1. Defining and Implementing Standards-Based Practicum Competencies at a University Counseling Center 2007 APPIC Membership Meeting and Conference Presented by: Jerry Shih, PhD, LP & Matthew R. Hanson, PhD University Counseling and Consulting Services University of Minnesota April 14 th, 2007

2. Primary Objective Explain the process of applying ADPTC competency recommendations to a college counseling practicum and integrating competency-based standards into the training program at a college counseling center.

3. UCCS Practicum Overview Practicum students –Counseling psychology PhD students; first practicum. Supervision team –Interns, senior supervisors, training committee. Didactic and experiential components –Weekly seminar Live observation model Evolution of model

4. Competency Standards Overview Previous efforts to standardize training: –NCSPP (1995), APA (1996, 2002), ADPTC (2005), CCTC (2007) Defining and developing core competencies for psychology training and practice. Accreditation and licensure are based on competencies. Ensures professional practice and promotes confidence in profession. Applying ADPTC benchmarks not only to practicum but all of training program. –Assessment skills (agency wide). –Diversity—Individual and cultural differences. –Ethics

5. Committee Formation/Process Forming a working group –Members of training committee: Training Director, Practicum Coordinator, Seminar Instructors. Comparing ADPTC recommendations with trainees experience and relevant documentation: –Policy and procedure manual, evaluations –Other examples: seminar syllabus, orientation material. Objective : –Identify which recommendations were covered, missing, and not applicable for UCCS.

6. Competency Comparison Document Intervention Skills  Ability to formulate and conceptualize cases.  Ability to plan treatments.  Ability to implement intervention skills, covering a wide range of developmental, preventive and “remedial” interventions, including psychotherapy, psychoeducational interventions, crisis management and psychological/psychiatric emergency situations, depending on the focus and scope of the practicum site.  Knowledge regarding psychotherapy theory, research and practice.  Knowledge regarding the concept of empirically supported practice methods and relationships. ADPTC Recommendations Basic Counseling Skills  Fall Semester: o Counselor demonstrates the ability to use basic counseling skills in interview. Frequently checks perceptions through use of open-ended questions, paraphrasing, and restatement. Able to identify, label, and reflect surface feeling of client.  Spring Semester o Counselor demonstrates appropriate timing and proficient use of basic counseling skills. He/she is able to reflect underlying and mixed feelings accurately. Counselor has awareness of and begins using his/her own feelings and non-verbal behavior as monitors on the interview process. Counselor is able to set appropriate and time-limited goals with the client. UCCS Policies and Procedures Manual Language Conceptualizing Skills  Understands which goals or directions make sense for clients.  Develops coherent & time limited treatment plans.  Evaluates the effects of counseling techniques implemented. UCCS Evaluation Item

7. Areas of Strength Assessment of baseline competencies –Transcript review, letters of recommendation, interviews. Assessment of basic counseling –Direct observation, formal case presentation, evaluation process. Develop skills in providing psychoeducation –Career, academic skills, personal concerns (e.g., stress). –Individual counseling and outreach. Diversity –Agency norm, seminar/case presentation, supervision

8. Potential Gaps in Evaluation Relationship/Interpersonal Skills –Support staff, teams, professional community. Application of Research/Intervention –Explicitly addressing Local Clinical Scientist model. Leadership and Supervision skills. –Not expected for beginning practicum, but will be addressed at higher levels of training (e.g., internship). Note: Issue appeared to be less about training content, and more about how trainees’ performance was evaluated.

9. Changes made to program Incorporating principles of Local Clinical Scientist model more explicitly in practicum and training manual. –Seminar content, case presentations, individual/group supervision. Changes made to evaluation to better reflect ADPTC recommendations. –ADPTC heavily focused on diagnosis; rewording emphasized developmental models appropriate to assessment process. –Add evaluation of psychoeducational efforts. –Add item for evaluated skills related to effective case presentation. –Increased specific focus on ethics and self-care. –Inclusion of seminar instructors in evaluation process.

10. Changes to Evaluation Items Original version: “Counseling Skills” Revised version: “Psychological Assessment Skills” Chooses assessment instruments appropriately. Explains and interprets assessment tools effectively. Selects and implements multiple methods and means of assessment in ways that are responsive to and respectful of diverse clients. Uses systematic approaches to gathering information. Understands psychometric issues and bases of assessment methods. Integrates data from different sources for assessment purposes. Understands issues pertinent to integration of different sources for assessment purposes.

11. Considerations/Conclusions –Agency approach to training. –Expectations/evaluations for trainee performance. –Seminar content. –Training team roles and collaboration. –Review and evaluation of documentation. ADPTC documentation generated discussion about:

12. References/Resources Hatcher, R. L., & Lassiter, K. D. (2007). Initial training in professional psychology: The practicum competencies outline. Training and Education in Professional Psychology, 1, 49-63. Kaslow, N., Borden, K. A., & Collins, F. L. (2004). Competencies conference: Future directions in education and credentialing in professional psychology. Journal of Clinical Psychology, 60, 699-712. Rodolfa, E., Bent, R., Eisman, E., Nelson, P., Rehm, L., & Ritchie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36, 347-354. Stricker, G., & Trierweiler, S. J. (1995). The local clinical scientist. American Psychologist, 50, 995-1002. Additional contact: www.ucs.umn.edu Jerry Shih: shihx008@umn.edu; 612.624-9545shihx008@umn.edu Matt Hanson: hans1053@umn.edu; 612.626.0150hans1053@umn.edu