HAZELDEN S MENTAL HEALTH CENTERS DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM BROCHURE

HAZELDEN S MENTAL HEALTH CENTERS DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM BROCHURE

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 20002 Phone: (202) 336-5979 Fax: (202) 336-5978 E-mail (General): APAAccred@apa.org E-mail (ARO): ARO@apa.org Web: http://www.apa.org/ed/accreditation

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 2017. The program will seek reaccreditation through a self-study and site visit in 2016 and 2017. 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

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.

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 1996. Today, the internship program is further strengthened by the expertise of the Hazelden Betty Ford Foundation as Hazelden and Betty Ford Center merged in 2014. 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 www.hazeldenbettyford.org. 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

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.

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 www.appic.org 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: 166012 Adolescent Track 166013 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

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 20002 202-336-5979 apaaccred@apa.org www.apa.org/ed/accreditationplease contact the Training Director with other questions about the training program: Sarah Beth Beckham, PsyD, LP Mental Health Training Director Hazelden Betty Ford Foundation 15251 Pleasant Valley Road, CO7 Center City, MN 55012-0011 651-213-4698 Sbeckham@hazeldenbettyford.org Application deadline is November 4, 2016 for the the 2017/2018 doctoral internship year.

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.

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.

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)

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) 2012-2015 Total # of interns who were in the 3 cohorts: 2013-2014: 6 2014-2015: 6 2015-2016: 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

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.

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

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

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.

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.

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

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

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

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.