HAZELDEN’S MENTAL HEALTH CENTERS

DOCTORAL PSYCHOLOGY INTERNSHIP

PROGRAM BROCHURE

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.

This internship site is accredited by the Commission on

Accreditation of the American Psychological Association.

Questions related to this Training Program’s accreditation status

should be directed to the CoA.

Office of Program Consultation and Accreditation (OPCA) American Psychological Association

750 First Street NE Washington, DC 20002

Phone: (202) 336-5979 Fax: (202) 336-5978 E-mail (General): APAAccred@apa.org E-mail (ARO): ARO@apa.org

Web: http://www.apa.org/ed/accreditation

From the Training Director: Thank you for your interest in Hazelden’s Mental Health Centers Doctoral Psychology Internship

Program. It is our hope that through this training program, we are able to assist in guiding you in

your journey to becoming a well-rounded psychologist. This training program is designed to

provide you with the education and clinical experience to support your ongoing training to become

a competent entry-level psychologist. In addition, Hazelden Betty Ford Foundation uniquely

provides the opportunity to work with an array of mental health issues as they interface with

substance use issues. Although Hazelden, a part of the Hazelden Betty Ford Foundation, remains

a leader in the area of substance use disorders, the mental health department and training

program are eagerly seeking applicants from various training backgrounds. The application of the

skills targeted within this internship program are vast and applicable to both chemical dependency

treatment centers as well as a variety of community based mental health facilities. Specifically,

this program provides a broad range of clinical services along with didactic training and

supervision along with the option to engage in additional research and educational opportunities if

interested.

Hazelden’s Mental Health Centers Doctoral Psychology Internship Program has been accredited

by the American Psychological Association (APA) since 2002 and has been awarded

accreditation through 2017. The program will seek reaccreditation through a self-study and site

visit in 2016 and 2017. Hazelden Betty Ford’s nationally renowned facilities span the country and

work to provide services to those in need across the lifespan. This internship program is a part of

Hazelden Recovery Services, which serves youth/young adult and adult populations.

On behalf of all those involved in Hazelden’s Mental Health Centers Doctoral Psychology

Internship Program, we again want to thank you for your interest in our training program. We are

eager to continue our efforts in shaping the future of our field. Although we hope the following

information provides you with a comprehensive and detailed understanding of the program itself,

we also understand that you may have additional questions. Please do not hesitate to contact us

for any additional information you may need regarding the doctoral training opportunities at

Hazelden’s Mental Health Centers. Of note, I am happy to provide you with a copy of the training

manual used in the current training year for more information about our aims, evaluations, training

plan, policies, and procedures.

Sincerely, Sarah Beth Beckham, Psy.D., L.P. Training Director

Overview of Hazelden Betty Ford Foundation The Hazelden Betty Ford Foundation is a private, nonprofit corporation whose mission is to help build recovery in the lives of individuals, families and communities affected by alcoholism, drug dependency and related diseases. Hazelden, founded in 1949, has its origins in Center City, MN, about 40 miles northeast of the Twin Cities of Minneapolis and St. Paul. Hazelden merged with Betty Ford Center in 2014 to become the Hazelden Betty Ford Foundation. Hazelden was established originally as a not-for-profit corporation to assist in the rehabilitation of alcoholic men. It soon broadened its mission to include other mood-altering substances and to serve other populations such as women, youth, older adults and minorities. Educational programs were also created for families and friends of the individual struggling with alcohol and drug dependency, further expanding the holistic vision that has guided Hazelden's growth. Hazelden has continued to grow as a leader in providing quality care for individuals struggling with alcohol and drug dependency and related issues. Hazelden's treatment approach is based on the Minnesota Model (also known as the Disease Model or Twelve Step Facilitation Model). This model is best described as an interdisciplinary approach based on the therapeutic principles of the Twelve Steps of Alcoholics Anonymous and incorporating common and well-accepted psychological approaches. This model of treatment has been researched and described in peer-reviewed literature. Psychological services have been part of the Hazelden interdisciplinary team almost since its beginning. The primary role of psychology in the 1960's, 70's, and 80's involved the identification of individual differences through clinical interviews and psychological testing. Mental health professionals initially utilized psychological assessment data for the purpose of team consultation in an effort to individualize treatment approaches based on personality characteristics and intellectual functioning. Conducting psychological assessments and providing treatment recommendations remain integral functions of the mental health professionals at Hazelden today. With the increasing recognition of co-occurring disorders, however, mental health services have expanded to meet the complexity of issues experienced by those who experience substance use problems. The mental health professional’s role has expanded to include intake assessment, comprehensive diagnosis, specialized assessment for recurrent mental health conditions, concurrent individual and group therapy, and continuing care planning. Hazelden’s Mental Health Centers provide a comprehensive network of services for residential programs and community outpatient services for individuals and family members impacted by substance use and related diseases. The central coordinating office for the internship is located in Center City, MN, where adult treatment is provided. An adolescent track is also offered at the Plymouth site. Services offered include, but are not limited to, mental health intake screening, initial mental health diagnostic evaluations, individual and group psychotherapy, testing, continuing care planning, and information and referral resources. Opportunities may vary by site and the current needs of our patients.

Introduction The Hazelden Foundation’s best-known and most influential psychologist, Dan Anderson, PhD, revolutionized the treatment of substance use disorders by eradicating the prevailing psychiatric/medical model of his time. A true visionary, Dr. Anderson advanced the premise that individuals and families suffering from alcohol and drug dependence required the services of a multidisciplinary treatment team that included the services of clinical psychologists to help individualize treatment services. Psychologists were introduced to assess individual differences such as cognitive functioning, personality traits and characteristics, motivational dynamics, and co-occurring mental health disorders. Serving as consultants to the treatment team, the role of the psychologist expanded to include not only assessment, diagnosis and consultation, but also co-occurring disorder treatment, program evaluation, and research. Expanding scientific knowledge, greater demands for complex clinical judgment, and growing requirements for empirically supported practice were just a few of the factors that contributed to the development of Hazelden’s Mental Health Centers Doctoral Psychology Internship Program in 1996. Today, the internship program is further strengthened by the expertise of the Hazelden Betty Ford Foundation as Hazelden and Betty Ford Center merged in 2014. Several programs outside of the clinical mental health department further enhance the program.

The Butler Center for Research (BCR) is dedicated to improving recovery from addiction by conducting clinical and institutional research, collaborating with other research centers, and communicating scientific findings. It is the Center's vision that sustained recovery for all who seek help will be achieved through advancements in knowledge and integration of research into practice. As part of Hazelden's commitment to evidence-based practice, over 35 data analysis projects were conducted to inform clinical care and academic programming, identify treatment needs, drive data-based decision-making, set targets for 2015 strategic plan goals, and contribute to the field's knowledge of addiction treatment. In addition, in Fall 2014 the BCR began collecting outcome data for patients attending Betty Ford Center programs. Research Updates were disseminated to professionals, educators, researchers, students and other stakeholders. Three new Research Updates were created, including one on clinical severity among LGBTQ patients attending residential treatment at HBFF. These two-page summaries of scientific findings from the field of addiction treatment research are provided at no cost as a community benefit to policymakers, treatment professionals and the public at large. They are also available on the BCR’s page of www.hazeldenbettyford.org.

Hazelden Publishing is the premier publisher of evidence-based curricula and other professional resources in the areas of prevention, intervention, treatment, and recovery support, as well as books and media that enhance lifelong recovery and personal growth. In 2014 alone, 2.7 million publishing resources were sold to professionals, people in recovery, and their friends and family. Among the offerings, 43 were new releases, 20 were online subscriptions, 349 were e-books, and 33 were mobile apps.

Hazelden’s Center for Public Advocacy works hard every day to fight the stigma of addiction and promote the promise and possibility of recovery. Their efforts focus on defining and promoting policy and legislation that will help people with the disease of addiction more easily find treatment and recovery support. They also encourage people to speak out and tell their own stories to offer hope to others. Their mission is to educate people on what they can do to help advance public awareness of alcohol or drug abuse treatment and advocate for positive change. They work to end discrimination against people who seek alcohol or drug abuse treatment. They believe health insurance plans must cover treatment for addiction like they do other major chronic illnesses. They identify the problem before it is too late. Medical professionals must make screening for alcohol and other drug problems a part of every primary care and emergency room visit. They also promote

effective treatment and supervised continuing care programs for certain non-violent offenders with drug or alcohol addictions.

The Foundation’s Professionals in Residence Program (PIR) provides experiential training for a wide range of practicing professionals, including: physicians, nurses, and medical students. PIR provides professionals with the tools, knowledge, and insight to understand and respond to addiction. In 2014, 131 professionals completed such trainings.

The Hazelden’s Mental Health Centers Doctoral Internship Program has served more than 75 interns from over 28 universities and professional schools. Multiple psychologists are involved in all phases of the internship program, from administrative oversight to hands-on clinical supervision. As a result, the internship program has a strong foundational training in generalist health service psychology and also continuously strengthened its expertise in advancing the opportunity to practice and develop skills in treating co-occurring substance use and mental health disorders.

Program Description and Requirements Hazelden's Mental Health Centers offers an internship in clinical psychology, accredited as a doctoral internship in health service psychology. Doctoral interns are provided a strong foundation in scholarly knowledge and clinical practice. The goal of the training program is to facilitate doctoral intern development as independent psychological professionals for a variety of career opportunities. This program emphasizes a developmental learning model that ensures doctoral intern knowledge of evidenced-based practices in the treatment of mental health disorders that co-occur with substance use issues and facilitates their growing expertise in the daily clinical practice of knowledge. Interested applicants are not required to have previous experience working with substance use disorders. Rather, this training program is seeking applicants ultimately who share an interest in gaining education, training, and experience with a wide range of general clinical practice experiences and co-occurring disorders treatment. The training program at Hazelden Betty Ford Foundation provides broad-based clinical training through exposure to interventions such as psychological assessment, individual therapy, and group therapy, as well as, involvement in training seminars, supervision, and consultation within an interdisciplinary treatment team. The program is offered at the Center City location serving adults, and the Plymouth location designed for adolescents to young adults and families. Both the adult and adolescent sites identify rotations which include experience in consultation with a multidisciplinary team, assessment, crisis intervention, individual therapy, and group therapy for males and females. The additional opportunity for training in treatment of health care professionals is available in the adult program. Hazelden’s Mental Health Centers Doctoral Internship Program is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). Over the years, APPIC has developed guidelines for procedures used in student-internship matching, and these guidelines continue to evolve over time, as APPIC remains responsive to the varied concerns around this issue. Effective July 9, 2009, APPIC launched APPIC Online, which is a paperless application process for doctoral internship programs. Please visit www.appic.org for further instructions and guidelines for completion of the application. Hazelden’s Mental Health Centers training program follows APPIC policy regarding offers and acceptance and participates in the APPIC Match Program. Hazelden’s Mental Health Centers abides by the APPIC policy in that no person at this training facility will solicit, accept, or use any ranking-related information for any intern applicant. Hazelden’s Mental Health Centers Doctoral Internship Program will participate in the APPIC Internship Match Program administered by National Match Services, Inc. There are two match numbers for our internship program, corresponding to the two training tracks. Applicants may apply to just one or both tracks. PLEASE SPECIFY IN YOUR MATERIALS WHICH TRACK(S) YOU ARE APPLYING TO. The track match numbers are:

166012 Adolescent Track

166013 Adult Track Applicants must obtain an Applicant Agreement Package from NMS and register for the Match in order to be eligible to match to our Internship Program. You can request an Applicant Agreement Package from NMS through the Match Program Web site. Application and admission requirements include:

1. Enrollment in a clinical or counseling psychology doctoral program accredited by the American Psychological Association

2. Completed Association of Postdoctoral Psychology and Internship Centers (APPI) application

3. Practice hours completed totaling a minimum of 1,500 hours including all practicum intervention, assessment, and support hours. Must have accumulated a minimum of 50 assessment hours and at least 300 intervention hours during practicum.

4. Passed Comprehensive Examination through doctoral program 5. Current academic vita 6. Official transcript of all graduate work 7. Three letters of recommendation from resources with direct knowledge of clinical experience,

strengths, and interests Internship positions are contingent upon applicants satisfying the following eligibility requirements:

1. Freedom from chemical use problems. Chemical use problems is defined by (1) either a chemical use that affects the job, job performance or program or (2) any individual who has been in chemical use treatment during the past 2 years

2. Successful completion of a background check 3. Completion of a 2 step baseline tuberculin skin test screening (Mantoux testing)

Please contact the Training Director to consult regarding eligibility requirements. Note that the program requires completion of at least 1904 hours over a minimum of12 months based on a full time status of 40 hours per week. The internship simulates a real-world work environment including a stipend for interns. See the APPIC website regarding our current stipend and any benefits provided. Interns receive 15 days (120 hours) of sick or vacation time, 7 Hazelden Betty Ford Foundation recognized holidays (56 hours), and 5 days (40 hours) of professional development time. Of note, professional leave time is built in to be included in the internship hours. The internship offers the flexibility to require the 2000 hours of training required in some states for licensure. Additional requirements include:

Fulfillment of an individualized training plan

Completion of didactic training, weekly supervision, and clinical rotations

Achievement of competency thresholds

Adherence to all aspects of the Internship Program Agreement

Satisfactory ratings via clinical supervision for all phases of clinical practice

Interns fulfilling program requirements are awarded a certificate of completion.

Questions related to the program’s accredited status should be directed to the Commission on Accreditation (CoA):

Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002 202-336-5979 apaaccred@apa.org www.apa.org/ed/accreditationPlease contact the Training Director with other questions about the training program: Sarah Beth Beckham, PsyD, LP Mental Health Training Director Hazelden Betty Ford Foundation 15251 Pleasant Valley Road, CO7 Center City, MN 55012-0011 651-213-4698 Sbeckham@hazeldenbettyford.org

Application deadline is November 4, 2016 for the the 2017/2018 doctoral internship year.

Applicant Selection Policy

Policy Statement: The selection process for the doctoral internship assesses the strengths of

applicants and their capacity to succeed in the training program. The selection process involves

clinical supervisors, current interns, and other staff members in a three-phase process that

determines whether application requirements have been met, whether the applicant expresses an

interest in working with co-occurring disorders, and reports foundational skills in therapy and

assessment. The three phases include:

Initial screening

Application review

Interview

Purpose: Due to the high volume of applicants, a standard selection process is needed to assess

the highest quality of applicant for the interview phase. The three phase approach works to

maximize objectivity, provide applicant ratings with limited variability between reviewers, and

efficiently utilize staff time to identify the most fitting candidates.

Procedures:

1. Each application is submitted to the Training Director through the Association of Psychology Postdoctoral and Internship Centers (APPIC) match program.

2. The first phase of the selection process includes each application being reviewed for program requirements. The Training Director, Mental Health Supervisors, staff clinicians with the assistance of mental health administrative staff may be assigned the task to review applications and complete the Phase I Application Review Form.

3. Those applications that do not fulfill the requirements of the training program will not be considered for the next phase of the selection process.

a. Applicants will be notified via electronic mail that they are no longer being considered for the doctoral internship position.

4. Those applications that do fulfill the requirements of the training program will then enter phase II of the selection process, in which each application is reviewed by two reviewers. Reviewers will include a variety of pairings that may include the Training Director, Mental Health Supervisors and staff clinicians.

a. Each reviewer will complete the Phase II Application Review Form.

5. Based on the recommendation of reviewers through the Phase II Application Review Form, the Training Director will calculate an average rating.

6. Average ratings and professional judgment will be used to identify those candidates that will be selected for the phase III, namely the formal in-person interview.

a. Applicants will be notified via electronic mail that they are invited for the interview. Available interview times will be included from which the applicant can select.

7. Each applicant is invited to campus to participate in an interview that is comprised of individual panel interviews, a question and answer session with current interns, and a tour of the facility. Applicants interviewing for Center City only will interview at the Center City location. Applicants interviewing for Plymouth only will interview at the Plymouth location. Applicants interviewing for both sites will interview at the Center City location. Optional tours will be arranged for the Plymouth site if applicants interviewing for both sites are interested in touring that facility.

a. The interview panel will consist of the Training Director, Mental Health Supervisors, and staff clinicians from both the Plymouth and Center City sites.

8. At the completion of the interview, each interviewer will complete the Phase III Doctoral Internship Applicant Interview Form.

9. Based on the ratings of interviewers along with use of professional judgment, the Training Director will identify a ranking order of the candidates and submit such to the APPIC.

10. Interns will be selected through the ranking system set forth through APPIC.

Internship Admissions, Support, and Initial Placement Data Internship Program Admissions

Narrative description of the program: Hazelden's Mental Health Centers offers an internship in clinical psychology, accredited as a doctoral internship in health service psychology. Doctoral interns are provided a strong foundation in scholarly knowledge and clinical practice. The goal of the training program is to facilitate doctoral intern development as independent psychological professionals for a variety of career opportunities. This program emphasizes a developmental learning model that ensures doctoral intern knowledge of evidenced-based practices in the treatment of mental health disorders that co-occur with substance use issues and facilitates their growing expertise in the daily clinical practice of knowledge. Interested applicants are not required to have previous experience working with substance use disorders. Rather, this training program is seeking applicants ultimately who share an interest in gaining education, training, and experience with a wide range of general clinical practice experiences and co-occurring disorders treatment. The training program at Hazelden Betty Ford Foundation provides broad-based clinical training through exposure to interventions such as psychological assessment, individual therapy, and group therapy, as well as, involvement in training seminars, supervision, and consultation within an interdisciplinary treatment team. The program is offered at the Center City location serving adults, and the Plymouth location designed for adolescents to young adults and families. Both sites identify rotations which include experience in consultation with a multidisciplinary team diagnostic, assessment, crisis intervention, individual therapy, and group therapy for males and females. The additional opportunity for training in treatment of health care professionals and specialized testing protocols is available in the adult program.

Applicant requirements: 1. Enrollment in a clinical or counseling psychology doctoral program accredited by the American

Psychological Association 2. Completed Association of Postdoctoral Psychology and Internship Centers (APPI) application 3. Practice hours completed totaling a minimum of 1,500 hours including all practicum intervention,

assessment, and support hours. Must have accumulated a minimum of 50 assessment hours and at least 300 intervention hours during practicum.

4. Passed Comprehensive Examination through doctoral program 5. Current academic vita 6. Official transcript of all graduate work 7. Three letters of recommendation from resources with direct knowledge of clinical experience,

strengths, and interests Internship positions are contingent upon applicants satisfying the following eligibility requirements:

1. Freedom from chemical use problems. Chemical use problems is defined by (1) either a chemical use that affects the job, job performance or program or (2) any individual who has been in chemical use treatment during the past 2 years

2. Successful completion of a background check 3. Completion of a 2 step baseline tuberculin skin test screening (Mantoux testing)

Financial and Other Benefit Support for Upcoming Training Year

Annual stipend for full-time interns: $27,000

Annual stipend for half-time interns: n/a

Program provides access to medical insurance for intern?

The program does not offer medical benefits through HBFF, but does provide an additional $215 each month to offset costs for interns to be able to secure their own health benefits.

Annual hours of personal time (vacation/sick Leave):

Up to 15 days

Unpaid leave for medical conditions or family leave:

Yes, the program has a policy regarding parental leave time and does support unpaid leave. Medical leave may also be provided as needed.

Other benefits: The program offers 5 days of professional leave time to attend off site trainings and complete dissertation requirements. At the Center City site, the gym and pool are available for intern use.

Initial Post-Internship Positions

(Aggregated Tally of the past 3 cohorts, each individual only counted one time)

2012-2015

Total # of interns who were in the 3 cohorts: 2013-2014: 6 2014-2015: 6 2015-2016: 6

Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree:

1

Post-doctoral Employed

Community mental health center 0 1

Federally qualified health center 0 0

Independent primary care facility/clinic 0 0

University counseling center 0 0

Veterans Affairs medical center 0 1

Military health center 0 0

Academic health center 0 0

Other medical center or hospital 1 0

Psychiatric hospital 0 0

Academic university/department 0 0

Community college or other teaching setting 0 0

Independent research institution 0 0

Correctional facility 0 0

School district/system 0 0

Independent practice setting 0 0

Not currently employed 0 1

Changed to another field 0 0

Other 12 1

Unknown 0 0

Philosophy and Core Principles

Mental health services are based on the fundamental belief in the inherent worth and dignity of each person and the recognition that patients presenting for services can experience significant degrees of distress, which merit clinical intervention. Relying on scientific knowledge, psychologists utilize a variety of assessment, consultative, and treatment procedures to promote each individual’s mental health, recovery, and growth. Through the identification of individual attributes, psychologists strive to describe patients’ learning styles, personality traits, mental health issues and disorders, cultural influences, individual differences, and personal strengths in an effort to alleviate or reduce obstacles to successful participation in treatment and recovery. Values that help guide the practice of mental health professionals within the context of treating substance use disorders are based on the following premises:

Recovery is primarily a spiritual journey characterized by personal growth, emotional maturity, interpersonal connectedness, and behavior change.

Mental health is continuously striving toward self-acceptance, realization of one’s potential development of healthy relationships, and adaptation to the stresses of everyday living.

Reduction of stress and the development of constructive coping skills, leisure time activities, and healthy relationships are components of a contented recovery, as well as avenues for the prevention of mental health complications.

Many individuals with substance use disorders also experience mental disorders or emotional difficulties at various times in their lives, robbing them of serenity and serving as risk factors for relapse.

Continuous abstinence from mood-altering substances and involvement in a Twelve Step self-help group is an important foundation to sustain both a contented recovery and ongoing mental health and wellness.

Careful assessment and systematic treatment offer safe, effective methods to reduce or resolve mental health problems and disorders for those who have chemical use issues while safeguarding abstinence from mood-altering substances.

Individuals have the capacity to recover from alcohol and drug dependency and mental health complications when: 1) spiritual concepts are introduced consistent with the individual’s stage of development, 2) self-responsibility is stressed, 3) personal values are developed and emphasized, and 4) adaptive coping and social skills are practiced.

Recovery from co-occurring mental health and substance use disorders includes: 1) realistic knowledge of self and acceptance of strengths and limitations, 2) concern for others without negating one’s own needs, 3) inner values that serve as determinants of behavior, 4) satisfaction of emotional needs without infringing on the rights of others, and 5) tolerance of stress and frustration.

Mental health and recovery services are complementary, facilitating ongoing recovery from mental illness and substance use disorders through a greater level of health and wellness.

Definitions and Terms The following definitions and descriptions provide a reference for commonly used terms that address key aspects of the internship experience. Hazelden’s Mental Health Centers Doctoral Psychology Internship Program The official title of the internship is Hazelden’s Mental Health Centers Doctoral Psychology Internship Program. Others terms are also used to describe or refer to the internship such as:

The training program

The program

The internship

The internship program As the title suggests, the internship is a function of Hazelden’s Mental Health Centers at both the Center City and Plymouth locations. The Training Director The Training Director is responsible for all phases of the internship, ensuring fidelity to program policies and procedures in order to advance reliability and standardization of internship quality across individual interns, clinical settings, and internship sites. Director of Mental Health Services, Minnesota Adult Continuum The director is responsible for the strategic effectiveness and operational efficiencies of the mental health center in Center City, St. Paul, Maple Grove, and Chaska. The director leads clinical operations, directs staff members, ensures the highest standard of care, and manages the financial sustainability of mental health operations. The Training Director reports to the Director of Mental Health Services, Minnesota Adult Continuum. The Director of Mental Health and Family Services, Plymouth The Director of Mental Health Services at the Plymouth location has a similar purview to the Director of Mental Health Services, Minnesota Adult Continuum. The director at Plymouth works in collaboration with the Training Director and helps provide internship oversight at Plymouth and, in some instances, supervises assigned interns. The Internship Quality Leadership Team (IQLT) The IQLT has the general control and oversight for all phases of the internship program and, as such, is responsible for the policy, direction, and sustainability of the training program. The IQLT meets each quarter to receive reports, analyze data trends, review quality indicators, and monitor internship effectiveness. The Training Director serves as the liaison between the IQLT and the internship program. The Internship Program Implementation Team (IPIT) The Internship Program Implementation Team (IPIT) is designed to assess program data and trends, solicit input from key constituents, engage in creative problem solving, and address questions and recommendations from the American Psychological Association (APA) in order to advance continuous improvement through clearly defined strategies and tactics. Program Faculty Program faculty members are typically experienced, doctoral level psychologists employed by the Foundation and appointed by the Training Director based on demonstrated expertise aligned with internship goals and objectives. Functions of program faculty include:

Didactic training

Clinical supervision

Administrative functions Didactic Training

The development of competence through training and experience is a cornerstone of internship effectiveness. Didactic training is a formal educational process built on an annual schedule of internal workshops, case reviews and presentations, reading discussions, clinical observations, role plays and simulations of clinical experiences, exploration of ethical concerns, evaluation of clinical effectiveness, discussion related to cultural diversity, and continuing education. Each training opportunity provides a learning experience that addresses a pertinent aspect of clinical practice, applied knowledge, intellectual inquiry, and/or scholarship. An average of 2 hours of didactic training is provided weekly. Clinical Supervision Clinical supervision provides a continuous learning opportunity to enrich and enhance clinical knowledge and competence through clinical case consultation, developmental of clinical competencies, observation of services provided by the intern whether live or through visual recordings, individual coaching, processing notes, group discussion, and/or consultation regarding professional development. Clinical supervision addresses a variety of topics that are clinically relevant, empirically supported, culturally sensitive, gender and age appropriate, ethically sound, and intern-centered. A minimum of 4 hours of supervision are provided weekly including a minimum of 2 hours of individual supervision. Administrative Functions A number of administrative functions are necessary to ensure the smooth operation of internship processes and procedures. Program faculty and interns complete various forms and evaluation measures in order to document performance and completion of required tasks and assignments. Administrative functions include but are not limited to case service and medical record documentation for the further support of patient centered, quality care. Training Plan Every intern completes an individualized training plan at the onset of each clinical rotation. The training plan is a blue print that pinpoints training expectations and outlines internship activities to advance the incremental development of clinical competence. Clinical Rotations Clinical competence is enhanced through a variety of supervised experiences that promote the development of new or enhanced knowledge and skills. As a result, interns have a variety of clinical experiences that include different clinical supervisors, different clinical settings, and different patient populations. The clinical rotations are divided into two categories:

Minor rotations: Minor rotations introduce interns to a broad range of clinical practice over a comparatively short period of time. Minor rotations are assigned based on intern preferences and requests, availability of clinical opportunities, and the learning needs of each intern as determined in partnership with program faculty.

Major rotations: Major rotations are longer, more intensive, learning experiences that provide a variety of in-depth clinical practice opportunities. Major rotations are assigned based on the learning needs of each intern as determined in partnership with program faculty and availability of clinical opportunities, in addition to intern preferences and requests.

Intern Performance and Competency Assessment Intern performance is assessed through a menu of opportunities that are both objective and collaborative.

Clinical supervision is a partnership between faculty members and interns designed to support the development of clinical knowledge and skill. Supervision provides an opportunity for each intern to engage in realistic self-appraisal that helps inform future training plans, rotation opportunities, and the incremental development of competence.

At the conclusion of the first minor rotation, each intern completes an assessment of their clinical supervision experience. This assessment provides an opportunity for bi-directional discussion of

the intern’s perceptions and experiences as well as observations and input from the supervising faculty member. The self-assessment is completed after each rotation in this manner.

The mid-term evaluation is a formal assessment based on standard measures that aid in the evaluation of progress toward specific goals defined in the training plan, goals of the training program, in addition to competencies associated with an effective psychologist. The results of the assessment help inform decisions regarding additional training opportunities.

The final evaluation is completed near the end of the internship and relies on standard measure to assess competencies expected of a psychologist. As a result, the evaluation assesses a range of skills. The final evaluation serves as a capstone experience for the internship and documents the learning outcomes and competencies achieved.

Mission Documents

Hazelden Betty Ford Foundation Mission Statement We are a force of healing and hope for individuals, families and communities affected by addiction to alcohol and other drugs.

Internship Program Goal Hazelden’s Mental Health Centers Doctoral Psychology Internship Program provides education and clinical training to doctoral interns for the effective practice of health service psychology. Interns are provided a strong foundation in scholarly knowledge and clinical practice within the context of a local clinical scientist model. The goal of the training program is to facilitate intern development as independent psychological professionals for a variety of career opportunities.

Training Model Hazelden’s Mental Health Centers Doctoral Psychology Internship Program espouses a local clinical scientist training model. The Internship Program is based on the premise that daily clinical practice should be informed by critical thinking and empirical knowledge based on scholarship and applied clinical skills. The program emphasizes a developmental and incremental learning model that ensures interns’ knowledge of evidence-based practices in the treatment of co-occurring mental health and substance use disorders and facilitates their growing expertise in the daily clinical practice of that knowledge.

Training Philosophy The training program is viewed as an extension of the student’s academic learning that provides an avenue for integration of knowledge and skill resulting in clinical competence. The training is flexible in that it is based on emerging scientific knowledge and clinical innovation. An emphasis is placed on core values involving treating the individual with dignity and respect to the entirety. The training model is actualized through clinical supervision, didactics, continuing education trainings, literature review, individual and group clinical experience, and team meetings. Interns experience and gain competency in psychological processes involving psychological assessment, testing, diagnosis, treatment planning, consultation, individual and group therapy, psychoeducation, and continuing care to develop as a generalist psychologist.

Intern Goals, Objectives, and Competencies

Introduction The internship program is informed by Hazelden Betty Ford Foundation’s mission statement and guided by its program goal, training model, and training philosophy. The program espouses the core values of the Foundation, which include treating every person with dignity and respect, treating the person in their entirety, being of service, committing to the Twelve Step fellowship model, and remaining open to innovation while maintaining a commitment to evidence-based practices.

Intern Training Goals, Objectives, and Competencies Together, the mission, program goal, training model, and training philosophy inform specific intern goals, objectives, and competencies that guide the learning experience of trainees from admission through internship completion. Note that the goals, objectives, and competencies of the program also reflect the importance of the profession-wide competencies for health service psychology including research; ethical and legal standards; individual and cultural diversity; professional values, attitudes, and behaviors; communication and interpersonal skills; assessment; intervention; supervision; and consultation and interprofessional/interdisciplinary skills. Goal 1: Develop requisite competencies in testing, assessment, and diagnosis Objective: Demonstrate knowledge and skill in psychological testing, assessment, and diagnosis Competencies:

Develops proficiencies in test administration and interpretation

Formulates accurate, complete, and informative psychological reports based on interview information, test data, collateral information, and examiner observations

Demonstrates proficiencies in the evaluation and diagnosis of substance use disorders

Demonstrates knowledge and skills in the evaluation and differential diagnosis of co-occurring substance use and mental health disorders

Develops competency to effectively formulate case conceptualizations based on a clear theoretical framework

Formulates competent diagnoses

Demonstrates skill in formulating treatment recommendations and plans based on clinical information and assessment results.

Demonstrates competence and sensitivity to developmental, cultural and diversity issues in test selection, assessment procedures, and diagnosis

Independently integrates ethical/legal and professional conduct standards in all phases of testing, assessment, and diagnosis

Competently evaluates the effectiveness of testing, assessment, and diagnostic procedures

Goal 2: Develop competence in individual therapy Objective: Demonstrate knowledge and skills in individual therapy Competencies:

Demonstrates knowledge and understanding of theoretical and empirically supported psychotherapeutic interventions for individual therapy and apply this knowledge to practice

Employs clinical strategies consistent with patient presenting problems and needs, diagnosis, strengths and limitations

Demonstrates the capacity to form and maintain therapeutic alliances through active listening, empathy, and other relationship building skills

Implements empirically supported methods to effectively treat the interaction between substance use and mental health disorders

Effectively demonstrates cultural sensitivity, developmental awareness, and recognition of individual variability in all phases of psychotherapeutic practice

Independently applies ethical/legal and professional conduct standards in the practice of individual therapy

Evaluates the effectiveness of individual therapy provided

Goal 3: Develop competence in group therapy Objective: Demonstrate effectiveness in facilitating group therapy Competencies:

Demonstrates knowledge and understanding of theoretical and empirically supported psychotherapeutic interventions for group therapy and apply this knowledge to practice

Applies group processes and interventions consistent with group needs, problems, diagnostic considerations, strengths and limitations

Demonstrates the capacity to effectively form and maintain therapeutic alliances necessary for effective group process through active listening, empathy, and other relationship building skills

Effectively employs empirically supported group procedures to treat the interaction between substance use and mental health disorders

Effectively demonstrates cultural sensitivity, developmental awareness, and recognition of diversity issues in all phases of group therapy

Applies ethical/legal and professional conduct standards in the provision of group therapy

Demonstrates the skills necessary to assess effectiveness of group services provided

Goal 4: Develop competence in clinical supervision Objective: Acquire knowledge and skills necessary to provide clinical supervision Competencies:

Acquires knowledge and understanding regarding conceptual models and theories of clinical supervision

Develops proficiencies in providing clinical supervision to graduate level practicum students in addiction and professional counseling

Effectively employs a developmental, student-centered approach to clinical supervision necessary to support professional growth and skill acquisition

Demonstrates cultural competence, developmental awareness, and sensitivity to individual variability in all phases of clinical supervision

Integrates ethical, legal, and professional conduct standards throughout clinical supervision

Assesses the effectiveness of clinical supervision methods and procedures Goal 5: Develop competence in clinical consultation Objective: Demonstrate effective skills in case consultation Competencies:

1. Acquires knowledge and understanding regarding the theory and practice of psychological consultation 2.Demonstrates effective consultation strategies within the context of a multi-disciplinary team 3. Formulates clinical conceptualizations and relevant treatment recommendations consistent with the population served 4. Consistently provides consultation services that are gender specific, age appropriate, and culturally sensitive 5. Employs ethical principles, professional standards, and adheres to legal mandates as a routine component of clinical consultation Goal 6: Develop competence in crisis intervention Objective: Acquire knowledge and skills in crisis management Competencies:

Demonstrates knowledge and understanding of crisis intervention models relevant to substance use disorders and mental health treatment settings

Demonstrates proficiencies in the comprehensive assessment of patients and patients in crisis

Competently conceptualizes and prioritizes the urgency of clinical needs and effectively implements safety plans

Adheres to ethical principles, legal mandates, and professional standards in all phases of crisis intervention

Integrates cultural competence and sensitivity to diversity issues in the effective management and resolution of crisis

Employs strategies to assess the effectiveness of crisis management Goal 7: Develop strategies for effective scholarly inquiry Objective: Demonstrate requisite skills to develop, execute, and evaluate scholarly inquiry strategies Competencies: 1. Independently develops strategies for scholarly inquiry: 1. New contributions to knowledge, 2.

New applications of existing knowledge, 3. Refinement of current knowledge 2. Effectively executes strategies for scholarly inquiry 3. Demonstrates cultural sensitivity, developmental awareness, and recognition of diversity in all

phases of scholarly inquiry 4. Applies ethical /legal and professional standards regarding scholarly inquiry 5. Evaluates the effectiveness of scholarly inquiry strategies Goal 8: Develop competence in program and service delivery evaluation Objective: Demonstrate the required skills to evaluate the effectiveness of program and services provided Competencies: 1. Develops strategies to evaluate program and services provided for one of more of the following:

1. Individual patients, 2. A group of patients, 3. Consultation, 4. Supervision 2. Effectively executes strategies to evaluate program and services provided 3. Demonstrates cultural sensitivity, developmental awareness, and recognition of diversity in all

phases of evaluation 4. Applies ethical/legal and professional standards regarding evaluation 5. Assesses the effectiveness of evaluation strategies and outcomes for program and services

provided

Internship Methods and Standards The internship program is built on a strong foundation of experiential learning, clinical supervision, and didactic training. The program is structured, carefully planned, and professionally supervised, affording a sequence of learning experiences that incrementally advance toward greater depth, breadth, duration, frequency, and autonomy in comparison to practicum training. Approximately half of the intern’s hours are devoted to experiential learning that involves direct clinical service such as assessment, diagnosis, individual therapy, group therapy, crisis management, and consultation. Clinical supervision plays a central role in the development of professional competence informed by the program’s goal and objectives. As a result, supervision is not only timely, but includes mentorship, direct learning experience, and vicarious learning through planned observation, role plays, and role modeling. Didactic training is designed to strengthen each intern’s understanding and knowledge by incrementally addressing the science and research on addiction and mental health disorders. Scholarship is stressed through learning opportunities that encourage interns to develop and implement scholarly strategies that promote new learning and greater depths of understanding. The combined benefits of experiential learning, clinical supervision, and didactic training are effectively integrated across the intern’s experience and include the following components:

Assessment and diagnosis Experiential learning builds on basic skills that include assessment strategies, structured interviewing, analysis of collateral information, and behavioral observation, as well as test selection, interpretation, and diagnosis. Interns shadow experienced psychologists, participate in planned observation, and initiate assessments under structured supervision. As the cornerstone of professional practice, interns gradually practice with greater autonomy as knowledge and skills become increasingly evident in all phases of testing, assessment, and diagnosis through experiential learning, clinical supervision, and didactic training. Didactic training introduces the intern to research and science regarding addiction and commonly occurring mental health disorders. Models of treatment are explored, including empirically supported therapies for substance use disorders, as well as mental health disorders. Special topics are discussed through didactic training that explore in greater depth cultural, ethical, interpersonal, familial, biological and pathological conditions and complications affecting test selection and interpretation, diagnostic assessment, case conceptualization, and recommendations for treatment. Minimum performance standards are routinely assessed at mid-term and at program completion via the Competency Evaluation for Doctoral Interns and Postdoctoral Residents. The Competency Evaluation measure is based on the goals, objectives, and competencies described in this manual. Interns are required to achieve a score of 3 on each of the 10 competencies for testing, assessment, and diagnosis by mid-term. By program completion, interns are required to achieve a minimum score of 4 on each of the 10 competencies. A copy of the Competency Evaluation for Doctoral Interns and Postdoctoral Residents can be found in the Appendix.

Clinical intervention The development of individual therapy, crisis management, and group therapy skills are integral to each intern’s clinical experience. Interns are introduced to individual therapy through a carefully planned sequence of observation, interviewing, relationship building, treatment planning, implementation of treatment techniques, and evaluation of treatment effectiveness. Interns work closely with supervising psychologists and progress from observers to more independent practitioners with time. Supervision includes review of video recordings of individual sessions and feedback and focus on advanced competence. Crisis management builds on each intern’s therapeutic skills to proactively develop an effective management plan that reduces risk, helps restore stability, and provides information, safety, and support.

Crisis management is addressed in collaboration with the supervising psychologist, affording each intern first-hand experience and skill development under the guidance of a licensed psychologist. Likewise, group therapy skills are developed through a gradual introduction to group process where interns are initially group observers, progress to co-leaders, and with continued supervision and competence, independently lead group therapy. As a result, interns gain skills in group member selection, therapeutic alliance, group dynamics, psychoeducation, problem recognition, and conflict resolution. Didactic training addresses effective clinical intervention through an in-depth exploration of special topics addressing complicating factors that easily impede therapeutic progress. New insights from didactic training are applied experientially with the added support and guidance of clinical supervision. Through the combined efforts of experiential learning, didactic training, and clinical supervision, interns grow in sophistication through a wide range of opportunities that strengthen attention to individual and group differences, effective treatment planning, implementation of empirically supported interventions, and evaluation of clinical effectiveness. Minimum performance for effective clinical intervention is assessed mid-term and at program completion using the Competency Evaluation for Doctoral Interns and Postdoctoral Residents found in the Appendix. Interns are required to achieve a score of 3 on each of the competencies for crisis management, individual, and group therapy at mid-term. By program completion, interns are required to have achieved a score of 4 on each of the competencies.

Consultation, Evaluation, and Clinical Supervision Interns are consistently involved in evaluation, consultation, and supervision throughout the duration of the training program. Participation in consultation begins within a matter of weeks based on observational experiences that typically include evaluation, consultation strategies, recommendations, and results. Consultative methods and evaluation are frequent topics of clinical supervision as interns assume greater responsibility for psychological consultation to the multidisciplinary treatment team. Evaluation addresses intern capacity to develop strategies to assess the effectiveness of clinical interventions for a single patient and/or group of patients. Data is used to identify opportunities to strengthen treatment effectiveness and service delivery. As a result, evaluation trends and results may be used to inform consultation efforts, program innovations, or service improvements. Didactic training specifically addresses theories and methods of consultation, evaluation, and supervision in addition to therapy skills in order to refresh and deepen intern awareness, competencies, and skills necessary for effective service delivery. Scholarly discussion focuses on recurring challenges the doctoral interns may face and identifying methods to continuously improve skill in evaluation, treatment, consultation, and supervision based on new knowledge and emerging research. Group supervision is provided at a minimum of once per week for all 6 interns and additional hours of group supervision within the mental health department may be available. Individual supervision is provided consistently for 2 hours per week with primary and secondary supervisors. Consultation occurs from 2 to 5 hours per week with a multidisciplinary treatment team. A mental health clinician will provide supervision of the intern for a minimum of 1 hour per week while the intern is providing consultation to the multidisciplinary team. Didactic training is typically scheduled for 2 hours per week and additional didactic opportunities often arise throughout the training year. Similarly, competencies in supervision are developed through a hierarchy of learning in which interns participate in individual and group supervision regarding their professional practice. Clinical supervision is intern-centered, based on a developmental model of competency achievement. In addition, interns are introduced to the clinical supervision of students in the Hazelden Graduate School of Addiction Studies. Interns assert greater autonomy in providing supervision, primarily from a group supervision model, to students through experiential learning.

Minimum performance is assessed mid-term and at program completion via the Competency Evaluation for Doctoral Interns and Postdoctoral Residents. The evaluation scale is based on the goals, objectives, and competencies for clinical consultation, evaluation, and clinical supervision in this manual. Interns are required to achieve a score of 3 by mid-term on each of the competencies for consultation, evaluation, and clinical supervision. By program completion, interns are required to achieve a score of 4 on each of the competencies.

Strategies for Scholarly Inquiry Strategies of scholarly inquiry are woven throughout didactic training, clinical supervision, and experiential learning. Interns are encouraged to develop learning strategies to bolster greater understanding of new and emerging clinical challenges. Supervision helps provide an avenue for interns to discuss applications of newly acquired knowledge, contributions to existing knowledge, and new applications of knowledge to clinical practice. Case reviews and presentations, literature reviews and theoretical discussions, current research interests and contributions, as well as professional consultation are examples of scholarly inquiry afforded through the integration of experiential learning and clinical supervision. Didactic training addresses this domain through formal presentations that discuss theories and methods of scholarly inquiry while advancing and supporting a culture of learning between and among interns. As a community of learners, interns are expected to collaborate on the development of new knowledge, contributions to existing knowledge, and new applications of knowledge through opportunities such as research, scientific presentations, contributions to professional training, and presentations at professional conferences. Minimum performance standards are routinely assessed mid-term and at program completion via the Competency Evaluation for Doctoral Interns and Postdoctoral Residents. The competency evaluation scale is based on the goals, objectives, and competencies for scholarly inquiry in this manual. Interns are required to achieve a score of 3 on each of the competencies for scholarly inquiry at mid-term. By program completion, interns are required to achieve a minimum score of 4 on each of the competences.

Cultural and Individual Diversity Interns are required to develop deeper appreciation and greater effectiveness regarding all aspects of patients served, including race, ethnicity, national origin, gender expression, sexual orientation, socio-economic background, age, religion, and ability. Sensitivity to diversity and cultural competence are integrated into every program goal, objective, and competency. Experiential learning includes a clearly defined emphasis on diversity and individual difference from the first week through program completion. Issues, opportunities, and challenges are addressed regarding individual and group variability in relationship to testing, assessment and diagnosis, effective clinical intervention, consultation, evaluation, supervision, and scholarly inquiry. Experiential learning may be strengthened through program sponsored public service events, training activities, and volunteer opportunities. Clinical supervision and didactics strategically address multiculturalism and diversity through carefully planned topics and learning opportunities to help individualize assessment strategies and clinical interventions. Interns are required to provide clinical conceptualizations that integrate individual and group variability for greater clinical effectiveness and cultural competence. Likewise, intern consultation, evaluation, and supervision address cultural influences and individual diversity as salient factors in establishing consultative strategies, program evaluation, and clinical supervision with Hazelden graduate students. Minimum performance for cultural and individual diversity is routinely assessed mid-term and at program completion via the Competency Evaluation for Doctoral Interns and Postdoctoral Residents. The competency evaluation scale is based on the goals, objectives, and competences that address cultural and individual diversity found under: Testing, Assessment and Diagnosis, Competency #8; Individual Therapy, Competency # 5; Group Therapy, Competency # 5; Clinical Supervision, Competency # 4; Clinical

Consultation, Competency # 4; Crisis Management, Competency # 5; Scholarly Inquiry, Competency #3; and Delivery Evaluation, Competency #3;. A complete listing of goals, objectives, and competencies are found in this manual. Interns are required to achieve a score of 3 on each of the 6 competencies at mid-term on the Competency Evaluation for Doctoral Interns and Postdoctoral Residents. By program completion, interns are required to achieve a minimum score of 4 on each competency.

Rotations The general training and orientation period spans from the start date near the end of August through early to mid-October. From early to mid-October through December, trainees complete the minor rotation. From January to April, trainees complete the first major rotation. From May through the end of internship in August, trainees complete the second major rotation. Available rotations vary by site, current patient needs, and changes in programming to follow the needs of our patients. Rotations on the residential treatment units include a concentration in men’s primary care, women’s primary care, and the health care professional specialized track. Additional rotations may also be available in day treatment or outpatient services depending on programming and services at the time of internship. Primary tasks on the residential units include following a case load of patients providing individual therapy, treatment planning, and continuing care recommendations; providing group therapy; providing consultation to the multidisciplinary team; completing case reviews and presentations; and completing initial mental health diagnostic assessments and potentially psychological testing. Rotations at Plymouth include both male and female treatment units for youth to young adults. Tasks in Plymouth are similar to Center City but may also involve more family interaction.

Hazelden’s Mental Health Centers Competency Evaluation for Doctoral Interns and Postdoctoral

Residents Name: Please indicate if intern or resident: Please indicate if you are currently at your mid-term or have reached the completion of internship or residence: Introduction Each intern and supervisor will use the following rating scale to assess competency at mid-term and completion of the internship or residency.

Interns are expected to achieve a minimum rating of 3 on each competency at mid-term and at least a rating of 4 on each competency by completion of the internship program.

Residents are expected to have a minimum rating of 4 on each competency at mid-term and a rating of 5 on all competencies by completion.

For interns and residents electing supervised experience with the Butler Center for Research and the Hazelden Graduate School of Addiction Studies, the same rating scales and minimum standards apply. Competencies in clinical research and teaching are assessed based on goals, objectives, and competencies designed specifically for research and teaching.

Competency Ratings Scale: N/A: Indicates not applicable or not assessed by this evaluator. 5- Advanced/Autonomous: Indicates knowledge and skill necessary for autonomous practice. Typical rating for completion of residency. 4- High Internship/Residency: Typical skill set for completion of internship or during residency. Requires supervision, but displays highly developed professional skills and judgment. Generally achieved in 6-12 months of internship. 3- Intermediate Internship: Typical skill set for practice during internship. Displays significant knowledge of role, and functions professionally with regular supervision. 2- Entry Level: Typical Practicum level skill set. Requires continuous supervision. Expected no longer than the first 1-3 months of internship. 1- Unsatisfactory/Needs Remediation: Displays significant problems. May have apparent lack of aptitude for the task or role. This includes unethical practice or boundary violations. The evaluator is to specify what specific areas need remediation in the comments section for any given objective and summarize a recommended course of action at the end of this assessment form. All higher-level ratings are presumed to contain the lower level competencies as well.

Goal 1: Develop requisite competences in testing, assessment, and diagnosis Objective: Demonstrate knowledge and skill in psychological testing, assessment, and diagnosis Competency 1: Develop proficiencies in test administration and interpretation N/A 5 4 3 2 1 Competency 2: Formulate accurate, complete and informative psychological reports based on interview information, test data, collateral information and examiner observations

N/A 5 4 3 2 1

Competency 3: Demonstrate proficiencies in the evaluation and diagnosis of substance use disorders

N/A 5 4 3 2 1

Competency 4: Demonstrate knowledge and skills in the evaluation and differential diagnosis of co-occurring substance use and mental health disorders

N/A 5 4 3 2 1

Competency 5: Develop competency to effectively formulate case conceptualizations based on a clear theoretical framework

N/A 5 4 3 2 1

Competency 6: Formulate competent diagnosis N/A 5 4 3 2 1

Competency 7: Demonstrate skill in formulating treatment recommendations and plans based on clinical information and assessment results

N/A 5 4 3 2 1

Competency 8: Demonstrate competence and sensitivity to developmental, cultural and diversity issues in test selection, assessment procedures, and diagnosis

N/A 5 4 3 2 1

Competency 9: Independently integrate ethical/legal and professional conduct standards in all phases of testing, assessment and diagnosis

N/A 5 4 3 2 1

Competency 10: Competently evaluate the effectiveness of testing, assessment and diagnostic procedures

N/A 5 4 3 2 1

Goal 2: Develop competence in individual therapy Objective: Demonstrate knowledge and skills in individual therapy Competency 1: Demonstrate knowledge and understanding of theoretical and empirically supported psychotherapeutic interventions for individual therapy and apply this knowledge to practice N/A 5 4 3 2 1 Competency 2: Employ clinical strategies consistent with patient presenting problems and needs, diagnosis, strengths, and limitations N/A 5 4 3 2 1 Competency 3: Demonstrate the capacity to form and maintain therapeutic alliances through active listening, empathy, and other relationship building skills N/A 5 4 3 2 1 Competency 4: Implement empirically supported methods to effectively treat the interaction between substance use and mental health disorders N/A 5 4 3 2 1 Competency 5: Effectively demonstrate cultural sensitivity, developmental awareness, and recognition of individual variability in all phases of psychotherapeutic practice N/A 5 4 3 2 1 Competency 6: Independently apply ethical/legal and professional conduct standards in the practice of individual therapy N/A 5 4 3 2 1 Competency 7: Evaluate the effectiveness of individual therapy provided N/A 5 4 3 2 1 Goal 3: Develop competence in group therapy Objective: Demonstrate effectiveness in facilitating group therapy Competency 1: Demonstrate knowledge and understanding of theoretical and empirically supported psychotherapeutic interventions for group therapy and apply this knowledge to practice

N/A 5 4 3 2 1 Competency 2: Apply group process and interventions consistent with group needs, problems, diagnostic considerations, strengths, and limitations N/A 5 4 3 2 1 Competency 3: Demonstrate the capacity to effectively form and maintain therapeutic alliances necessary for effective group process through active listening, empathy, and other relationship building skills N/A 5 4 3 2 1 Competency 4: Effectively employ empirically supported group procedures to treat the interaction between substance use and mental health disorders N/A 5 4 3 2 1 Competency 5: Effectively demonstrate cultural sensitivity, developmental awareness, and recognition of diversity issues in all phases of group therapy N/A 5 4 3 2 1 Competency 6: Apply ethical/legal and professional conduct standards in the practice of group therapy N/A 5 4 3 2 1 Competency 7: Demonstrate the skills necessary to assess effectiveness of group services provided N/A 5 4 3 2 1 Goal 4: Develop competence in clinical supervision Objective: Acquire knowledge and skills necessary to provide clinical supervision Competency 1: Acquire knowledge and understanding regarding conceptual models and theories of clinical supervision N/A 5 4 3 2 1 Competency 2: Develop proficiencies in providing clinical supervision to graduate level practicum students in addiction and professional counseling N/A 5 4 3 2 1

Competency 3: Effectively employ a developmental, student-centered approach to clinical supervision necessary to support professional growth and skill acquisition N/A 5 4 3 2 1 Competency 4: Demonstrate cultural competence, developmental awareness and sensitivity to individual variability in all phases of clinical supervision N/A 5 4 3 2 1 Competency 5: Integrate ethical, legal, and professional conduct standards through-out clinical supervision N/A 5 4 3 2 1 Competency 6: Assess the effectiveness of clinical supervision methods and procedures N/A 5 4 3 2 1 Goal 5: Develop competence in clinical consultation Objective: Demonstrate effective skills in case consultation Competency 1: Acquire knowledge and understanding regarding the theory and practice of psychological consultation N/A 5 4 3 2 1 Competency 2: Demonstrate effective consultation strategies within the context of a multi-disciplinary team N/A 5 4 3 2 1 Competency 3: Formulate clinical conceptualizations and relevant treatment recommendations consistent with the population served N/A 5 4 3 2 1 Competency 4: Consistently provide consultation services that are gender specific, age appropriate, and culturally sensitive N/A 5 4 3 2 1 Competency 5: Employ ethical principles, professional standards and adhere to legal mandates as a routine component of clinical consultation N/A 5 4 3 2 1

Goal 6: Develop competence in crisis intervention Objective: Acquire knowledge and skills in crisis management Competency 1: Demonstrates knowledge and understanding of crisis intervention models relevant to substance use disorders and mental health treatment settings N/A 5 4 3 2 1 Competency 2: Demonstrate proficiencies in the comprehensive assessment of patients in crisis N/A 5 4 3 2 1 Competency 3: Competently conceptualizes and prioritizes the urgency of clinical needs and effectively implements safety plans N/A 5 4 3 2 1 Competency 4: Adheres to ethical principles, legal mandates and professional standards in all phases of crisis intervention N/A 5 4 3 2 1 Competency 5: Integrates cultural competence and sensitivity to gender and developmental issues in the effective management and resolution of crisis N/A 5 4 3 2 1 Competency 6: Employ strategies to assess the effectiveness of crisis management N/A 5 4 3 2 1 Goal 7: Develop strategies for effective scholarly inquiry Objective: Demonstrate requisite skills to develop, execute, and evaluate scholarly inquiry strategies Competency 1: Independently develop strategies for scholarly inquiry such as: 1. New contributions to knowledge, 2. New applications of existing knowledge, 3. Refinement of current knowledge

N/A 5 4 3 2 1

Competency 2: Effectively execute strategies for scholarly inquiry

N/A 5 4 3 2 1

Competency 3: Demonstrate cultural sensitivity, developmental awareness, and recognition of diversity in all phases of scholarly inquiry

N/A 5 4 3 2 1 Competency 4: Apply ethical/legal and professional standards regarding scholarly inquiry

N/A 5 4 3 2 1

Competency 5: Evaluate the effectiveness of scholarly inquiry strategies

N/A 5 4 3 2 1

Goal 8: Develop competence in program and service delivery evaluation Objective: Demonstrate the required skills to evaluate the effectiveness of programs and services provided Competency 1: Develop strategies to evaluate programs and services provided for one of more of the following: 1. Individual patients, 2. A group of patients, 3. Consultation, 4. Supervision N/A 5 4 3 2 1

Competency 2: Effectively execute strategies to evaluate programs and services provided N/A 5 4 3 2 1

Competency 3: Demonstrate cultural sensitivity, developmental awareness, and recognition of diversity in all phases of evaluation

N/A 5 4 3 2 1

Competency 4: Apply ethical/legal and professional standards regarding evaluation

N/A 5 4 3 2 1

Competency 5: Assess the effectiveness of evaluation strategies and outcomes for programs and services provided

N/A 5 4 3 2 1

Summary Strengths/Areas for Continued Growth:

Recommendations and Comments: Signatures Supervisor: Trainee: Training Director: Note: Trainee signature acknowledges receipt of this evaluation, though not necessarily agreement with it. Trainees have the option of providing comments in an attached separate sheet.

Staff Profiles – Center City, MN Director, Mental Health Services Minnesota Adult Continuum Mark Sanstead, PhD, LP, MNPA, has interests in integrating chemical dependency recovery with mental health recovery and adult development, vocational counseling, wellness, couples counseling, management development, ethics, and the integration of spirituality into therapy. (1983, Counseling Psychology, University of Nebraska) Training Director and Senior Clinician Sarah Beth Beckham, PsyD, LP, has interests in Dialectical Behavior Therapy (DBT), Cognitive Behavioral Therapy (CBT), treatment of severe and persistent mental illness, trauma therapy, borderline personality disorder, mood and anxiety disorders, treatment of co-occurring disorders, mindfulness practice. (2012, Clinical Psychology, Minnesota School of Professional Psychology at Argosy University) Mental Health Supervisor Tracy Pobuda, PsyD, LP, has interests in dual diagnosis, anxiety disorders, neurobiology of addiction, codependency, mindfulness-based cognitive therapy and self-compassion. (2007, Clinical Psychology, PGSP-Stanford PsyD Consortium) Medical Director Stephen Delisi, MD, specializes in psychopharmacology, co-occurring disorder assessment and treatment, neurobiology of addiction, and pharmacotherapy and psychotherapy of depression, bipolar disorder, and anxiety disorders. Dr. Delisi is a graduate of Loyola University – Stritch School of Medicine and completed his residency in Psychiatry at Rush University Medical Center in 2001. He is board certified through the American Board of Psychiatry and Neurology, Inc. and through the American Board of Addiction Medicine (ABAM). Psychiatry Staff George Dawson, MD, DFAPA, has interests in severe psychiatric disorders, psychiatric disorders and co-morbid medical conditions, neurobiology of human behavior and addiction, psychiatric care of the medically complex patient, mood disorders, schizophrenia, neuropsychiatry, dementias, human consciousness, psychotherapy, human aggression, and quality care in psychiatry. (1986, Psychiatry, University of Wisconsin Hospitals and Clinics - Board Certified) Kathryn Manning, MD, has interests in treatment of psychiatric disorder as it co-exists with addiction and working with interdisciplinary teams, neurobiology of addiction, treatment of mood disorders including depression and anxiety in adolescents and young adults, treatment of anxiety with pharmacologically along with cognitive behavioral therapy. (2013, Child and Adolescent Psychiatry Fellowship, University of Minnesota, 2012, General Psychiatry, University of Minnesota - ABPN - Board Certified) Judith Neren Dean, APRN, CNS, MSN, is an Advanced Practice Registered Nurse with special interests in the assessment and treatment of co-occurring disorders, multiculturalism, trauma and recovery. (National Science Foundation Merit Award, University

of Minnesota Master of Science in Nursing, Psychiatry/Mental Health. Elected to the International Society of Nursing. Board Certified) Senior Clinicians Nicholas Culp, PsyD, LP, has interests in psychological assessment, Cognitive Behavioral Therapy, Co-occurring Disorders, issues related to cultural diversity, group therapy dynamics, supervision, treatment of sexual compulsivity, treatment of severe and persistent mental illness, personality disorders, motivational interviewing, mood and anxiety disorders, and mindfulness practice. (2012, Clinical Psychology, Minnesota School of Professional Psychology at Argosy University) Donald R. Elverd, PsyD, LP, has interests in working with survivors of trauma, working with veterans, cognitive behavioral approaches to therapy, Twelve Step recovery, hypnotherapy and EMDR, non-traditional healing methods and the integration of spirituality into therapy. (2004, Counseling Psychology) Lindsay Paetznick, PsyD, LP, has interests in dialectical behavior therapy, treatment of serious and persistent mental illness, training and supervision, assessment and treatment of co-occurring disorders, mindfulness-based psychotherapy. (2012, Clinical Psychology, Minnesota School of Professional Psychology at Argosy University) Fran Williams, PsyD, LP, LMFT, has interests in trauma and recovery, PTSD, dissociative disorders and personality disorders, and psychoanalysis. (2002, Counseling Psychology, University of St. Thomas) Mental Health Professionals/Practitioners Patricia Bryan, MSSW, LICSW, ACSW, has interests in the treatment of co-occurring disorders, depression, anxiety, mood disorders, family and relationship issues. Working with Cognitive Behavioral Therapy, solution focused, and strength based therapies and mindfulness integrative therapies. (1980, University of Wisconsin, Madison) Nikia Gustafson, MSEd, LPCC, LADC, has interests in cognitive behavioral therapy, co-occurring disorders, treatment of serious and persistent mental illness and utilization of mindfulness techniques and motivational interviewing. (2011, University of Wisconsin- Oshkosh) Melissa Martini, MA, LPCC, has interests in co-occurring disorders, treatment of anxiety, depression, and borderline personality disorders. Integration of life transitions and utilization of Cognitive Behavioral Therapy interventions. (2011 St. Mary's University of Minnesota) Ilyssa Siegel, MA, PsyD, has interests in co-occurring disorders and assessment, cognitive behavioral therapy interventions, Motivational Interviewing, multiculturalism, human sexuality, Twelve Step facilitated psychotherapy, identity development and self-esteem. (2014, Minnesota School of Professional Psychology) Ann M. Schissel, PhD (University of Minnesota, Clinical Science and Psychopathology Research Program). Interests: Treatments focusing on Cognitive Behavioral Therapy and Mindfulness for Mood and Anxiety Disorders, Assessment, and Developmental Influences on Psychopathology and Personality.

On-Call Staff Rebecca Hainlen, PsyD, LP (2014, Minnesota School of Professional Psychology). Interests: co-occurring disorder assessment and treatment, implementing a strengths-based approach drawing from the principles of Motivational Interviewing, Twelve Step philosophy, cognitive theories, and a developmentally sensitive framework.

Staff Profiles – Plymouth, MN Director Leslie Adair, PhD, LP, LMFT, areas of focus include co-occurring disorder assessment and treatment; couples, family, and relationship counseling; abuse and trauma issues; integrating Twelve Step philosophy into mental health treatment, and cognitive assessment. Leslie is a 2010 graduate of Fielding Graduate University in Clinical Psychology. Mental Health Supervisor Tim Portinga, PsyD, LP, also serves as an adjunct professor with Hazelden's Graduate School of Addiction Studies. Areas of focus include co-morbidity of depression and conduct disorder, developmental psychology, psychotherapy with oppositional adolescents, and health psychology. Tim is a 2005 graduate of the University of St. Thomas in Counseling Psychology. Medical Director Joseph Lee, MD, has extensive experience with youth and families from across the country and abroad provide him an unparalleled perspective on emerging drug trends, co-occurring mental health conditions, and the ever-changing culture of addiction. A triple-board certified physician, he completed his medical degree at the University of Oklahoma and his Adult Psychiatry residency at Duke University Hospital and his fellowship in Child and Adolescent Psychiatry from John Hopkins Hospital. He is a diplomate of the American Board of Addiction Medicine and is a member of the American Academy of Child and Adolescent Psychiatry's Substance Abuse Committee. Psychiatrist Katarzyna Litak, MD, ABAM, is board certified in Child, Adolescent and Adult Psychiatry and Addiction Medicine. Interested in co-occurring disorders and understanding disruptive behaviors. (Medical School of Wroclaw in Poland, Adult and Child and Adolescent Psychiatry at University of Minnesota) Senior Clinicians Kara Goldmann, PsyD, LP, has interests in treatment of co-occurring disorders, mood and anxiety disorders, animal-assisted therapy, interpersonal relationships, training and supervision, and attachment theory. (2013, Indiana University of Pennsylvania)

Amanda Klinger, PsyD, LP, works primarily with inpatients on one of the male units, and also has a small outpatient caseload. Areas of focus include Dialectical Behavior Therapy (DBT), positive psychology and resiliency, and mindfulness. She is especially interested in adventure therapy and incorporates experiential activities into group therapy treatments, often taking advantage of the climbing wall at the facility. She teaches part-time at the University of Phoenix Twin Cities campus. She is a 2012 graduate of Pacific University in Oregon.

Mark Rosenblum, Psy D, LP, CBSM, has interests in insomnia treatment, Cognitive Behavioral Therapy for Insomnia (CBT-I), addiction and sleep disorders, treatment of sleep medication and sleep aid addiction, self-medicating insomnia with drugs and alcohol. (2005, Argosy University of Atlanta) Helen Troy-Duncan, PsyD, LP, has interests in cognitive assessment, including neuropsychological and ADHD assessment, mood disorders, personality disorders, and relationship issues. (2010, Clinical Psychology, Argosy University-Twin Cities) David Wells, MA, PhD, LP has interests in adolescent development, cognitive-behavioral interventions for anxiety and depression, personality disorders, oppositional problems, anger issues, interpersonal conflict, and group therapy. (2010, Educational Psychology, University of Minnesota) Mental Health Professionals/Practitioners Elina Kala, MS, LMFT, LADC, has interests in addiction as a family disease, addiction's effects on parents and siblings, family recovery, communication patterns, narrative and solution focused brief therapy, and mindfulness. (1987, Psychology, University of Jyväskylä, Finland) Paul J. O'Hara, MA, LP has interests in psychoanalysis and psychoanalytic psychotherapy, understanding addiction through the lens of psychoanalytic thought. (1990, M.Div. Counseling Psychology, University of St. Thomas) Anna Rauscher, MA, LMFT, interests and training are in couples and family therapy, family dynamics related to addiction, dialectical behavior therapy, functional family therapy, and adolescent and young adult issues. (2007, Marriage and Family Therapy, Saint Mary's University of Minnesota) Matt Ryan, MA, MFT, has interests in systemic-based therapy models, solution-focused therapy, family and relationship counseling, adolescent and young adult issues, assessment and treatment of co-occurring disorders, dialectical behavioral therapy (DBT), and positive psychology. (2013, Capella University of Minneapolis)