Training Requirements

William & Mary Counseling Center requires all psychology interns to complete a 2000 hour internship with a minimum of 500 hours of direct service.

INTERNSHIP REQUIREMENTS

Interns are expected to behave according to the Ethical and Legal Standards of Health Service Psychology and to exhibit the Professional Values, Attitudes, and Behaviors as well as professionally appropriate Communication and Interpersonal Skills at all times and in all their professional roles at the agency.  Similarly, it is expected that interns will demonstrate knowledge, skill, and competency in the area of Individual and Cultural Diversity, in all their professional functions at the Counseling Center.

CLINICAL SERVICE

  1. Individual/couples Therapy: Schedule individual/couples for an average of fifteen (15) clinical hours/week.  In order to complete the 500 clinical hours required for completion of the internship, interns may need to have more than 15 clinical hours per week scheduled during some weeks of the semester.  During other weeks, particularly at the beginning of fall and spring semesters interns may have less than 15 clinical hours scheduled.  Interns’ caseloads will be composed of clients who, based on clinical need are seen weekly, and other clients who will be seen every other week or less frequently. 
  2. Group Therapy: Co-facilitate one on-going therapy group with a senior staff member during the fall and spring semesters.
  3. Initial assessment: Participate in clinical teams one day per week.  Interns will be scheduled up to three half-hour initial assessment sessions on their team day, except the first weeks of the semester, when interns will be scheduled for four.  In addition, interns and the other members of the team will distribute among themselves any crisis situations and walk-ins.  Interns as well as senior staff members may be called to help with crisis situations and even intakes on other days if the team for that day is managing excessive clinical need.
  4. On call: Provide at least one week of on-call after-hours coverage per semester during the academic year.

OUTREACH (Total outreach: 9 programs during the academic year as described below)

  1. Observe/Co-Facilitate at least three different outreach programs during the W&M students’ orientation in addition to the ones already included on the intern orientation schedule.
  2. Program Evaluation: Interns will engage in the program evaluation component of the RA suicide risk reduction training.  Under the mentorship of an identified staff member, interns will analyze data of the pre and post evaluation obtained during the RA suicide risk reduction training -that takes place at orientation- (the evaluation forms have already been developed and they will be administered just prior and at the end of the program). In addition, interns will develop a follow-up evaluation form/process to be used at the end of the academic year to explore whether RAs a) retained the information presented at orientation and b) felt prepared to engage in RA appropriate risk reduction interventions (e.g. ask questions about safety, refer) with their residents. Interns will work in the summer to analyze the data and provide feedback about potential ways to improve the program.
  3. Didactic/interactive outreach: Facilitate a minimum of three didactic/interactive outreach workshops per semester, for a total of six didactic outreach programs during the internship year.   These six programs could be in response to requests received by the Counseling Center or based on own interest.  The executive administrative assistant regularly emails Counseling Center staff to inform about the programs that have been requested.  Opportunities for outreach with established audiences include presentations for student leaders and classes on mental health topics offered to peer-educators. If you want to develop your own program based on your own interests, it would be helpful to choose either a population you want to reach out to or a topic you believe students would be interested in. It would be important to take into account the academic calendar and students’ schedules to increase the likelihood of getting an audience.  Generally speaking, students are too busy to attend programs after the first week in April.
  4. Screening Programs: Participate in all screening program during the internship year, for a maximum of one screening per semester (e.g. mental health/eating disorders/depression/alcohol screening).
  5. Passive Programming through the use of the Counseling Center Bulletin Board:  Interns will create (conceive and construct) bulletin boards at the beginning of the fall semester, the beginning of the spring semester and after spring break.  They may work individually or in groups, selecting appropriate materials -preventive or affirmative messages/articles- based on the time of the academic year and what students may be facing at that time.

ASSESSMENT

  1. Interns are to complete two comprehensive Case Presentations during the year.  In doing so, interns are to administer at least two assessment instruments in their case presentations (at least one instrument in addition to CCAPS). See Case Presentation Requirement described below. 

OPTIONAL: -For interns interested in acquiring more experience with assessment - Complete referred or additional assessment cases. They may be full or partial assessment batteries based on the referral question. A maximum of 2 cases during the internship year. These assessment cases should be approved by the intern’s primary supervisor.

SUPERVISION

  1. Individual Supervision: Receive two-hours/ week of clinical supervision for individual cases and initial assessment evaluations.  In the spring, interns also receive 1 hour of supervision of supervision.  This is provided by the assigned supervisor for the spring semester.  Make up all missed supervision sessions (see document re: supervisor and supervisee responsibilities).
  2. Provide Clinical Supervision to an Advanced Practicum student:  Provide two (2) hours of individual supervision for a doctoral level practicum student in the spring semester. Digitally record ALL supervision sessions.  Review their documentation as well as digital recordings of their intakes and sessions with individual clients.  Documentation of all cases supervised by the intern, including case notes, initial assessment, and termination reports, are to be signed on line #2 by the psychology intern as supervisor and line #3 by the supervisor of supervision.
    • Maintain documentation of supervision sessions.  Supervision documentation is to stay at the center after the completion of internship. The Training Director is to receive this documentation at the end of the supervision experience with a given supervisee. 
    • Use the appropriate evaluation forms for mid-semester and end of semester feedback for the student you supervise.  VCPCP and VCU students have different evaluation forms.
    • As a component of the supervision of a Practicum Student and in congruence with the Developmental and Experiential training philosophy at the WMCC, supervision of supervision will involve supervisee-supervisor-supervisor of supervision meetings.  The triad model provides:
    • Practicum students with a) the opportunity to brainstorm ideas in the moment with two supervisors, b) direct contact with the supervisor of supervision, and c) recordable hours of supervision with a licensed psychologist.
    • Interns with a) the opportunity to brainstorm ideas in the moment with another supervisor, b) regular access to direct consultation and c) mentorship regarding clinical supervision practice.
    • Supervisor of supervision with a) direct contact with the practicum student, b) a more direct discussion about the work with clients,  c) direct observation of practicum students’ therapy skills, conceptualization, clinical judgment, professionalism and ethical decision making, and d) the opportunity to assess practicum students’ and intern supervisor’s  ability to receive and integrate feedback into their clinical/supervisory practice.

    These meetings are to take place approximately once a month. All members of the umbrella supervision triad (practicum student, intern, supervisor of supervision) can request these meetings based on specific goals or needs.

    Given our commitment to training and if believed to be helpful, different staff members may watch videos of your supervision work.  Oftentimes, it may be helpful for the group supervisor of the practicum student or for other senior staff involved in training, to watch supervision tape.  This helps coordinate efforts among training staff and provide helpful ideas/feedback to the practicum student or the intern supervisor.

    3. Group therapy supervision: Receive up to one and a half-hour/week group therapy supervision. A half-hour will be provided by your group co-leader.  In addition interns, practicum students, and all members of the staff involved in group work meet for one hour per week to process and receive feedback about their experiences in group therapy.

    4. Case Conference. This meeting is considered supervision within a group format.  Interns are expected to bring cases in order to hear different in order to hear different perspectives and receive feedback from those in attendance, including their individual supervisor and other senior staff members.  Peer input is valued.  Practicum students bring cases to these meetings too and interns are to provide input as a way to demonstrate their conceptualization and clinical skills.   Senior staff may present cases that provide good learning opportunities.

    5. Case presentation: Conduct a minimum of one formal case presentation (including written report) per semester during case conference. The goal of case presentation is for interns to show their work and request feedback.  As such, it is recommended that interns provide a summary of the case and their work for approximately 10 minutes, show video for another 10 minutes, and use the rest of their time to ask/answer questions and receive feedback.

    6. Supervision of Supervision: Receive up to one hour of individual supervision of supervision in the spring semester.

    7. Supervision case presentation
    : Conduct one formal supervision case presentation during supervision of supervision seminar-Spring semester.  This presentation should be conceived as an opportunity to showcase your supervision and as an in depth consultation about a specific/salient supervision theme (e.g. cultural aspects in supervision, ethical decision making, etc.)

TRAINING ACTIVITIES

  1. Training Seminars: Attend and participate in all of the scheduled training seminars. (You are also to participate in case conference, group therapy supervision and supervision of supervision sessions as described above).

    • Integrative seminar - This seminar integrates themes related to Clinical, ethical, and professional issues, assessment, and outreach experiences.   Two (2) - 1hour sessions per week fall semester - See syllabus.  
    • Diversity seminar – 1hr every other week during the academic year.  See diversity seminar requirements in seminar’s syllabus.
    • Supervision seminar - 1hr every other week during the fall semester year. The seminar will transition to supervision of supervision within a group format during the spring semester. See supervision requirements above.
  2. Participate in all networking and staff development meetings
  3. Staff meetings: Attend and participate in the Staff Meetings ALL scheduled throughout the year.
  4. Attend and participate in meetings with training director (scheduled as needed). The purpose of these meetings is to address potential questions or concerns about the training program or any aspect of training and/or provide feedback about the training program or the training director.  Interns are always welcome to request an individual meeting with the training director.
  5. Student Affair Meetings.  Attend student affairs meetings.  During the academic year, particularly at the busiest times, interns may ask their supervisors and training director about the possibility of missing a Student Affairs meeting and stay at the Counseling Center to complete some professional activity (scheduling clients would only be allowed if a senior staff is at the Center).  Supervisors/TD may not recommend missing meetings that are considered to be significant based on their intended professional developmental/informational content. 
  6. Recording Sessions: Digitally record ALL counseling sessions once clients have signed consent/permission to recordThis form should be updated whenever there is a change of supervisor for the case (usually at the beginning of a new semester).

    Given our commitment to training and if believed to be helpful, different staff members may watch videos of your work.  Oftentimes, it may be helpful for you and your supervisor to have someone else watch your work with a specific client or clients; this may result in additional understanding of a case or ideas on how to proceed.
  7. Log of clinical and outreach work.  Update the clinical work log and training requirement log (F/S semester) weekly.
  8. Optional: Attend and participate in Student Affairs Task-Force/Committee Meetings if interested.

RESEARCH

It is expected that interns will apply scholarly work and research findings in all activities and roles assumed during the internship year.  In addition, interns will give a research presentation as described below.

Research Presentation: Present some research you have recently worked on or are currently involved in.  This presentation can be scheduled at any time during the academic year as part of the staff development meetings or can take place during the summer.  You can present your dissertation, dissertation proposal or any other piece of research. Interns who decide to present during staff development (vs. summer) would need to inform, early in the semester, the staff member who is coordinating staff development of their intent to do so in order for their presentation to be scheduled during one of the Staff Development meeting times.

TEACHING

Practicum Seminar Presentation:  Present or co-present on any topic of expertise/interest during the practicum seminar in the spring semester.  Consult with the training director and the coordinator of the practicum seminar to explore how practicum students could best benefit from your presentation.

EVALUATION ACTIVITIES 

  1. Supervisor(s) Evaluations: Interns receive evaluations from supervisors four times during the internship year (October, January, April, and July).  The “Evaluation of Psychology Interns by Supervisors” is used for this purpose.  A score of 4 on each of the major aims of the internship and not less than 2 in each competency under each aim in the last evaluation of the internship year is required to pass the internship.
  2. Interns’ evaluation of supervisors: All supervisors are evaluated by the intern after the intern has been evaluated by the supervisor. Interns complete these evaluations four times a year (October, January, April, July).
  3. Interns’ evaluation of practicum student supervisee: Interns complete the evaluation form for the practicum student they are supervising.  They are to complete these evaluations by mid and end of the semester(s) they are supervising. VCPCP and VCU students have different evaluation forms.
  4. Supervisees’ evaluation of intern as supervisor:  Practicum students will evaluate the intern in his/her role of supervisor using the same evaluation form that interns use to evaluate their supervisors. Practicum students provide the evaluation to the intern supervisor after they have received the evaluation from the intern supervisor.
  5. Case Presentation Evaluation: Staff members and trainees in attendance during interns’ presentations will be asked to a case presentation evaluation form.  The training director will collect the evaluations and pass the complete set to the presenter for review.
  6. Supervision Presentation Evaluation: The coordinator(s) of the Supervision Seminar and all interns in attendance during interns’ presentations will be asked to complete a supervision presentation evaluation. The training director will collect the evaluations and pass the complete set to the presenter for review.
  7. Outreach Evaluation Form: Completed by a member of the training committee able to attend an outreach program facilitated by the intern. Interns are asked to be proactive and request with enough notice that a staff member observes their outreach. 
  8. Forms for Academic Programs: Interns are responsible for informing the training director and submitting all required forms to the doctoral program if their academic program requires specific forms to be completed. Interns are to provide copies of these evaluation forms to the training director and supervisor(s).

    All evaluations will be part of your portfolio and will be maintained indefinitely at the Agency in a restricted file to which only the Director, Training Director, and Administrative staff members have access.

DOCUMENTATION

  1. Case notes: Document contact with clients following agency documentation policies.  Clients’ files are to include all case notes of individual/group sessions and any other contact the intern had with the client including phone conversations.  Consultation is also to be documented. 
  2. Initial assessment reports and terminations: Write intake and termination reports following agency documentation policies.
  3. Training and Clinical work log: Maintain a weekly log of all professional activities.  Turn in this log to supervisor with a copy to the director of training (see form).
  4. Leave log: Turn in the “leave” form to the director of training to request leave approval whenever there is need to be absent from the Center. Vacation and professional leave approval will be based on specific clinical needs at a given time in the semester as well as the satisfactory progress toward the accrual of direct clinical service hours required to complete the internship.  Interns are to inform their supervisor whenever they will be absent and they are to make sure they are covering all professional duties that were to take place at the time of their absence.  In case of an unscheduled absence (e.g. illness) interns are to call or email front desk staff as soon as possible so that clients can be rescheduled.  A message can be left on the answering machine before 8am.

SUMMER PROJECT

Congruent with our developmental approach, at a stage when interns are moving towards independence, and as a way to demonstrate ability to integrate knowledge into a tangible outcome that can meet a counseling center’s need and be marketable for job search, interns will be involved in a summer project approximately 2-4 hours a week -once the academic year ends-.  The specific project will be one of interest to the intern.  Some examples are: review of clinical forms/brochures, improvements to counseling center website, projects identified as Counseling Center needs, and clinical or training related projects as identified by staff, the training committee or director of training, such as collecting training resources or resources regarding specific evidence-based treatments, designing psycho-educational groups, etc.