A major goal of the training program is to increase the autonomy of the intern as his/her competencies evolve during the training year. This process is in inline with the six primary goals of the training program.
Progression in Supervision
(adapted from the Mount Sinai Medical Center, Department of Rehabilitation Medicine, New York, New York; Progression in Supervision)
Progression in Understanding Ethical Issues in Clinical Practice—The intern is expected to increase his/her understanding of ethical issues as they emerge within clinical practice during the training year. It is expected that an intern will utilize supervisory input early in the year, and become more comfortable with handling more complex ethical dilemmas by the end of the training year in consultation with supervisors.
Progression within Development of Evidenced Based Knowledge—Early in the training year, an intern is provided with basic foundation knowledge in the area of clinical assessment and practice. As the year progresses, the intern is exposed to more intensive evidenced based research and theory as applied to clinical practice. By the end of the training year, the intern is expected to research and present evidenced based psychological knowledge to the interdisciplinary team under clinical supervision.
Progression in Clinical Assessment and Diagnosis—Early in the training year, an intern is provided an orientation to clinical assessment tools. Clinical assessments are assigned by supervisors with concern for the complexity of each referral. Initially, intern’s assessment skills are observed to ensure proper administration/interpretation. Early in training, the intern’s interpretations and evaluation reports are closely monitored. As the intern’s competence in assessment increases, the intern is expected to become more independent with planning of assessment, interpretation of assessment and evaluation report writing skills.
Progression in Clinical Interventions—Early in the training year, the intern is provided an orientation to a wide range of clinical interventions. Clinical cases are assigned by supervisors with concern for the complexity of each referral and the intern’s ability to address treatment needs. Early in training, the intern’s clinical interventions are closely monitored. It is expected that an intern will be more comfortable with handling more complex clinical assignments by the end of the training year.
Progression in Consultation—Early in the training year, the intern is provided an orientation to the roles and functions of the interdisciplinary team. Initially, interns observe supervisor’s interactions with the treatment team. Early in training, the intern’s interactions with the treatment team are closely monitored. The intern is expected to increase his/her consultation skills and become an integrated member of the rehabilitation team by the end of the training year.
Progression in Understanding the Needs of Consumers—Intern orientation at the beginning of the training year includes consumer presentations which introduce the intern to the diverse challenges of individuals with disability across the continuum. Early in training, the intern’s interactions with consumers are closely monitored. The intern is expected to increase his/her understanding of the needs of consumers over the continuum of disability/rehabilitation and make appropriate community referrals by completion of the training year.
Progression in Understanding Diversity Issues in Clinical Practice—The intern is expected to increase his/her understanding of ethical and cultural diversity issues as they relate to clinical practice during the training year. It is expected that an intern will be more utilize supervisory input early in the year, and become more comfortable with handling more complex ethical dilemmas and culturally diverse clients by the end of the training year.
Progression in Supervision—It is expected that an intern will move from more intensive and directed supervision to more collaborative consultation with supervisors during the training year. In addition, the intern is expected to increase his/her understanding of principles of supervision though didactics and modeling of supervisors over the course of the year. The intern will be provided the opportunity to fine-tune their own personal supervision style through supervision of the practicum student over the course of the internship year.
Inter-Faculty Relations
The training program aims to protect the personal and professional welfare of interns and faculty and the integrity of the profession of psychology at large. The program encourages courteous, respectful and collegial rapport between interns and the faculty. The program is organized to facilitate this milieu of intern-faculty trust, learning, identification with more experienced colleagues and mentors, consolidation of professional identity, and successful integration of program graduates into the profession. The faculty is committed to serving as clinical mentors and as role models through supervised clinical work and seminar presentations. By mutual consent, faculty and trainees often work collaboratively on special assignments, projects and professional presentations.
Feedback to the Trainee’s Doctoral Program
The training director provides written feedback to the intern's academic institution as requested by the program throughout the training year. The training director will notify the student’s academic institution whenever an intern is placed on temporary probation, with corrective actions discussed. At successful completion of the training year a letter of completion stating satisfactory completion of 2000 hours of supervised experiences, the intern’s final evaluations and a copy of the intern's certificate of completion are sent to the intern's academic institution.