Goals, Competencies, and Evaluations for Internship

The Counseling Center has developed nine areas of competence that are expected of all graduates of the doctoral internship program. Below please find a summary of those nine areas followed by the methods of attainment and evaluation.

Goals for Internship

1. Research

Interns will demonstrate competence in understanding research methods and presentation of research findings. While interns are not required to complete a research project while on internship, they are given support and encouragement to complete their dissertation or conduct other professional reading during the internship year. During the spring semester they are allowed to present their area of research (in the form of a mock job talk) as part of their career development and job seeking skill development.

  1. Process for attainment
    1. Interns are allowed 3 hours of release time for research each week throughout the year for work on their dissertation, independent reading, or other research activities.
  2. Evaluation of Outcome Measures
    1. Present an area of research interest in the spring case conference and obtain a satisfactory evaluation (See Evaluation of Job Talk in appendix).

2. Ethical and Legal Standards

  1. Ethics: Interns will demonstrate an understanding of the code of ethics adopted by the American psychological association (2002, 2010) and how it is applied to the practice of psychology.

Competencies:

  • Demonstrate behaviors consistent with APA professional and ethical standards.
  • Demonstrate behaviors consistent with State Licensing Board/state laws.
  • Demonstrates awareness of legal decisions that impact practice of psychotherapy.
  • Represents professional qualifications accurately to clients.
  • Avoids dual relationships with clients.
  • Respects confidentiality of the therapeutic relationship.
  • Demonstrates appropriate use of written consent for release of information.
  • Respects clients’ right to self-determination.
  • Demonstrate knowledge of when to refer clients.
  • Utilize consultation and supervision effectively.
  1. Process for attainment:
    1. Ethics seminar that involves the discussion of cases and application of principles to said cases
    2. All forms of supervision
    3. Case Conference
    4. Intern orientation
    5. Consultation
  2. Evaluation of outcome measures:
    1. Supervisory evaluation
    2. Semi-annual review by training director based on feedback from staff
  3. Legal Standards: Interns will become familiar with the laws that govern the practice of psychology
    1. Process for attainment:
      1. Professional practice seminar presented in the spring semester
      2. All forms of supervision
      3. Case Conference

3. Individual and Cultural Diversity

Georgia Tech is increasingly international with the opening of many campuses around the world, and with international students coming to study at the main campus. The diversity of the student body is expansive in numerous other ways as well as the population explores and expresses their identities. Opportunities to develop expertise in multicultural competence is a hallmark of the Counseling Center and interns will be expected to demonstrate competence in this area upon completion of the internship.

Competencies:

  • Demonstrates ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles.
  • Demonstrates self-awareness of cultural identity.
  • Understands how own identity impacts client interactions.
  • Understands diversity broadly defined (all aspects of identity).
  • Works to promote diversity and inclusion on campus.
  1. Process for attainment
    1. Initial orientation
    2. Seminars
    3. Case Conference
    4. All forms of supervision
  2. Evaluation of outcome measures:
    1. Supervisory evaluation including evaluation of audio and video recordings of sessions
    2. Semi-annual review by training director based on feedback from supervisor and staff
    3. Client feedback (satisfaction surveys)

4. Professional Values, Attitudes, and Behaviors

Basic competency in this area is demonstrated by self-identification as a psychologist, with involvement in the profession at a broader level than simply studying the field or being a student. Interns are expected to verbalize knowledge of psychology that shows mastery of certain foundational topics of the profession. An understanding of the role that psychologists play in the treatment of psychological disorders, in the society at large, and in the research field of the profession.

Competencies:

  • Verbalizes knowledge of foundational topics in psychology.
  • Understands role psychologists play in treatment of disorders.
  • Demonstrates knowledge of state laws and practices accordingly.
  • Seeks out agency personnel for assistance as appropriate.
  • Consults with supervisor on professional practice questions.
  • Makes appropriate use of referral/consultation resources
  • All client contact/consultation is documented.
  • Demonstrates an interest in furthering his/her professional development.
  • Engages in ongoing continued education on ethics/practice.
  • Demonstrates knowledge of GTCC policies and Procedures.
  • Is professionally responsible and conscientious regarding time commitments (e.g., attendance, punctuality, meeting deadlines)
  • Appropriately self-directed.
  • Efficient in use of time; organized.
  1. Process for attainment:
    1. All forms of supervision
    2. Case Conference
    3. Intern Orientation
    4. Consultation
  2. Evaluation of outcome measures:
    1. Supervisory evaluation
    2. Semi-annual review by training director based on feedback from supervisor and staff

5. Communication and Interpersonal skills

Interns will work respectfully and effectively with other staff members. They will communicate effectively both orally and in writing, and will ask for guidance when appropriate. They are expected to actively participate in and contribute to staff meetings, training seminars, and case conferences. Interns will become adept at understanding their own personality and biases and the impact of her/his behavior on others.

Competencies:

  • Works respectfully and effectively with other staff members.
  • Case notes are clear and concise.
  • Communicates effectively both orally and in writing.
  • Asks directly for guidance when appropriate.
  • Actively participates in and contributes relevantly and meaningfully to staff meetings, training seminars, case conference, etc.
  • Understands her/his own personality and biases, and the impact of his/her behavior on others.
  1. Process for attainment:
    1. Active involvement in all operations of the Center
    2. Supervision
    3. Group co-facilitation
    4. Training seminars
    5. Consultation
  2. Evaluation of outcome measures:
    1. Supervisory evaluation
    2. Semi-annual review by training director based on feedback from supervisor and staff

6. Assessment

Interns are expected to become proficient in using assessment instruments appropriately, they will become knowledgeable in selecting and applying assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics. They will learn to integrate test findings with clinical interview and observations, and will develop knowledge of diagnostic issues associated with learning disabilities and attentional disorders. Reports will be timely and well-written, and they will effectively learn to provide feedback to the students who are assessed. Interns are expected to complete one full battery each semester.

Competencies:

  • Appropriate use of assessment instruments, including standardized administration and accurate scoring and interpretation of test information.
  • Ability to integrate test findings with clinical interview and behavioral observations.
  • Working knowledge of diagnostic issues associated with Learning Disorders and Attention Deficit/Hyperactivity Disorder.
  • Comprehensive reports are timely, well-written and integrative of client history, current presentation, functional limitations and recommendations.
  1. Process for attainment
    1. Assessment Seminar – Interns will actively participate in the assessment seminar.
    2. Psychological Assessments – interns will complete one per semester
    3. Appropriate use of assessment instruments, including standardized administration and accurate scoring and interpretation of test information.
    4. Ability to integrate test findings with clinical interview and behavioral observations.
    5. Working knowledge of diagnostic issues associated with Learning Disorders and Attention Deficit/Hyperactivity Disorder.
    6. Comprehensive reports are timely, well-written and integrative of client history, current presentation, functional limitations and recommendations.
  2. Evaluation of Outcome Measures
    1. Supervisory evaluation.
    2. Assessment evaluation.

7. Interventions: Individual Counseling and Psychotherapy

As this is the major endeavor of the Counseling Center and the provision of counseling and psychotherapy is the primary role of the intern, basic competency in this area is essential. Interns are expected to carry a caseload of 22 clinical hours per week, which will include individual counseling, group counseling, initial screenings, and backup consultation hours.

Competencies

  • Conduct initial assessments- Interns will become skilled at conducting initial screenings of incoming clients.
  • Facilitate communication and demonstrates empathy in session.
  • Assess presenting problems, urgency of treatment needs, and appropriateness of client considering services at GTCC based on obtaining relevant history and understanding of GTCC’s scope of services.
  • Give initial clinical impressions and present treatment goals and brief case conceptualization during case management meetings.
  • Complete clearly written, integrated notes/report that effectively communicate data acquired in the initial consultation so the clinician who works with the client is knowledgeable of presenting issue.
  • Schedule four initial consultation sessions per week.
  • Develop and demonstrate acceptance of cultural and individual differences in clients.
  • Effectively work with a wide variety of clients (effort will be made to balance the interns’ caseload in terms of gender, cultural background, presenting concerns, and level of severity).
  • Facilitate expression of and exploration of client thoughts, feelings, non-verbal communication and behaviors through warmth and utilization of listening skills.
  • Conceptualize client presenting issues in terms of relevant counseling and personality theories, research, and psychological interventions.
  • Appropriately handles crisis intervention.
  • Effectively assess a crisis, including risk of harm to self and/or others.
  • Demonstrate ability to appropriately follow-up on crisis situations with case management and referral if necessary.
  • Documentation of crisis situation consistent with policies of GTCC.
  • Demonstrates knowledge of scope of services provided at GTCC and when client would be better served at another resource.
  • Demonstrates a knowledge of resources and ability to guide client through the referral process.
  1. Process for attainment:
    1. Supervisors will provide guidance initially, joining the intern in initial assessments, but eventually certifying the intern to conduct assessments independently.
    2. Initial Orientation
    3. Seminars
    4. Case Conference
  2. Evaluation of outcome measures:
    1. Supervisory evaluation
    2. Semi-annual review by training director based on feedback from supervisor and staff
    3. Client feedback (satisfaction surveys, etc.)
  3. Developing rapport and establishing a working alliance with diverse clients: As Georgia Tech has a diverse student body, and the Counseling Center sees clients from different ethnic and cultural backgrounds, the interns are expected to be able to effectively work with a wide variety of clients. Attempts will be made to balance the interns’ caseload in terms of gender, cultural background, presenting concerns, and level of severity.
    1. Process for attainment
      1. Initial Orientation
      2. Seminars
      3. Case Conference
      4. All forms of supervision
    2. Evaluation of outcome measures:
      1. Supervisory evaluation including evaluation of audio and video tapes of sessions
      2. Semiannual review by training director based on feedback from supervisor and staff
      3. Client feedback (satisfaction surveys)
  4. Crisis Intervention: Georgia Tech Counseling Center has emergency walk-in hours covered by different staff during the hours that the center is operating. Each intern will cover three to four of these hours (“triage hours”) as assigned by the clinical director during the week. In addition, interns will carry the emergency phone once per rotation (about every 18 weeks) along with the other senior staff. Georgia Tech contracts with an after-hours service provider who will handle the majority of calls, but there may be times with that company needs to consult with a Georgia Tech staff member and on those occasions will call the emergency phone. Interns are provided extensive training in after-hours coverage before joining the rotation, and will have the back-up of their supervisor throughout the week they carry the phone.

    1. Process for attainment
      1. Emergency duty hours
      2. Emergency after hours coverage - with backup from supervisor
      3. Seminars
      4. Case Conference
      5. All forms of supervision
    2. Evaluation of outcome measures
      1. Supervisory evaluation
      2. Semi-annual review by training director based on feedback from supervisor and staff
  5. Group Counseling – the Counseling Center has an active group program that serves as an adjunct to individual counseling and as an additional treatment modality that is more appropriate for certain presenting concerns. Interns are expected to co-facilitate process and structured groups during their internship year.

Competencies

  • Assist in the development of a group, screening/participation criteria and its content.
  • Select and screen clients who are appropriate for group therapy.
  • Negotiate roles and expectations with co-leader.
  • Implement timely interventions that facilitate group cohesiveness, promote clarity and depth of content, and explore interpersonal dynamics within group and how skills learned can be transferred to everyday situations.
  • Demonstrate an understanding of how cultural variables impact therapeutic process.
  • Complete required documentation of group sessions consistent with the Center’s policies.
  • Appropriately participates/facilitates group.
  • Responds appropriately to suggestions made by co-facilitator.
  • Demonstrates understanding of group process and balances structure with dynamics.
  • Address termination issues such as closure, separation and if needed, referrals.
  • Offer opinions and feedback during group supervision meeting.
  1. Structured Groups: these groups are primarily skill-based and didactic in nature. Examples include Stress management, Feeling Better, and Mind over Mood.
    1. Process for attainment
      1. Co-facilitating groups with senior staff
      2. Developing and implementing groups independently
      3. All forms of supervision
    2. Evaluation of outcome measures
      1. Feedback/evaluation forms submitted by participants
      2. Evaluation by group co-facilitator
  2. Process Groups: these groups are primarily therapy groups that are unstructured and foster self-exploration and growth in participants. Examples include Men’s/Women’s therapy group, Changes, Sister time, Thesis support group, Connections, etc.
    1. Process for attainment
      1. Co-facilitating groups with senior staff
      2. Seminars
      3. All forms of supervision
    2. Evaluation of outcome measures
      1. Evaluation by group co-facilitator
      2. Feedback/satisfaction survey by group participants

8. Supervision

Interns will develop skills in providing clinical supervision to trainees during their internship year. Interns are given the opportunity to supervise one practicum student during the spring semester. Interns are also expected to participate in the supervision of supervision seminar to learn theoretical underpinnings of supervision theory and good practice.

Competencies

  • Develop a knowledge base of supervision theory, research and practice from a multicultural perspective.
  • Build trusting supervisory relationships that facilitate honest and candid exchange of thoughts and feelings.
  • Intervene in a way that improves supervisee’ clinical skills.
  • Provide on-going, relevant feedback to supervisees.
  • Manage conflict or areas of discomfort with supervisee.
  • Aid supervisees in selecting training goals, tasks and experiences while adapting supervisory style as necessary.
  • Demonstrate respect, openness, curiosity, awareness and competence toward all aspects of diversity and the impact on both the therapeutic and supervisory process.
  • Demonstrate an ability to accept and provide both positive and constructive feedback.
  • Demonstrate an awareness of how one’s personal background, culture and values influence supervisory and therapeutic relationships.
  • Understand policies for clinical impairment as identified in GTCC Internship Handbook.
  1. Process for attainment:
    1. Develop a knowledge base of supervision theory, research and practice from a multicultural perspective.
    2. Build trusting supervisory relationships that facilitate honest and candid exchange of thoughts and feelings.
    3. Intervene in a way that improves supervisee’ clinical skills.
    4. Aid supervisees in selecting training goals, tasks and experiences while adapting supervisory style as necessary
    5. Demonstrate respect, openness, curiosity, awareness and competence toward all aspects of diversity and the impact on both the therapeutic and supervisory process.
    6. Demonstrate an awareness of how one’s personal background, culture and values influence supervisory and therapeutic relationships.
    7. Understand policies for clinical impairment as identified in GTCC Internship Handbook.
  2. Evaluation of Outcome Measures
    1. Obtain 3 out of 5 on Likert scale as measured on evaluation form by supervisor of supervision evaluation form

9. Consultation and Interprofessional/Interdisciplinary Skills

  1. Consultation - an integral part of a psychologist role in a college counseling center is to provide advice and consultation to other segments of the campus community. This generally involves working with faculty/staff, parents, deans, and others in providing quality psychological services to the students.
  2. Outreach – a major function of the Georgia Tech Counseling Center is to provide proactive, wellness-based outreach to the campus. Most of this is done in cooperation with other campus departments (housing, library), but some is also generated and presented independently by the counseling center. In an ongoing effort to make connections across campus, and to take the message of psychological wellness into the community, this is an important aspect of the center’s role on campus. Interns are encouraged to complete three outreach programs each semester. These can be done with senior staff, with other trainees, or individually.

Competencies

  • Take initiative to volunteer for programs and respond to requests in a timely manner.
  • Develop outreach goals/objectives, outline, materials and demonstrated knowledge of outreach subject area (i.e., stress management).
  • Conduct organized and developmentally appropriate outreach presentations understanding the population’s setting and needs. This includes training and certification in QPR suicide prevention programming.
  • Establish rapport with participants and promote audience participation in the learning process.
  • Consult with GTCC staff, campus resources, etc. regarding outreach requests and needs.
  • Adhere to agency policies and procedures regarding outreach presentations, including the completion of outreach evaluations by participants.
  • Collaborate with senior staff, other trainees or other campus entities in creating and or presenting presentation.
  1. Process for attainment
    1. Co-present with senior staff
    2. All forms of supervision
  2. Evaluation of outcome measures
    1. Feedback/evaluations completed by participants
    2. Evaluation by co-leader
  1. Invited presentations: these presentations are in response to requests made by departments on campus generally in reaction to some development within that department (death of a student, judicial sanction, etc.).
    1. Process for attainment
      1. Co-present with senior staff
      2. All forms of supervision
    2. Evaluation of outcome measures
      1. Feedback/evaluation completed by participants
      2. Evaluation by co-leader
  1. Interactions with campus: these involve staffing informational booths/tables for incoming freshman or other groups as well as other structured activities throughout the year.
    1. Process for attainment
      1. Participating in staffing tables
      2. All forms of supervision
    2. Evaluation of outcome measures    
      1. Evaluation by other senior staff
      2. Supervisory evaluation
      3. Semiannual review by training director

Template for Intern Evaluation