HAZELDEN S MENTAL HEALTH CENTERS DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM BROCHURE

Size: px
Start display at page:

Download "HAZELDEN S MENTAL HEALTH CENTERS DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM BROCHURE"

Transcription

1 HAZELDEN S MENTAL HEALTH CENTERS DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM BROCHURE

2 This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any rankingrelated information from any intern applicant. This internship site is accredited by the Commission on Accreditation of the American Psychological Association. Questions related to this Training Program s accreditation status should be directed to the CoA. Office of Program Consultation and Accreditation (OPCA) American Psychological Association 750 First Street NE Washington, DC Phone: (202) Fax: (202) (General): APAAccred@apa.org (ARO): ARO@apa.org Web:

3 From the Training Director: Thank you for your interest in Hazelden s Mental Health Centers Doctoral Psychology Internship Program. It is our hope that through this training program, we are able to assist in guiding you in your journey to becoming a well-rounded psychologist. This training program is designed to provide you with the education and clinical experience to support your ongoing training to become a competent entry-level psychologist. In addition, Hazelden Betty Ford Foundation uniquely provides the opportunity to work with an array of mental health issues as they interface with substance use issues. Although Hazelden, a part of the Hazelden Betty Ford Foundation, remains a leader in the area of substance use disorders, the mental health department and training program are eagerly seeking applicants from various training backgrounds. The application of the skills targeted within this internship program are vast and applicable to both chemical dependency treatment centers as well as a variety of community based mental health facilities. Specifically, this program provides a broad range of clinical services along with didactic training and supervision along with the option to engage in additional research and educational opportunities if interested. Hazelden s Mental Health Centers Doctoral Psychology Internship Program has been accredited by the American Psychological Association (APA) since 2002 and has been awarded accreditation through The program will seek reaccreditation through a self-study and site visit in 2016 and Hazelden Betty Ford s nationally renowned facilities span the country and work to provide services to those in need across the lifespan. This internship program is a part of Hazelden Recovery Services, which serves youth/young adult and adult populations. On behalf of all those involved in Hazelden s Mental Health Centers Doctoral Psychology Internship Program, we again want to thank you for your interest in our training program. We are eager to continue our efforts in shaping the future of our field. Although we hope the following information provides you with a comprehensive and detailed understanding of the program itself, we also understand that you may have additional questions. Please do not hesitate to contact us for any additional information you may need regarding the doctoral training opportunities at Hazelden s Mental Health Centers. Of note, I am happy to provide you with a copy of the training manual used in the current training year for more information about our aims, evaluations, training plan, policies, and procedures. Sincerely, Sarah Beth Beckham, Psy.D., L.P. Training Director

4 Overview of Hazelden Betty Ford Foundation The Hazelden Betty Ford Foundation is a private, nonprofit corporation whose mission is to help build recovery in the lives of individuals, families and communities affected by alcoholism, drug dependency and related diseases. Hazelden, founded in 1949, has its origins in Center City, MN, about 40 miles northeast of the Twin Cities of Minneapolis and St. Paul. Hazelden merged with Betty Ford Center in 2014 to become the Hazelden Betty Ford Foundation. Hazelden was established originally as a not-for-profit corporation to assist in the rehabilitation of alcoholic men. It soon broadened its mission to include other mood-altering substances and to serve other populations such as women, youth, older adults and minorities. Educational programs were also created for families and friends of the individual struggling with alcohol and drug dependency, further expanding the holistic vision that has guided Hazelden's growth. Hazelden has continued to grow as a leader in providing quality care for individuals struggling with alcohol and drug dependency and related issues. Hazelden's treatment approach is based on the Minnesota Model (also known as the Disease Model or Twelve Step Facilitation Model). This model is best described as an interdisciplinary approach based on the therapeutic principles of the Twelve Steps of Alcoholics Anonymous and incorporating common and well-accepted psychological approaches. This model of treatment has been researched and described in peer-reviewed literature. Psychological services have been part of the Hazelden interdisciplinary team almost since its beginning. The primary role of psychology in the 1960's, 70's, and 80's involved the identification of individual differences through clinical interviews and psychological testing. Mental health professionals initially utilized psychological assessment data for the purpose of team consultation in an effort to individualize treatment approaches based on personality characteristics and intellectual functioning. Conducting psychological assessments and providing treatment recommendations remain integral functions of the mental health professionals at Hazelden today. With the increasing recognition of co-occurring disorders, however, mental health services have expanded to meet the complexity of issues experienced by those who experience substance use problems. The mental health professional s role has expanded to include intake assessment, comprehensive diagnosis, specialized assessment for recurrent mental health conditions, concurrent individual and group therapy, and continuing care planning. Hazelden s Mental Health Centers provide a comprehensive network of services for residential programs and community outpatient services for individuals and family members impacted by substance use and related diseases. The central coordinating office for the internship is located in Center City, MN, where adult treatment is provided. An adolescent track is also offered at the Plymouth site. Services offered include, but are not limited to, mental health intake screening, initial mental health diagnostic evaluations, individual and group psychotherapy, testing, continuing care planning, and information and referral resources. Opportunities may vary by site and the current needs of our patients.

5 Introduction The Hazelden Foundation s best-known and most influential psychologist, Dan Anderson, PhD, revolutionized the treatment of substance use disorders by eradicating the prevailing psychiatric/medical model of his time. A true visionary, Dr. Anderson advanced the premise that individuals and families suffering from alcohol and drug dependence required the services of a multidisciplinary treatment team that included the services of clinical psychologists to help individualize treatment services. Psychologists were introduced to assess individual differences such as cognitive functioning, personality traits and characteristics, motivational dynamics, and co-occurring mental health disorders. Serving as consultants to the treatment team, the role of the psychologist expanded to include not only assessment, diagnosis and consultation, but also co-occurring disorder treatment, program evaluation, and research. Expanding scientific knowledge, greater demands for complex clinical judgment, and growing requirements for empirically supported practice were just a few of the factors that contributed to the development of Hazelden s Mental Health Centers Doctoral Psychology Internship Program in Today, the internship program is further strengthened by the expertise of the Hazelden Betty Ford Foundation as Hazelden and Betty Ford Center merged in Several programs outside of the clinical mental health department further enhance the program. The Butler Center for Research (BCR) is dedicated to improving recovery from addiction by conducting clinical and institutional research, collaborating with other research centers, and communicating scientific findings. It is the Center's vision that sustained recovery for all who seek help will be achieved through advancements in knowledge and integration of research into practice. As part of Hazelden's commitment to evidence-based practice, over 35 data analysis projects were conducted to inform clinical care and academic programming, identify treatment needs, drive databased decision-making, set targets for 2015 strategic plan goals, and contribute to the field's knowledge of addiction treatment. In addition, in Fall 2014 the BCR began collecting outcome data for patients attending Betty Ford Center programs. Research Updates were disseminated to professionals, educators, researchers, students and other stakeholders. Three new Research Updates were created, including one on clinical severity among LGBTQ patients attending residential treatment at HBFF. These two-page summaries of scientific findings from the field of addiction treatment research are provided at no cost as a community benefit to policymakers, treatment professionals and the public at large. They are also available on the BCR s page of Hazelden Publishing is the premier publisher of evidence-based curricula and other professional resources in the areas of prevention, intervention, treatment, and recovery support, as well as books and media that enhance lifelong recovery and personal growth. In 2014 alone, 2.7 million publishing resources were sold to professionals, people in recovery, and their friends and family. Among the offerings, 43 were new releases, 20 were online subscriptions, 349 were e-books, and 33 were mobile apps. Hazelden s Center for Public Advocacy works hard every day to fight the stigma of addiction and promote the promise and possibility of recovery. Their efforts focus on defining and promoting policy and legislation that will help people with the disease of addiction more easily find treatment and recovery support. They also encourage people to speak out and tell their own stories to offer hope to others. Their mission is to educate people on what they can do to help advance public awareness of alcohol or drug abuse treatment and advocate for positive change. They work to end discrimination against people who seek alcohol or drug abuse treatment. They believe health insurance plans must cover treatment for addiction like they do other major chronic illnesses. They identify the problem before it is too late. Medical professionals must make screening for alcohol and other drug problems a part of every primary care and emergency room visit. They also promote

6 effective treatment and supervised continuing care programs for certain non-violent offenders with drug or alcohol addictions. The Foundation s Professionals in Residence Program (PIR) provides experiential training for a wide range of practicing professionals, including: physicians, nurses, and medical students. PIR provides professionals with the tools, knowledge, and insight to understand and respond to addiction. In 2014, 131 professionals completed such trainings. The Hazelden s Mental Health Centers Doctoral Internship Program has served more than 75 interns from over 28 universities and professional schools. Multiple psychologists are involved in all phases of the internship program, from administrative oversight to hands-on clinical supervision. As a result, the internship program has a strong foundational training in generalist health service psychology and also continuously strengthened its expertise in advancing the opportunity to practice and develop skills in treating co-occurring substance use and mental health disorders.

7 Program Description and Requirements Hazelden's Mental Health Centers offers an internship in clinical psychology, accredited as a doctoral internship in health service psychology. Doctoral interns are provided a strong foundation in scholarly knowledge and clinical practice. The goal of the training program is to facilitate doctoral intern development as independent psychological professionals for a variety of career opportunities. This program emphasizes a developmental learning model that ensures doctoral intern knowledge of evidenced-based practices in the treatment of mental health disorders that co-occur with substance use issues and facilitates their growing expertise in the daily clinical practice of knowledge. Interested applicants are not required to have previous experience working with substance use disorders. Rather, this training program is seeking applicants ultimately who share an interest in gaining education, training, and experience with a wide range of general clinical practice experiences and co-occurring disorders treatment. The training program at Hazelden Betty Ford Foundation provides broad-based clinical training through exposure to interventions such as psychological assessment, individual therapy, and group therapy, as well as, involvement in training seminars, supervision, and consultation within an interdisciplinary treatment team. The program is offered at the Center City location serving adults, and the Plymouth location designed for adolescents to young adults and families. Both the adult and adolescent sites identify rotations which include experience in consultation with a multidisciplinary team, assessment, crisis intervention, individual therapy, and group therapy for males and females. The additional opportunity for training in treatment of health care professionals is available in the adult program. Hazelden s Mental Health Centers Doctoral Internship Program is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). Over the years, APPIC has developed guidelines for procedures used in student-internship matching, and these guidelines continue to evolve over time, as APPIC remains responsive to the varied concerns around this issue. Effective July 9, 2009, APPIC launched APPIC Online, which is a paperless application process for doctoral internship programs. Please visit for further instructions and guidelines for completion of the application. Hazelden s Mental Health Centers training program follows APPIC policy regarding offers and acceptance and participates in the APPIC Match Program. Hazelden s Mental Health Centers abides by the APPIC policy in that no person at this training facility will solicit, accept, or use any ranking-related information for any intern applicant. Hazelden s Mental Health Centers Doctoral Internship Program will participate in the APPIC Internship Match Program administered by National Match Services, Inc. There are two match numbers for our internship program, corresponding to the two training tracks. Applicants may apply to just one or both tracks. PLEASE SPECIFY IN YOUR MATERIALS WHICH TRACK(S) YOU ARE APPLYING TO. The track match numbers are: Adolescent Track Adult Track Applicants must obtain an Applicant Agreement Package from NMS and register for the Match in order to be eligible to match to our Internship Program. You can request an Applicant Agreement Package from NMS through the Match Program Web site. Application and admission requirements include: 1. Enrollment in a clinical or counseling psychology doctoral program accredited by the American Psychological Association 2. Completed Association of Postdoctoral Psychology and Internship Centers (APPI) application

8 3. Practice hours completed totaling a minimum of 1,500 hours including all practicum intervention, assessment, and support hours. Must have accumulated a minimum of 50 assessment hours and at least 300 intervention hours during practicum. 4. Passed Comprehensive Examination through doctoral program 5. Current academic vita 6. Official transcript of all graduate work 7. Three letters of recommendation from resources with direct knowledge of clinical experience, strengths, and interests Internship positions are contingent upon applicants satisfying the following eligibility requirements: 1. Freedom from chemical use problems. Chemical use problems is defined by (1) either a chemical use that affects the job, job performance or program or (2) any individual who has been in chemical use treatment during the past 2 years 2. Successful completion of a background check 3. Completion of a 2 step baseline tuberculin skin test screening (Mantoux testing) Please contact the Training Director to consult regarding eligibility requirements. Note that the program requires completion of at least 1904 hours over a minimum of12 months based on a full time status of 40 hours per week. The internship simulates a real-world work environment including a stipend for interns. See the APPIC website regarding our current stipend and any benefits provided. Interns receive 15 days (120 hours) of sick or vacation time, 7 Hazelden Betty Ford Foundation recognized holidays (56 hours), and 5 days (40 hours) of professional development time. Of note, professional leave time is built in to be included in the internship hours. The internship offers the flexibility to require the 2000 hours of training required in some states for licensure. Additional requirements include: Fulfillment of an individualized training plan Completion of didactic training, weekly supervision, and clinical rotations Achievement of competency thresholds Adherence to all aspects of the Internship Program Agreement Satisfactory ratings via clinical supervision for all phases of clinical practice Interns fulfilling program requirements are awarded a certificate of completion. Questions related to the program s accredited status should be directed to the Commission on Accreditation (CoA): Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC apaaccred@apa.org contact the Training Director with other questions about the training program: Sarah Beth Beckham, PsyD, LP Mental Health Training Director Hazelden Betty Ford Foundation Pleasant Valley Road, CO7 Center City, MN Sbeckham@hazeldenbettyford.org Application deadline is November 4, 2016 for the the 2017/2018 doctoral internship year.

9 Applicant Selection Policy Policy Statement: The selection process for the doctoral internship assesses the strengths of applicants and their capacity to succeed in the training program. The selection process involves clinical supervisors, current interns, and other staff members in a three-phase process that determines whether application requirements have been met, whether the applicant expresses an interest in working with co-occurring disorders, and reports foundational skills in therapy and assessment. The three phases include: Initial screening Application review Interview Purpose: Due to the high volume of applicants, a standard selection process is needed to assess the highest quality of applicant for the interview phase. The three phase approach works to maximize objectivity, provide applicant ratings with limited variability between reviewers, and efficiently utilize staff time to identify the most fitting candidates. Procedures: 1. Each application is submitted to the Training Director through the Association of Psychology Postdoctoral and Internship Centers (APPIC) match program. 2. The first phase of the selection process includes each application being reviewed for program requirements. The Training Director, Mental Health Supervisors, staff clinicians with the assistance of mental health administrative staff may be assigned the task to review applications and complete the Phase I Application Review Form. 3. Those applications that do not fulfill the requirements of the training program will not be considered for the next phase of the selection process. a. Applicants will be notified via electronic mail that they are no longer being considered for the doctoral internship position. 4. Those applications that do fulfill the requirements of the training program will then enter phase II of the selection process, in which each application is reviewed by two reviewers. Reviewers will include a variety of pairings that may include the Training Director, Mental Health Supervisors and staff clinicians. a. Each reviewer will complete the Phase II Application Review Form. 5. Based on the recommendation of reviewers through the Phase II Application Review Form, the Training Director will calculate an average rating. 6. Average ratings and professional judgment will be used to identify those candidates that will be selected for the phase III, namely the formal in-person interview. a. Applicants will be notified via electronic mail that they are invited for the interview. Available interview times will be included from which the applicant can select.

10 7. Each applicant is invited to campus to participate in an interview that is comprised of individual panel interviews, a question and answer session with current interns, and a tour of the facility. Applicants interviewing for Center City only will interview at the Center City location. Applicants interviewing for Plymouth only will interview at the Plymouth location. Applicants interviewing for both sites will interview at the Center City location. Optional tours will be arranged for the Plymouth site if applicants interviewing for both sites are interested in touring that facility. a. The interview panel will consist of the Training Director, Mental Health Supervisors, and staff clinicians from both the Plymouth and Center City sites. 8. At the completion of the interview, each interviewer will complete the Phase III Doctoral Internship Applicant Interview Form. 9. Based on the ratings of interviewers along with use of professional judgment, the Training Director will identify a ranking order of the candidates and submit such to the APPIC. 10. Interns will be selected through the ranking system set forth through APPIC.

11 Internship Admissions, Support, and Initial Placement Data Internship Program Admissions Narrative description of the program: Hazelden's Mental Health Centers offers an internship in clinical psychology, accredited as a doctoral internship in health service psychology. Doctoral interns are provided a strong foundation in scholarly knowledge and clinical practice. The goal of the training program is to facilitate doctoral intern development as independent psychological professionals for a variety of career opportunities. This program emphasizes a developmental learning model that ensures doctoral intern knowledge of evidenced-based practices in the treatment of mental health disorders that co-occur with substance use issues and facilitates their growing expertise in the daily clinical practice of knowledge. Interested applicants are not required to have previous experience working with substance use disorders. Rather, this training program is seeking applicants ultimately who share an interest in gaining education, training, and experience with a wide range of general clinical practice experiences and co-occurring disorders treatment. The training program at Hazelden Betty Ford Foundation provides broad-based clinical training through exposure to interventions such as psychological assessment, individual therapy, and group therapy, as well as, involvement in training seminars, supervision, and consultation within an interdisciplinary treatment team. The program is offered at the Center City location serving adults, and the Plymouth location designed for adolescents to young adults and families. Both sites identify rotations which include experience in consultation with a multidisciplinary team diagnostic, assessment, crisis intervention, individual therapy, and group therapy for males and females. The additional opportunity for training in treatment of health care professionals and specialized testing protocols is available in the adult program. Applicant requirements: 1. Enrollment in a clinical or counseling psychology doctoral program accredited by the American Psychological Association 2. Completed Association of Postdoctoral Psychology and Internship Centers (APPI) application 3. Practice hours completed totaling a minimum of 1,500 hours including all practicum intervention, assessment, and support hours. Must have accumulated a minimum of 50 assessment hours and at least 300 intervention hours during practicum. 4. Passed Comprehensive Examination through doctoral program 5. Current academic vita 6. Official transcript of all graduate work 7. Three letters of recommendation from resources with direct knowledge of clinical experience, strengths, and interests Internship positions are contingent upon applicants satisfying the following eligibility requirements: 1. Freedom from chemical use problems. Chemical use problems is defined by (1) either a chemical use that affects the job, job performance or program or (2) any individual who has been in chemical use treatment during the past 2 years 2. Successful completion of a background check 3. Completion of a 2 step baseline tuberculin skin test screening (Mantoux testing)

12 Financial and Other Benefit Support for Upcoming Training Year Annual stipend for full-time interns: $27,000 Annual stipend for half-time interns: n/a Program provides access to medical insurance for The program does not offer medical benefits intern? through HBFF, but does provide an additional $215 each month to offset costs for interns to be able to secure their own health benefits. Annual hours of personal time (vacation/sick Up to 15 days Leave): Unpaid leave for medical conditions or family leave: Other benefits: Yes, the program has a policy regarding parental leave time and does support unpaid leave. Medical leave may also be provided as needed. The program offers 5 days of professional leave time to attend off site trainings and complete dissertation requirements. At the Center City site, the gym and pool are available for intern use. Initial Post-Internship Positions (Aggregated Tally of the past 3 cohorts, each individual only counted one time) Total # of interns who were in the 3 cohorts: : : : 6 Total # of interns who did not seek employment because they 1 returned to their doctoral program/are completing doctoral degree: Post-doctoral Employed Community mental health center 0 1 Federally qualified health center 0 0 Independent primary care facility/clinic 0 0 University counseling center 0 0 Veterans Affairs medical center 0 1 Military health center 0 0 Academic health center 0 0 Other medical center or hospital 1 0 Psychiatric hospital 0 0 Academic university/department 0 0 Community college or other teaching setting 0 0 Independent research institution 0 0 Correctional facility 0 0 School district/system 0 0 Independent practice setting 0 0 Not currently employed 0 1 Changed to another field 0 0 Other 12 1 Unknown 0 0

13 Philosophy and Core Principles Mental health services are based on the fundamental belief in the inherent worth and dignity of each person and the recognition that patients presenting for services can experience significant degrees of distress, which merit clinical intervention. Relying on scientific knowledge, psychologists utilize a variety of assessment, consultative, and treatment procedures to promote each individual s mental health, recovery, and growth. Through the identification of individual attributes, psychologists strive to describe patients learning styles, personality traits, mental health issues and disorders, cultural influences, individual differences, and personal strengths in an effort to alleviate or reduce obstacles to successful participation in treatment and recovery. Values that help guide the practice of mental health professionals within the context of treating substance use disorders are based on the following premises: Recovery is primarily a spiritual journey characterized by personal growth, emotional maturity, interpersonal connectedness, and behavior change. Mental health is continuously striving toward self-acceptance, realization of one s potential development of healthy relationships, and adaptation to the stresses of everyday living. Reduction of stress and the development of constructive coping skills, leisure time activities, and healthy relationships are components of a contented recovery, as well as avenues for the prevention of mental health complications. Many individuals with substance use disorders also experience mental disorders or emotional difficulties at various times in their lives, robbing them of serenity and serving as risk factors for relapse. Continuous abstinence from mood-altering substances and involvement in a Twelve Step self-help group is an important foundation to sustain both a contented recovery and ongoing mental health and wellness. Careful assessment and systematic treatment offer safe, effective methods to reduce or resolve mental health problems and disorders for those who have chemical use issues while safeguarding abstinence from mood-altering substances. Individuals have the capacity to recover from alcohol and drug dependency and mental health complications when: 1) spiritual concepts are introduced consistent with the individual s stage of development, 2) self-responsibility is stressed, 3) personal values are developed and emphasized, and 4) adaptive coping and social skills are practiced. Recovery from co-occurring mental health and substance use disorders includes: 1) realistic knowledge of self and acceptance of strengths and limitations, 2) concern for others without negating one s own needs, 3) inner values that serve as determinants of behavior, 4) satisfaction of emotional needs without infringing on the rights of others, and 5) tolerance of stress and frustration. Mental health and recovery services are complementary, facilitating ongoing recovery from mental illness and substance use disorders through a greater level of health and wellness.

14 Definitions and Terms The following definitions and descriptions provide a reference for commonly used terms that address key aspects of the internship experience. Hazelden s Mental Health Centers Doctoral Psychology Internship Program The official title of the internship is Hazelden s Mental Health Centers Doctoral Psychology Internship Program. Others terms are also used to describe or refer to the internship such as: The training program The program The internship The internship program As the title suggests, the internship is a function of Hazelden s Mental Health Centers at both the Center City and Plymouth locations. The Training Director The Training Director is responsible for all phases of the internship, ensuring fidelity to program policies and procedures in order to advance reliability and standardization of internship quality across individual interns, clinical settings, and internship sites. Director of Mental Health Services, Minnesota Adult Continuum The director is responsible for the strategic effectiveness and operational efficiencies of the mental health center in Center City, St. Paul, Maple Grove, and Chaska. The director leads clinical operations, directs staff members, ensures the highest standard of care, and manages the financial sustainability of mental health operations. The Training Director reports to the Director of Mental Health Services, Minnesota Adult Continuum. The Director of Mental Health and Family Services, Plymouth The Director of Mental Health Services at the Plymouth location has a similar purview to the Director of Mental Health Services, Minnesota Adult Continuum. The director at Plymouth works in collaboration with the Training Director and helps provide internship oversight at Plymouth and, in some instances, supervises assigned interns. The Internship Quality Leadership Team (IQLT) The IQLT has the general control and oversight for all phases of the internship program and, as such, is responsible for the policy, direction, and sustainability of the training program. The IQLT meets each quarter to receive reports, analyze data trends, review quality indicators, and monitor internship effectiveness. The Training Director serves as the liaison between the IQLT and the internship program. The Internship Program Implementation Team (IPIT) The Internship Program Implementation Team (IPIT) is designed to assess program data and trends, solicit input from key constituents, engage in creative problem solving, and address questions and recommendations from the American Psychological Association (APA) in order to advance continuous improvement through clearly defined strategies and tactics. Program Faculty Program faculty members are typically experienced, doctoral level psychologists employed by the Foundation and appointed by the Training Director based on demonstrated expertise aligned with internship goals and objectives. Functions of program faculty include: Didactic training Clinical supervision Administrative functions Didactic Training

15 The development of competence through training and experience is a cornerstone of internship effectiveness. Didactic training is a formal educational process built on an annual schedule of internal workshops, case reviews and presentations, reading discussions, clinical observations, role plays and simulations of clinical experiences, exploration of ethical concerns, evaluation of clinical effectiveness, discussion related to cultural diversity, and continuing education. Each training opportunity provides a learning experience that addresses a pertinent aspect of clinical practice, applied knowledge, intellectual inquiry, and/or scholarship. An average of 2 hours of didactic training is provided weekly. Clinical Supervision Clinical supervision provides a continuous learning opportunity to enrich and enhance clinical knowledge and competence through clinical case consultation, developmental of clinical competencies, observation of services provided by the intern whether live or through visual recordings, individual coaching, processing notes, group discussion, and/or consultation regarding professional development. Clinical supervision addresses a variety of topics that are clinically relevant, empirically supported, culturally sensitive, gender and age appropriate, ethically sound, and intern-centered. A minimum of 4 hours of supervision are provided weekly including a minimum of 2 hours of individual supervision. Administrative Functions A number of administrative functions are necessary to ensure the smooth operation of internship processes and procedures. Program faculty and interns complete various forms and evaluation measures in order to document performance and completion of required tasks and assignments. Administrative functions include but are not limited to case service and medical record documentation for the further support of patient centered, quality care. Training Plan Every intern completes an individualized training plan at the onset of each clinical rotation. The training plan is a blue print that pinpoints training expectations and outlines internship activities to advance the incremental development of clinical competence. Clinical Rotations Clinical competence is enhanced through a variety of supervised experiences that promote the development of new or enhanced knowledge and skills. As a result, interns have a variety of clinical experiences that include different clinical supervisors, different clinical settings, and different patient populations. The clinical rotations are divided into two categories: Minor rotations: Minor rotations introduce interns to a broad range of clinical practice over a comparatively short period of time. Minor rotations are assigned based on intern preferences and requests, availability of clinical opportunities, and the learning needs of each intern as determined in partnership with program faculty. Major rotations: Major rotations are longer, more intensive, learning experiences that provide a variety of in-depth clinical practice opportunities. Major rotations are assigned based on the learning needs of each intern as determined in partnership with program faculty and availability of clinical opportunities, in addition to intern preferences and requests. Intern Performance and Competency Assessment Intern performance is assessed through a menu of opportunities that are both objective and collaborative. Clinical supervision is a partnership between faculty members and interns designed to support the development of clinical knowledge and skill. Supervision provides an opportunity for each intern to engage in realistic self-appraisal that helps inform future training plans, rotation opportunities, and the incremental development of competence. At the conclusion of the first minor rotation, each intern completes an assessment of their clinical supervision experience. This assessment provides an opportunity for bi-directional discussion of

16 the intern s perceptions and experiences as well as observations and input from the supervising faculty member. The self-assessment is completed after each rotation in this manner. The mid-term evaluation is a formal assessment based on standard measures that aid in the evaluation of progress toward specific goals defined in the training plan, goals of the training program, in addition to competencies associated with an effective psychologist. The results of the assessment help inform decisions regarding additional training opportunities. The final evaluation is completed near the end of the internship and relies on standard measure to assess competencies expected of a psychologist. As a result, the evaluation assesses a range of skills. The final evaluation serves as a capstone experience for the internship and documents the learning outcomes and competencies achieved.

17 Mission Documents Hazelden Betty Ford Foundation Mission Statement We are a force of healing and hope for individuals, families and communities affected by addiction to alcohol and other drugs. Internship Program Goal Hazelden s Mental Health Centers Doctoral Psychology Internship Program provides education and clinical training to doctoral interns for the effective practice of health service psychology. Interns are provided a strong foundation in scholarly knowledge and clinical practice within the context of a local clinical scientist model. The goal of the training program is to facilitate intern development as independent psychological professionals for a variety of career opportunities. Training Model Hazelden s Mental Health Centers Doctoral Psychology Internship Program espouses a local clinical scientist training model. The Internship Program is based on the premise that daily clinical practice should be informed by critical thinking and empirical knowledge based on scholarship and applied clinical skills. The program emphasizes a developmental and incremental learning model that ensures interns knowledge of evidence-based practices in the treatment of co-occurring mental health and substance use disorders and facilitates their growing expertise in the daily clinical practice of that knowledge. Training Philosophy The training program is viewed as an extension of the student s academic learning that provides an avenue for integration of knowledge and skill resulting in clinical competence. The training is flexible in that it is based on emerging scientific knowledge and clinical innovation. An emphasis is placed on core values involving treating the individual with dignity and respect to the entirety. The training model is actualized through clinical supervision, didactics, continuing education trainings, literature review, individual and group clinical experience, and team meetings. Interns experience and gain competency in psychological processes involving psychological assessment, testing, diagnosis, treatment planning, consultation, individual and group therapy, psychoeducation, and continuing care to develop as a generalist psychologist.

18 Intern Goals, Objectives, and Competencies Introduction The internship program is informed by Hazelden Betty Ford Foundation s mission statement and guided by its program goal, training model, and training philosophy. The program espouses the core values of the Foundation, which include treating every person with dignity and respect, treating the person in their entirety, being of service, committing to the Twelve Step fellowship model, and remaining open to innovation while maintaining a commitment to evidence-based practices. Intern Training Goals, Objectives, and Competencies Together, the mission, program goal, training model, and training philosophy inform specific intern goals, objectives, and competencies that guide the learning experience of trainees from admission through internship completion. Note that the goals, objectives, and competencies of the program also reflect the importance of the profession-wide competencies for health service psychology including research; ethical and legal standards; individual and cultural diversity; professional values, attitudes, and behaviors; communication and interpersonal skills; assessment; intervention; supervision; and consultation and interprofessional/interdisciplinary skills. Goal 1: Develop requisite competencies in testing, assessment, and diagnosis Objective: Demonstrate knowledge and skill in psychological testing, assessment, and diagnosis Competencies: Develops proficiencies in test administration and interpretation Formulates accurate, complete, and informative psychological reports based on interview information, test data, collateral information, and examiner observations Demonstrates proficiencies in the evaluation and diagnosis of substance use disorders Demonstrates knowledge and skills in the evaluation and differential diagnosis of co-occurring substance use and mental health disorders Develops competency to effectively formulate case conceptualizations based on a clear theoretical framework Formulates competent diagnoses Demonstrates skill in formulating treatment recommendations and plans based on clinical information and assessment results. Demonstrates competence and sensitivity to developmental, cultural and diversity issues in test selection, assessment procedures, and diagnosis Independently integrates ethical/legal and professional conduct standards in all phases of testing, assessment, and diagnosis Competently evaluates the effectiveness of testing, assessment, and diagnostic procedures Goal 2: Develop competence in individual therapy Objective: Demonstrate knowledge and skills in individual therapy Competencies: Demonstrates knowledge and understanding of theoretical and empirically supported psychotherapeutic interventions for individual therapy and apply this knowledge to practice Employs clinical strategies consistent with patient presenting problems and needs, diagnosis, strengths and limitations Demonstrates the capacity to form and maintain therapeutic alliances through active listening, empathy, and other relationship building skills Implements empirically supported methods to effectively treat the interaction between substance use and mental health disorders Effectively demonstrates cultural sensitivity, developmental awareness, and recognition of individual variability in all phases of psychotherapeutic practice

19 Independently applies ethical/legal and professional conduct standards in the practice of individual therapy Evaluates the effectiveness of individual therapy provided Goal 3: Develop competence in group therapy Objective: Demonstrate effectiveness in facilitating group therapy Competencies: Demonstrates knowledge and understanding of theoretical and empirically supported psychotherapeutic interventions for group therapy and apply this knowledge to practice Applies group processes and interventions consistent with group needs, problems, diagnostic considerations, strengths and limitations Demonstrates the capacity to effectively form and maintain therapeutic alliances necessary for effective group process through active listening, empathy, and other relationship building skills Effectively employs empirically supported group procedures to treat the interaction between substance use and mental health disorders Effectively demonstrates cultural sensitivity, developmental awareness, and recognition of diversity issues in all phases of group therapy Applies ethical/legal and professional conduct standards in the provision of group therapy Demonstrates the skills necessary to assess effectiveness of group services provided Goal 4: Develop competence in clinical supervision Objective: Acquire knowledge and skills necessary to provide clinical supervision Competencies: Acquires knowledge and understanding regarding conceptual models and theories of clinical supervision Develops proficiencies in providing clinical supervision to graduate level practicum students in addiction and professional counseling Effectively employs a developmental, student-centered approach to clinical supervision necessary to support professional growth and skill acquisition Demonstrates cultural competence, developmental awareness, and sensitivity to individual variability in all phases of clinical supervision Integrates ethical, legal, and professional conduct standards throughout clinical supervision Assesses the effectiveness of clinical supervision methods and procedures Goal 5: Develop competence in clinical consultation Objective: Demonstrate effective skills in case consultation Competencies: 1. Acquires knowledge and understanding regarding the theory and practice of psychological consultation 2.Demonstrates effective consultation strategies within the context of a multi-disciplinary team 3. Formulates clinical conceptualizations and relevant treatment recommendations consistent with the population served 4. Consistently provides consultation services that are gender specific, age appropriate, and culturally sensitive 5. Employs ethical principles, professional standards, and adheres to legal mandates as a routine component of clinical consultation Goal 6: Develop competence in crisis intervention Objective: Acquire knowledge and skills in crisis management Competencies: Demonstrates knowledge and understanding of crisis intervention models relevant to substance use disorders and mental health treatment settings

20 Demonstrates proficiencies in the comprehensive assessment of patients and patients in crisis Competently conceptualizes and prioritizes the urgency of clinical needs and effectively implements safety plans Adheres to ethical principles, legal mandates, and professional standards in all phases of crisis intervention Integrates cultural competence and sensitivity to diversity issues in the effective management and resolution of crisis Employs strategies to assess the effectiveness of crisis management Goal 7: Develop strategies for effective scholarly inquiry Objective: Demonstrate requisite skills to develop, execute, and evaluate scholarly inquiry strategies Competencies: 1. Independently develops strategies for scholarly inquiry: 1. New contributions to knowledge, 2. New applications of existing knowledge, 3. Refinement of current knowledge 2. Effectively executes strategies for scholarly inquiry 3. Demonstrates cultural sensitivity, developmental awareness, and recognition of diversity in all phases of scholarly inquiry 4. Applies ethical /legal and professional standards regarding scholarly inquiry 5. Evaluates the effectiveness of scholarly inquiry strategies Goal 8: Develop competence in program and service delivery evaluation Objective: Demonstrate the required skills to evaluate the effectiveness of program and services provided Competencies: 1. Develops strategies to evaluate program and services provided for one of more of the following: 1. Individual patients, 2. A group of patients, 3. Consultation, 4. Supervision 2. Effectively executes strategies to evaluate program and services provided 3. Demonstrates cultural sensitivity, developmental awareness, and recognition of diversity in all phases of evaluation 4. Applies ethical/legal and professional standards regarding evaluation 5. Assesses the effectiveness of evaluation strategies and outcomes for program and services provided

21 Internship Methods and Standards The internship program is built on a strong foundation of experiential learning, clinical supervision, and didactic training. The program is structured, carefully planned, and professionally supervised, affording a sequence of learning experiences that incrementally advance toward greater depth, breadth, duration, frequency, and autonomy in comparison to practicum training. Approximately half of the intern s hours are devoted to experiential learning that involves direct clinical service such as assessment, diagnosis, individual therapy, group therapy, crisis management, and consultation. Clinical supervision plays a central role in the development of professional competence informed by the program s goal and objectives. As a result, supervision is not only timely, but includes mentorship, direct learning experience, and vicarious learning through planned observation, role plays, and role modeling. Didactic training is designed to strengthen each intern s understanding and knowledge by incrementally addressing the science and research on addiction and mental health disorders. Scholarship is stressed through learning opportunities that encourage interns to develop and implement scholarly strategies that promote new learning and greater depths of understanding. The combined benefits of experiential learning, clinical supervision, and didactic training are effectively integrated across the intern s experience and include the following components: Assessment and diagnosis Experiential learning builds on basic skills that include assessment strategies, structured interviewing, analysis of collateral information, and behavioral observation, as well as test selection, interpretation, and diagnosis. Interns shadow experienced psychologists, participate in planned observation, and initiate assessments under structured supervision. As the cornerstone of professional practice, interns gradually practice with greater autonomy as knowledge and skills become increasingly evident in all phases of testing, assessment, and diagnosis through experiential learning, clinical supervision, and didactic training. Didactic training introduces the intern to research and science regarding addiction and commonly occurring mental health disorders. Models of treatment are explored, including empirically supported therapies for substance use disorders, as well as mental health disorders. Special topics are discussed through didactic training that explore in greater depth cultural, ethical, interpersonal, familial, biological and pathological conditions and complications affecting test selection and interpretation, diagnostic assessment, case conceptualization, and recommendations for treatment. Minimum performance standards are routinely assessed at mid-term and at program completion via the Competency Evaluation for Doctoral Interns and Postdoctoral Residents. The Competency Evaluation measure is based on the goals, objectives, and competencies described in this manual. Interns are required to achieve a score of 3 on each of the 10 competencies for testing, assessment, and diagnosis by mid-term. By program completion, interns are required to achieve a minimum score of 4 on each of the 10 competencies. A copy of the Competency Evaluation for Doctoral Interns and Postdoctoral Residents can be found in the Appendix. Clinical intervention The development of individual therapy, crisis management, and group therapy skills are integral to each intern s clinical experience. Interns are introduced to individual therapy through a carefully planned sequence of observation, interviewing, relationship building, treatment planning, implementation of treatment techniques, and evaluation of treatment effectiveness. Interns work closely with supervising psychologists and progress from observers to more independent practitioners with time. Supervision includes review of video recordings of individual sessions and feedback and focus on advanced competence. Crisis management builds on each intern s therapeutic skills to proactively develop an effective management plan that reduces risk, helps restore stability, and provides information, safety, and support.

Handbook for Postdoctoral Fellows at The Menninger Clinic

Handbook for Postdoctoral Fellows at The Menninger Clinic Handbook for Postdoctoral Fellows at The Menninger Clinic 2017-2018 Chris Fowler, Ph.D., director of Psychology Patricia Daza, PhD, director of Psychology Training 1 Overview The psychology discipline

More information

Handbook for Postdoctoral Fellows at The Menninger Clinic

Handbook for Postdoctoral Fellows at The Menninger Clinic Handbook for Postdoctoral Fellows at The Menninger Clinic 2018-2019 Chris Fowler, PhD, director of Psychology Patricia Daza, PhD, director of Psychology Training 1 Overview The psychology discipline became

More information

Internship in Clinical Social Work:

Internship in Clinical Social Work: Internship in Clinical Social Work: The Hamm Clinic Internship in Clinical Social Work is a 9-month, 16-hour per week commitment, beginning on September 4, 2018. The internship is structured according

More information

Georgia State University Counseling and Testing Center

Georgia State University Counseling and Testing Center 1 POST-DOCTORAL TRAINING IN CLINICAL/COUNSELING PSYCHOLOGY 2014-15 Georgia State University Counseling and Testing Center 2 INTRODUCTION The Georgia State University Counseling and Testing Center post-doctoral

More information

Clinical Mental Health Counseling (CMHC)

Clinical Mental Health Counseling (CMHC) Clinical Mental Health Counseling (CMHC) 1 Clinical Mental Health Counseling (CMHC) Chairperson: Alan W. Burkard, Ph.D. College of Education Master's Program in Clinical Mental Health Counseling website

More information

DEPARTMENT OF PSYCHOLOGY

DEPARTMENT OF PSYCHOLOGY DEPARTMENT OF PSYCHOLOGY Clinical Psychology Program 2016-2017 Overview and Purpose The Clinical Psychology Training Program at The Pennsylvania State University is one of the oldest in the country. It

More information

Core Competencies for Peer Workers in Behavioral Health Services

Core Competencies for Peer Workers in Behavioral Health Services BRINGING RECOVERY SUPPORTS TO SCALE Technical Assistance Center Strategy (BRSS TACS) Core Competencies for Peer Workers in Behavioral Health Services OVERVIEW In 2015, SAMHSA led an effort to identify

More information

PSYCHOLOGY (413) Chairperson: Sharon Claffey, Ph.D.

PSYCHOLOGY (413) Chairperson: Sharon Claffey, Ph.D. PSYCHOLOGY (413) 662-5453 Chairperson: Sharon Claffey, Ph.D. Email: S.Claffey@mcla.edu PROGRAMS AVAILABLE BACHELOR OF ARTS IN PSYCHOLOGY BEHAVIOR ANALYSIS MINOR PSYCHOLOGY MINOR TEACHER LICENSURE PSYCHOLOGY

More information

Geriatric Neurology Program Requirements

Geriatric Neurology Program Requirements Geriatric Neurology Program Requirements Approved November 8, 2013 Page 1 Table of Contents I. Introduction 3 II. Institutional Support 3 A. Sponsoring Institution 3 B. Primary Institution 4 C. Participating

More information

College of Psychology and Counseling. Program Overview and Distinctives

College of Psychology and Counseling. Program Overview and Distinctives College of Psychology and Counseling Program Overview and Distinctives 2018-2019 Hope International University (Updated June 2013; August 2013; updated January 2015; updated 2017) University Mission Statement

More information

Program Data Point 4. Counseling Program Learning Objectives

Program Data Point 4. Counseling Program Learning Objectives Program Data Point 4. Counseling Program Learning Objectives Key Objective Assessment A. Key Objective Assessment for each of the Core Objectives 1. Professional Identity and Ethics (COU 601) 2. Counseling

More information

OUTPATIENT TREATMENT WESTPORT, CONNECTICUT

OUTPATIENT TREATMENT WESTPORT, CONNECTICUT OUTPATIENT TREATMENT WESTPORT, CONNECTICUT ABOUT CLEARPOINT At Clearpoint, we focus on healing the whole person: mind, body, and spirit. Our comprehensive care methods set clients up for long-term success

More information

Center for Early Detection, Assessment, and Response to Risk (CEDAR)

Center for Early Detection, Assessment, and Response to Risk (CEDAR) Center for Early Detection, Assessment, and Response to Risk (CEDAR) Advanced Pre-doctoral Psychology Practicum Training Program CEDAR Clinic and Research Program Brookline Center for Community Mental

More information

Bringing hope and lasting recovery to individuals and families since 1993.

Bringing hope and lasting recovery to individuals and families since 1993. Bringing hope and lasting recovery to individuals and families since 1993. "What lies behind us and what lies before us are tiny matters compared to what lies within us." Ralph Waldo Emerson Our Statement

More information

DOCTORAL COUNSELING PRACTICUM TRAINING MANUAL

DOCTORAL COUNSELING PRACTICUM TRAINING MANUAL COUNSELING AND EDUCATIONAL SUPPORT SERVICES Ga116 Student Center (913) 588-6580 www.kumc.edu/counseling DOCTORAL COUNSELING PRACTICUM TRAINING MANUAL STAFF AND SETTING The University of Kansas Medical

More information

CORE PROGRAMS ADDITIONAL SERVICES

CORE PROGRAMS ADDITIONAL SERVICES Southern Peaks Regional Treatment Center is a Joint Commission accredited residential treatment center offering an array of specialized behavioral health programs for both male and female adolescents,

More information

Center for Child & Family Health/National Center for Child Traumatic Stress Internship Application

Center for Child & Family Health/National Center for Child Traumatic Stress Internship Application Center for Child & Family Health/National Center for Child Traumatic Stress Internship Application The Center for Child & Family Health (CCFH) is dedicated to restoring the normal development and ensuring

More information

College of Education. Rehabilitation Counseling

College of Education. Rehabilitation Counseling # 510 ORIENTATION TO REHABILITATION RESOUES. (3) This course is intended to provide an overview of the breadth of agencies, programs, and services involved in the provision of rehabilitation services for

More information

1. Goal: Enhance the resident s clinical skills in pediatric optometry, vision therapy, and neurooptometric

1. Goal: Enhance the resident s clinical skills in pediatric optometry, vision therapy, and neurooptometric Residency in Vision Therapy and Rehabilitation Optometry Center for Vision Therapy Optometry Center for Vision Therapy (OCVT) 6836 Bee Caves Rd, Ste. 100 Austin, TX 78746 Program Coordinator: Briana Larson,

More information

IMPACT APA STRATEGIC PLAN

IMPACT APA STRATEGIC PLAN IMPACT APA STRATEGIC PLAN I am very proud to be a psychologist. Most in psychology chose this field for the pursuit of knowledge and to make an impact, and I ve seen firsthand how psychology affects practically

More information

Our faculty has been hand-picked for their knowledge, experience, and enthusiasm for teaching

Our faculty has been hand-picked for their knowledge, experience, and enthusiasm for teaching We welcome your interest in Advocate Lutheran General Hospital s Psychiatry Residency Program. ALGH is a 638-bed teaching hospital located adjacent to Chicago on the northwest side. We proudly provide

More information

AU TQF 2 Doctoral Degree. Course Description

AU TQF 2 Doctoral Degree. Course Description Course Description 1. Foundation Courses CP 5000 General Psychology Non-credit Basic psychological concepts and to introduce students to the scientific study of behavior. Learning and Behavior, Altered

More information

Certificate in Peer Support (Mental Health) (Level 4)

Certificate in Peer Support (Mental Health) (Level 4) Mind and Body Learning and Development Certificate in Peer Support (Mental Health) (Level 4) Further Information Postal Address: PO Box 26 396 Epsom Auckland, 1344 Phone: (09) 630 5909 ext. 803 Email:

More information

Greystone Park Psychiatric Hospital Clinical Psychology Internship Brochure

Greystone Park Psychiatric Hospital Clinical Psychology Internship Brochure Ψ Greystone Park Psychiatric Hospital Clinical Psychology Internship Brochure 2009-2010 Janet Monroe Chief Executive Officer Jane Daniel, Ph.D. Administrator of Psychology Ronald Schroeder, Ph.D. Director

More information

DOCTORAL PROGRAM DEGREE REQUIREMENTS

DOCTORAL PROGRAM DEGREE REQUIREMENTS DOCTORAL PROGRAM DEGREE REQUIREMENTS - 2017 The following is a listing of the required curriculum for the doctoral program effective August, 2017. Students are required to complete the program as it is

More information

GUIDELINES FOR POST PEDIATRICS PORTAL PROGRAM

GUIDELINES FOR POST PEDIATRICS PORTAL PROGRAM GUIDELINES FOR POST PEDIATRICS PORTAL PROGRAM Psychiatry is a medical specialty that is focused on the prevention, diagnosis, and treatment of mental, addictive, and emotional disorders throughout the

More information

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems.

EDP 548 EDUCATIONAL PSYCHOLOGY. (3) An introduction to the application of principles of psychology to classroom learning and teaching problems. 202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation

More information

Core Competencies Clinical Psychology A Guide

Core Competencies Clinical Psychology A Guide Committee for Scrutiny of Individual Clinical Qualifications Core Competencies Clinical Psychology A Guide Please read this booklet in conjunction with other booklets and forms in the application package

More information

Applicant Total Legal Name. LAC or LPC Required Course Summary For Application

Applicant Total Legal Name. LAC or LPC Required Course Summary For Application Applicant Total Legal Name LAC or LPC Required Course Summary For Application B Grade or Above Required In Each of the Required 60 Semester Graduate Hours Brick Mortar and Distance Learning Course Work

More information

Clinical Neuropsychology Residency Program. Department of Health Psychology in the School of Health Professions

Clinical Neuropsychology Residency Program. Department of Health Psychology in the School of Health Professions Clinical Neuropsychology Residency Program Department of Health Psychology in the School of Health Professions Last Updated: 11/16/2017 1 Program description: The post-doctoral residency program in neuropsychology

More information

BOARD CERTIFICATION PROCESS (EXCERPTS FOR SENIOR TRACK III) Stage I: Application and eligibility for candidacy

BOARD CERTIFICATION PROCESS (EXCERPTS FOR SENIOR TRACK III) Stage I: Application and eligibility for candidacy BOARD CERTIFICATION PROCESS (EXCERPTS FOR SENIOR TRACK III) All candidates for board certification in CFP must meet general eligibility requirements set by ABPP. Once approved by ABPP, candidates can choose

More information

Queen s Family Medicine PGY3 CARE OF THE ELDERLY PROGRAM

Queen s Family Medicine PGY3 CARE OF THE ELDERLY PROGRAM PROGRAM Goals and Objectives Family practice residents in this PGY3 Care of the Elderly program will learn special skills, knowledge and attitudes to support their future focus practice in Care of the

More information

Professional Doctorate in Counselling Psychology

Professional Doctorate in Counselling Psychology Professional Doctorate in Counselling Psychology Institute of Sport and Human Science Location Study mode Duration Start date Wolverhampton City Campus Full-time 3 year(s) 24/09/2018 Employability Counselling

More information

Support Facilitator Partners in Recovery - Ashfield

Support Facilitator Partners in Recovery - Ashfield Position Description September 2016 Position description Support Facilitator Partners in Recovery - Ashfield Section A: position details Employment Status Classification and Salary Location: Hours: Contract

More information

Doctor of Physical Therapy

Doctor of Physical Therapy highly effective veteran educator. The student will gain an understanding of the authentic, day-to-day interactions in a real-world setting. Students will develop and evaluate their own professional skills

More information

EDUCATION: 2009 M.A., Azusa Pacific University, Azusa, California (APA Accredited) Master of Arts in Clinical Psychology

EDUCATION: 2009 M.A., Azusa Pacific University, Azusa, California (APA Accredited) Master of Arts in Clinical Psychology Jennifer McWaters, Psy.D. Clinical Psychologist, PSY26521 5055 North Harbor Drive Suite 320, San Diego, CA 92106 Phone 619-275-2286 Fax 619-955-5696 Jen@TherapyChanges.com EDUCATION: 2012 Psy.D., Azusa

More information

THERAPEUTIC RECREATION

THERAPEUTIC RECREATION THERAPEUTIC RECREATION Program Outline Major: TREC Length: 1 Year Delivery: 3 Semesters Credential: Ontario College Graduate Certificate Effective: 2018-2019 Location: Orillia Start: Fall (Orillia) Description

More information

Basic Standards for Residency/Fellowship Training in Geriatric Psychiatry

Basic Standards for Residency/Fellowship Training in Geriatric Psychiatry Basic Standards for Residency/Fellowship Training in Geriatric Psychiatry American Osteopathic Association and American College of Osteopathic Neurologists and Psychiatrists Approved 2/2005 Revised 2/2008,

More information

Division of Clinical Psychology The Core Purpose and Philosophy of the Profession

Division of Clinical Psychology The Core Purpose and Philosophy of the Profession Corepp.qxd 29/01/2001 16:13 Page 1 Division of Clinical Psychology The Core Purpose and Philosophy of the Profession Corepp.qxd 29/01/2001 16:13 Page 2 This new edition of The Core Purpose and Philosophy

More information

PSYCHOLOGY (PSY) 440, 452, hours: elective courses based on the student s focus (applied or pre-doctoral)

PSYCHOLOGY (PSY) 440, 452, hours: elective courses based on the student s focus (applied or pre-doctoral) Psychology 115 (PSY) 435 DeGarmo Hall (309) 438-8651 Psychology.IllinoisState.edu Chairperson: J. Scott Jordan Programs Offered M.A./M.S. degrees in Clinical-Counseling Psychology; M.A./ M.S. degrees in

More information

EDUCATIONAL PSYCHOLOGY (EPSY)

EDUCATIONAL PSYCHOLOGY (EPSY) Educational Psychology (EPSY) 1 EDUCATIONAL PSYCHOLOGY (EPSY) EPSY 1003 Learning to Learn Description: Learning effective strategies to succeed through online individualized assessment, positive attitude

More information

Plenary Session: Training for What?

Plenary Session: Training for What? Plenary Session: Training for What? Stephanie H. Felgoise, Ph.D., ABPP Professor & Vice-Chair, Department of Psychology Director, PsyD Program in Clinical Psychology PCOM stephanief@pcom.edu October 4,

More information

Postdoctoral Fellowship in Neuropsychology and Intervention

Postdoctoral Fellowship in Neuropsychology and Intervention Clinical Psychology Training Programs at Brown: A Consortium of the Providence VA Medical Center, Lifespan, and Care New England Postdoctoral Fellowship Training Program Postdoctoral Fellowship Description:

More information

Reentry Measurement Standards

Reentry Measurement Standards Project Overview Reentry Measurement Standards Progress Report: s Recognizing the need to measure and better understand what works to keep youths on the path to successful adulthood when involved in the

More information

CSD Level 2 from $57,170 $62,811 pa (Pro Rata) Dependent on skills and experience

CSD Level 2 from $57,170 $62,811 pa (Pro Rata) Dependent on skills and experience Position Description August 17 Position Description Peer Support Worker Section A: Position details Position title: Employment Status: Classification and Salary: Location: Hours: Peer Support Worker Part-Time

More information

Guidelines for the vetting of warrant applications (core competencies)

Guidelines for the vetting of warrant applications (core competencies) Malta Psychology Profession Board Ministry for the Family and Social Solidarity 310, Republic Street, Valletta, MALTA Tel: (+356) 25903281 E-mail: mppb.mfss@gov.mt Website: www.mppb.gov.mt Guidelines for

More information

ADDICTION STUDIES (ADST)

ADDICTION STUDIES (ADST) Addiction Studies (ADST) 1 ADDICTION STUDIES (ADST) ADST 196. EXPERIMENTAL COURSE. 1-5 ADST 300. SURVEY OF ALCOHOL/DRUG PROBLEMS. 4 Students will learn international and current definitions of alcohol

More information

Student Learning Overview and Goals

Student Learning Overview and Goals Student Learning Overview and Goals Overview The Clinical Psychology Ph.D. Program follows a clinical science model, as defined by the Academy of Psychological Clinical Science (see: http://psych.arizona.edu/apcs/mission.php).

More information

Requirements for Successful Completion of the Internship Program in Health Service Psychology at Pace University Counseling Center

Requirements for Successful Completion of the Internship Program in Health Service Psychology at Pace University Counseling Center Requirements for Successful Completion of the Internship Program in Health Service Psychology at Pace University Counseling Center The aim of the internship program at Pace University is to create environments

More information

PRO YOUTH & FAMILIES ANNUAL REPORT. for

PRO YOUTH & FAMILIES ANNUAL REPORT. for PRO YOUTH & FAMILIES ANNUAL REPORT for 2016-2017 Dear PRO Family and Friends, This year, PRO is leading the way on a new revolutionary way to serve the public. We have banded together non-profit organizations,

More information

UNIVERSITY OF TEXAS RIO GRANDE VALLEY Rehabilitation Counseling (MS) Program Requirements

UNIVERSITY OF TEXAS RIO GRANDE VALLEY Rehabilitation Counseling (MS) Program Requirements UNIVERSITY OF TEXAS RIO GRANDE VALLEY Rehabilitation Counseling (MS) Program Requirements Thesis Option: Required Courses 42 REHS 6300: Introduction to Rehabilitation Foundations 3 REHS 6310: Case Management

More information

PSYCHOLOGY (PSYC) Explanation of Course Numbers

PSYCHOLOGY (PSYC) Explanation of Course Numbers PSYCHOLOGY (PSYC) Explanation of Course Numbers Courses in the 1000s are primarily introductory undergraduate courses Those in the 2000s to 4000s are upper-division undergraduate courses that can also

More information

Occupational Therapy. Undergraduate. Graduate. Accreditation & Certification. Financial Aid from the Program. Faculty. Occupational Therapy 1

Occupational Therapy. Undergraduate. Graduate. Accreditation & Certification. Financial Aid from the Program. Faculty. Occupational Therapy 1 Occupational Therapy 1 Occupational Therapy Department of Occupational Therapy School of Health Professions 801B Clark Hall Columbia, Missouri 65211 (573) 882-3988 Advising Contact MUOT@health.missouri.edu

More information

Standards and Criteria for Approval of Sponsors of Continuing Education for Psychologists. August 2015

Standards and Criteria for Approval of Sponsors of Continuing Education for Psychologists. August 2015 Standards and Criteria for Approval of Sponsors of Continuing Education for Psychologists August 2015 AMERICAN PSYCHOLOGICAL ASSOCIATION Standards and Criteria PREFACE This document is the most recent

More information

VPS PRACTICUM STUDENT COMPETENCIES: SUPERVISOR EVALUATION VPS PRACTICUM STUDENT CLINICAL COMPETENCIES

VPS PRACTICUM STUDENT COMPETENCIES: SUPERVISOR EVALUATION VPS PRACTICUM STUDENT CLINICAL COMPETENCIES VPS PRACTICUM STUDENT COMPETENCIES: SUPERVISOR EVALUATION VPS PRACTICUM STUDENT CLINICAL COMPETENCIES EXPECTED CLINICAL COMPETENCIES OF UVM PRACTICUM STUDENTS COMPETENCY #1: TO DEVELOP EFFECTIVE COMMUNICATION

More information

Caron Renaissance. Caron Renaissance

Caron Renaissance. Caron Renaissance Located in Boca Raton, Florida, offers a unique longer-term continuum of care offering unparalleled behavioral healthcare and clinical services for young adults and adults. Keys to Success Innovator in

More information

SUICIDE SAFER COMMUNITIES IN GEORGIA

SUICIDE SAFER COMMUNITIES IN GEORGIA 2015 Georgia Strategy for Suicide Prevention: GOALS AND OBJECTIVES FOR ACTION SUICIDE SAFER COMMUNITIES IN GEORGIA An Update of the Georgia Suicide Prevention Plan For use in 2015 2022 1 Georgia was the

More information

Mission Statement 2/14/2019. Institute for Justice Research and Development. Post-Master s Fellowship INSTITUTE FOR JUSTICE RESEARCH & DEVELOPMENT

Mission Statement 2/14/2019. Institute for Justice Research and Development. Post-Master s Fellowship INSTITUTE FOR JUSTICE RESEARCH & DEVELOPMENT Institute for Justice Research and Development Post-Master s Fellowship February 13, 2018 Institute for Justice Research & Development College of Social Work Florida State University Overview: INSTITUTE

More information

Council on Education of the Deaf. Office of Program Accreditation. CED Program Review Evaluation Rubric

Council on Education of the Deaf. Office of Program Accreditation. CED Program Review Evaluation Rubric Council on Education of the Deaf Office of Accreditation CED Review Evaluation Rubric Evaluation Rubric Cover Sheet Institution State Date submitted Name of Preparer Email Evaluation Review Team Member

More information

PACIFICA PSY.D. IN CLINICAL PSYCHOLOGY WITH EMPHASIS IN DEPTH PSYCHOLOGY

PACIFICA PSY.D. IN CLINICAL PSYCHOLOGY WITH EMPHASIS IN DEPTH PSYCHOLOGY PACIFICA g r a d u a t e i n s t i t u t e PSY.D. IN CLINICAL PSYCHOLOGY PACIFICA GRADUATE INSTITUTE 249 LAMBERT ROAD, CARPINTERIA, CALIFORNIA 93013 PACIFICA.EDU PSY.D. IN CLINICAL PSYCHOLOGY Pacifica

More information

APTA EDUCATION STRATEGIC PLAN ( ) BOD Preamble

APTA EDUCATION STRATEGIC PLAN ( ) BOD Preamble APTA EDUCATION STRATEGIC PLAN (2006-2020) BOD 03-06-26-67 Preamble The content of the Education Strategic Plan represents the specific initiatives the American Physical Therapy Association (Association)

More information

ISSUE DATE: 2/10/2006

ISSUE DATE: 2/10/2006 BULLETIN COMMONWEALTH OF PENNSYLVANIA Department of Public Welfare Department of Health NUMBER: OMHSAS-06-03 ISSUE DATE: 2/10/2006 EFFECTIVE DATE: Immediately SUBJECT: Co-Occurring Disorder Competency

More information

Wellbeing Policy. David Harkins, Sheena Arthur & Karen Sweeney Date July Version Number 2. Approved by Board Jan 2016

Wellbeing Policy. David Harkins, Sheena Arthur & Karen Sweeney Date July Version Number 2. Approved by Board Jan 2016 Wellbeing Policy Director Responsible Director of Autism Services Author/s David Harkins, Sheena Arthur & Karen Sweeney Date July 2015 Version Number 2 Approved by Board Jan 2016 Review Date July 2018

More information

ADOLESCENT MEDICINE SUBSPECIALTY RESIDENCY/FELLOWSHIP PROGRAM DESCRIPTION

ADOLESCENT MEDICINE SUBSPECIALTY RESIDENCY/FELLOWSHIP PROGRAM DESCRIPTION ADOLESCENT MEDICINE SUBSPECIALTY RESIDENCY/FELLOWSHIP PROGRAM DESCRIPTION DIVISION OF ADOLESCENT HEALTH AND MEDICINE DEPARTMENT OF PEDIATRICS BRITISH COLUMBIA CHILDREN S HOSPITAL UNIVERSITY OF BRITISH

More information

A guide to peer support programs on post-secondary campuses

A guide to peer support programs on post-secondary campuses A guide to peer support programs on post-secondary campuses Ideas and considerations Contents Introduction... 1 What is peer support?... 2 History of peer support in Canada... 2 Peer support in BC... 3

More information

Study in psychology provides multiple perspectives

Study in psychology provides multiple perspectives Psychology Faculty: Kim G. Brenneman (chair) Gregory Koop Judy H. Mullet Ryan Thompson Major: Psychology Minor: Psychology Neuroscience Study in psychology provides multiple perspectives on understanding

More information

BRIGHAM AND WOMEN S FAULKNER HOSPITAL ADULT INPATIENT PSYCHIATRY ADVANCED PRACTICUM TRAINING PROGRAM

BRIGHAM AND WOMEN S FAULKNER HOSPITAL ADULT INPATIENT PSYCHIATRY ADVANCED PRACTICUM TRAINING PROGRAM BRIGHAM AND WOMEN S FAULKNER HOSPITAL ADULT INPATIENT PSYCHIATRY ADVANCED PRACTICUM TRAINING PROGRAM 2019-2020 Christopher AhnAllen, Ph.D. Director of Inpatient Psychology and Psychology Education 1153

More information

Upon completion of residency training, Psychiatrists will have developed a range of specific competencies in multiple domains described as follows:

Upon completion of residency training, Psychiatrists will have developed a range of specific competencies in multiple domains described as follows: Objectives of Training in the Specialty of Psychiatry This document applies to those who begin training on or after July 1 st, 2015. 2015 VERSION 2.0 DEFINITION Psychiatry is that branch of medicine concerned

More information

Humanistic Psychotherapy Training. MSc in Humanistic Psychotherapy validated by Middlesex University

Humanistic Psychotherapy Training. MSc in Humanistic Psychotherapy validated by Middlesex University Humanistic Psychotherapy Training MSc in Humanistic Psychotherapy validated by Middlesex University Starting September/October 2018 Introduction This programme will provide you with a strong knowledge

More information

COMPETENCIES FOR THE NEW DENTAL GRADUATE

COMPETENCIES FOR THE NEW DENTAL GRADUATE COMPETENCIES FOR THE NEW DENTAL GRADUATE The Competencies for the New Dental Graduate was developed by the College of Dentistry s Curriculum Committee with input from the faculty, students, and staff and

More information

Integrated Dual Disorders Treatment (IDDT) Fidelity Scale Tips and Tools Treatment Characteristics and Organizational Characteristics

Integrated Dual Disorders Treatment (IDDT) Fidelity Scale Tips and Tools Treatment Characteristics and Organizational Characteristics Tx.1a. Multidisciplinary Team: Case managers, psychiatrist, nurses, residential staff, and vocational specialists work collaboratively on mental health treatment team Tx.1b. Integrated Substance Abuse

More information

V. List the major objectives of the proposed minor and describe its chief features briefly.

V. List the major objectives of the proposed minor and describe its chief features briefly. I. School: Science Department: Psychology II. Proposed Minor: Health Psychology III. Related Major: Psychology IV. Projected Date of Implementation: Fall 2013 V. List the major objectives of the proposed

More information

A Call to Action. Paths to Recovery. Faces & Voices of Recovery. Governance Structure. Recovery Community. Many Voices, A Common Message

A Call to Action. Paths to Recovery. Faces & Voices of Recovery. Governance Structure. Recovery Community. Many Voices, A Common Message Building Recoveryfriendly Communities Pat Taylor, Faces & Voices of Recovery MARRCH 2009 Annual conference October 21, 2009 Vision Communities of will continue to spring up all over our country helping

More information

MRC S RECOVERY COACH ACADEMY APPLICATION

MRC S RECOVERY COACH ACADEMY APPLICATION MRC S RECOVERY COACH ACADEMY APPLICATION TRAINING DATES I AM APPLYING FOR: April 23-27, 2018 I AM APPLYING: MRC SCHOLARSHIP EMPLOYEE OF AN ORGANIZATION SELF-FUNDED Other (please specify) IF APPLYING WITH

More information

Addictions & Related Disorders (CRN: 30025) CO

Addictions & Related Disorders (CRN: 30025) CO PLYMOUTH STATE UNIVERSITY Addictions & Related Disorders (CRN: 30025) CO-5720.01 Teaching Lecturer: Robert A. Ulman, LCMHC, MLADC Work Site: The Plymouth State University Counseling & Human Relations Center

More information

Catalog Addendum

Catalog Addendum 2017-2018 Catalog Addendum Adler University CHICAGO CAMPUS VANCOUVER CAMPUS 17 North Dearborn Street 520 Seymour Street Chicago, IL 60602 Vancouver, BC V6B 3J5 Phone: 312.662.4000 Phone: 236.521.2500 Email:

More information

The Priory Hospital Hayes Grove Addiction Treatment Programme

The Priory Hospital Hayes Grove Addiction Treatment Programme The Priory Hospital Hayes Grove Addiction Treatment Programme Take the first step to recovery A REAL AND LASTING DIFFERENCE FOR EVERYONE WE SUPPORT We believe that anyone struggling with addictive behaviours

More information

GOAL 1: MEET THE MENTAL HEALTH NEEDS OF EMORY STUDENTS BY OPTIMIZING CAPS CLINICAL SERVICE DELIVERY MODEL.

GOAL 1: MEET THE MENTAL HEALTH NEEDS OF EMORY STUDENTS BY OPTIMIZING CAPS CLINICAL SERVICE DELIVERY MODEL. GOAL 1: MEET THE MENTAL HEALTH NEEDS OF EMORY STUDENTS BY OPTIMIZING CAPS CLINICAL SERVICE DELIVERY MODEL. Objective 1.1: Meet the increasing demand for mental health services. A. Adjust and revise the

More information

Occupational Therapy (OTHR)

Occupational Therapy (OTHR) Occupational Therapy (OTHR) 1 Occupational Therapy (OTHR) Courses OTHR 5001. Developmental Perspectives in Occupational Therapy. 2 Credit Hours. This course explores human development and the relation

More information

MISSION. The McKenzie Institute USA Orthopaedic Manual Physical Therapy Fellowship Program Page 1 of 6

MISSION. The McKenzie Institute USA Orthopaedic Manual Physical Therapy Fellowship Program Page 1 of 6 The McKenzie Institute USA Orthopaedic Manual Physical Therapy Fellowship Program is accredited by the American Physical Therapy Association as a post-professional fellowship program for physical therapists

More information

Call for Applications

Call for Applications 2013 Knowledge Synthesis Grant Program Call for Applications Program Guidelines Overview Technology Evaluation in the Elderly Network (TVN or the Network) is a new network funded by the Government of Canada

More information

Peer Support Worker Cairns CCRP

Peer Support Worker Cairns CCRP Position Description June 2017 Position description Peer Support Worker Cairns CCRP Section A: Position details Position title: Employment Status: Classification and Salary: Location: Hours: Contract Details:

More information

PREPARING PROFESSIONALS FOR CLINICAL PRACTICE. College of Psychology and Behavioral Sciences

PREPARING PROFESSIONALS FOR CLINICAL PRACTICE. College of Psychology and Behavioral Sciences D o c t o r o f P s y c h o l o g y ( P s y D ) i n C l i n i c a l P s y c h o l o g y P r o g r a m PREPARING PROFESSIONALS FOR CLINICAL PRACTICE College of Psychology and Behavioral Sciences 3 S u s

More information

Council on Education of the Deaf Office of Program Accreditation

Council on Education of the Deaf Office of Program Accreditation Council on Education of the Deaf Office of Program Accreditation Manual I: CED STANDARDS FOR PROGRAMS PREPARING TEACHERS OF STUDENTS WHO ARE DEAF AND HARD OF HEARING (Aligned with CAEP) Manual Revised

More information

Developing Core Competencies for the Counselling Psychologist Scope: Initial Consultation and Call for Nominations

Developing Core Competencies for the Counselling Psychologist Scope: Initial Consultation and Call for Nominations Developing Core Competencies for the Counselling Psychologist Scope: Initial Consultation and Call for Nominations INTRODUCTION: Since the implementation of the HPCA Act the Psychologists Board has, as

More information

Senior Clinician Early Intervention Youth Psychosis. DATE: May 2017 ORGANISATIONAL ENVIRONMENT

Senior Clinician Early Intervention Youth Psychosis. DATE: May 2017 ORGANISATIONAL ENVIRONMENT POSITION: REPORTS TO: LOCATED: Senior Clinician Early Intervention Youth Psychosis Senior Manager Melbourne CBD DATE: May 2017 ORGANISATIONAL ENVIRONMENT Melbourne City Mission is a leader and innovator

More information

Priory Hospital Glasgow

Priory Hospital Glasgow www.priorygroup.com GLASGOW Priory Hospital Glasgow Addiction Treatment Programme Take the first step to recovery A real and lasting difference for everyone we support We believe that anyone who is struggling

More information

Course Descriptions for Courses in the Entry-Level Doctorate in Occupational Therapy Curriculum

Course Descriptions for Courses in the Entry-Level Doctorate in Occupational Therapy Curriculum Course Descriptions for Courses in the Entry-Level Doctorate in Occupational Therapy Curriculum Course Name Therapeutic Interaction Skills Therapeutic Interaction Skills Lab Anatomy Surface Anatomy Introduction

More information

Peer Support Worker. Position description. Section A: Position details. Organisational context

Peer Support Worker. Position description. Section A: Position details. Organisational context Position Description February 18 Position description Peer Support Worker Section A: Position details Position title: Employment Status: Classification and Salary: Location: Hours: Peer Support Worker

More information

Casual AOD Clinician: Assessment, Care & Recovery and Counselling

Casual AOD Clinician: Assessment, Care & Recovery and Counselling POSITION DESCRIPTION Casual AOD Clinician: Assessment, Care & Recovery and Counselling POSCS3095 ISO9001 Approved by Neos Zavrou Next Revision: 23/05/19 Hours: Location: Casual Shepparton and surrounding

More information

Reports of the INS - Division 40 Task Force on Education, Accreditation, and Credentialing

Reports of the INS - Division 40 Task Force on Education, Accreditation, and Credentialing The Clinical Neuropsychologist 1987, Vol. 1, nr. 1, pp. 29-34 0920-1637/87/0 10 1-0029$3.00 Q Swets & Zeitlinger Reports of the INS - Division 40 Task Force on Education, Accreditation, and Credentialing

More information

DEPARTMENT OF PROFESSIONAL COUNSELING UNIVERSITY OF WISCONSIN OSHKOSH OSHKOSH, WI Clinical Mental Health Counseling Intern Evaluation

DEPARTMENT OF PROFESSIONAL COUNSELING UNIVERSITY OF WISCONSIN OSHKOSH OSHKOSH, WI Clinical Mental Health Counseling Intern Evaluation DEPARTMENT OF PROFESSIONAL COUNSELING UNIVERSITY OF WISCONSIN OSHKOSH OSHKOSH, WI 54901 Clinical Mental Health Counseling Intern Evaluation Intern Date Site Supervisor School Directions For each item,

More information

Clinician Perspective on DSM-5

Clinician Perspective on DSM-5 Clinician Perspective on DSM-5 Physician and Non-Physician Attitudes, Perceptions and Concerns About the Release of DSM-5 in May 2013 INTRODUCTION Publication of the fifth edition of the Diagnostic and

More information

Canadian Mental Health Association

Canadian Mental Health Association Canadian Mental Health Association Manitoba and Winnipeg Supports & Services Founded in 1918, CMHA National is a Canada-wide charitable organization with 87 branches in over 330 communities across the

More information

IC ARTICLE MARRIAGE AND FAMILY THERAPISTS

IC ARTICLE MARRIAGE AND FAMILY THERAPISTS IC 25-23.6 ARTICLE 23.6. MARRIAGE AND FAMILY THERAPISTS IC 25-23.6-1 Chapter 1. Definitions IC 25-23.6-1-1 Application of definitions Sec. 1. The definitions in this chapter apply throughout this article.

More information

CURRICULUM VITAE Christopher C. Ward, Ph.D.

CURRICULUM VITAE Christopher C. Ward, Ph.D. CURRICULUM VITAE Christopher C. Ward, Ph.D. Office Address ForPsych: A Forensic Psychology Practice 1019 Delta Ave. Cincinnati, OH 45208 (513) 871-7285 wardchris2000@yahoo.com EDUCATION August 1997- August

More information

SOCIAL WORK COURSE DESCRIPTIONS

SOCIAL WORK COURSE DESCRIPTIONS SOCIAL WORK COURSE DESCRIPTIONS SOWK 1385: Careers in Social Work (Cr. 3). This course focuses on the various roles and functions social workers perform and highlights the dynamism and vitality of the

More information

New York Certified Peer Specialist

New York Certified Peer Specialist New York Certified Peer Specialist PROVISIONAL Application New York Peer Specialist Certification Board 11 North Pearl Street, Suite 801 Albany New York 12207 Phone: 518.426.0945 Fax: 518.426.1046 www.nypeerspecialist.org

More information

POLICY FRAMEWORK FOR DENTAL HYGIENE EDUCATION IN CANADA The Canadian Dental Hygienists Association

POLICY FRAMEWORK FOR DENTAL HYGIENE EDUCATION IN CANADA The Canadian Dental Hygienists Association POLICY FRAMEWORK FOR DENTAL HYGIENE EDUCATION IN CANADA 2005 The Canadian Dental Hygienists Association October, 2000 Replaces January, 1998 POLICY FRAMEWORK FOR DENTAL HYGIENE EDUCATION IN CANADA, 2005

More information

Hong Kong Psychological Society Division of Counselling Psychology (DCoP) Application Form for Membership

Hong Kong Psychological Society Division of Counselling Psychology (DCoP) Application Form for Membership Hong Kong Psychological Society Division of Counselling Psychology (DCoP) Application Form for Membership You are strongly advised to read the Membership Guideline for the membership requirements before

More information