Following are the various competencies that we use to evaluate an intern in our program. These competencies are primarily the focus of core and specialty rotations, but they are also addressed specifically during the didactic sessions of the program. The intern is expected to exhibit increasing competence over the course of the year in each of these areas. The focus of supervision is to assess what skills may need improvement and then to assist the intern in demonstrating ever-improving competence in the practice of clinical psychology.
GENERAL PROFESSIONAL COMPETENCIES
- ETHICS/LAW - Demonstrates thorough knowledge of ethical principles and legal issues relevant to the practice of psychology and consistently applies this knowledge, seeking consultation when needed.
- RESPONSIBILITY - Takes responsibility for key tasks involved in patient care including arriving on time for patient appointments, returning phone calls promptly, providing needed referrals, and completing all documentation in a timely and thorough manner.
- PROFESSIONALISM – Interacts with staff, co-workers, and patients/visitors in a professional and respectful manner. Maintains professional appearance and displays professional behavior, particularly when in patient care or public areas. Attempts to resolve minor disagreements with staff or coworkers before seeking administrative intervention.
- SUPERVISION – Seeks supervision when needed, arrives promptly and well-prepared for supervision meetings, makes good use of supervision time, responds well to feedback and suggestions, does suggested research or readings.
- POSITIVE COPING – Aware of personal issues and stressors and makes use of positive coping strategies so that patient care and other aspects of professional functioning are not excessively impacted.
- TIME MANAGEMENT – Demonstrates good use of time management strategies to facilitate independent adherence to deadlines, prompt arrival for meetings, lectures and patient care.
- SENSITIVITY TO PATIENT DIVERSITY – Demonstrates sensitivity to all aspects of individual and cultural diversity in assessment, building of a therapeutic alliance and provision of interventions.
- AWARENESS OF OWN CULTURAL BACKGROUND – Demonstrates awareness of own cultural background and how this may impact interactions with patients.
- KNOWLEDGE AND APPLICATION OF RELEVANT RESEARCH IN TREATING DIVERSE PATIENTS – Has excellent awareness of the relevant literature and utilizes this research base to provide evidence based care to diverse patients.
- DIAGNOSTIC SKILL – Demonstrates thorough knowledge of the DSM, and is able to formulate accurate and complete diagnoses via a clinical interview, mental status exam and any other relevant assessment methods.
- SELECTION AND ADMINISTRATION OF ASSESSMENT INSTRUMENTS – Demonstrates competence in selection of appropriate assessment instruments taking into account the reason for assessment as well as age, cultural, and other relevant patient factors, and competence in administration.
- INTERPRETATION OF ASSESSMENT – Demonstrates competence in interpreting assessment data taking into account all relevant variables including cultural factors.
- REPORT WRITING SKILLS – Reports are well-organized, clearly written, and address any relevant referral questions.
- PROVIDING VERBAL FEEDBACK – Provides verbal feedback to patients, family members, and other professionals in a sensitive, clear, complete and helpful manner.
- ESTABLISHING A THERAPEUTIC ALLIANCE – Demonstrates ability to establish rapport and engage patients and/or family members in the treatment process.
- CONCEPTUALIZATION AND TREATMENT PLANNING – Demonstrates ability to form a clear, comprehensive case conceptualization that will inform selection and timing of interventions. Short and long term goals are clear, and measurable to allow for monitoring of progress in treatment.
- PROVISION OF EVIDENCE BASED TREATMENT – Treatment provided utilizes the best available research findings taking into account each patient’s unique needs, characteristics and preferences.
- MANAGING CRISES – Demonstrates the ability to handle crises, including issues involving safety of patient or others, high levels of distress in patient or caregivers, marked worsening of symptoms, or events that require mandatory reporting, seeking supervision as appropriate.
- MANAGEMENT OF BOUNDARIES AND COUNTERTRANSFERENCE – Maintains appropriate boundaries with patients and their family members in a manner that facilitates therapeutic alliance. Demonstrates awareness of own reactions to patients and manages these reactions seeking supervision or consultation as appropriate.
- CONSULTATION ASSESSMENT – Demonstrates ability to rapidly develop rapport, and complete a consultation assessment that efficiently and completely addresses the referral question.
- COMMUNICATION WITH OTHER PROFESSIONALS – Communicates with other professionals in a manner that is understandable, clearly addresses their questions and need for information, and provides useful recommendations.
- PROVISION OF COLLABORATIVE CARE – Demonstrates ability to work as a member of a multidisciplinary team to provide comprehensive assessment and treatment.
- KNOWLEDGE OF PROGRAM EVALUATION METHODS – Demonstrates the ability to evaluate program effectiveness by formulating appropriate questions, identifying key variables, developing appropriate measurement techniques, and making appropriate recommendations based on findings.
- SUPERVISORY SKILLS – demonstrates good knowledge of supervision techniques and applies these skills when working with other learners designated as supervisees.
- SCHOLARLY INQUIRY – Demonstrates the ability to conduct literature searches relevant to patient care, evaluate the quality of the research, and to apply this literature in an appropriate manner to patient care.
- IDENTIFICATION OF GAPS IN LITERATURE AND FORMULATION OF RESEARCH QUESTIONS – Demonstrates the ability to identify situations in which a question relevant to clinical practice cannot be answered with the currently available research base, and the ability to formulate an appropriate research question and research design that would address this gap in the literature.