Clinical Psychology Graduate Program Handbook

Transcription

1 Clinical Psychology Graduate Program Handbook Academic Year Please keep this document for permanent reference throughout your program. It includes working documents you need to use cumulatively during your work in the program. It also includes program information that you will need for reference after you graduate. You will also need to document your program work in applying for professional registration or licensure. Psychology Department Simon Fraser University RCB 5246, 8888 University Drive Burnaby, BC, Canada V5A 1S6 voice: fax:

2 Contents Welcome... 3 The Program Training Philosophy... 3 Program Goals... 3 Training Model and Objectives... 4 Research Competence... 4 Clinical Practice Competence... 5 Program Options... 6 Integrating Science and Practice and Inspiring an Interest in Life-long Learning... 6 Ethical Education: Fostering Respect for Human Diversity and Commitment to the Well- Being of Others... 7 Program Administration... 7 Program Accreditation and What It Means to You... 8 Regulations that Affect You and Records that You Should Keep... 8 Records of Your Clinical Training Experience... 8 Your Program: Research and Coursework... 8 Your Research... 8 Your Courses... 9 Comprehensive Examinations (PSYC 999)... 9 Registration for Courses for Each Upcoming Term... 9 Clinical Training... 9 Ethical Behaviour in Clinical Practice The Clinical Psychology Centre (CPC) External Practicum Placements Junior Practicum (PSYC 880) Senior Practicum (PSYC 881) Neuropsychology and Clinical Forensic Practica (PSYC 882/890) Identifying Practicum Placements Practicum Application and Registration Procedure Practicum Application and Registration: Step-by-Step HSPnet Practicum Completion, Grading, and Evaluation Practicum Supervision Pre-Doctoral Internship (PSYC 886) Insurance for Clinical Students Employment Procedures for the Clinical Program in Adjudicating Charges of Unethical or Unprofessional Student Behaviour Procedures for Student Appeals and Complaints i

3 Appendix A. Planning for Registration or Licensure as a Professional Psychologist Criteria for Accreditation of Programs Regulatory Boards Are Different Appendix B. Accreditation Information CPA Accreditation Office Appendix C. The Ethics of Confidentiality in Clinical Practice Appendix D. Ethics Oral Examination: Policies and Procedures Registration in PSYC Composition of Faculty Panel Content Format Grading Communication of Grades to Students ii

4 Welcome Welcome to the Graduate Program in Clinical Psychology at SFU. This handbook provides information to help you better understand how things operate in the program and gives some guidance concerning course choices and record-keeping. For more general information about graduate study in psychology at SFU, please consult the Psychology Graduate Student Handbook. For any other information about graduate regulations and resources, please see the University Calendar The program is designated as full-time and the workload and fees reflect this. Director Clinical Training Program Associate Director Clinical Psychology Centre Graduate Program Assistant CPC Program Assistant Clinical Psychology Centre Dr. Megan McLarnon SWH 9061 Dr. Sharon Arnold SWH 9048 Ms. Anita Turner RCB 5251 Ms. Tara Parsons SWH 9063 The Program Training Philosophy Our Clinical Program, founded in the Fall of 1978, is based on the scientist-practitioner model of clinical training that was established at the APA Boulder Conference in It is founded upon the principles of scientific inquiry and knowledge, and emphasizes knowledge acquisition, scientific training, and practical training that is structured and sequenced for developing competence. Our program reflects the importance of breadth and diversity to ensure an appreciation of different theoretical and research perspectives. At the same time, it offers depth and training within a number of specific domains of clinical psychology. We teach about individual and group differences and the way these may interact with clinical assessment and treatment, and we welcome students and faculty from diverse backgrounds. Program Goals The overall goal of the program is the education and training of professional psychologists who are competent in providing both clinical and research services across a variety of settings and target populations, guided through an understanding of the mutual and interdependent relationship of science and clinical practice. The expectation is that students will reach these goals within a reasonable period of time and research progress is examined in each student s annual review. We 3

5 offer students training in four tracks: Clinical General, Clinical Child, Clinical Forensic, and Clinical Neuropsychology. Specific goals include our intentions to educate and train students to become clinical psychologists who: 1. are competent researchers with the capacity for critical analysis of theoretical issues, the ability to identify key research issues to formulate programs of investigation, and the skills to develop measurement and methodological strategies necessary for the execution of research. We also aim to ensure that graduates possess sound training in models of statistical analysis and competence in undertaking data analytic procedures. Finally, we ensure that students are trained in the written and oral communication of research findings. 2. are fully knowledgeable and practically-trained in clinical psychology with competence in assessment, intervention, and program development and evaluation. 3. fully appreciate the mutual and interdependent relationship between science and clinical practice and who have an appreciation and motivation for life-long learning. 4. possess knowledge of ethical standards, guidelines, codes, and provincial and national regulations as they relate to the practice of clinical psychology; and who possess a respect for human diversity and a strong commitment to the well-being of others. Training Model and Objectives Consistent with a scientist-practitioner model, our program provides comprehensive and sequential training in basic and clinical psychology, research, and clinical practice. Typically, the MA degree is completed within 2-3 years, and the PhD degree, including internship, is completed within 3-4 years. Specific objectives are sought through the following program features: Research Competence Upon admission to the program, graduate students choose one of four program tracks (Clinical General, Clinical Child, Clinical Forensic or Clinical Neuropsychology). During the first year of the program students complete extensive training in clinical research design and statistical analysis (PSYC 824, PSYC 910, PSYC 911). These courses ensure comprehensive knowledge in critical analysis and the conceptual development and operationalization of research relevant to clinical psychology. Particular emphasis is placed on methodological issues that arise within clinical research contexts and the development of strategies for managing these issues. Program evaluation and clinical research design is a key focus of the research design course (PSYC 824). PSYC 910 reviews the basic logic of controlled experimentation and focuses on analysis of variance designs commonly used in psychological research. PSYC 911 focuses on multivariate regression and correlation models, deals with ways of answering questions when direct experimental manipulation is not feasible, and emphasizes new applications. Students also attend Research Seminars (e.g. PSYC 912) in which students, faculty, and external speakers present and discuss the development, design, and implementation of research, data analysis methods, and empirical findings from the area. In addition, students attend lab and individual meetings with their senior supervisors. By the end of their fourth term of graduate training, students should have produced and defended their proposal for their MA thesis, and be well on their way to gaining competence as a researcher. 4

6 In the second year of their program students should be involved in data collection and analysis for their MA thesis. In addition to this formal training and completion of the MA thesis and the PhD dissertation, students typically become involved in other research projects with their Senior Supervisor, supervisory committee, other faculty members, and/or fellow students. Working alongside faculty who provide mentorship and opportunities for collaboration contributes to the development of advanced skills and to the consolidation of students commitment to the science of psychology. The vast majority of students present their research at scientific conferences, and many have junior- or senior-authored publications. Clinical Practice Competence In the first year of their program students complete courses in Psychopathology (PSYC 744) and a two-term Individual Assessment course (PSYC 820 and an associated practicum - PSYC 821). Students enrol in Clinical Practice (PSYC 825) in the Clinical Psychology Centre (CPC), our oncampus training clinic, where they become familiar with the policies and procedures of the CPC and begin closely supervised intake assessment activities. The second year of the program provides students with a course in personality theory (PSYC 770) and a two-term Psychological Intervention course (PSYC 822 and an associated practicum PSYC 823), and they take on therapy and assessment cases in the CPC. Students are provided with individual and group supervision during this early phase of their training. During the MA program, students complete a Junior Practicum (PSYC 880) in a community clinical setting where they receive extensive training, typically in assessment procedures. From the second year of the program onward to their departure for internship, students continue to enrol in Clinical Practice (PSYC 825) where they gain additional training in CPC operations, including intake assessments, intervention, and other clinical activities. They are required to enrol in PSYC 825, typically including a caseload of two clients, throughout their graduate program. They are supervised by clinical faculty, CPC Directors, or Clinical Associates. The objective within our model is to provide one hour of supervision for each client contact hour. Students receive training in a variety of treatment modalities and with a variety of cases. In subsequent years, students take Advanced Topics courses in assessment or intervention. Students in the General track are required to select four advanced topics courses while those in the other tracks have specific advanced topic course requirements. During the PhD program, students can choose to complete one or more Senior Practica (PSYC 881) in community settings, where they gain additional training in specific assessment and/or intervention procedures. Students in the Clinical Neuropsychology and Clinical Forensic tracks also are required to complete senior practica in their area of specialization (PSYC 882 and PSYC 890, respectively). Our CPC Directors provide overall supervision of practicum training and offer opportunities for mentorship as students begin to develop their professional identities. The CPC hosts clinically oriented lunchtime presentations on the second and fourth Thursdays of the Fall and Spring terms. First and second year students are required to attend these presentations and must provide advance notice if they are unable to attend for an unavoidable reason such as attendance at a conference. All other students are encouraged to attend. Invitations to these presentations are also sent to clinical faculty and CPC Clinical Associates. Presentations focus on practical and applied aspects of a wide range of domains within clinical psychology. 5

7 Presenters may be clinicians from the community, faculty members, or students. The CPC may also offer extended workshops on selected topics. The sequenced structure of courses, together with CPC training requirements and external practica, contribute to the development of increasingly sophisticated clinical skills. By the time they start internships, students have experienced appropriate levels of consolidation of their identities as clinicians, together with the growth of appropriate confidence. They are well prepared for the internship experience, which is the final extended period of clinical training. Program Options General Program in Clinical Psychology The Clinical Program faculty are strongly committed to the training of generalists in clinical psychology. Students who choose a general program are required to complete four advanced topics courses. Students in the general program consult with their senior supervisor and the Director of Clinical Training (DCT) in developing a sequence of advanced courses that best meet their interests and training requirements. Clinical Forensic, Clinical Child, and Clinical Neuropsychology Tracks While retaining a strong foundation in generalist training and the option of a generalist program, the program also offers students the option of training in one of three specialized tracks: clinical forensic, clinical child, and clinical neuropsychology. Training in these tracks is achieved through focused streaming of Advanced Topics courses. In the Clinical Forensic track, students are required to take courses in law and psychology, civil forensic, criminal forensic, and mental health, law and psychology. In addition, a forensic practicum (PSYC 890) and a forensic research project (PSYC 897) are required. Students also benefit from professional activities and seminars offered through the Mental Health, Law, and Policy Institute (Hhttp:// a research and training institute at SFU. In the Clinical Child track, students are required to take courses in the foundations of developmental psychology, developmental psychopathology, child assessment, child therapy, and either family therapy or couples therapy along with a child evaluation practicum (PSYC 831). In the Clinical Neuropsychology track, students are required to take advanced courses in cognitive neuroscience, human anatomy (at the University of British Columbia), neuropsychological assessment, and neurocognitive disorders. Students must also complete a Neuropsychology practicum (PSYC 882). Integrating Science and Practice and Inspiring an Interest in Life-long Learning The structure and sequence of our training program ensures that students are simultaneously involved in both research and clinical training. The content of our courses and research area seminars blend graduate level exposure to research and clinical practice, illustrating the mutual interdependence between these two aspects of the field. By example, all faculty members illustrate the combination of both scholarly work and applied work in the domains of relevance to clinical psychology. This intimate combination of scientist and practitioner thought and action provides students with living examples of psychologists using problems identified in applied work as a fruitful source of research ideas, and psychologists using research findings to provide new perspectives on clinical, forensic, and other applied problems. 6

8 The involvement of clinical faculty in research within clinical settings provides students with access to applied training and research opportunities. Students often become involved in conducting research within the same clinical facilities in which they receive clinical training. In this way, students learn that the science and practice of clinical psychology are interdependent and mutually informative. The program also models the concept of a commitment to life-long learning for students. Throughout the program clinical associates attend a number of the events that are offered at the CPC, and students are exposed to seminars and workshops that involve both their peers and professionals from the community. In conjunction with course-work, this helps students appreciate that training is an ongoing and rewarding aspect of their professional careers, rather than something that ends once they complete their PhD. Ethical Education: Fostering Respect for Human Diversity and Commitment to the Well-Being of Others Training in ethical standards, guidelines, and codes is incorporated in coursework and training in the CPC. Students are required to attend orientation training in CPC operations and procedures and, in this context, are quickly introduced to issues of respectful treatment of others. Through mentorship, professional modelling, and close supervision of their work at the CPC, students progressively acquire a deep and sophisticated understanding of ethical issues and requirements. Respect for diversity and commitment to the well-being of others underlies our practice in the CPC and in the community clinical settings in which students receive training. Ethical issues are formally reviewed in the first and second year of the MA program as part of the required courses in Assessment (PSYC 820/821), Intervention (PSYC 822/823), and Research Issues in Psychology (PSYC 824). Students also complete a course in Ethics and Professional Issues (PSYC 819), which further consolidates their formal knowledge and ensures they develop a structured and systematic approach to solving ethical dilemmas. This course concludes with a comprehensive written and oral examination. Knowledge and problem solving abilities in this domain are also developed and assessed on an ongoing basis through supervision of clinical work. Program Administration The Clinical Program has a formal administrative structure within the Department, in that it is an identified graduate program with specific admission and graduation requirements. It is under the supervision of the Clinical Program Committee, and is the overall responsibility of the Director of Clinical Training (DCT). The chief administrative officer for the program is the Graduate Program Assistant. The Clinical Program Committee consists of all clinical faculty, the CPC Associate Director, plus two student representatives elected by the program s graduate students. Committee meetings are chaired by the DCT, and the Program Assistant serves as secretary to the committee. It normally meets the first Thursday of each month. Meetings are of two types: open and closed. Open meetings deal with program issues, regulations, and policy matters. Students are welcome to attend open meetings, and student representatives have a voice and vote on motions in these meetings. Business concerning individuals is handled in closed meetings and attended only by clinical faculty members and the CPC Associate Director. 7

9 Program Accreditation and What It Means to You Our program is accredited, which means that the program, faculty, and students have been evaluated on independent criteria by the Canadian Psychological Association. Accreditation is beneficial to students because it provides them access to a wide array of accredited internships across Canada and the United States. Accreditation standards require careful documentation of student and faculty productivity, including evidence that students make orderly and timely progress towards degree completion. Our Clinical Program was jointly by the Canadian Psychological Association (CPA) and the American Psychological Association (APA) since its first review in In accordance with the revised agreement between APA and CPA, APA no longer accredits programs in Canada as of September 1, Accreditation of programs in Canada will be handled solely by CPA in the future. The reciprocal agreement will ensure equivalency between the two organizations with regard to accreditation and internships, and would not be expected to present difficulties for licensure or registration for those studying in either the US or Canada. The Clinical Psychology Program at Simon Fraser University received its most recent accreditation from CPA in 2014 for a period of seven years. The next site visit will occur in Regulations that Affect You and Records that You Should Keep Official graduate regulations of the University and the Psychology Department are printed in the University calendar. Normally if program requirements change while you are in the program, you are governed by the regulations in the calendar of your entry year. You are strongly advised to keep a copy of the Clinical Program Description from your specific entry year s calendar for long-term reference and possible use if/when applying to register or become licensed as a psychologist. Regulatory bodies in some jurisdictions raise questions of applicants that are best answered by showing official documentation about the program. We also recommend that you keep copies of the course descriptions for each graduate course that you complete, including readings and evaluations of work you have done. These may also be required by some regulatory bodies when applying for registration or licensure. Records of Your Clinical Training Experience It is important that you keep an accurate record of all your formal clinical training experiences, including all practicum hours and CPC work (PSYC 825). You will be required to provide this information when applying for internship and also by regulatory bodies when applying for registration or licensure. We encourage students to use a software tracking program to record all clinical training hours (e.g., MyPsychTrack, Time2Track), as they are developed to match the information required for the official APPIC Internship Application Form. Your Research Your Program: Research and Coursework From the time of your entry into the program your research is an important focus of your work. Research progress is the greatest factor in contributing to timely completion of your degree program. To create a working plan, arrange a meeting with your senior supervisor at the start of 8

10 your MA program. The Research Issues in Psychology course (PSYC 824) requires a research proposal component and most students use this opportunity to develop their own MA research project. Your Courses Your MA program is structured to provide cumulative learning; therefore, courses are to be taken in the sequence outlined in the program description. All students should consult the University Calendar for a list of course requirements in their track. Students must take course requirements at the first available opportunity. Comprehensive Examinations (PSYC 999) Students are required to pass six Clinical Comprehensive examinations; five of these are required in the MA program. MA Comprehensive examinations require completion with a minimum grade of B in a final written comprehensive examination at the end of each of the following courses: Assessment (PSYC 820/821), Intervention (PSYC 822/23), Personality (PSYC 770), Psychopathology (PSYC 744), and Research Design (PSYC 824). Normally, failure on a comprehensive examination also represents failure in that course. The PhD program requires completion of written and oral comprehensive examinations in Ethics and Professional Issues (PSYC 819). The written examination must be passed before the oral can be taken. The Ethics oral comprehensive is scheduled once a year, typically in the late spring (see Appendix D). Students register to have a grade recorded for PSYC 999 after completing all Comprehensive Examination requirements. Successful completion of the Comprehensive Examinations is a pre-requisite for internship applications. Unsatisfactory performance on any comprehensive examination represents unsatisfactory standing in the clinical program, subject to review in the Clinical Program Committee and recommendations to the Graduate Studies Committee for further academic proceedings under SFU graduate regulations (Section 1.8.2). Appeal of a comprehensive examination grade must be directed to the Clinical Program Committee (rather than the individual instructor) because these examinations concern competencies that are central to integrated program requirements. Registration for Courses for Each Upcoming Term Course registration starts approximately six weeks before the beginning of a term and must be concluded by the start of the term. We encourage students to complete the registration process as soon as possible, as a minimum of five students is usually required for a course to proceed; after the deadline date, under-enrolled courses are likely cancelled. Registration in external practicum courses (PSYC 880, 881, 882, 890) is an exception, as this must be completed by the CPC Program Assistant rather than by individual students. Clinical Training Supervised clinical training is provided through ongoing case-work supervised through the Clinical Psychology Centre (PSYC 825), the MA Practicum (PSYC 880), and the internship (PSYC 886). In addition, students not in the general track are required to complete practica specific to their track (i.e., Clinical Child PSYC 831; Clinical Forensic PSYC 890, and Clinical Neuropsychology PSYC 882). PhD students may also complete one or more Senior Practica (PSYC 881). 9

11 To ensure appropriate breadth of clinical training, students are encouraged to undertake a variety of practicum experiences over the course of their training, allowing for opportunities to work in multiple settings and with diverse client populations. Ethical Behaviour in Clinical Practice From the moment you register in the Clinical Program you are required to behave in ways consistent with codes of ethics and conduct set out by CPA and the College of Psychologists of BC (CPBC). Both the CPA Code of Ethics and the CPBC Code of Conduct are available online. Students should familiarize themselves with these documents. As student psychologists in training in an accredited scientist-practitioner program, you are bound by these codes, as are all clinical faculty members. The DCT/CPC Director, CPC Associate Director, and Clinical Program Committee have the responsibility of acting to ensure students behaviour meets these standards and of adjudicating in individual cases where problems arise. The Clinical Psychology Centre (CPC) The Psychology Department provides support to clinical training through staff and facilities at the on-campus Clinical Psychology Centre (CPC). The CPC staff includes the Director, the Associate Director, and a full-time Program Assistant. The CPC Director is also the Director of Clinical Training (DCT). Clinical students are required to register each term in PSYC 825 (Clinical Practice) as part of their ongoing involvement in CPC activities. This refers to clinical training that involves working with CPC clients under the general supervision of the CPC Directors. Students may be directly supervised on assessment or therapy cases by the CPC Director, Associate Director, a clinical faculty member, or a member of the CPC s network of Clinical Associates, psychologists in the community who support the clinical training of SFU students by providing clinical supervision and mentorship. Entering students receive a comprehensive orientation to the operations of the CPC and the requirements of PSYC 825. Typically, CPC staff will offer a series of orientation workshops on these topics in September, which entering students are required to attend. You will learn about the confidentiality requirements of all your clinical training work, general professionalism in clinical settings, conducting intake screens with new clients, and suicide risk assessment. Please see Appendix B for a discussion of confidentiality in relation to your clinical work, both at the CPC and at other settings. All students should read and be familiar with CPC s Policy and Procedures Manual (PPM), which is available on the member resources section of the CPC website. External Practicum Placements A practicum (PSYC 880, 881, 882 and 890) is a supervised clinical training experience taking place at an appropriate practicum setting. All practica must receive prior approval by the DCT/CPC Director and be supervised by an on-site registered psychologist. A practicum represents a structured learning and training experience; thus, supervision to ensure students develop and refine new professional skills is a core feature that differentiates practicum training from a job. Junior Practicum (PSYC 880) The junior practicum is typically an assessment-focused training experience. Students are required to complete the assessment course (820/821) prior to starting 880. The junior practicum requires a total of 450 hours, and may not exceed this amount. This refers to total practicum hours, including 10

12 face-to-face, supervision, and support hours. These hours may be achieved over one or more practica. Completion of PSYC 880 is a requirement of the MA program. Senior Practicum (PSYC 881) This senior practicum is available only for doctoral students who have been formally accepted into the PhD program. Students typically complete one or more part-time senior practica which provide training in assessment and intervention and take place in a variety of community settings. Neuropsychology and Clinical Forensic Practica (PSYC 882/890) These practica are available only for doctoral students formally accepted into the PhD program and are required by the Neuropsychology and Clinical Forensic tracks, respectively. PSYC 882 and 890 require a minimum of 450 hours which may be completed over one or more practica. Identifying Practicum Placements Each fall (normally in October), the SFU and UBC clinical programs jointly host a practicum information evening to share details about upcoming practicum placements in the community. This evening is attended by practicum supervisors and training directors who provide brief presentations or brochures describing practicum opportunities. Students and potential supervisors also have the opportunity for informal networking and information sharing. Practicum settings include clinics and hospitals within local health authorities (e.g., Vancouver Coastal Health, Fraser Health, Provincial Health Services Authority), Child and Youth Mental Health clinics (provide by the Ministry of Children and Family Development), inpatient and outpatient forensic services for youth and adults, and numerous local private practices. Local practicum sites are strongly encouraged to agree upon a common deadline for the receipt of applications for their practicum (typically mid-february) and a common notification day (normally mid-march) by which they advise students of their decisions. Interviews for practicum positions take place between these dates. Students must be available by phone and on notification day to receive practicum offers, and if applicable, to decline offers promptly so that spots may be offered to other students. Many sites adhere to the standardized application and notification deadlines, although opportunities for practicum placements may be advertised at any point during the academic year. These will be circulated to students as they arise. Brochures and details about practicum opportunities that are offered regularly are posted on the member resources section of the CPC website. Practicum Application and Registration Procedure The Senior Supervisor and DCT/CPC Director review and approve all placements prior to the start of the practica. This is to ensure that students take on appropriate placements that are consistent with their training goals and manageable within the context of their other program responsibilities (e.g., academic coursework, thesis research). There are two forms to complete as part of the practicum application and registration process, the Practicum Application Approval Form and the Practicum Placement and Supervision Agreement (described in the next paragraphs). All practicum forms are available on both the Psychology Department Members website and the CPC website. Completed forms can be submitted electronically or in hard copy. 11

13 Before seeking a practicum placement, students should complete the Practicum Application Approval Form. Students use this form to indicate the practicum site(s) to which they are intending to apply. The senior supervisor and DCT/CPC Director will review the form and approve or suggest changes to list of sites to which the student is applying. To allow for review, this form should be submitted at least a month before the standardized practicum application deadline, or for applications occurring at other points throughout the year, at least one month in advance of the planned practicum start date. Once a student has successfully secured a placement, the student must complete the Practicum Placement and Supervision Agreement, which is to be signed by the practicum supervisor, the student, the senior supervisor and the DCT/CPC Director. Once all signatures are obtained, the CPC Program Assistant registers the student in the appropriate practicum course. SFU liability insurance coverage is only in effect if the student is formally registered in the appropriate practicum course. For this reason, students must not undertake any practicum activities until they are officially registered in the appropriate practicum course. Practicum Application and Registration: Step-by-Step The following summarizes the steps that students should complete during the practicum application and registration process: Identify potential practicum placement(s). Note that students may apply to multiple sites, but typically would plan on only starting one practicum at a time. Fill out the Practicum Application Approval Form, listing the intended practicum site(s) and details regarding the placement(s). These include supervisor name, estimated start and end dates, estimated hours per week, and estimated total hours. Submit the Practicum Application Approval Form to the Senior Supervisor, then to the DCT/CPC Director, for approval, and consult as necessary to determine appropriate placements. To allow for sufficient time in processing, this should be submitted no less than one month before the planned start date of any practicum. Submit application(s) for practicum placement(s) to the site(s) and complete interviews with potential practicum supervisor(s). Applications typically include a CV and cover letter, although some sites may ask for reference letters or other information. Once a placement has been accepted, complete the student portion of the Practicum Placement and Supervision Agreement form and obtain signatures from your practicum supervisor, your senior supervisor and the DCT/ CPC Director. There is a different version of the Practicum Placement and Supervision Agreement for each practicum course (i.e., PSYC 880, 881, 882 or 890). Please ensure you complete the appropriate version. The Senior Supervisor and DCT/ CPC Director will approve the requested placement, or suggest alternatives or modifications if the placement does not appear to be appropriate. The CPC Program Assistant will register the student in the appropriate practicum course. A note about practicum start dates: While practica can start at any time, registration should take place at the beginning of the semester in which the practicum is scheduled to start (e.g., a student planning to start a practicum in March should endeavor to submit all forms by the beginning of January so that they can be registered for the Spring semester.) Late registration requires approval 12

14 from the Dean s office and can result in significant delays. Note that placements should not commence until the agreed upon start dates reflected in the approved practicum forms (not before). HSPnet The Health Sciences Placement Network (HSPnet) is a web-based system containing information about students in clinical placements within health agencies and other placement sites. Not all sites require this process but several local sites offering practicum placements to clinical psychology students require registration with HSPnet, including sites within local health authorities (Vancouver Coastal Health, Fraser Health, Provincial Health Services Authority). HSPnet is a placement requirement and not an SFU program requirement. Thus, registration with HSPnet is an additional step to submitting SFU practicum forms and being registered in the applicable practicum course. Processes for registration with HSPnet differ between sites but students are advised that requests for registration can take up to 6 weeks to obtain approval from HSPnet, so advance planning and timely completion of practicum forms is essential to avoid delays in starting practica. Practicum Completion, Grading, and Evaluation At the end of each practicum, an evaluation of the student s performance is provided to the program by the supervising psychologist. The DCT/CPC Director reviews the evaluation and provides a grade based on this evaluation (Satisfactory or Unsatisfactory). An unsatisfactory grade may result in a remediation plan or other measures depending on the circumstances. Students are also asked to provide an evaluation of their practicum experiences by filling out a Practicum Site Evaluation Form at the conclusion of each placement. These forms are submitted to the DCT/CPC Director. Evaluations are treated with confidentiality and are not shared with practicum supervisors, although students are welcome to share their evaluations with their practicum supervisors if they choose. Evaluations are compiled anonymously and this input helps the program administration to ensure that practicum placements are best meeting students training needs. Practicum Supervision Practicum placements must be supervised by a doctoral-level psychologist who is registered in the jurisdiction in which the training is taking place. The supervisor takes both legal and ethical responsibility for the trainees practicum-related clinical activities. The supervisor must work on-site at the location of the practicum training. Supervision should occur through regularly scheduled meetings between the student and supervising psychologist. The amount of time in supervision should be consistent with student s level of expertise and the difficulty of the clinical activities. At a minimum, direct individual supervision should be provided to meet a ratio of at least one hour of individual supervision to each 4 hours of direct client services provided by the student. It is expected that supervision will be conducted primarily in an individual, face-to face format. As per CPA s Accreditation Standards, at least 75% of supervision hours must be individual supervision. Group supervision is acceptable but may comprise no more than 25% of the supervision provided. Co-supervision of practicum students by other licensed mental health professionals (e.g., psychiatrist, registered social worker) is acceptable as long as a registered psychologist is the primary supervisor of the placement and supervision provided by the nonpsychologist does not comprise more than 25% of the total supervision hours. 13

15 Pre-Doctoral Internship (PSYC 886) The internship is a 1-year, full-time, formal clinical training requirement for the PhD degree. Students should expect to complete their internship in an accredited setting. Students who seek a specialized internship may find it in Canada or the United States; our program accepts APAaccredited internships as equivalent to CPA-accredited internships in meeting our requirements. Students may identify internship placements through the directory on the Association of Psychology Postdoctoral and Internship Centers (APPIC) website ( Additional details about Canadian programs are available on the Canadian Council of Professional Psychology Programs (CCPPP) website ( Prerequisites for the Internship PhD candidates must have completed all comprehensive examinations and required coursework (including practicum courses, but excluding the dissertation defence) by the end of the Summer term before applying for internship. Students must have also successfully defended their dissertation proposal by June 30 th of the year in which they intend to apply. These are minimal requirements and do not ensure that a student is ready to apply for internship, as prospective applicants should also have made considerable progress on their dissertation research. Ideally, they will have their data collected and be reasonably expected to defend their dissertation before or during their internship. This is in the best interest of our students and our training program. Students advise the DCT of their intent to apply for internship by completing the Readiness to Apply for Internship: Supervisor Verification Form, available on the departmental Members website. This form must be reviewed and signed by the Senior Supervisor. The DCT will review each student s record, bring it forward to the Clinical Program Committee for discussion and approval, and will then inform the student of the outcome. Deadlines for internship applications are typically in October and November of the Fall term. Students are strongly encouraged to defend their dissertation prior to starting internship. A student who has a completed PhD dissertation before starting internship would have very strong early career professional advantages. These include the opportunity to initiate the steps required for registration/licensure and to investigate employment opportunities without the timing uncertainties that are characteristic of the final stages of PhD degree completion. Insurance for Clinical Students General and Professional Liability Clinical psychology students receiving training for program credit in formal practicum settings are covered for General and Professional Liability by SFU insurance, whether they are in a paid or unpaid arrangement. It is important to note that coverage requires the student to be formally registered in the appropriate course before the start of any clinical work that could potentially create liability (e.g. PSYC 880, 881, 882 or 890). This coverage only applies to training/work that is done within the normal supervised hours in the agency setting or work that is within the normal scope of the practicum. Visits to clinical training settings, in off-hours, without supervision, and work that is not part of the normal scope of the practicum is not covered. General and Professional Liability insurance normally extends to PhD internships (PSYC 886). Students going on internships are advised to check insurance coverage at the internship site to ensure that any additional specific insurance requirements are met. Internship settings may provide their own coverage and benefits in 14

16 addition to what is available through SFU. It is always worthwhile to communicate early to ensure that appropriate coverage is in place prior to the start of the internship. Injury While in a Practicum/Internship Setting Insurance coverage for student injuries in an off-campus setting is not covered via SFU WorkSafeBC, because students are not in the agency setting as SFU employees. Instead, coverage of medical costs is handled by using the required individual student medical insurance. Students in settings outside the province may need to purchase additional personal medical insurance, and internships may offer this as part of their benefits packages. Related to Paid Employment or Contract Work SFU does not provide insurance coverage for any aspect of such employment or contract work. If you become an employee of an agency you should be included in that agency's general workers compensation and liability insurance. In contrast, if you work as an individual contractor, you will not be covered by the agency s benefit plans. You may be eligible for individual professional liability insurance for your clinical work under the supervision of a registered psychologist. You are advised to investigate whether insurance could be obtained from insurance companies linked to CPA or BCPA student memberships. We recommend you obtain insurance for any paid or contract work. Employment Clinical students may not engage in more than 20 hours per week in employment outside of the program. These hours do not include Teaching and Research Assistantships. We strongly encourage students to focus on timely completion of their program requirements and advise working no more than 10 hours per week outside of the program. If you are considering off-campus employment, you are advised to consult with your Senior Supervisor and the DCT. Students who are funded through external agencies are required to abide by the regulations of the specific agency concerning paid work as these may be more stringent than those outlined above. Any clinical activities undertaken outside of program-approved practica are not covered by SFU liability insurance and cannot be counted as approved clinical hours when applying for internship. Procedures for the Clinical Program in Adjudicating Charges of Unethical or Unprofessional Student Behaviour The faculty members of the Clinical Committee, the DCT/CPC Director, and CPC Associate Director are responsible for ensuring that student behaviour is consistent with codes of ethics and conduct set out by CPA and the College of Psychologists of BC (CPBC). Behaviours deemed to violate CPA or CPBC codes of ethics are grounds for unsatisfactory standing in the program. Community and faculty supervisors are asked to contact the DCT/CPC Director or the CPC Associate Director if any concerns arise regarding a student s ethical or professional behaviour during their practicum or internship. Similarly, course instructors are advised to bring such concerns forward to the DCT. If actions are identified that raise questions about professional suitability or ethical conduct, the student is asked to meet with the DCT/CPC Director, the course instructor (if appropriate), and their senior supervisor. The Clinical Committee is also informed about the concerns in a closed meeting (i.e., student committee members excepted) and the student in question is asked to provide further information for consideration if they wish. The committee may set remedial requirements to be completed by specific deadlines. If the offense is serious and warrants an unsatisfactory evaluation or further action, a report is submitted to the Graduate Studies Committee (GSC). A student may 15

17 appeal the Clinical Committee s decision to the GSC. Consequences are based on the nature of the offence and can result in withdrawal from the program. Procedures for Student Appeals and Complaints Students who have complaints or encounter difficulties in any aspect of their graduate training are encouraged to first seek informal resolution. For issues that cannot be resolved in this manner students can seek assistance from a Graduate Caucus member, a course instructor, their Senior Supervisor, the DCT/CPC Director, CPC Associate Director, Graduate Program Chair, Department Chair, and/or Dean of Graduate Studies. A description of the formal appeal process is outlined in Graduate General Regulation 1.16 of the SFU Academic Calendar ( calendar/2017/spring/fees-and-regulations/student-appeals/graduate-appeals.html) 16

18 Appendix A. Planning for Registration or Licensure as a Professional Psychologist Students intending to seek registration or licensing as a psychologist after graduation should ensure that they have taken graduate course-work that matches up with the criteria that are commonly used by licensing bodies. These criteria are typically based on CPA accreditation requirements, but are often used by regulatory bodies in different ways, which may affect the application for registration or licensure. Criteria for Accreditation of Programs Accreditation of a program is granted if it ensures that students have mastery of a number of topic domains. The program is not required to offer each of these topic domains as specific courses but, rather, is required to demonstrate in some way that the subject matter is mastered. For example, in Canada, CPA accreditation criteria state the program requires that each student has demonstrated an undergraduate or graduate competence in these areas in any of the following ways: 1. by passing suitable examinations in each of the five areas; 2. successful completion of at least a ½-year graduate course or a 2-term (or two 1-term) senior undergraduate course (in the five core areas). We know that our entering students have provided evidence relevant to the CPA criteria because they have demonstrated strong senior undergraduate competence both in course-work (typically through the unique demands of Canadian 4-year honours programs) and through high GRE scores in the Advanced Psychology Exam. Thus far in accreditation reviews, our program has been successful in demonstrating that our program requirements are consistent with the accreditation criteria. Despite this, licensing and registration bodies are independent agencies working in specific provincial and state jurisdictions, and they may view an individual transcript differently even though a student graduated from an accredited program. Regulatory Boards Are Different Regulatory boards in different provinces and states do not evaluate an overall program but, instead, evaluate a different entity, the credentials of an individual applicant. Sometimes these boards accept that domain-mastery may be demonstrated through content studied across more than a single dedicated course; this is consistent with program accreditation criteria. A common practice is that graduates of an accredited program are recognized as having implicitly met the requirements overall, and their applications are fast-tracked through the registration process. Practices vary however, and each board has the authority to set its requirements. Some boards require that the applicant s transcript must show topic domains as explicit graduate courses. Particularly in the U.S., there may be marked differences between states in some of their specific graduate course requirements. The Implications for You The program recommends that you study CPA and/or APA lists of topic domains when planning elective course choices. Retain course descriptions from all your senior undergraduate/honours and graduate courses. These materials might be requested by a regulatory body when you are applying 17

19 for registration or licensure. Table A.1 shows how, in the opinion of the clinical program, CPA/APA topic domains align with SFU courses. However, it is important to be clear that no University training program has jurisdiction over the decisions of any provincial or state regulatory body. You are strongly advised to review the websites of all regulatory bodies to which you may wish to apply in the future. The Registration Examination (the EPPP) and Our Graduates Our program prepares you effectively in the topic domains. Typically our graduates do exceptionally well on the Examination for Professional Practice in Psychology (EPPP). Table A.1. CPA/APA Topic Domains and Corresponding SFU Courses CPA Domains of Competence and Instruction Scientific and Professional Ethics and Standards Research Design and Methodology SFU Courses PSYC 819 Ethics; Ethics Oral Comprehensive exam; PSYC 825 PSYC 880; PSYC 886; PSYC Research Seminars PSYC 824; PSYC ; MA Thesis; PhD Dissertation PSYC 820/21; PSYC 744; PSYC 770 Statistics PSYC 910; PSYC 911; PSYC Research Seminars o PSYC 715 Psychological Measurement History and Systems of Psychology Biological Bases of Behaviour Cognitive-affective Bases of Behaviour Developmental and Social Bases of Behaviour PSYC 820/21; PSYC 824; PSYC 880; PSYC 886 PSYC 744; PSYC 770; PSYC 825; PSYC o PSYC 715 PSYC 770 PSYC 705 PSYC 744 PSYC 600 PSYC 770; PSYC 744 PSYC 822/23 o PSYC 750; 950; 944; 830 PSYC 770; PSYC 744 o PSYC 760; 960 Individual Differences PSYC 820/21; 822/23; PSYC 770; PSYC 744; Advanced Topics in Assessment or Intervention (PSYC 806/807); Practicum (PSYC 880); Internship (PSYC886) Note. All are required courses unless listed as optional (o). = courses are central to the domain = courses contribute to the domain = departmental courses available that are specific to the domain o = optional 18

20 Appendix B. Accreditation Information The Canadian Psychological Association Accreditation Panel for Doctoral Programmes and Internships in Professional Psychology has re-accredited the Clinical Psychology Graduate Program at Simon Fraser University for the period 2013/ /21. CPA Accreditation Office Canadian Psychological Association 141 Laurier Avenue West, Suite 702 Ottawa, Ontario K1P 5J3 Website: Registrar Administrative Assistant Phone: ext

21 Appendix C. The Ethics of Confidentiality in Clinical Practice As professionals we are obliged to be vigilant in protecting the confidentiality of our clients. Students must follow the ethical and practice standards of CPA from the time of registration into our program. In particular, it is important for you to understand the importance of maintaining confidentiality concerning your clients, no matter where therapy is performed or paperwork is prepared. The right of confidentiality is held by the client, but we as professionals must maintain and defend it in all that we do. We can jeopardize our clients' privacy inadvertently through: 1. repeating identifiable information in conversation with colleagues, with others at parties, in classes taken and taught, and in casual talk around the setting; 2. acknowledgement that someone is or is not a client in the setting [such an acknowledgement can take several forms, such as through statements made on the telephone when somebody calls to inquire, when we leave messages with others for our clients or with other professionals who may interact with our clients but with from we have no consent for discussion]; 3. discarding without shredding: draft reports, case notes, supervision notes, etc. 4. keeping computerized records of names, identifying information, reports, letters, etc., on disks or hard drives of computers at home, at the CPC, or in the Department s microcomputer lab; 5. taking CPC files home, inadvertently sticking them inside book bags, leaving files in open areas of CPC (e.g., on the desk in waiting room or in a therapy room), or taking a file to a restaurant to work on while eating lunch; 6. sending undisguised and non-released case reports as work samples to internship programs in applications and for postdoctoral fellowships and jobs; 7. use of fax machines outside of the CPC for CPC purposes; be aware that a fax machine may generate a revealing page, possibility after you have left the vicinity, if the fax transmission is not successful; 8. similar mistakes in off-campus sites such as practicum or internship settings. 20

22 Registration in PSYC 999 Appendix D. Ethics Oral Examination: Policies and Procedures Students should register in PSYC 999 in the term they will be completing their ethics oral exam. Successful completion of written exams in PSYC 820, 822, 770, 744, 824 and 819 is a requirement of registration in PSYC 999. Composition of Faculty Panel To ensure standardization, the examination will be conducted by a panel of three clinical program members who examine students who have completed all ethics components through their coursework in a given year. The composition of this panel rotates among faculty members. Content The content of the exam will reflect material covered in PSYC 819. Updates on various Acts, Standards, Guidelines, and BC College Code of Conduct should be reviewed. Such material can be accessed through the website of the College of Psychologists of British Columbia. Students will be expected to demonstrate a good working knowledge of Standards, Guidelines, and Acts that govern the practice of psychology, and that they are able to apply this material to various situations that may arise in conducting their professional activities. Format The panel will prepare a set of questions/scenarios (typically 4-5) in advance of the examination to assess the relevant Acts, Standards, and issues. The Exam will be modeled after the type of oral examination that often occurs in the context of the registration and licensure of Psychologists. No feedback regarding the appropriateness of examinees responses will be given during the examination. The examination will be approximately 45 minutes in length. Examinees will be provided with the questions orally and in written form. Taking notes during the examination will be permitted. However, all notes and questions must remain in the exam room upon completion of the examination. To ensure fairness and standardization, the exam will be given by the same committee members using the same question set in any given year. For this reason, it is ideal that all exams be completed on the same day. Examinees will be asked a series of questions and in their responses they will be expected to demonstrate a depth and breadth of knowledge regarding ethical issues and legal statutes, to describe a course of action in response to various ethical dilemmas, and to describe their reasoning regarding their decisions. The exam will typically be scheduled after the final examination period during Spring Term. Grading Assignment of marks will reflect the view of the majority of examiners (2/3). In rare circumstances in which the opinion of the panel is not unanimous, it will be important for panel members to preserve 21

23 the integrity of the process by not communicating this information to students. The following marks may be assigned: Satisfactory. The student has demonstrated adequate content knowledge and ethical decision making on all questions. Unsatisfactory (with remediation required). The student demonstrates a weakness in content knowledge or approaches to ethical decision making that suggests the need for specific remediation on one or more questions. Typically, this remediation will take the form of a short paper (3-5 pages) summarizing relevant Acts, Standards and Guidelines and their applications. A majority opinion is necessary to change the grade from a U to an S. In the event that the majority of panel members do not feel that the remedial work is acceptable, the U grade will stand, and the student will be required to re-take the ethics course and examination. Unsatisfactory (fail). A failing grade is assigned in the rare event that the student demonstrates unethical decision making, endorses unethical practice, or demonstrates a grave lack of knowledge or the ethical and legal principles to which a psychologist must adhere. Note that it is possible that an answer to a single question demonstrating the above may be sufficient to result in a failing grade. In the event of a failing grade, the student will be required to re-take the ethics course and examination. Dependent upon the specific circumstances, other actions may be initiated after consultation with the Clinical Committee. It is presumed that students will abide by ethical requirements not to share information about the content of the exam. Violation of this requirement may result in automatic failure of the exam for all students involved in information sharing. Dependent upon the circumstances, other actions may be initiated after consultation with the Clinical Committee. Communication of Grades to Students Students will be provided with the panel s decision regarding the outcome of their examinations in a timely manner. Ideally, this will be within three days, however it is important to recognize that the panel may need additional time dependent upon the number of students scheduled, and any complications that arise in determining a mark. 22