The Program training model emphasizes supervised clinical practice, supported by didactic methods and role modeling. The Program is an organized sequence of training experiences beginning with an orientation to the setting and to the internship, a planned sequence of didactic coursework, and participation in clinical practice structured to an appropriate level of complexity for the developing intern. In its emphasis on supervised experience, the training model recognizes the unique skills of its individual Training Supervisors, who each develop a relationship with the intern(s) they are supervising and teaching, and work toward the development of competence in establishing positive constructive working relationships with patients and other professionals, identifying or assessing patterns of clinical problems specific to their areas of expertise (e.g. depression, phobic stimuli, neuropsychological impairments, etc.), selecting and implementing appropriate responses and in general techniques for addressing the clinical problems identified, including evaluating outcomes, working effectively with other professionals, and in all instances practicing according to APA Ethical Guidelines.
Clinical supervision is individual and case-based, and utilizes discussion, direction, observation and feedback through supervisor presence, videotape or audiotape, and constructive evaluation of progress toward the goals of competence in rapport-building, assessment, intervention, collaboration, and professionalism. A total of at least two hours of regularly scheduled individual supervision per week from training supervisors is assured. Interns generally receive more regularly scheduled individual supervision from training supervisors than this, and interns always receive a total of at least four hours of general supervision from training supervisors or other internship staff per week which includes clinical teaching. Supervisors are available on site at all times as issues or problems emerge.
Interns experience supervision from multiple supervisors in order to enhance their depth of learning and awareness of diverse styles of competent practice, as well as to help them find which styles best complement their emerging professional identity. Also, the interns learn clinical skills through the many opportunities to observe the supervisors practicing clinical psychology in the various settings where the supervisors are working in the Medical Center. Interns may choose or be assigned a specific additional faculty mentor as desired. Didactic experiences focus on the professional delivery of clinical psychological services emphasizing psychological concepts, and the use of current scientific knowledge, principles, and theories as applied to the clinical problems manifested in patients at the Medical Center. Professional conduct and ethics, as well as standards for providers of psychological services, including consultation and supervisory methods are also presented in the didactic format with the emphasis on practical application.
To add another level to their training, the interns also work with a mentor to design and carry out a clinical program evaluation. Interns furthermore may be able to do a small amount of teaching activity and supervision under supervision. Candidates are selected who have prerequisite requirements of psychological knowledge from their previous education and training upon which to build.