Core Training Experiences
As stated earlier, Jordan Valley believes that the competent practice of psychology requires an integration of scientific and professional knowledge, skills, and attitudes. Thus, Jordan Valley’s internship training incorporates diverse psychological theories, approaches, and perspectives that are designed to prepare psychology interns for a broad range of professional roles and activities. The training program is also attuned to the continually expanding scope and evolving nature of the field and the likelihood that clinical psychologists will engage in multiple roles over the course of their professional careers.
Jordan Valley is committed to providing a clinical training experience that is sequential, cumulative, and graded in complexity. The training is conducted in a facilitative and supportive manner that provides each psychology intern with the opportunities to experience the practice of psychology with rural and underserved patients and as members of multidisciplinary integrative primary care teams. Psychology interns are respected trainees who make valuable contributions that enhance the learning environment of the organization as a whole.
Psychology interns are provided the opportunity to expand their understanding of theoretical principles and translate that knowledge into practice.
The goal of the supervisory relationship is to maximize the opportunity for the psychology interns to develop a constructive, collaborative working alliance that supports growth, learning, and quality care provision. Through collaborative modeling with supervisors, psychology interns are socialized into the profession and develop an appreciation for continuing professional development and lifelong learning.
Intervention is considered foundational to the training experience. It is a core experience including an ongoing caseload of adult, adolescent, or child patients. The psychology intern is expected to obtain a minimum of 10 face-to-face patient contact hours (25% of time) per week for a total of no fewer than 500 hours over the course of the year. Patient contact hours for this component accumulate through a variety of treatment modalities. Potential modalities include: individual, group, and family intervention, and assessment administration. The intern’s performance is assessed at the outset of the internship and patients are assigned consistent with the intern’s developmental readiness. As proficiency increases, interns are assigned more complex and challenging cases.
Interns conduct co-intervention and participate in direct observation or other training opportunities with their primary and/or secondary supervisors when possible.
JVCHC sees diverse patients across the lifespan for many different presenting concerns but common diagnoses treated include:
Interns will gain exposure and experience in treating these diagnostic presentations through the use of
evidence-based treatment. Although the treatment modality varies based on client demographics, common therapeutic approaches for interns working with younger patients include:
Parent-Child Interaction Therapy (PCIT)
Trauma-Focused CBT (TF-CBT)
Cognitive Behavior Therapy (CBT)
Similarly, interns working with young adults and older will gain experience with the following treatments:
Cognitive-Behavior Therapy (CBT)
Acceptance and Commitment Therapy (ACT)
Cognitive Processing Therapy (CPT)
Attaining competency with psychological/behavioral health assessment is a core experience of the internship. Assessment tasks are emphasized to enhance knowledge and skill in the areas of diagnostic clarification, case conceptualization, and treatment planning. Interns are required to complete ten (10) assessment reports. These reports may be in the form of comprehensive evaluations, diagnostic consultations, or primary care behavioral health assessments. Reports must include relevant biopsychosocial history to inform diagnosis, at least two empirically supported psychological/behavioral measures, a summary of findings, as well as treatment recommendations or adequate response to the referral question. If there are additional questions regarding what constitutes a psychological assessment, contact the Training Director for additional guidance prior to counting it. Assessments are supervised by licensed psychologists and should focus on the integration of history, test results, case conceptualization, and report writing skills. As competency is gained, the supervisor may allow the intern more autonomy in the administration and completion of assessments. The intern is expected to become more proficient and sophisticated in his/her ability to perform assessments as the internship progresses. .
Primary supervision is defined as individual, face-to-face supervision with a licensed Psychologist who is involved in an ongoing supervisory relationship with the intern. Interns are assigned two primary supervisors and primary supervision is solely done by licensed psychologists on staff. The training director and primary supervisors are responsible for intern training and supervision, and have primary professional clinical responsibility as appropriate for the cases on which they provide supervision. Two hours of individual face-to-face intensive supervision are required each week. Interns may receive more than the required 2 hours of individual supervision in order to meet the 4-hour supervision requirement. It is the responsibility of the Primary supervisor(s) to provide appropriate accommodations to ensure interns receive all required supervision so as to not cause undue stress on the intern over the course of the year. In the event that supervision time is missed due to the intern consistently cancelling and/or missing supervision time, then the responsibility for rescheduling supervision would fall to the intern.
Supervision focuses on profession-wide competencies, relationship building, clinical interview and intervention skills, application of theory to practice, and integration of the aforementioned functions with the intern’s developing professional style. It is expected that supervisors will spend time in the supervision session to review the intern’s goals and objectives for the year as set out in the ILTP, and utilize the questions on the Quarterly Evaluation as discussion points in supervision to elicit more information on the intern’s progression in the APA Profession-Wide Competencies. In order to enhance their ability to evaluate the intern in the supervision competency, all supervisors should especially make a point to discuss in regular supervision the intern’s knowledge of supervision models and the development of their identity as a potential future supervisor. Interns and supervisors should also be prepared to discuss what the intern is learning through the 2 hours of weekly journal review time.
Self-as-instrument, herein defined as how the psychology intern’s idiosyncratic presence impacts the patient and the therapeutic environment, becomes the crucible through which knowledge, skills, and attitudes are forged to form the intern’s professional identity. This supervision includes in-vivo supervision, video- or audiotaped supervision, process notes, and case discussion. The form of supervision chosen by the supervisor depends on the particular intern’s supervision needs. While supervision remains intense throughout the internship year, interns are afforded more autonomy as their skills progress.
Weekly supervision is provided by licensed psychologists who are full-time staff. Staff members of other mental health disciplines who are qualified and experienced may provide additional supervision in specific areas for duties that they regularly perform.