Training Goals and Objectives

We believe that our training model and program structure offer the combination of diversity, flexibility, and quality experiences necessary to help us attain our primary training goal, which is to prepare interns for the independent practice of professional psychology in diverse settings, including counselling services and other academic, clinical, and community settings.  To operationalize this goal, a number of education and training objectives have been identified and are included in the evaluation forms. A summary of the main objectives for each of the areas is provided below:

1)  Intervention Competency

  1. Ability to integrate historical, developmental, contextual, and diagnostic information into a case conceptualization that guides ongoing work
  2. Ability to adapt conceptualizations over time as new information emerges
  3. Ability to link conceptualization to relevant theory
  4. Ability to productively engage clients in intake and counselling
  5. Ability to maintain rapport over time
  6. Ability to identify the links among theory, research, and practice (e.g., interventions have a grounding in theory and support through the literature)
  7. Ability to identify and implement different intervention strategies as appropriate to different presenting problems or contexts
  8. Ability to demonstrate proficiency with a wide range of intervention modalities representing different theoretical traditions (e.g., behaviour therapy; client-centered therapy; systemic approaches)
  9. Ability to identify and utilize empirically-validated treatments where appropriate (e.g., cognitive-behavioural therapy for panic disorder)
  10. Ability to effectively identify and utilize process or interpersonal variables during intervention
  11. Ability to work effectively with both short-term and long-term cases
  12. Ability to terminate therapy with clients successfully
  13. Ability to identify and respond effectively to crises or behavioural emergencies
  14. Ability to effectively lead or co-lead psycho-educational or therapy groups

2)  Career Counselling Competency

  1. Career Counselling skills include ability to conceptualize the career planning difficulties of students using a variety of theoretical perspectives, ability to engage in productive career counseling and the ability to consult with other career service providers as needed
  2. Career Counselling Knowledge includes demonstrating an understanding of career development theory, the complexity of career issues for university students, and available career inventories and services
  3. General Counselling Skills include demonstrating an understanding of developmental theories and issues, and an ability to integrate general counselling skills in interventions with career clients
  4. Group Leadership Skills include abilities to communicate information clearly and to facilitate group dynamics

3)  Assessment Competency

  1. Ability to effectively collect and utilize interview, collateral, and historical data in assessment process
  2. Ability to effectively formulate differential diagnoses from interview or test data
  3. Ability to select a battery of test instruments that effectively address the referral question(s)
  4. Ability to competently administer, score, and interpret results of testing
  5. Ability to produce integrative written reports addressing the referral question(s), make useful  recommendations, and provide timely and useful feedback to clients and referral sources

4)  Diversity Competency

  1. Ability to demonstrate awareness of ethnicity, culture, and other issues of diversity as significant parameters in understanding psychological processes
  2. Ability to educate clients about North American psychological intervention processes
  3. Ability to demonstrate respect for social structures, values, and beliefs within the client’s culture or context
  4. Ability to consider the impact of adverse social and environmental factors in assessing problems and designing interventions
  5. Ability to identify and work to eliminate biases, prejudices, and discriminatory practices in self
  6. Ability to demonstrate skills in adapting interventions to diverse group

5)  Consultation Competency

  1. Ability to identify programming needs in the community and design and deliver outreach programmes to effectively address these needs
  2. Ability to solicit feedback from clients about the effectiveness of the consultation process and address concerns if the results are not satisfactory

6)  Professional Conduct Competency

  1. Ability to demonstrate respect toward clients, peers, colleagues, supervisors, and other members of the university community or public with whom the intern interacts
  2. Ability to demonstrate a working knowledge and effective application of the ethical code of the Canadian Psychological Association
  3. Ability to demonstrate knowledge of relevant university policies and provincial guidelines/laws as they pertain to practice issues (e.g., confidentiality; informed consent; duty to warn; duty to protect; child abuse reporting)
  4. Ability to demonstrate openness to learning and to access supervision and consultations appropriately
  5. Ability to maintain relevant standards with respect to documentation of professional services        
  6. Ability to demonstrate sound professional practice by acknowledging own limits of competence   
  7. Ability to demonstrate awareness of transfer-of-skill issues and how to apply skills across service setting and populations
  8. Ability to recognize psychology as an empirical discipline and appropriately access literature and collect data

7)  Supervision of Practicum Students

  1. Demonstration of knowledge of supervision models
  2. Ability to form an effective supervisory alliance
  3. Ability to adjust supervision to supervisee needs and developmental level
  4. Demonstration of a balance between supervisee development and client care in supervision
  5. Provision of ongoing feedback to supervisee
  6. Ability to articulate a model of own supervisory style