Dyson College of Arts and Sciences

9 d. Initiating and directing group interventions. e. Initiating and directing family interventions. f. Providing psychotherapeutic services from a variety of theoretical per- spectives and within an evidence-based model of practice. Competencies related to Objectives for Goal #7: Readiness for Practicum Competencies a. Students will be able to design effective interventions for school learn- ing and behavior problems. b. Students will have the foundation knowledge of intervention skills and techniques which are the hallmarks of all intervention activities. Readiness for Internship Competencies a. Students will be able to conduct mental status examinations and diag- nostic interviews and combine them with psychological test findings in order to formulate diagnoses and treatment plans. b. Students will understand the basic principles of effective psychother- apeutic technique in cognitive behavioral and psychodynamic psycho- therapy from the perspective of individual, family, and groups. c. Students will have the ability to evaluate the evidence-base for psycho- therapeutic interventions. d. Students will have skills to provide group interventions. e. Students will have the skills to provide family interventions. f. Students can conceptualize interventions from a number of theoretical perspectives consistent with an evidence-based model of practice. Readiness for Program Completion Competencies a. Students will demonstrate professional proficiencies in providing psy- chotherapeutic interventions, consistent with evidence-based practice, from a number of theoretical perspectives. How Outcomes are Measured and Minimum resholds for Achievement for these Objectives/Competencies: Readiness for Practicum w VII.RP.a. Students observe a mental status examination and then are vid- eotaped role-playing mental status examinations. Minimal competence is defined as demonstration of appropriate empathy, ability to establish rapport, and interviewing skills (PSY 509A). VII.RP.b. Students understand the empirical literature related to the ba- sic components of a helping interview. Minimal competency is defined by successful completion of class examination (PSY 722). Students understand the change mechanisms underlying various inter- vention. Perspectives, including cognitive-behavioral and psychodynam- ic. Minimal competency is determined by passing an examination that addresses these perspectives (PSY 722; PSY 737). Students are required to write a paper in which they provide comparative case formulations using alternative theories and techniques. Minimal competency is defined as successful demonstration of theory anchored case formulation and treatment planning from two perspectives. (PSY 737). Students must pass examinations that assess their mastery of various approaches to intervention related to curriculum and methods, direct instruction, response to intervention, special education programming and interventions for various disorders, and neuropsychological process theories of intervention. Minimal competency is successfully completing the examinations (PSY 727). Readiness for Internship VII.RI.a. Students submit their case formulation and psychological re- port from the APPIC application. Minimal competency is defined as a case formulation that includes an appropriate understanding of de- velopmental, family and cultural issues, medical health history, mental status findings, psychological and educational assessment findings, case formulation, specific treatment recommendations and supportive family interventions. VII.RI.b. Students are provided with case materials (e.g., developmental history, excerpts from transcript sessions), and then take an oral exam- ination which assesses their capacities for: diagnostic and case formula- tion within the context of individual therapy, appropriate recognition of key elements of therapeutic communication; ability to provide analysis from multiple theoretical perspectives; ability to relate the case materi- als to the empirical literature, and; ability to understand the presenting problem within a wider context of prevention. Minimal competency is defined as receiving passing grades from two faculty evaluators (Com- prehensive Examination). VII.RI.c. Students develop and implement counseling and psychothera- peutic interventions within their school and clinical settings, and receive biannual ratings from field supervisors regarding their competencies in this area. Minimal competency at this level is attainment of a rating of "4" (Professional Competence) on this scale. Readiness for Program Completion VII.RPC.a. Students carry out individual and/or group cognitive behav- ioral therapy and/or psychodynamic interventions in their placements in the externship and internship settings. Supervisors rate their level of competence with respect to psychotherapeutic interventions. Minimal Competence is defined as a rating of 4 ("Professional Competence"). Goal #8: Supervision: Provision of evidence-based supervision of psy- chological services. Objectives for Goal #8. a. Students will understand the process of supervision from within sever- al evidence-based frameworks. b. Students will be able to provide effective supervision in the area of psychological assessment. c. Students will be able to provide effective supervision in the area of case formulation. How Outcomes are Measured and Minimum resholds for Achieve- ment for these Objectives/Competencies: Readiness for Practicum VIII.RP.a. Students engage in the supervisory process and appreciate the value of supervision (Clinic Competency Scale).

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