Formal Due Process Procedures and Sanctions described above.
Due Process: Appeal Procedures
If an intern does not agree with the aforementioned notifications, remediation, or sanctions, the intern can file a formal appeal in writing with supporting documentation with the SCNPG’s Executive Director. This allows for an appeals process that extends at least one step beyond the Training Director.
The intern must submit this appeal within five (5) business days from their notification of any of the above (notifications or sanctions). Within three (3) business days of receipt of a formal written appeal from an intern, the SCNPG’s Executive Director will consult with members of the program’s Training Committee and convene a panel for an Appeals Hearing to be held within five
(5) business days from the intern’s written request for an appeal.
The Appeals Panel will consist of the Executive Director of the SCNPG, one staff member selected by the Training Committee, and one staff member selected by the intern involved in the matter. The intern may also choose to have a representative from their academic program participate in the Appeals Panel. Within three (3) business days of the completion of the review, the Appeals Panel submits a written report to the Training Director, including any recommendations for further action. Recommendations made by the Panel will be made by majority vote.
Within three (3) business days of receipt of the recommendation, the Training Committee will either accept or reject the Appeals Panel’s recommendations. If the Training Committee rejects the Panel’s recommendations due to an incomplete or inadequate evaluation of the matter, the Training Director may refer the matter back to the Panel for further deliberation and consideration. The Training Director must provide, in writing, justification as to why the matter is being referred back to the Panel and highlight specific information or concerns not adequately addressed by the initial Review Panel. If the matter is sent back for review, the Panel will report back to the Training Director, in writing, within five (5) business days of the receipt of the Training Director’s request for further deliberation. The Appeals Panel has the final discretion of the outcome of the appeal. The Training Director will inform the intern, the intern’s academic program, and the Training Committee of the decision made by the second review of the Panel within three (3) business days of obtaining the Panel’s final decision.
If the intern disputes the Appeals Panel’s final decision, the intern can contact the APPIC Standards and Review Committee (ASARC) to determine if the complaint falls under ASARC’s jurisdiction. More information can be found at the APPIC consultation page:
https://www.appic.org/Problem-Consultation
Interns may also choose to consult and/or report a complaint to the American Psychological Association (APA) Commission on Accreditation.
The office can be reached at:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 / E-mail: apaaccred@apa.org
Web: www.apa.org/ed/accreditation
GRIEVANCE PROCEDURES
Grievance Procedures are implemented in situations in which an intern raises a concern about a supervisor, faculty member, trainee, or any aspect of the training program. Interns who pursue grievances in good faith will not experience any adverse professional consequences. A record of all formal complaints against the training program or individuals associated with the training will be kept by the Training Director. The intern is encouraged to first attempt to resolve such concerns informally with appropriate person(s) involved. If the matter cannot be resolved, the following grievance procedures are followed:
Informal and Formal Grievance Procedures
Informal Review. The intern should discuss the concern with the primary supervisor who may then consult with the Training Director and other members of the Training Committee to resolve the matter informally.
Formal Review. If the matter cannot be satisfactorily resolved using informal means or if the grievance involves the supervisor, the intern may submit a formal grievance in writing to the Training Director. If the Training Director is the subject of the grievance, the grievance should be submitted to another member of the Training Committee or the SCNPG’s Executive Director. The individual being grieved will be asked to submit a response in writing. The Training Director (or Training Committee member or SCNPG Executive Director, if appropriate) will meet with the intern and the individual being grieved within ten (10) business days for a formal review meeting. In some cases, it may be appropriate to meet with the intern and the individual being grieved separately first.
The goal of the joint meeting is to develop a plan of action to resolve the matter. The plan of action will include:
a. the behavior/issues associated with the grievance,
b. the specific steps to rectify the problem, and
c. procedures designed to ascertain whether the problem has been appropriately rectified.
The Training Director (or Training Committee member or SCNPG Executive Director) will document the process and outcome of the meeting. The intern and the individual being grieved (if applicable) will be asked to report back to the Training Director (or Training Committee member or SCNPG Executive Director) in writing within ten (10) working days regarding whether the issue has been adequately resolved.
If the matter is not resolved, the Training Director (or Training Committee member or SCNPG Executive Director) will convene and chair a Review Panel consisting of themselves and at least two other members of the training staff within ten (10) business days. The intern can select a specific member of the training staff to serve on the Review Panel. The Review Panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The Review Panel has final discretion regarding outcome. The chair of the Review Panel will provide a written summary of outcomes and recommendations to the trainee, all members of the Review Panel, and the Training Committee within three (3) business days.
Grievances: Appeal Procedures
Additional Review: If the intern is not satisfied with the results of a formal grievance procedure, or has other concerns with regard to Center operations, the intern may consult with the APPIC
Standards and Review Committee (ASARC) to determine if the complaint falls under ASARC’s jurisdiction. More information can be found at the APPIC consultation page:
https://www.appic.org/Problem-Consultation
Interns may also choose to consult and/or report a complaint to the American Psychological Association (APA) Commission on Accreditation. The office can be reached at:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 / E-mail: apaaccred@apa.org
Web: www.apa.org/ed/accreditation
CLINICAL TRAINING AND LEARNING ACTIVITIES
Interns engage in clinical activities spanning both assessment and treatment; didactic seminars related to clinical issues, ethical issues, issues of diversity and equity, and professional development (including emerging supervision skills); and high-quality supervision.
Interns and their supervisors will develop an individualized training plan (ITP) to identify specific individualized training goals and activities for the year within a developmental perspective. The ITP is a professional tool which outlines objectives that the intern and supervisor have identified as important for professional development. A comprehensive review of the intern's career goals and objectives is identified at the beginning of the training year and during the mid-year evaluation process to aid in providing relevant, constructive feedback that will facilitate the intern's transition into independent practice.
Individual Therapy
Interns will administer 1:1 therapy in-person or through videoconferencing (i.e. Zoom) format. The number of sessions for each client will differ according to treatment goals and the conceptual therapy principles associated with the intervention approaches chosen (e.g., fixed session limits for cognitive-behavioral therapy plans vs. relatively unsystematic session limits for psychoanalytic/humanistic approaches). SCNPG supports an eclectic, evidence-based approach to therapy; interns can be expected to draw upon intervention techniques and constructs that are within their level of comfort/preference and would accomplish treatment goals in an efficient manner.
Diagnostic Assessment
Interns will participate in various aspects of neuropsychological testing. Interns will gain exposure to neuropsychological batteries that vary in purpose (neurodevelopmental, acquired cognitive deficits, personality structure), theoretical grounding (e.g., CHC theory, PASS theory), and mode of administration (pencil and paper vs. computer-based), as they learn how to administer, score and interpret assessment data under the supervision of licensed clinical supervisors. Thorough grounding in psychometric principles that allow for critical evaluation of individual measures, as well as knowledge of the breadth of existing literature on various clinical disorders will be covered in the weekly didactic lectures (as part of supervision).
These assessment batteries are designed to identify cognitive/personological strengths and weaknesses, assess adaptive functioning, provide diagnostic clarification, and to determine the need and scope of intervention. Areas of assessment include cognition (e.g., attention, executive functions, language, visual motor skills, memory, and learning), achievement ability, socio-emotional functioning and personality structure, activities of daily living and level of adaptive behavior.
Indirect Clinical Services
Indirect clinical activities include charting, responding to emails, scoring, interpretation, report-writing, case management, consultation, and family collateral services via phone, etc. Interns will develop familiarity with neuropsychological assessment language as they produce the first drafts of client reports and receive constructive feedback on how to improve their writing.
Didactics Seminar
Interns are required to attend weekly didactics, which span multiple scientific disciplines (e.g., cognitive psychology, developmental psychology, school psychology, clinical psychology, etc.). Lecture content will build upon general psychological material covered in clinical psychology program syllabi, focusing specifically on matters pertaining to neuropsychological assessment and practice. Specific weeks are dedicated towards detailed and nuanced understanding of certain batteries (e.g., WAIS-IV, WMS-IV), which broadly cover related constructs being assessed (e.g., theories of intelligence, neurobiological foundations of memory, etc.). Forensic topics related to the practice of neuropsychological assessment in court-related settings will also be explored. Interns are expected to actively participate in discussion and are responsible for their own understanding of the material, which will be assessed through bi-weekly quizzes.
An initial training workshop (3 weeks) will be conducted to instruct interns on the ‘hands-on’ aspects of assessment (i.e., administration rules and general psychometrist behaviors).
Treatment Seminar
Treatment seminar sessions are where interns will be able to practice therapeutic intervention skills, through role-plays and vignettes provided. Interventions may be derived from a variety of theoretical approaches. Interns will be able to demonstrate their ability to establish and maintain effective relationships with their clients; evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing evaluation.
Supervision
The overarching goal of supervision is to guide the intern toward achieving competence in the provision of psychological and neuropsychological health services. Supervision is a collaborative relationship between an intern and a supervisor that extends over time and that has both facilitative and evaluative components. All supervisors are licensed clinical psychologists with vast experience in the specific areas in which they are providing supervision. In addition, interns receive live supervision for the majority of time that they are providing direct clinical services to clients. The intern’s primary supervisor will be a full-time SCNPG employee and have a doctoral degree in Clinical or Counseling Psychology and hold a valid license to practice as a health service provider in the state of California.
In accordance with CA regulation, supervisors are available at all times the intern is accruing supervised professional experience (SPE). Protected time each week is reserved for supervision to ensure that supervision occurs regularly and predictably. Interns are also encouraged to seek out their supervisor for consultation as needed outside of designated supervision times. In-person supervision is prioritized; however, telehealth supervision may be utilized as an alternative when in-person meetings are not feasible due to public health crises or weather-related emergencies.
Telehealth supervision is facilitated via secured teleconferencing platforms or by phone when in-person supervision is not available.
Individual Supervision
Interns will receive two hours of individual supervision per week. In addition, the majority of clinical work is completed in a live supervision format with a supervising faculty member. Interns are assigned a supervisor who oversee all clinical work and review/approve all documentation (including diagnostic assessments, therapy notes, reports, and other charting requirements). Interns are expected to come to supervision prepared with cases and supporting materials to be reviewed. Interns may also use this time for professional development by learning new assessment methods, fine-tuning therapy strategies, exploring ethical and diversity issues, and addressing any professional or collaboration needs.
The supervisor shares the responsibility of the client care with the intern. The supervisor will also meet with the client on a monthly or bi-weekly basis (depending upon their situation and needs). In the event that the client received psychological or neuropsychological evaluations, the supervisor will conduct the initial consultation, supervise the intern as he/she conducts the assessment, and provide feedback to the client directly. Supervisors will be ultimately responsible for forming detailed case conceptualizations in collaboration with the client and the intern, guiding the intern to utilize various neuropsychological assessment principles as a foundation for their intervention plan.
Case Conference/Consultation
Interns will participate in direct case consultation as presenters and indirect consultation on cases presented by licensed psychologist on both therapy and neuropsychology cases.
Hours Breakdown:
