University of Calgary Werklund School of Education Graduate Programs in Education EDPS 788B B01. Pre-doctoral Internship in Counselling Psychology (F)

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1 University of Calgary Werklund School of Education Graduate Programs in Education EDPS 788B B01 Pre-doctoral Internship in Counselling Psychology (F) Fall/Winter/Spring /Summer Instructor: Dr. Sharon Cairns Terms: Fall, 2016 and Winter, Spring, Summer 2017 Office: EDT 640 Time: NA Phone: Day: NA Room: NA SKYPE: Sharon.cairns2252 Office Hours: By Appointment COURSE DESCRIPTION: One full calendar year, full-time (or two years, half-time) supervised training experience in an approved clinical setting. Practical application of theories and interventions pertaining to individual and group, couple, or family counselling as well as assessment, consultation, and supervision. Experience in addressing a variety of professional issues. Note: Open only to students enrolled in the PhD program in Counselling Psychology Note: Not included in GPA EXTENDED COURSE DESCRIPTION: EDPS 788 is a pre-doctoral internship in Counselling Psychology involving a supervised training experience in an approved clinical setting. Knowledge and skills obtained through academic course work are integrated and put into practice in the internship setting under the supervision of a Program approved supervisor. The internship requires a full-time commitment over the course of one calendar year, or halftime over the course of two consecutive calendar years. The pre-doctoral internship is an organized and regulated experience that is a required part of the PhD program in Counselling Psychology. Please note that students require approval from the Director of Training for Counselling Psychology in order to register in EDPS 788 Pre-doctoral Internship in Counseling Psychology. The internship is designed to: 1. Provide the opportunity to apply theoretical knowledge, to develop professional skills, to integrate the theoretical and practical elements of Counselling Psychology in practice, and to practice in a specialized counselling setting similar to the type the student will be considering upon graduation. It is this integrative process that sets the internship apart from earlier practicum experiences which focus more concretely on the acquisition of skills. 2. Provide a supervised pre-doctoral internship experience in individual and group, couple, or family counselling, as well as experience in assessment, consultation, clinical supervision, program development and evaluation, and research. 3. Provide a practical training experience where the student will address issues of ethics, legislation, professional development, and collaboration with future professional colleagues. 1

2 4. Provide supervised practical experience to prepare students to undertake independent practice in Counselling Psychology Note that once registered for the internship, the student needs to maintain registration until all requirements are completed and credit for the course is received. Eligibility: To be eligible for the internship, a student must have: 1. Completed all academic course work on the program of study. 2. Received approval for the research proposal from the PhD supervisory committee. 3. Successfully completed the PhD Candidacy Examination 4. Demonstrated an understanding of and commitment to uphold the ethical principles of the Canadian Psychological Association (CPA). 5. Completed an APPIC application. Students are expected to use the APPIC matching systems as part of their search for an appropriate internship. Their website is 6. Received approval in writing from the Director of Training for Counselling Psychology to undertake a specific pre-doctoral internship. Students are strongly encouraged to (a) complete their doctoral candidacy examinations prior to applying for an internship and (b) engage in their dissertation research (at a minimum, to collect their data for their dissertation) prior to beginning the internship. LEARNER OUTCOMES: 1. To be able to understand and demonstrate ethical and professional conduct in psychological research and practice during the internship. 2. To be able to demonstrate competence in assessing clients and in the selection and use of appropriate assessment methods for use with clients in the internship setting. 3. To be able to demonstrate self-awareness, knowledge, and skills for incorporating diversity and social justice in professional practice during the internship. 4. To be able to incorporate knowledge and skills in assessment, case conceptualization, intervention and consultation into a meaningful and integrated view of professional practice during the internship. 5. To be able to demonstrate competence in use of a variety of psychological interventions during the internship. 6. To be able to demonstrate self-awareness, knowledge about, and skills for developing positive interpersonal relationships during the internship. 7. To be able to demonstrate knowledge and skills in planning, conducting, and evaluating clinical supervision provided by the student during the internship (where possible). 8. To be able to demonstrate appropriate professional conduct during the internship. 2

3 9. To be able to demonstrate knowledge, attitudes, and skills at a level required for independent practice in counselling psychology. COURSE DESIGN AND DELIVERY: Students in the doctoral Counselling Psychology Program must successfully complete a 1600-hour internship accredited by the Canadian Psychological Association (or equivalent). Students are required to participate in the Association of Psychology Pre-doctoral and Internship Center s (APPIC) matching process. Pre-doctoral internship placements that are CPA accredited or members of the APPIC Matching Program are automatically considered acceptable placements for students in this course. Students who do not obtain internship placements that are CPA accredited or members of the APPIC Matching Program may take up a non-accredited, non-appic internship preferably through internships which already exist (e.g., pre-doctoral internship at the University of Alberta Counselling Centre) as they will provide training plans and contracts. If necessary, a student may work with the Director of Practicum and Internships to construct an acceptable internship at an alternate site. In this case, students must develop a training plan and contract, using the sample training plan in the internship materials provided by the program, that details how the proposed placement will fulfill the Internship Standards below. The training plan and contract must be submitted for review by the Director of Practicum and Internships by June 1 st of the year in which the internship is to begin. All students must have an approved contract and training plan for their internship signed off by the Director of Practica and Internships and the Director of Training for the PhD program before they can register in EDPS 788 or begin a pre-doctoral internship. Internship Standards: I. Administration Issues A. Students must have written approval from the Director of Training of the PhD Program in Counselling Psychology indicating that the internship site can meet the training needs of the student. B. Students must develop a training plan that details how the proposed placement fulfills the standards described in the Pre-doctoral Internship Manual Counselling Psychology ( ). A plan to maintain an ongoing record of internship activities and hours should be included. (A document to maintain such a record electronically is available from the Coordinator of Practicum and Internships, Ashleigh Locke). II. Professional Psychology Staff A. At least two supervisors must be available to the intern for the duration of the internship. Supervisors must be registered as psychologists in the province in which the internship is located, and must possess the doctoral degree. III. Interns A. At least two doctoral psychology interns must be present during the internship. B. Interns should be actively involved in evaluating the quality of their training experience, including the quality of supervision, in a manner to be determined by the student and site personnel. C. Interns primary role must be as trainees. Interns should be accorded the same dignity as that given to the internship site s regular professional staff. There must not be any business or employment relationships that would present a conflict of interest with respect to training and evaluation. D. An intern s direct service demands should not exceed two-thirds of his or her time commitment to the agency, nor less than one-quarter. 3

4 IV. Program A. Internship training should expose interns to a variety of problems and populations, and permit an integration and synthesis of these experiences. Opportunity for research should be offered. B. By the end of the internship year, interns will have had opportunities to acquire knowledge and skills in psychological assessment, intervention (i.e., planning, techniques, and evaluation), consultation, and program development and evaluation. C. Training will encompass a range of assessment and intervention processes and will not be restricted to a single type. Further, the setting will include training in empirically-supported interventions and provide training in more than one therapeutic modality (e.g., individual, couple, family, group). D. A written individualized training plan will be completed by the internship setting supervisor(s) and intern at the beginning of the training year and/or rotation. The training plan will focus on the development of psychological assessment, intervention, consultation, and program development and evaluation skills, detail general and individualized training goals and objectives (e.g., which rotations, which client populations, what type of assessment and intervention), and indicate case load expectations. E. Students require formally scheduled supervision at the minimum rate of four hours of individual supervision per week or 3 hours of individual supervision and one hour of group supervision each week. F. Interns should be kept informed of their progress in the internship on a continual basis. Formal evaluation of intern progress to facilitate change and growth should be offered at least twice per year; at midpoint and upon completion. The results of such formal evaluation should be presented to the intern in written form and a copy provided to the Director of Training of the PhD program in Counselling Psychology. G. Interns who, in the opinion of the internship supervisor, are functioning below expectations shall receive written specification of the discrepancy between their functioning and the supervisor s expectations. Interns shall receive a reasonable time period and reasonable professional support to remedy this discrepancy before they can be terminated from the internship. H. Facilities for internship training must be adequate to meet the needs of the intern, including work space that minimizes distractions, provision for the secure storage of their work, methods to ensure efficient communication with supervisors, colleagues and clients, access to secure and sounddampened space, and audio-visual resources appropriate to the training methods of the internship. Approval: Final approval for the internship must be received from the Director of Director of Training of the PhD program in Counselling Psychology. To gain approval, the Director of Training must be provided with the following information: Qualification of the site and the experiences to be provided by the internship agency. Site description should include geographic location, a description of population served, ages, minorities, numbers, and types of services provided (e.g., assessment, intervention). A copy of the anticipated contractual agreement between the student and the agency concerning information on training stipend, etc. 4

5 The name, mailing address, address, and phone number of the primary and secondary supervisor. A tentative internship plan. The plan should be developed in conjunction with the internship site coordinator or supervisor. The plan should also address how the minimum 1600 hours and the internship standards outlined above will be met. Signed letter of agreement from the Internship Coordinator at the site and the Director of Practica and Internships for the PhD program in Counselling Psychology. GRADE DETERMINATION: This is a credit/non-credit course. Credit is granted if the requirements described above are met. COURSE SCHEDULE: The pre-doctoral internship normally begins in September and finishes at the end of August the following year. Beginning and ending dates and all other scheduling matters are negotiated with the internship site and approved by the Director of Training. There are no scheduled weekly meetings for the course on campus. LEARNING TASKS AND ASSESSMENT Students are assessed on their performance during the internship as outlined in the training plan. The Internship is graded as Pass/Fail. Site supervisors are responsible for completing two formal evaluations (one at mid-term in February and one at the end of the internship in August) and discussing the results with the intern. One copy of each of these formal evaluations should be sent to the Director of Training. CPA accredited and APPIC internship sites use their own evaluation forms, which do not need to be approved by the Director of Training. Other internship sites may wish to use their own evaluation form in which case the student should ensure that a copy of that form is sent to the Director of Training for approval. In the case of individually constructed internships, the attached evaluation form should be used. In the event that the intern has more than one site supervisor, more than one form can be completed at each evaluation point or the supervisors can collaborate on a joint evaluation. For all sites, copies of interim and final evaluations, including a clear statement that the intern has successfully completed the internship requirements of the site, should be sent to the Director of Training. Werklund School of Education Appeals Policy and Process Universal Student Ratings of Instruction (USRIs) Students are strongly encouraged to complete course evaluations for each course taken in their program. Student feedback on their experience in a course is taken very seriously by the Werklund School of Education in timetabling and staffing courses. Student feedback via the Course Evaluation is used to monitor the quality of teaching, the quality of students learning experiences and the quality of course design in Graduate Programs in Education. Students are advised to become familiar with the Faculty of Graduate Studies policies and the University of Calgary support services in these areas: intellectual property, academic integrity, plagiarism, research ethics, effective writing, and English language proficiency. Information about these topics is available through the following web addresses: Plagiarism + academic misconduct: Intellectual Honesty: Integrity: Research Ethics: 5

6 My Grad Skills: Intellectual Property: Student Success: Graduate Studies Calendar, Excerpts on Plagiarism: O.1.a) Definitions 1. Plagiarism - Plagiarism involves submitting or presenting work as if it were the student s own work when it is not. Any ideas or materials taken from another source written, electronic, or oral must be fully and formally acknowledged. (b) Parts of the work are taken from another source without reference to the original author. (c) The whole work (e.g., an essay) is copied from another source, and/or, (d) A student submits or presents work in one course which has also been submitted in another course (although it may be completely original with that student) without the knowledge of or prior agreement of the instructor involved. O.1.b) Penalties, can include and are not limited to: 1. Failing Grade - A student may be given a failing grade in either an exercise or course in which that student is found guilty of plagiarism, cheating or other academic misconduct. A student may not avoid a failing grade by withdrawing from the course. 2. Disciplinary probation. 3. Suspension. 4. Expulsion. Copyright: All material used in the course is for the sole use of the individual and should not be recopied in either print or digital format. For copyright guidelines, including those relating to photocopying and electronic copies, please refer to the Association of Universities and Colleges of Canada (AUCC) fair dealing guidelines: Academic Accommodations It is the students responsibility to request academic accommodations. If you are a student with a documented disability who may require academic accommodations and have not registered with Student Accessibility Services, please contact them at Students who have not registered with Student Accessibility Services are not eligible for formal academic accommodations. More information about academic accommodations can be found at Campus Security provides a range of services intended to promote and facilitate a safe and secure learning and living environment, e.g. the SafeWalk program for students attending classes on campus. For more information please visit or telephone The Freedom of Information Protection of Privacy Act (FOIPP) prevents instructors from placing assignments or examinations in a public place for pickup and prevents students from access to exams or assignments other than their own. Therefore, students and instructors may use one of the following options: return/collect assignments during class time or during instructors' office hours, students provide instructors with a self-addressed stamped envelope, or submit assignments, or submit/return assignments as electronic files attached to private message. Accommodations on Protected Grounds other than Disability Students who require an accommodation in relation to their coursework or to fulfill requirements for a graduate degree, based on a protected ground other than disability, should communicate this need, preferably in writing, to their Instructor or the appropriate Associate Dean, Department Head or the department/faculty designated contact person. Students who require an accommodation unrelated to their coursework or the requirements for a graduate degree, based on a protected ground other than disability, should communicate this need, preferably in writing, to the Vice-Provost (Student Experience). For additional information on support services and accommodations for students with disabilities, visit Emergency Evacuation Assembly Points - For both the Education Tower and Education Block, use the Scurfield Hall Atrium (Primary) or Professional Faculties Foodcourt. See: 6

7 University of Calgary PhD Program In Counselling Psychology Pre-Doctoral Internship Evaluation Form Intern: Time Period Covered: Supervisor: Agency: Please rate the intern on each of the competence areas listed below. As a frame for reference for rating the intern in these skills, please use your own expectations for the average, competently functioning intern at the same level of training. Please integrate information from all supervisors involved in this internship placement. Interviewing Ability assessment Personality assessment Neuropsychological assessment Report writing Ability to conceptualize a case Interpersonal skills with clients Individual therapy Group therapy Family therapy Providing clinical supervision Planning programs Implementing programs Relationships with professionals Intern s relationships with others: Confidence Sensitivity Judgment Intern s professional deportment Reliability Independent, self-sufficiency Seeking help when appropriate Efficiency, punctuality Eagerness to learn Responsiveness to supervision Not assessed Below expectations Meets expectations Names of other supervisors: Total number of hours of direct clinical contact: Total number of hours of individual supervision: Total number of hours of group supervision or seminar: Description of assessment activities (types, number of clients): Above expectations Superior 7

8 Description of therapy activities (types, number of clients): Description of other activities (seminars, rounds, observation, consultation, research): Description of the intern s major strengths: Description of the intern s major weaknesses or areas for improvement, including Specific comments on any areas marked on form as below expectations: Supervisor s signature: Date: Intern s signature indicating that she/he has had an opportunity to read and discuss the evaluation: Intern signature: Date: 8

9 Description of Skills Leading to Competencies that are Developed During the Internship Experience Descriptive Evaluation 1. Relationship/Interpersonal Skills The ability to form and maintain productive relationships with others is a cornerstone of professional psychology. Productive relationships are respectful, supportive, professional and ethical. Professional psychologists should possess these basic competencies when they first begin their clinical training. Although the ability to form such relationships is grounded in basic skills that most students will have developed over the course of their lives to date, helping the student hone and refine these abilities into professional competencies in the clinical setting is a key aim of the internship. In particular, the internship seeks to enhance students skills in forming relationships: a) With clients/families: i) Ability to take a respectful, helpful professional approach to clients/families. ii) Ability to form a working alliance. iii) Ability to deal with conflict, negotiate differences. iv) Ability to understand and maintain appropriate professional boundaries. b) With colleagues: i) Ability to work collegially with fellow professionals. ii) Ability to support others and their work and to gain support for one s own work. iii) Ability to provide helpful feedback to peers and receive such feedback non-defensively from peers. c) With supervisors, the ability to make effective use of supervision, including: i) Ability to work collaboratively with the supervisor. Collaboration means understanding, sharing and working by a set of common goals for supervision. Many of these goals will change as the student gains professional competence, although a core goal, of working cooperatively to enhance the student s skills as a clinician, will remain constant. ii) Ability to prepare for supervision. iii) Ability/willingness to accept supervisory input, including direction; ability to follow through on recommendations; ability to negotiate needs for autonomy from and dependency on supervisors. iv) Ability to self-reflect and self-evaluate regarding clinical skills and use of supervision, including using good judgment as to when supervisory input is necessary. d) With support staff: i) Ability to be respectful of support staff roles and persons. 9

10 e) With teams at clinic: i) Ability to participate fully in team s work. ii) Ability to understand and observe team s operating procedures. f) With community professionals: i) Ability to communicate professionally and work collaboratively with community professionals. g) For the internship site itself: i) Ability to understand and observe agency s operating procedures. ii) Ability to participate in furthering the work and mission of the internship site. iii) Ability to contribute in ways that will enrich the site as a internship experience for future students. 2. Skills in Application of Research Clinical practice in all health-care fields (e.g., medicine, nursing, dentistry) is based on accumulating research results, knowledge derived from practice, and the good judgment of the clinician (see, e.g., What is evidence-based medicine [EBM], A core research knowledge base, and training in accessing and applying research knowledge to clinical practice form a core competency for psychologists. a) Development of skills and habits in seeking and applying theoretical and research knowledge relevant to practice of psychology in the clinical setting, including accessing and applying scientific knowledge bases. b) Understanding and application of theoretical and research knowledge related to diagnosis/assessment and intervention, diversity, supervision, ethics etc. 3. Psychological Assessment Skills Psychological assessment is a fundamental competency for psychologists, and it includes comprehensive and integrated assessment from the initial interview, psychological testing, intervention and the evaluation of the outcome of psychological service. A foundation of knowledge and skill is needed for psychological assessment. a) Ability to select and implement multiple methods and means of evaluation in ways that are responsive to and respectful of diverse individuals, families and groups. b) Ability to utilize systematic approaches to gathering data to inform clinical decision-making. c) Knowledge of psychometric issues and bases of assessment methods. d) Knowledge of issues related to integration of different data sources. e) Ability to integrate assessment data from different sources for diagnostic purposes. 10

11 f) Ability to formulate and apply diagnoses; to understand the strengths and limitations of current diagnostic approaches. g) Capacity for effective use of supervision to implement and enhance skills. 4. Intervention Skills a) Ability to formulate and conceptualize cases. b) Ability to plan interventions c) Ability to implement intervention skills, covering a wide range of developmental, preventive and remedial interventions. d) Knowledge regarding the concept of empirically supported practice methods and relationships e) Knowledge regarding specific empirically supported treatment methods and activities. f) Ability to apply specific empirically supported intervention methods. g) Assessment of intervention progress and outcome h) Effective use of supervision to implement and enhance skills 5. Consultation Skills/Interprofessional Collaborations: a) Knowledge of the unique client care roles of other professionals. b) Ability to effectively relate to other professionals in accordance with their unique client care roles. c) Understanding of the consultant s role as an information provider to another professional who will ultimately be the client care decision maker. d) Capacity for dialoguing with other professionals, which avoids use of psychological jargon. e) Ability to choose an appropriate means of assessment to answer referral questions. f) Ability to implement a systematic approach to data collection in a consultative role. g) Consultative reports are well organized, succinct and provide useful and relevant recommendations to other professionals. 6. Diversity Individual and Cultural Differences: a) Knowledge of self in the context of diversity (one s own beliefs, values, attitudes, stimulus value, and related strengths/limitations) as one operates in the clinical setting with diverse others (i.e., knowledge of self in the diverse world). b) Knowledge about the nature and impact of diversity in different clinical situations (e.g., clinical work with specific racial/ethnic populations) c) Ability to work effectively with diverse others in assessment, treatment and consultation. 7. Ethics: a) Knowledge of ethical/professional codes, standards and guidelines; knowledge of statutes, rules, regulations and case law relevant to the practice of psychology. b) Recognize and analyze ethical and legal issues across the range of professional activities in the internship setting. c) Recognize and understand the ethical dimensions/features of his/her own attitudes and practice in the clinical setting. 11

12 d) Seek appropriate information and consultation when faced with ethical issues. e) Practice appropriate professional assertiveness related to ethical issues (e.g., by raising issues when they become apparent to the student). f) Evidence commitment to ethical practice. 8. Professional Development: Practicum training is a key experience in professional development for the novice psychologist. Certain central features that characterize professional development in later professional life are a particular focus during the internship, and serve as a foundation for continuing professional development. These can be gathered under the heading of: 8a. Practical Skills to Maintain Effective Clinical Practice: The student will develop practical professional skills such as a) Timeliness: completing professional tasks in allotted/appropriate time (e.g., evaluations, notes, reports); arriving promptly at meetings and appointments. b) Developing an organized, disciplined approach to writing and maintaining notes and records. c) Negotiating/managing fees and payments. d) Organizing and presenting case material; preparing professional Reports for health care providers, agencies, etc. e) How to self-identify personal distress, particularly as it relates to clinical work. f) How to seek and use resources that support healthy functioning when experiencing personal distress. g) Organizing one s day, including time for notes and records, rest and recovery etc. These features may be considered to be a focal subset of a broader group of skills related to the clinician s professional development that will continue throughout the career. This broader group includes: 8b. Professional Development Competencies a) Critical thinking and analysis. b) Using resources to promote effective practice (e.g., published information, input from colleagues, technological resources). c) Responsibility and accountability relative to one s level of training, and seeking consultation when needed. d) Time management. e) Self- awareness, understanding, and reflection. f) Self-care. g) Awareness of personal identity (e.g., relative to individual and cultural differences). h) Awareness of one s own beliefs and values as they relate to and impact professional practice and activity. i) Social intelligence; ability to interact collaboratively and respectfully with other colleagues. j) Willingness to acknowledge and correct errors. k) Ability to create and conduct an effective presentation. 12

13 9. Knowledge/Metacompetencies Skilled Learning The training program should help students begin on the path of reflective understanding and knowledge about their own knowledge and competencies. A broadly drawn definition characterizes metaknowledge as knowledge about knowledge knowing what you know and what you don t know. Metaknowledge includes being aware of the range and limits of what you know; knowing your own intellectual strengths and weaknesses, how to use available skills and knowledge to solve a variety of tasks, how to acquire new or missing skills, or being able to judge that a task can t be done with current knowledge. Metacompetencies similarly refer to the ability to judge the availability, use and learnability of personal competencies. The development of metaknowledge and metacompetencies depends on self-awareness, self-reflection and self-assessment (Weinert, 2001). For psychologists, this would include: a) Knowing the extent and the limits of one s own skills; learning the habit of and skills for self-evaluation of clinical skills. b) The ability to use supervision, consultation and other resources to improve and extend skills (note the related relationship competence to work collegially and responsively with supervisors). c) Knowledge of the process for extending current skills into new areas. d) Knowledge of the epistemologies underlying various aspects of clinical practice (e.g., assessment, diagnosis, treatment). e) Commitment to life-long learning and quality improvement. f) Awareness of one s identity as a psychologist (Education Leadership Conference): an aspect and reflection of metaknowledge that is role specific, knowing what one knows and can do (and should do) as a psychologist. 10. Supervision Interns will have the opportunity to provide supervision to junior graduate students, such as a student in professional psychology who is completing a practicum at the same organization. Interns will develop Knowledge and Skill Competencies in Supervision. a) Knowledge of models for the acquisition of competencies under supervision b) Knowledge of methods and techniques of supervision c) Knowledge of evaluation modalities d) Knowledge of available technical resources e) Knowledge of power relationships as well s cultural, gender issues and ethnic differences. f) Sensitivity to power, cultural, sex, and ethnic issues g) Skills in articulating clear learning objectives h) Skill in creating an open and participatory climate i) Skill in linking learning approaches to specific evaluation criteria j) Skill in being able to differentiate between teaching and therapy k) Skill in integrating knowledge l) Skill in assessing one s own strengths and limitations as a supervisor 13

14 m) Skill in preparing a coherent evaluation based on precise learning objectives. (* Above adapted from: (a) Hatcher, R. L., & Lassiter, K.D. (2006). The practicum competencies outline: Report on practicum competencies. Commissioned by The Association of Directors of Psychology Training Clinics (ADPTC Practicum Competencies Workgroup & The Council of Training Council s Practicum Competencies Workgroup and (b) Mutual Recognition Agreement of the Regulatory Bodies for Professional Psychologists in Canada, 2001,). 14

15 University of Calgary PhD Program in Counselling Psychology Pre-doctoral Internship Final Report The final report regarding an internship should be in the form of a letter from the internship director/supervisor to the Director of Training and contain at least the following information: An opening sentence indicating that the intern has successfully completed the internship (or not). General description of internship setting (mandate, clientele served). Identification and brief description of supervisor(s). Term of internship (start date, end date). Total number of internship hours, broken down into client contact hours, supervision hours, and hours spent in other activities (e.g., report writing, administrative duties, reading, workshops/conferences). Modality of interventions employed (individual, groups, family, consultation and number of hours spent in each). Assessment instruments employed (e.g., SCID, WASI) and number of hours spent with each. Ages of clients seen (child, adolescent, adult, older adult) and number of hours spent with each in intervention and assessment. Overall rating of intern s ability to practice independently in specific area of competency. Any specific intern strengths and areas needing further development 15