Doctoral Internship Resources Life Skills Psychological Services PC

The Life Skills Psychological Services

Psychology Doctoral Internship Training Program

(MOST RECENTLY UPDATED: 09/22/2024)

The Life Skills Psychological Services (LSPS) Internship Training Program (ITP) takes place on site and provides face-to-face psychological services similar to LSPS psychologists. Interns are on-site Monday through Friday from 9am-5pm, though this schedule is flexible and can be changed should the intern choose to begin at 8am or perhaps stay later into the early evening. Interns have a private office in which services are provided. Interns are nested within the LSPS therapists and supervisors. They also have a large office area where interns meet for peer interaction. Interns have their clients scheduled by the support services staff who notify interns when clients have arrived. Interns are able to consult with supervisors at the regularly scheduled times and as-needed (with supervisors and other highly experienced therapists available to help). Interns also have very knowledgeable and receptive support services staff available for supportive guidance should the need arise. The training program leads to a certificate in clinical psychology.

As of October 28, 2018, the psychology internship program became accredited by the American Psychological Association's Commission on Accreditation. For further information or if you have questions, you may contact the APA Office of Program Consultation and accreditation at the following address:

American Psychological Association

750 First Street, NE

Washington DC, 20002-4242

(202)336-5979; (202)336-6123 TDD; fax (202)336-5978

Email: apaacrre@apa.org<mailto:apaacrre@apa.org>

www.apa.org/ed/accreditation<http://www.apa.org/ed/accreditation>

The intern will complete the internship at a full time level (40 hours per week) within twelve months. Interns are involved in approximately 30 hours per week providing face-to-face psychotherapy and assessment services with clients of all age groups and many of the DSM clinical conditions. Interns receive a minimum of two hours each week of face-to-face individual supervision along with an additional three hours per week in didactic learning activities and group supervision. Approximately 20-25% of the 30 hours providing services to clients will be focused on psychological evaluations, utilizing psychological tests and writing reports. The remaining direct service delivery hours involve providing individual, family, couples, and group therapies.

Life Skills Psychological Services is a professional corporation and the sponsoring agency of the internship training program. LSPS can be described as a thriving community-based group private practice that was established in Cadillac approximately 44 years ago. LSPS is located in Cadillac, Michigan of Wexford County. The office building is nested within a medical community including Munson Hospital, family physicians, heart and pulmonary specialists, surgeons, dentists, an after-hours walk-in clinic, chiropractic practitioners, the Department of Health, and Community Mental Health. An elementary school is close by as are residential homes. The office building is located just a few blocks from downtown Cadillac and Lake Cadillac.

The primary mission of LSPS is to be a mental health resource to Cadillac and the surrounding area that helps to ameliorate suffering through the provision of psychological and counseling services that are individual, family, couples, and group in modality.

Psychotherapy services involve the initial intake, case conceptualization, development of treatment goals, and treatment intervention. Therapy is centered within the therapeutic relationship and its alliance, the influence of evidence-based models, and the skills of seasoned clinicians. Training experiences are provided through individual, couples, family, and group therapy modalities utilizing evidence-based methods and techniques (at the foundation), integrated with the art of the science.

Psychological assessment services involve specialized clinical interviewing, administration of psychological instruments, scoring of tests, integration of data/information, report writing, and consultation/feedback. The psychological evaluations are: clinical, neuropsychological, educational, disability, and employment-related. Psychological assessment covers a wide spectrum and includes such conditions as: mild/major neurocognitive, autism spectrum, disruptive behaviors, intellectual and adaptive behavior functioning, academic achievement and learning disorders, ADHD, trauma-related conditions, mood/anxiety/personality disorders, , fitness to return to work, disability claims, substance use/dependence, and eating disorders.

The secondary mission of LSPS has evolved into the development of the ITP. The training program supervisors have a great deal of experience in private practice and are at a point in their professional lives of wanting to give back to the profession through the training provided. Many labor of love hours have gone into the germination and cultivation of the training program, and it is maturing nicely into an intern-centered experience that solidly prepares interns for high quality professional practice.

The demographics, characteristics, and size of the populations served are as follows. Clientele consists of all age groups and it is about a 40-60 ratio between children and adults, as well as male to female. Over 90% of clients are Caucasian. Most adult clients are working middle class with a high school education (there is a wide range from clients who are wealthy to those at or below the poverty line, from those who dropped out of high school to those with doctorates, from those able to work to those on disability). Clients present with a diversity of problems/issues. Most adult clients are diagnosed with mood, anxiety, and adjustment disorders, along with relationship conflict. Many adolescents present with mood and anxiety disorders as well, along with adjustment-related signs and symptoms. Children tend to present with Attention Deficit Hyperactivity Disorder (ADHD), non-compliance, aggressive behavior, school-related problems, symptoms associated with separation/divorce, other adjustment-related issues, and learning disorders.

There is a significant amount of trauma among all age ranges. Clients range from being self-referred, referred by their physician, to court ordered, which means there is a range from being highly motivated with strong insight capacity to resistance with low insight capacity. There is individual diversity with respect to intellectual and adaptive behavior functioning. There is a wide range from recent onset of the presenting signs and symptoms to a long standing condition. There is variation across clients in terms of symptom severity from mild to severe. There are differences between clients regarding the number of supportive resources available.

Currently, there are two psychologists (including one post-doctoral fellows), a doctoral limited licensed psychologist, two limited licensed professional counselors, and three limited licensed social workers. Support services staff include: two Secretary/Receptionist as billing is currently managed by an external billing company. The building and its offices are wheelchair accessible.

Diversity

LSPS and the ITP recognize the importance of cultural and individual differences and diversity in the training of psychologists. All LSPS personnel strongly believe that sensitivity to and understanding of diversity is at the heart of our profession. We respectfully and with solid motivation embrace positive differences that create a mosaic which help us broaden and deepen our experience as people. While appreciating the differences, we also share in our similarities. We aspire toward a diversity-sparked synergy that moves us closer to the ideal of equality in all important aspects of life, and that allows us to grow in our humanity. The profession of psychology rests upon a solidly thick foundation of positive values, values that move us forward in who we are as human beings. We embrace those values. How we are in our sessions with clients is to be authentic with warmth, positive regard, compassion, non-judgmental listening and understanding, courteousness, respect, and so forth. This means we are to be this way outside the sessions as well.

We are committed to doing our best to recognize attitudes, beliefs, statements, words used, and our behaviors that could be experienced by some as insensitive, biased, and divisive. This is important as our biases can be outside the level of immediate awareness resulting in the best of intentions not supporting diversity as consciously desired. We have a very open and receptive interpersonal environment and there is a willingness to point out such biases. All people are prone to or have a proclivity toward some bias. Our ideal is to identify when and where our bias could have a potential negative impact on someone, to reflectively examine such, and to grow personally toward the ideal of being free from inaccurate conclusions formed, decisions made, and things said. These distortions include not only race, ethnicity, and culture, but other things as well (e.g., gender identity/orientation, religion, criminal behaviors, child rearing practices, partner interactions, unemployed and receiving entitlements, age, intellectual functioning, political orientation, position on abortion, immigration, and so forth). We strive to not allow any potential bias from having a negative effect on our interactions, our decisions, our judgment, or our direction. We are committed to a focus that transcends those potentially biasing negative influences and is instead directed toward consideration of who can fulfill the role with its associated responsibilities and duties in a most competent way. We look for those who can make a positive contribution to LSPS and the community.

Internship training is directed to the issues of diversity and differences. The program addresses this construct through its didactic training activities and supervision, and through LSPS personnel as positive role models. The interns will have directed focus on any spoken or unspoken biases, prejudices, attitudes, beliefs, and ideas that interfere with the values of our profession, including not providing the best care for clients. Training in this area is also through the variety of clientele for whom the interns provide services.

The internship training program strongly values recruiting and training interns from diverse backgrounds who have an interest in working with clients who come from diverse, under-represented, and disadvantaged backgrounds. The training program recognizes the need to increase the number of psychologists available to meet the psychological needs of a society that is becoming increasingly diverse and has never been negatively biased against someone applying for any position at LSPS (including as an intern) based on influences irrelevant to quality performance.

The people of LSPS are warm, receptive, open, genuine, respectful, compassionate, understanding, sensitive to others, kind, caring, social, and collegial. The goodness of fit with LSPS and its internship training program is solid when everyone comes together for the motivation of helping others while also growing personally from the mosaic-like attachment that is present in the atmosphere and LSPS culture.

The training program welcomes applications from anyone who meets the established minimum requirements and believes the program is a good fit for their needs.

DIVERSITY AND INTERN APPLICANTS:

NUMBERS, RANKINGS, AND MATCHES BY YEAR

The following outcome data address the impact/effectiveness of the training program's long-term, systematic efforts to recruit interns with diverse perspectives and demographics. The information collected is through intern self-report.

2019-2020 Internship Training Year

Phase I: 7 applicants:
*2 pre-APA Accreditation (deadline)
*5 post-APA Accreditation (extended deadline)
All applicants were from APA Accredited educational settings

Interviewed all 7:
*3 White males, 2 of whom were gay (self-reported)
*2 White females, 1 of whom was lesbian (self-reported)
*1 Hispanic-Bilingual female
*1 Black female
Ranked 6 applicants
Ranked 1: Black
Ranked 2: Hispanic-Bilingual
Ranked 3: Gay
Ranked 4: Lesbian

Phase II: 23 applicants

All applicants were from APA Accredited educational settings

Interviewed 18; those not interviewed had a very low level of experience with psychological assessment and integrated report writing or were from a strong school psychology program with a low level of a more clinical focus.

20 Females

3 Males

2 applicants were from Korea

2 applicants were Hispanic-Bilingual (Puerto Rico)

1 applicant was Somalian

1 applicant was Canadian

10 states represented

5 countries represented

Ranked 16 applicants:

*1 Hispanic male was ranked number 1

*1 Hispanic female was ranked number 5

*2 Korean females, one of whom was ranked number 4 and the other number 6

*1 Black female was ranked number 2

*1 Canadian male was ranked number 3

For Phases I and II:

Ph.D. Program: 18

Psy.D. Program: 7

Ed.D. Program:

Counseling Program: 3

School Psychology Program:2

Integrated Reports Range: 2-13

2020-2021 Internship Training Year

Phase I: 27 applicants

27 from APA accredited academic settings

Interviewed 12

*4 Females

*8 Males

Ranked 8 applicants

*4 Males

*4 Females

Ph.D. Program: 16

Psy.D. Program: 11

Ed.D. Program:

Clinical Program:20

Counseling Program:3

School Psychology Program:4

Integrated Reports Range: 5 -76

Phase II: 8 applicants (only 1 male applied)

8 from APA accredited academic settings

Interviewed 7

*6 Females

*1 Male

Ranked 7 applicants

*6 Females

*1 Male

Psy.D. Program: 7

Ph.D. Program: 1

Counseling Program: 1

School Program: 1

Clinical Program: 6

Integrated Reports Range: 6-55

Self-Identified: 1 hearing impaired (deaf); this applicant was ranked; 2 lesbian with strong LGBTQIA focus (both ranked); 1 fluent in and from Russia (ranked); applicants from diverse regions of the United States

2021-2022 Internship Training Year

Phase I: 28 applicants, all from APA-accredited settings

20 applicants from Ph.D. Program

8 applicants from Psy.D. Program

Clinical Program:25

Counseling Program: 3

Interviewed 14

*4 Males

*10 Females

Integrated Reports Range: 0-72

Self-Identified: 4 fluent in Spanish; 1 fluent in Maghrebi (Arabic); 1 fluent in Russian and Ukrainian; 1 fluent in Gujarati (India); applicants from diverse regions of the United States

Ranked:

*Males: 3

*Females: 10

2022-2023 Internship Training Year

Phase I: 40 applicants, all from APA-accredited settings

9 applicants from Ph.D. Program

31 applicants from Psy.D. Program

Clinical Program: 34

Counseling Program: 3

Interviewed 22

*6 Males

*16 Females

Integrated Reports Range: 0-72

Self-Identified: Biracial male, Country of origin Argentina-1, India-2, Pur=erto Rico-2, Lebanon-1. Fluent languages Spanish, Polish, Hindi, Punjabi, Kannada, Arabic

Ranked: 22

*Males: 2

*Females: 20

2023-2024 Internship Training Year

Phase I: 22 applicants, all from APA-accredited settings

8 applicants from Ph.D. Program

14 applicants from Psy.D. Program

Clinical Program: 21

Counseling Program: 1

Self Identified: 1 applicant fluid in Spanish, 1 Arabic, 2 from Canada, others from diverse areas of the United Statesy

Interviewed 22

*5 Males

*17 Females

Integrated Reports Range: 0-72

Ranked: 17

Males 5

Females 12

INTERN HOLIDAYS

Labor Day
Thanksgiving
Christmas (December 24 & 25)
Memorial Day
Fourth of July (July 4)

Interns are expected to be on-site for 40 hours each week, unless there is an Intern Holiday (see schedule above) or the intern has received supervisor approval to take time off (up to 20 days or 4 weeks per training year). There are seven scheduled holidays when the office is closed, leaving 13 days at intern discretion.

Internship Admissions, Support, Initial Placement, and Outcome Data

Internship Program Admissions

The table below provides important information to assist potential applicants in assessing their likely fit with the program. The table below lists what the program considers when determining who will be selected for an interview, and ultimately the program’s rank ordering. There is also information with respect to application deadline, notification of interviews, interview dates, and start date.

Interview Selection Considerations

Enrolled in an APA/CPA- accredited doctoral program Psychology
Able to commit 40 hours each week throughout the year-long program for training (full time position only)
Good academic standing and support of the academic director of clinical training
Brings a diversity that adds to the mosaic of Life Skills Psychological Services and the surrounding community
Good practicum experience (number of hours/clients, variety of settings, diverse demographics of clients, clinical conditions evaluated and treated, relationships with supervisors/staff, assessment instruments utilized)
Comprehensive exam passed by start of internship
Dissertation proposal approved by start of internship
Minimum three years of graduate training
Strong letters of support/reference
Satisfactory writing samples: reports from testing and ‘case’ write up; essays
Solid summary of strengths and areas for further development
Solid grade point average
Leadership experience
Presentations
Recognitions/awards
Military experience
Volunteer experience
Extracurricular activities
Teaching experience
Memberships/affiliations
Publications
Research experience
Willingness to experience true winter weather
Willingness to obtain temporary limited license as a Michigan psychologist (the program covers this expense)
A minimum of 500 hours of direct intervention/treatment/therapy contact hours by the start of the training program
A minimum of 75 hours of direct assessment contact hours by the start of the training program

Application deadline is 11/15/2024

Interview dates are 12/9/2024-1/24/25

Interview notification is 12/6/24

Intern start date is 8/18/25

"This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant."

Program Financial and Other Benefit Support

For the 2025-2026 Training Year

Below is a list of information about the program’s financial and other benefit support for the upcoming training year.

12-month, full-time position (40 hours/week) $32,000 (no part-time positions)
There is no health insurance; however, medical-related expenses up to $500 will be reimbursed for the intern, the intern’s spouse or live-in partner, and the intern’s children.
Up to $400 for expenses related to conferences
A gym membership
A Christmas bonus
The program does not distinguish between personal time off/sick leave/vacation leave. Instead, the program provides paid absence for 20 days for the training year. Seven of these days will be designated days off (holidays; office is closed) and the remainder of the days the intern can use as desired
In the event of a medical condition and/or family needs that require extended leave, the program and intern will discuss what will be considered reasonable unpaid leave, keeping foremost in mind the consideration of ensuring the intern has a full year training experience

Comprehensive Proximal and Distal Data (Aggregated) for Interns Completing the LSPS Doctoral Psychology Internship Training Program Across Three Training Years

2018-2024

Proximal Data

Intern Evaluation of Supervisor Immediately After Program Completion

The table below indicates intern ratings of the supervisors based on a 1-10 scale with higher numbers representing a more positive response. These intern ratings of their supervisors occurred immediately after the completion of the internship training year.

The numbers below represent aggregate ratings of the six interns who completed the training program across three training years (2018-2019; 2019-2020; 2020-2021)

Proximal Data

Aggregate Intern Immediate Evaluation

Ratings of the Supervisors 2018-2024 (Ratings describe mean scores; 1-10)

Friendly, Warm, Kind

9.2

Motivating, Encouraging, Positive

9.5

Collegial

9.4

Sincere, Honest, Genuine

9.2

Reliable, Dependable

9.3

Fair and Reasonable

9.3

Energetic, Motivated

9.5

Punctual

8.4

A Good Role Model

Available When Needed

9.3

Responsive

9.7

Good Working Relationship

9.6

Helpful With Professional Development

9.6

Genuine Interest

9.5

Receptive

9.6

Ability to Relate to You

9.0

Helpful With Case Conceptualization

9.6

Helpful with Diagnostics

9.4

Helpful with Treatment Intervention

9.6

Helpful with Psychological Testing and Report Writing

8.3

Helpful With Advice

9.1

Sets Clear Expectations

9.3

Sets Clear Boundaries in Constructive Manner

9.2

Prepared For Supervision

9.0

Able To Understand Legal Statutes And Ethical Matters

9.6

Knowledgeable About Theoretical Models And Evidence-Based Intervention

9.1

Ensured Preferred Clientele Were Assigned

8.7

Ensured A Reasonable Caseload

8.9

Ensured Testing As Desired

9.4

Ensured Therapy As Desired

9.5

Internship Was Helpful To Professional Development

9.7

Supervisory Relationship Helpful To Professional Development

9.7

Supervisory Relationship More Helpful Than Previous Supervisory Relationships

9.2

Proximal Data

Items of Agreement Regarding Internship Training Program

The table below indicates the number of interns who agree with each item.

Six Cohort years (2018-2024)

Number of Interns: 12

Provided a Variety of Clientele

Provided a Sufficient Number of Clients

Provided Opportunities for Testing/Evaluation

Provided Opportunities for Intake and Psychotherapy

Provided Opportunities to Interact with Other Mental Health Profess.

Program was Well-Integrated into the LSPS Environment

Provided Meaningful Didactic Training Activities

Had Clear Expectations and Goals Describing Successful Advancement and Completion of the Program

Was Never Biased Against Me Due to Factors Irrelevant to a Successful Internship Experience

Treated Me With Respect, Courtesy, and With Professionalism

Provided a Supportive Learning Environment

Helped Me Accomplish My Internship Goals

Provided Adequate Supervision and Supervisor Availability

Abided by the LSPS-Intern Agreement

If Necessary, Abided by the Due Process Policy

Allowed for Input Into the Training Goals and Direction of the Training

Provided Fair Evaluation of My Performance

Provided an Adequate Level of Support Services

Abided by Our Professional Ethics and Legal Standards

Overall, I Believe My Program Helped Prepare Me For Adequate Functioning as an Entry-Level Professional Psychologist

Proximal Data

Intern Ratings Regarding Program Preparation

The six training cohorts (2018-2019; 2019-2020; 2020-2021; 2021-2022; 2022-2023; 2023-2024) of twelve interns used the rating key below to rate the extent to which the training program prepared the interns in the nine core competency domains.

1 = Internship Training Program did not prepare me at a level desired or needed for entry-level practice in the psychology profession; a poor rating

2 = Internship Training Program prepared me to a less than desired level or needed for entry-level practice in the psychology profession; a below average rating

3 = Internship Training Program prepared me at a level desired or needed for entry- level practice in the psychology profession; an above average rating

4 = Internship Training Program prepared me at a level desired or needed for entry- level practice in the psychology profession; an outstanding rating

Proximal Data

Aggregated Intern Ratings Regarding Program Preparation Across Six Training Years

The table below indicates aggregated intern ratings of the extent to which the training program prepared the intern for entry-level professional practice.

Core Competency Domains (2018-2024)

First Score = Average

Second Score = Range (lowest to highest)

Professional Values, Attitudes, and Behaviors

3.90 (average)

3.2-4 (range)

Ethical and Legal Standards

3.92 (average)

3.2-4 (range)

Research

3.58 (average)

2.2-4 (range)

Intervention

3.82 (average)

3.20-4 (range)

Assessment

3.71 (average)

3-4 (range)

Communication and Interpersonal Skills

3.85 (average)

3-4 (range)

Consultation and Interprofessional/Interdisciplinary Skills

3.82 (average)

3.3-4 (range)

Individual, Cultural Diversity

3.70 (average)

2.80-4 (range)

Supervision

3.60 (average)

2.00-4 (range)

Proximal Data

Aggregated Final Performance Scores of Interns (2018-2024)

For each of the nine core competency domains, the final performance score for each intern is the mean of the supervisor’s four quarterly performance ratings across the training year. The aggregated supervisor final performance ratings in each core competency domain is the mean of the six intern final performance ratings

The scoring key below indicates the supervisor’s rating of an intern’s performance level

1 = Intern functioning/performance is severely below average (unacceptable level) of what is typical and expected of interns

2 = Intern functioning/performance is markedly below average (unacceptable level) of what is typical and expected of interns

3 = Intern functioning/performance is below average (unacceptable level) of what is typical and expected of interns

4 = Intern functioning/performance is typical and expected of interns

5 = Intern functioning/performance is better than many interns and expectations

6 = Intern functioning/performance is markedly above many interns and expectations

Aggregated Supervisor Final Performance Ratings of Six Interns (2018-2021)

The table below indicates the aggregated supervisor ratings of intern performance in each of the core competency domains across the four-quarter rating period.

First Score = Aggregated Final Performance Scores

Second Score = Range of lowest and highest scores

Professional Values, Attitudes, and Behaviors

5.01

4.21-6

Ethics and Legal Standards

5.01

4.68-6

Intervention

5.02

3.8-6

Research

4.97

4.13-6

Assessment

5.31

4.16-6

Communication and Interpersonal Skills

5.28

3.87-6

Individual, Cultural Diversity

5.09

4.0-6

Consultation and Interprofessional Skills

5.11

4.0-6

Supervision

4.72

4.0-6

Outstanding 5.5 and higher

Above Average 4.5-5.4

Average 4.0-4.4

Below Average 3.5-3.9

Highly Unsatisfactory 3.4 and lower

The minimal level of achievement expected is both a quarterly and final performance rating in each core competency domain of no lower than 4.

Proximal Data

Numbers: Interns, Successful Completion, Concerns, Complaints (2018-2021)

The table below indicates the number of interns who successfully completed the training program, along with the number of concerns and complaints.

Number of Interns

Number of Interns Successfully Completing Program

Number of Major Concerns

Number of Minor Concerns

Number of Intern Complaints/Grievances

The details below indicate the overall percentage of time interns spent involved in psychological assessment/evaluation and time spent involved in intake and psychotherapy.

Overall Percentage of Time Engaged in Psychological Assessment/Evaluation

30%

Overall Percentage of Time Engaged in Intake and Psychotherapy

70%

Distal Data

Initial Post-Internship Positions

The table below provides information regarding initial post-internship positions for the aggregate of six interns for three training years (2018-2019; 2019-2020; 2020-2021).

The total number of interns for the aggregate is six, two each training year.

PD = Post-doctoral residency position; EP = Employed position

First Score = PD

Second Score = EP

Initial Post-Internship Positions

Community mental health center

Federally qualified health center

Independent primary care facility/clinic

University counseling center

Veterans Affairs medical center

Military health center

Academic health center

Other medical center or hospital

Psychiatric hospital

Academic university/department

Community college or other teaching setting

Independent research institution

Correctional facility

School district/system

Independent clinical practice setting

Not currently employed

Changed to another field

Other

Unknown

Distal Data

Program Prepares Intern for Entry-Level Professional Practice

Aggregated Intern Ratings From Four Interns One Year Post-Internship (2018-2020)

Data below indicates the mean ratings of interns with respect to the extent to which the training program prepared the interns for entry-level professional practice.

The intern ratings represent responses one year post-internship and are based on the following rating key:

1 = Internship Training Program did not prepare me for this

2 = Internship Training Program prepared me to a minimal degree

3 = Internship Training Program prepared me to some degree

4 = Internship Training Program prepared me well

Numbers below are the aggregated scores of the mean ratings of each of the core competency domains from four previous interns one-year post-internship (2018-2020).

Core Competency Domains (2018-2020)

First Score = Average

Second Score = Range (lowest to highest intern rating)

Intervention

3.90

3.60-4

Assessment

3.94

3.75-4

Ethical and Legal Standards

3.96

3.80-4

Individual and Cultural Diversity

3.91

3.63-4

Communication and Interpersonal Skills

4-4

Supervision

4-4

Consultation and Interprofesssional/ Interdisciplinary Skills

3.96

3.83-4

Research

3.92

3.67-4

Professional Values, Attitudes, and Behavior

4-4

Distal Data

Summary Data for Six Interns One Year Post-Program Completion (2018-2024)

Data below indicates the number of interns with a positive response for each item.

Number of interns who became new or renewing members in at least one professional organizations during the post-internship year

Number of interns who were a part of a professional presentation during the post-internship year

Number of interns who conducted research during the post-internship year

Number of interns with a publication during the post-internship year

Number of interns whose post-doctoral training program was primarily:
Clinical

Research

Number of interns where the post-doctoral place of employment was primarily:

Outpatient independent practice

Outpatient community mental health

Neuropsych clinic in hospital

School

Number of interns whose work title was ‘Psychologist’

Number of interns providing specific types of services:
Intervention/Psychotherapy

Assessment/Evaluation

Consultation

Teaching

Program Administration

Conducting Research

Supervising Others

Passed EPPP and Licensed Psychologist

Date Program Tables updated: 09/22/2024

Proximal and Distal Data: Comments Written by Interns About Their Internship Training Program Experience

The following is a summary of what interns have written about their internship experience both immediately following program completion and one-year following program completion.

Overall Comments

“Consistently modeled and demonstrated a high level of quality clinical care, professionalism, and leadership in the community that was also infused throughout all aspects of the internship.”

“Excellent. Supervisors provided a safe and comfortable environment with a high degree of support and guidance that was developmentally sensitive and appropriate. Encouraged introspection and process as needed in a non-judgmental manner.”

“Frequent discussions through case consultation and didactics regarding specific cultural needs of the community and the interaction between personal identity and client identity in therapeutic dynamics. Enhanced and broadened definition of diversity and its importance in therapy beyond categorical understandings of culture.”

“I would like to thank Life Skills Psychological Services for an outstanding internship experience. During my internship all three supervisors were always available to answer questions. They provided guidance and support throughout the year. They encouraged becoming familiar with multiple therapy modalities. There was a strong emphasis on psychological testing. The practice owns a wide variety of tests that accommodate all psychological needs. During my experience I focused on trauma and post-traumatic stress. The partners were supportive and bought the Trauma Symptoms Checklist for Children. They also encouraged trainings, which allowed me to become even more proficient in working with traumatized children and adults. I would recommend Life Skills to anyone wanting a superior internship environment.”

“My internship experience at Life Skills Psychological Services was outstanding! I was able to work with diverse clients presenting with many of the clinical conditions listed in the DSM and all age groups. I was able to develop my psychotherapy and psychodiagnostic testing skills to a professional level. The office is well run and the staff very supportive throughout the year. The supervision was very helpful to my professional development. Dr. Benthem, my primary clinical supervisor, was highly knowledgeable through his many years of experience. We formed a close connection and he was personable, understanding, patient, and intern-centered in his approach. He was available whenever I needed guidance and supported me throughout the entire internship.”

“My doctoral internship afforded me the opportunity to advance my clinical skills and to develop a comprehensive community program for maternal-infant health: Ob/Gyn Psychcare. I also created a teen support group which continues weekly at Life Skills. There is vast opportunity within the Cadillac area for innovative psychological services and I am thankful for my experience at Life Skills Psychological Services.”

“Opportunities for case and topic presentations, professional interpersonal engagements, conflict resolution, and modeling of effective and collaborative communication were evident across the internship year.”

“An outstanding experience. There is an abundance of assessment tools available that cover all major areas of need and my competence in this area was exceptionally supported through consistent opportunities for administration, interpretation, and integrative report writing for a variety of client needs.”

“I learned the pace of private practice, learned the importance of really wanting to help the client vs simply going through the motions, learned the value of staying with the science, and learned better how to think independently.”

“I gained insight and learned the value of psychoeducation. I improved on my report writing skills and learned to let the client be who they need to be, and for me to be who the client needs me to be. The value of the supervisor-supervisee relationship was confirmed.”

“Significantly enhanced the depth of my clinical skills and ability to maintain strong therapeutic alliances.”

“As a practice-oriented internship, the scholar-practitioner model was promoted. and EBPP and best practice standards were consistently reviewed and discussed as applied to treatment modalities. I was also encouraged to consistently update my knowledge base as needed through research reviews to inform therapeutic and assessment-related decisions.”

“Excellent preparation, especially in didactics and experiential learning. Ethics and legal standards were appropriately and adequately addressed across all situations.”

“We were given a great deal of autonomy along with consistent supervision which allowed us to develop our own identities as psychologists.”

“My honest opinion is that this internship is one of very high quality. I learned a great deal, and I intend to keep on learning in the future.”

“The LSPS internship provided the tools now it is up to me to develop those skills, which I fully intend to do.”

“I really appreciated all aspects of the internship. I can’t think of anything I would change.”

“Enjoyed case reviews during group supervision…enjoyed the diversity…encouraged to

bring new ideas to the table.”

“Didactic training topics were relevant to what I needed to know; it opened my mind.”

“I learned how to think more independently and grew to better understand the importance of staying with the science over opinion.”

“The internship helped build confidence and to reach out and consult with other professionals.”

“I feel like the supervisory relationship with both Dr. Osborn and Dr. Morse helped me both professionally and personally. Their willingness to guide me in the right direction, to teach me how to be a psychologist, and to be there when support was needed truly made a positive impact in my internship experience.”

“I feel confident and ready to be an entry-level professional. Grad school gave me the tools I needed, but this internship taught me how to make them my own.”

“LSPS provided an organized, challenging, competency-based, APA-accredited training experience. I had the opportunity to work with a wide diversity of clientele, exposure to a wide variety of psychological assessments, exposure to a variety of treatment milieus, competent supervision, participation with a professional, supportive, and fun team, the staff and to the community. I think Dr. Osborn and the team have packed as much learning, experience, and growth into the internship year as possible.”

“I am happy with my internship experience and wouldn’t want to change it. I enjoyed and benefited from my experience.”

Relationships With Other Therapists

“LSPS therapists are collegial and happy to consult on clinical cases, which was very helpful at times. We also had opportunities to socialize outside of work, which was enjoyable and contributed to strengthening working relationships.”

“Therapists here are warm and inviting. This has never been a place I dreaded going in

the morning. It’s a sincere pleasure.”

“All LSPS therapists were kind, encouraging, supportive, and helpful when asked.”

“Warm, helpful, encouraging, felt like being home.”

“I enjoyed getting to know other therapists.”

“I like everyone a lot; staff are supportive and knowledgeable.”

“They made me feel welcomed and consistently treated me respectfully.”

“I enjoyed being able to grow alongside a group of seasoned clinicians; I appreciated the mentorship.”

“Intelligent, hardworking, good role models, great therapists.”

“Therapists were integral to the learning process; they have diverse professional skill sets of running a private practice.”

“All of the therapists at LSPS were very friendly and supportive. They were always open for case consultations and support.”

“Positive experience with all therapists.”

Relationship With Support Services Staff

“I have had the best experience with staff, always supportive/helpful.”

“Very helpful and accommodating. Support staff was outstanding!”

“I always felt comfortable going to them with questions. They were very helpful throughout the year.”

“Support staff was excellent in all aspects and facilitated my understanding in the areas of billing, insurance, scheduling, and client contact. Went above and beyond to assist me.”

“They were crucial to my internship experience.”

“The support staff was a key element in my internship experience. They were always very helpful and very kind. I truly appreciate the work that they did and how it impacted my internship experience in a positive way.”

Office Building, Supplies, Resources, Location

“Excellent location near other service providers.”

“Facilities are nice and well-maintained.”

“I liked the location and clientele. I was happy with the broad range of presenting concerns we got exposed to.”

“The location is great!”

“Office is comfortable and serves the internship experience well.”

“A lot of resources…clients from all walks of life…eclectic experience.”

“The location of the practice and clientele served allowed me to impact the lives of many people. LSPS is very accessible and not only serves the Cadillac population, but

also clients from surrounding areas.”

“The office building, supplies, and resources were everything I needed to fulfill my internship needs.”

“I loved the location and clientele served."

Didactic Training Activities Calendar 2024-2025

Week 1 8/19/24 Processes and Procedures for the Internship Year
Week 2 8/26/24 Suicide Prevention
Week 3 9/2/24 Case Conceptualization
Week 4 9/9/24 Ethics
Week 5 9/16/24 Mandatory Reporting
Week 6 9/23/24 Trauma Related Disorders-Trauma Focused CBT
Week 7 9/30/24 Assessment/Report Writing
Week 8 10/7/24 Mood Disorders- Depression
Week 9 10/14/24 Mood Disorders-Bipolar
Week 10 10/21/24 Mood Disorders-Medical/Substance
Week 11 10/28/24 Trauma Related Disorders TF-CBT or EMDR
Week 12 11/4/24 Neurodevelopmental Disorders-Autism
Week 13 11/11/24 Neurodevelopmental Disorders-Autism
Week 14 11/18/24 Anxiety Disorders-Obsessive Compulsive Disorder
Week 15 11/25/24 Anxiety Disorders-PTSD
Week 16 12/2/24 Anxiety Disorders-Generalized, Social
Week 17 12/9/24 Neurocognitive Disorders (ADHD)
Week 18 12/16/24 Relationship Factors
Week 19 12/23/24 Christmas week no didactics
Week 20 12/30/24 New Year’s week no didactics
Week 21 1/6/25 Theoretical approaches to Families and Marriage
Week 22 1/13/25 Child Development Theories
Week 23 1/20/25 Disruptive Disorders-Behavioral Disorders/OCD
Week 24 1/27/25 Disruptive Disorders-Oppositional Defiant/Conduct
Week 25 2/3/25 Theoretical Approaches to Therapy (Possibly Object Relations)
Week 26 2/10/25 Neurocognitive Disorders and Neuropsychological Evaluations
Week 27 2/17/25 Neuropsychological Evaluations
Week 28 2/24/25 Psychotic Disorders
Week 29 3/3/25 Psychotic Disorders
Week 30 3/10/25 Neurocognitive/Neuropsychological Evaluations
Week 31 3/17/25 Counseling with Diverse World Views/Backgrounds
Week 32 3/24/25 Psychotropic Medications
Week 33 3/31/25 Diversity: Ethnic/Racial/SES
Week 34 4/7/25 Play Therapy
Week 35 4/14/25 Personality Disorders-Schizoid Personality, Schizotypal
Week 36 4/21/25 Personality Disorders-Antisocial, Narcissistic
Week 37 4/28/25 Personality Disorders-Histrionic, Borderline
Week 38 5/5/25 Personality Disorders-Paranoid
Week 39 5/12/25 Supervision
Week 40 5/19/25 Supervision
Week 41 5/26/25 Burnout Prevention
Week 42 6/2/25 Therapeutic Boundaries
Week 43 6/9/25 Media and the Effects on Development
Week 44 6/16/25 Alternative Treatments: biofeedback, light therapy, hyperbaric oxygen therapy
Week 45 6/23/25
Week 46 6/30/25
Week 47 7/7/25
Week 48 7/14/25
Week 49 7/21/25 Termination-preparation
Week 50 7/28/25
Week 51 8/4/25
Week 52 8/11/25 Termination

DIDACTIC TRAINING ACTIVITIES CALENDAR 2020-2021

8/24/20 Processes and Procedures for Organizing and Operating a Group Private Practice-2 hours
8/24/20 Neurodevelopmental Disorders: ADHD-2 hours
8/26/20 Mandatory Reporting-2 hours
9/2/20 Test Report Writing-2 hours
9/9/20 Forensic: Domestic Violence-2 hours
9/16/20 Forensic: Domestic Violence-2 hours
9/23/20 Trauma-Related Disorders: Trauma-Focused CBT-2 hours
9/30/20 Trauma-Related Disorders: Trauma-Focused CBT-2 hours
10/7/20 Suicide Risk and Intervention-2 hours
10/14/20 Suicide Risk and Intervention-2 hours
10/21/20 Case Conceptualization-2 hours
10/28/20 Diversity: Ethnic/Racial-2 hours
11/4/20 Trauma-Related Disorders: EMDR-2 hours
11/11/20 Trauma-Related Disorders: EMDR-2 hours
11/18/20 Mood Disorders-2 hours
11/25/20 Mood Disorders-2 hours
12/2/20 Mood Disorders-2 hours
12/9/20 Anxiety Disorders-2 hours
12/16/20 Anxiety Disorders-2 hours
12/23/21 Anxiety Disorders-2 hours
1/6/21 Psychotic Disorders-2 hours
1/13/21 Psychotic Disorders-2 hours
1/20/21 Personality Disorders-2 hours
1/27/21 Personality Disorders-2 hours
2/3/21 Relationship Factors-2 hours
2/9/21 Relationship Factors-2 hours
2/10/21 Child Development-2 hours
2/17/21 Diversity: Abelism-2 hours
2/18/21 Neuropsychological Evaluation-2 hours
2/23/21 Disruptive Behavior Disorders-2 hours
3/4/21 Disruptive Behavior Disorders-2 hours
3/11/21 Disruptive Behavior Disorders-2 hours
3/17/21 Play Therapy-2 hours
3/24/21 Neurocognitive Disorders and Neuropsychological Evaluation-2 hours
3/31/21 Neurocognitive Disorders and Neuropsychological Evaluation-2 hours
4/7/21 Neurocognitive Disorders and Neuropsychological Evaluation-2 hours
4/14/21 Neuropsychological Evaluation-2 hours
4/21/21 Neurodevelopmental Disorders: Autism-2 hours
4/28/21 Psychotropic Medication-2 hours
5/5/21 Neurodevelopmental Disorders: Autism-2 hours
5/12/21 Neurodevelopmental Disorders: Autism-2 hours
5/12/21 Diversity: SES-2 hours
5/19/21 Substance Use Disorders-2 hours
5/26/21 Forensic Psychology: Forensic Psychology Specialty Guidelines-2 hours
6/2/21 Forensic Psychology: Juvenile and Adult Sexual Risk Assessment-2 hours
6/9/21 Forensic Psychology: Juvenile and Adult Risk of Violence Assessment-2 hrs
6/16/21 Forensic Psychology: Criminal Responsibility/Comp to Stand Trial-2 hours
6/23/21 Forensic Psychology: Civil Competency Guardianship/Conservatorship-2 hrs
6/30/21 Forensic Psychology: Custody Evaluations-2 hours
7/8/21 Supervision-2 hours
7/15/21 Supervision-2 hours
7/22/21 Diversity: Addressing Color in Sessions-2 hours
7/29/21 Termination-2 hours
8/4/21 Termination-2 hours
8/12/21 Termination-2 hours
8/19/21 Termination-2 hours

DIDACTIC CALENDAR 2019-2020

8/26/19 Introduction to the Processes and Procedures of Organizing and Operating a Group Private Practice with an Internship Training Program-3 hours
8/26/19 Neurocognitive Disorders-2 hours
8/26/19 Evaluating Substance Use Disorders-2 hours
8/29/18 Pre-Employment/New Hire Evaluations-2 hours
8/29/19 ADHD Evaluations (Children)-2 hours
9/4/19 ADHD Evaluations (Adults)-2 hours
9/4/19 Neurocognitive Disorders-2 hours
9/4/19 Pseudobulbar Affect: Diagnosis and Treatment-1 hour
9/13/19 Mandatory Reporting Laws-2 hours
9/19/19 Mandatory Reporting Laws-2 hours
9/26/19 Mandatory Reporting Laws-2 hours
10/3/19 Professional Development: How to Form and Sustain a Group-2 hours
10/9/19 Suicide Risk and Intervention-2 hours
10/16/19 Suicide Risk and Intervention-2 hours
10/23/19 Diversity: Cultural-Ethnic Issues in Treatment-2 hours
10/26/19 Professional Development: Social Networking with Young Professionals-Leadership conference presented by Wayne State University Rotaract Club (Conference)-6 hours
10/30/19 Diversity: Cultural-Ethnic Issues in Assessment-2 hours
11/5/19 Professional Development: Social Networking with Young Professionals-Leadership in the community with volunteer service to those in need-2 hours
11/6/19 Relationship Factors in Effective Treatment-2 hours
11/13/19 Relationship Factors in Effective Treatment-2 hours
11/20/19 Professional Development-2 hours
11/20/19 Case Conceptualization-2 hours
11/27/19 Case Conceptualization-2 hours
12/4/19 Ethical Code of Conduct and Guiding Principles-2 hours
12/10/19 Trauma and Stress Related Disorders: Trauma Focused CBT-2 hours
12/20/19 Trauma and Stress Related Disorders: Trauma Focused CBT-2 hours
1/8/20 Trauma and Stress Related Disorders: EMDR-2 hours
1/15/20 Trauma and Stress Related Disorders: EMDR-2 hours
1/22/20 Mood Disorders-2 hours
1/29/20 Mood Disorders-2 hours
2/6/20 Professional Development-2 hours
2/12/20 Diversity: Feminism-2 hours
2/13/20 Learning Disorders: Physical and Mental Disabilities-3 hours
2/19/20 Learning Disorders-2 hours
2/26/20 Autism Spectrum Disorder-2 hours
3/4/20 Enhancing Clinical Skills-2 hours
3/11/20 Mood Disorders-Bipolar-2 hours
3/18/20 Mood Disorders-Bipolar-2 hours
3/25/20 Mood Disorders-Bipolar-2 hours
4/1/20 Autism Spectrum Disorder-2 hours
4/8/20 Autism Spectrum Disorder-2 hours
4/15/20 Autism Spectrum Disorder-2 hours
4/22/20 Autism Spectrum Disorder-2 hours
4/29/20 Psychotic Disorders-2 hours
5/6/20 Psychotic Disorders-2 hours
5/13/20 Diversity: LGBTQIA-2 hours
5/21/20 Learning Disorders-2 hours
5/28/20 Anxiety Disorders-2 hours
6/3/20 Anxiety Disorders-2 hours
6/10/20 Psychotic Disorders-2 hours
6/17/20 Personality Disorders-2 hours
6/24/20 Personality Disorders-2 hours
6/26/20 Professional Development-6 hours
7/1/20 Psychotherapy Models-2 hours
7/8/20 Psychotherapy Models and Theories -2 hours
7/15/20 Psychotherapy Models and Theories-2 hours
7/22/20 Ethics-2 hours
7/29/20 Forensic Risk Assessment: Sexual Perpetration-2 hours
8/5/20 Forensic Risk Assessment: violence-2 hours
8/12/20 Termination-2 hours
8/19/20 Termination-2 hours

DIDACTIC CALENDAR 2018-2019

8/27/18 Introduction to the processes and procedures of a group private practice-3 hours
8/29/18 Mandatory Reporting Laws: Legal and Ethical Standards: Child and Adult Protective Service; Duty to Warn/Protect-2 hours
9/5/18 Suicide and Risk Management-2 hours
9/12/18 Cultural and Individual Diversity: Multicultural Competency Self-Awareness Scale and the Cultural Competency Training Questionnaire-2 hours
9/19/18 Diagnosing and evidence supported treatment: Attention Deficit Disorder in Children and Adults -2 hours
9/26/18 Diagnosing and evidence supported treatment: Attention Deficit Disorder in Children and Adults-2 hours
10/3/18 Violence Against Women: Domestic Violence: Community Networking; Meet with Amber Herlein, Director of Women’s Resource Shelter -2 hours
10/10/18 Human Sex Trafficking-Community Networking; Meet with Amber Herlein, Director of Women’s Resource Shelter-2 hours
10/17/18 Cultural and Individual Diversity: Guest Speaker: Aurelio Campos addressing the Mexican experience in Cadillac-2 hours
10/20/18 Professional Development: Social Networking with Young Professionals-Conference presented by Cadillac Baker College Rotaract Club (Conference)-6 hours
10/24/18 Neuropsychological Assessment/Evaluation-2 hours
10/30/18 Childhood Adverse Experiences and Resiliency: Impact on Physical and
Psychological Development (Conference)-2 hours
10/31/18 Neuropsychological Assessment/Evaluation-2 hours
11/7/18 Psychological Evaluation-Learning Disorders-2 hours
11/14/18 Psychological Evaluation-Learning Disorders-2 hours
11/21/18 Psychological Evaluation-Learning Disorders-2 hours
11/28/17 Cultural and Individual Diversity: Lower SES and its influence on the psychotherapeutic process-2 hours
12/5/18 Cultural and Individual Diversity: Bias in Psychological Assessment, Cultural Awareness and Knowledge of Self and Others, and Cultural Guidelines to Psychological Practice-2 hours
12/12/18 Ethical Issues-2 hours
12/12/18 Physical and Mental Disabilities (Club Cadillac)-3 hours
12/19/18 Diagnosing and evidence supported treatment: Mood Disorders-2 hours
1/2/19 Diagnosing and evidence supported treatment: Mood Disorders-2 hours
1/9/19 Anxiety Disorders-Assessment-2 hours
1/16/19 Anxiety Disorders-Assessment-2 hours
1/23/19 Anxiety Disorders-Treatment: Stress Inoculation Training, Relaxation Training, Meditation, Mindfulness, Cognitive Behavior Therapy, Psychoeducation, Family Intervention, Medications -2 hours
1/30/19 Anxiety Disorders-Treatment: Relaxation Training-2 hours
2/6/19 Neurocognitive Disorders-Gerontology (Assisted Living Presentation)-3 hours
2/6/19 Autism Spectrum Disorder-2 hours
2/12/19 Cultural and Individual Diversity: LBGTQ Conference-6 hours
2/13/19 Neurocognitive Disorders: Gerontology-Hospice (Guest Speaker Elizabeth Trowbridge)-2 hours
2/13/19 Autism Spectrum Disorder-2 hours
2/20/19 Trauma Focused Cognitive Behavior Therapy-2 hours
2/20/19 Communication with Adolescents (Guest Speaker Theresa Beeckman)-1 hour
2/27/19 Trauma Focused Cognitive Behavior Therapy-2 hours
2/27/19 Psychiatric Hospitalization-Emergency Services (Guest Speaker Stacy Kominski)-3hours
3/6/19 EMDR -2 hours
3/6/19 Physical and Mental Disabilities: Hope Network-2 hours
3/13/19 EMDR-2 hours
3/20/19 Autism Spectrum Disorder-2 hours
3/27/19 Administration of a Private Practice: Billing Issues-1 hour
4/4/19 Administration of a Private Practice: Receptionist/Secretary Issues-1 hour
4/11/19 Projective Assessment-2 hours
4/18/19 Projective Assessment-2 hours
4/25/19 Projective Assessment-2 hours
5/2/19 Projective Assessment-2 hours
5/9/19 Neurocognitive Disorders: Gerontology -2 hours
5/15/19 Neurocognitive Disorders: Gerontology-2 hours
5/22/19 Neurocognitive Disorders: Gerontolgy-2 hours
5/29/19 Professional Development-2 hours
6/5/19 Diversity: Transgender in the Workplace-2 hours
6/12/19 Supervision-2 hours
6/19/19 Supervision-2 hours
6/26/19 Clinical Hypnosis-2 hours
7/3/19 Clinical Hypnosis-2 hours
7/10/19 Forensic Psychology: Specialty Guidelines-2 hours
7/17/19 Forensic Psychology: Custody/Parenting Time-2 hours
7/24/19 Forensic Psychology: Risk Assessment-2 hours
7/31/19 Forensic Psychology: Civil Competency-2 hours
8/7/19 Forensic Psychology: Criminal Competency-2 hours
8/14/19 Termination-2 hours
8/21/19 Termination-2 hours

*The content and schedule of these learning activities can be modified based upon the collective expressed preference of the interns and agreement of the Training Director

Due Process and Grievance

Should the occasion arise when either the training program or the intern has an issue or complaint, there is a formal process in place that is to be followed to ensure the voice of the intern is heard, the intern is treated fairly, and the intern has resources available should the unlikely event of unresolved difficulty with program personnel. The desire of the program is for any issue or concern that arises to be managed in a constructively mature manner characterized by good listening, empathic understanding, a caring attitude, and collaboration in the formation of a plan to remediate any and all issues/concerns.

Issues are seen by the program as undesired, outside the range of what is typical of interns, and not a significant concern. There is no formal process for issues as they are expected to completely resolve upon dialogue between supervisors and the intern. Minor concerns by the program are at a higher level of significance and do trigger a more formal process of resolution. Major concerns are significant and can involve the academic training director. Interns are informed of APPIC as a potential resource for problem consultation and guidance. The full policy and procedure on due process when it comes to program complaints and intern grievances is presented below

Binding Declaration of Due Process

This section of the Due Process and Grievance document serves as a binding declaration of the protective safeguards of due process afforded by Life Skills Psychological Services, PC (LSPS) equally to all interns participating in its internship program. There is an inherent power differential between the LSPS clinic (administrators, internship program training committee, and clinical supervisors) and its interns and this due process and grievance document is intended to help bring about greater balance. LSPS fundamentally guarantees to afford all its interns protections against arbitrary, capricious, unfair, and unreasonable responses to LSPS dissatisfaction with intern functioning/performance. LSPS will not violate this due process and assures that it will operate within these defined procedures. In order to insure that all potential and actual LSPS interns are aware of this Due Process and Grievance document, it will be posted on the LSPS website (under the Internship section), the APPIC website (the section for interns learning about internship programs), and given as a handout for review soon after the match occurs and is discussed in detail the first day of the internship year (orientation).

LSPS fully supports its obligation to all its interns to provide an internship experience that facilitates the development of professional skills to that of an entry level psychologist. The internship training committee (ITC) has the breadth and depth of professional and academic experiences to provide a valid evaluation of intern level of functioning/performance. It has at its disposal resources with whom to consult should there be question regarding whether intern functioning/performance is generally within expectations of interns, or clearly outside that boundary.

Certainly psychologists are skilled at addressing issues at an interpersonal level as we work with clients all the time guiding them in how to constructively address interpersonal conflicts and issues. These skill sets will be present should any issue with intern performance or grievance arise. Any concern by either party will be responded to by supervisors, the ITC, and all LSPS involved personnel in the most professional and caring manner possible. Our desire is for the internship to be nothing but a very positive experience for the intern. We realize that sometimes there are issues that need to be openly discussed. We will do our best to facilitate an open, safe, and welcoming relational environment so any conflict or issue can be faced with maturity and with the goal of satisfactory resolution.

Issues, Minor Concerns, Major Concerns:

The prevention of issues and concerns from developing in the first place is strengthened by a clear understanding of the mutual expectations by both the intern and LSPS internship training program personnel. This will be addressed through a written contract that identifies such expectations, is reviewed in detail, and is signed by both parties. Discussion of the details of this contract takes place between the internship training director and the interns prior to the internship start date.

While it is highly probable that the quality of intern functioning/performance is consistent with interns across the country, there may be occasions when intern functioning/performance become either an issue or concern. It is the primary clinical supervisor who makes the initial determination whether the intern’s functioning/performance is below that expected of interns to the point it becomes an issue or a minor concern (major concerns are a determination made by the ITC). Any issue, minor concern, or major concern that has associated documentation will be kept in the intern’s file.

When there is an issue with intern functioning/performance and the clinical supervisor has concluded there is a deficiency that does not rise to the threshold of a concern, but is important enough to address during supervision. Issues do not require remedial formalized intervention plans in addition to discussion of the issue during supervision. As well, there is no involvement with the ITC nor the intern’s school’s training director when there are simply issues that need to be addressed. At the usual weekly supervision, the supervisor will make it clear to the intern that there is an issue to be addressed. The supervisor discusses with the intern what the specific issue is, why it is an issue, what needs to be done for the issue to be satisfactorily resolved, and a time frame by which issue resolution is expected. Issues raised by the primary clinical supervisor will be noted on the Supervision Competency Checklist and the Intern Quarterly Review document, and that it has been satisfactorily resolved. Should an issue not be satisfactorily resolved after a series of supervisory meetings, then the primary clinical supervisor determines whether the issue has become a minor concern.

A minor concern is generally defined as the primary clinical supervisor’s determination that the level of impairment or deficiency in intern functioning/performance is not a violation of law, nor a substantial ethical boundary crossing, and does not have a substantial negative impact on clients, LSPS, the community, or the intern. It is an impairment that typically responds favorably to dialogue and other non-complex corrective remediation strategies.

Minor concerns are addressed in the following way. The primary clinical supervisor decides whether to inform the intern at a special supervisory meeting or at the usual supervision time. Prior to the meeting, the supervisor completes the Program Complaint form. During the meeting, the supervisor informs the intern that there is a minor concern and details what that concern is and why it is a concern. The intern is then directed to review with the supervisor the Due Process and Grievance Procedure. The supervisor gives the intern a copy of the Program Complaint form and together they agree to the complaint and its foundation. They then conjointly develop a remediation plan.

Minor concerns require a remediation plan that is detailed (exactly what the concern is, what the intern needs to do to resolve the concern, and a reasonable time frame by which positive change is expected). This discussion is summarized by the supervisor and documented in writing on the Program Complaint form. A copy of this completed document is given to the intern within three days of the document’s completion. The ITC is provided a copy of this form.

Once the minor concern is satisfactorily resolved the supervisor documents this on the Program Complaint form and provides a copy to the intern and ITC. The minor concern is noted on the Intern Quarterly Review document.

Should minor concerns not remediate within a reasonable time frame then the supervisor will submit a written document to the ITC for consideration of the concern becoming major. The supervisor has the option of filing an IPC form to APPIC for informal consultation. The intern will be made aware of the APPIC resource and may participate in the informal consultation process (supervisor determination).

Should the minor concern not be resolved to the supervisor’s satisfaction within remediation efforts and a reasonable time frame, then the minor concern is presented to the ITC for a determination of whether the concern has crossed the threshold to a major concern. Certainly, all program actions are done above board and with transparency; the intern is informed and involved in all steps within this process.

A major concern in intern functioning/performance is generally defined as a deficiency which is a violation of law or substantial ethical boundary crossing, and has a substantial negative impact on clients, LSPS, and our profession. A major concern could also be a minor concern that has been refractory to necessary change. The severity of the concern, the intent of the intern that is associated with the concern, the outcome or potential outcome of the line crossing, and the potential impact on the profession as perceived through the public’s eye are factors considered when making the determination whether a concern has become major. A major concern tends to be a wrong-doing that is either unlikely to respond to relatively brief dialogue with the supervisor or has not fully responded to such discussion. Corrective remedial strategies are likely to be involved in their complexity and time commitment. It is a line crossing that is seen as major by the primary clinical supervisor and the ITC. All major concerns are noted on the Intern Quarterly Review document. It is the supervisor and ITC that make the determination that a complaint has become or is major. This determination is made within one week of the supervisor submitting the Program Complaint form to members of the ITC.

At the time the ITC and supervisor determine the complaint is major this group determines whether the IPC form is to be filed with APPIC and consultation requested. If the determination is made to contact APPIC then within three days of this determination the APPIC office will be contacted by the supervisor to begin the process. The intern shall be notified of this decision by the supervisor within three days of the decision. At that point, the intern will be an active participate in the consultation process. If possible, major concerns will be addressed for remediation as the ideal is for the intern to learn from mistakes.

When the supervisor decides a concern needs to be brought to the training committee, the supervisor will provide the ITC with a copy of the Program Complaint form that articulates the details or specifics of the concern and relevant background or contextual information (including, for example, remediation efforts and consultation with APPIC).

Once a determination has been made that the functioning/performance deficiency is major, the intern, supervisor and ITC will collaboratively develop a remediation plan that is specifically detailed, realistic, and with reasonable time frame expectations. This information is included on the Program Complaint form. The intern is given a copy of this document.

The ITC and supervisor determine when the major concern has remediated to full satisfaction. This is noted on the Program Complaint form, as well as the Intern Performance Review document. The status of remediation is made on a monthly basis with ITC review of the progress made by the intern.

The supervisor and ITC determine whether the major concern will involve the supervisor communicating with the intern’s academic training director through telephone call or e-mail (within seven days of the major concern determination). As determined by the supervisor and ITC, the intern could participate in this communication (collaborative approach with transparency). The academic training director will receive monthly updates about intern progress through telephone calls or e-mail communication from the supervisor. All communications with the academic training director will be documented and kept in the intern’s permanent file.

There is a continuum of remediation intervention plans from immediate suspension of the intern providing any services to clients to restrictions/limitations placed on intern services to clients, to readings and self-examination. The remedial action plan will be individually tailored to the nature and context of the major concern, its actual magnitude of negative (or potential negative) impact, its chronicity, intern response to the major concern, and so forth.

Any very serious concern that the supervisor and ITC have can result in immediate suspension of intern services to clients. The concern is addressed by the ITC within three days of the suspension of services. When the ITC upholds and continues this suspension and sees the violation as a major concern, then a meeting is scheduled involving the intern, the ITC, the supervisor, and the academic training director as soon possible (no later than seven days after the ITC determines the concern to be major and severe). It is at this meeting that the determination of dismissal from the program may be made by the ITC (any and all decisions regarding dismissal from the training program are made by the ITC).

Intern Grievances

This section of the Due Process and Grievance document addresses issues and concerns on the part of the intern toward any aspect of the LSPS internship training program. The primary goal of the grievance section of this document is to detail a mechanism which assures the intern of a procedure that in a timely manner addresses intern concerns/complaints about the internship program. The procedure affords the intern a strong voice that will be respected and the intent is to resolve intern concerns/complaints to the ultimate satisfaction of all parties.

It is likely that interns will find the LSPS internship program highly consistent with the LSPS written and spoken statements/expectations about the internship. The intern is able to safely express issues or concerns in a context of being taken seriously and respectfully. The supervisor will be receptive to the intern’s expressed issue/concern and respond in a constructive manner. This will be true for the internship training committee as well.

In the event that the intern has an issue with any aspect of the internship experience, s/he is to notify the primary clinical supervisor (verbally or a note in the supervisor’s mailbox) and they are to address this within one week of notification. The supervisor and intern will constructively address the issue to the satisfaction of both parties and the supervisor will document the discussions on the Supervision Competency Checklist and Intern Quarterly Review.

Should the issue not be resolved to the satisfaction of the intern, the intern completes the Intern Grievance/Complaint form (IPC) and submits a copy to the supervisor and ITC Director.

At the beginning of the internship, the intern will be notified about the IPC form and availability of the informal consultation process with APPIC. The intern will be notified that the form can be submitted should the intern believe that unfair treatment has occurred, there is a lack of respect for the intern, the program is not abiding by its obligations, and other relevant problems perceived by the intern. Within one week of the ITC receiving this complaint a meeting will be scheduled with the intern, the intern’s supervisor, and the ITC. The meeting will occur within one week of the receipt of the complaint or grievance. The intent of the meeting is for the intern to articulate the specifics of the grievance, including the meeting with the supervisor about the concern.

If the intern is not adequately satisfied with the outcome of this meeting then within one week the supervisor will submit the IPC form and utilize the APPIC resource to help in grievance resolution.

Weekly meetings with the intern, the supervisor, and the ITC will occur until the intern is either satisfied with the outcome or chooses to contact the school’s training director. The intern is to notify the supervisor and training committee within three days of contacting the school training director should the intern choose that direction. At that point, a meeting will be held within seven days of notification that includes the school training director, the ITC, the supervisor, and the intern. This group will work together until the grievance is resolved to the intern’s satisfaction.

The Intern Grievance/Complaint form will be completed by the intern and supervisor as the process unfolds from beginning until outcome.

A change in primary clinical supervisors can take place should the fit not be the best. The intern simply discusses this with the supervisor and the internship program training committee is notified by the supervisor of the request for change. The committee can review this matter for up to seven days, including discussing the change request with the intern. Should the intern still prefer a different primary clinical supervisor, the change will take place within two weeks of the request for change.

The internship training program has a strong desire for the intern to have a successful internship experience. The relationship between the intern and the training program personnel is very important to meeting this goal. Training program personnel are mature and knowledgeable and skilled in how to navigate and negotiate interpersonal issues/conflicts (much like how they respond in therapy when there is some kind of issue in the therapeutic relationship). The training program personnel will do their best to establish a relationship where the intern experiences safety and trust in being very open and honest. The program will encourage the forthright expression of what is on the intern’s mind, without worry about a negative response to such. The goal is to address the grievance in a constructive manner where both parties grow and move forward.

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