食色视频

Interns complete 14-18 hours of direct clinical work per week. This work includes the range of clinical services, with the majority consisting of individual counseling to 食色视频 students while a few may involve couple鈥檚 counseling. CPS clients present with anxiety, depression, relationship problems and academic concerns as the top presenting problems, but interns will have exposure to the range of psychological problems. Additionally, 2-4 hours for initial consultations (ICs) will be scheduled for interns along with group therapy participation. Interns will conduct a minimum of 4 psychological test batteries (materials provided by CPS). Other activities include psychoeducational workshops and outreach programming. 

Interns provide ICs and brief therapy (14-18 per week; 16 sessions allowed per client, per year) for registered 食色视频 State undergraduate and graduate students. In addition, interns may gain experience with couples, groups, and referring students for medication or to outside therapists for ongoing therapy. Interns routinely interface with licensed staff regarding student mental health care. Interns also discuss your treatment plans in ongoing supervision and Clusters or Case Conference to gain greater experience and competence in your clinical conceptualizations and interventions.

食色视频 Interns work as part of a multicultural organization and gain experience with a widely diverse student population. CPS clientele include a high degree of diversity around race, ethnicity, gender, sexual orientation, religion, urban/rural, age, and physical ability. The Clinical Seminar will address diversity issues, including intersectionality. Interns will have the opportunity to explore your own cultural beliefs and values and how these may impact interactions with one another and your clients. It is expected that diversity dialogues do not end in the seminars but continue throughout all aspects of the training program.

Interns assess the appropriate level of intervention in ICs since 食色视频 operates using an informal stepped-case system. Thus, ICs may result in referral to psychoeducational workshops, campus services, or group therapy, prior to referrals for individual therapy. During routine operations, interns provide one morning and/or one afternoon shift for ICs each week depending on caseload (4-5 clients); these may include crisis service. In the case of a crisis involving potential harm to self or others, or if a student is gravely disabled, interns consult with your supervisors or with senior staff for appropriate intervention. Consultation with Case Managers is routine for all hospitalizations. Through these activities, Interns gain experience with crisis assessment/ management.

 

Interns quickly establish rapport in ICs in order to assess the appropriateness of the student鈥檚 presenting problem to a brief treatment model versus longer-term therapy. Interns also develop skills conducting assessments for a range of presenting issues, providing crisis intervention, developing differential diagnosis, referring for medication evaluation, and engaging in collaboration with other resources. Interns will also gain assessment skills with utilizing diagnostic screeners including but not limited to the College Counseling & Psychological Symptoms (CCAPS), Eating Disorder Questionnaire, the Beck Depression Inventory (BDI) and the Columbia Suicide Severity Rating Scale (Columbia).

Interns have varied opportunities to manage a range of crises in the course of your ongoing therapy with students. Interns consult with your supervisor or other staff if a student presents as a danger to self or others or is gravely disabled. Interns will gain training in Safety Planning for such circumstances. In addition, interns may join staff in speaking to various academic departments or resident halls when critical incidents arise. For instance, interns might speak to an on-campus group to help students to deal with the effects of a suicide, a sexual assault, or a natural disaster.

Extended training in crisis management will occur if the Crisis Rotation is selected.

Interns provide consultation to faculty, staff, Resident/Graduate Deans, or students as necessitated by your clinical work and with input from your supervisor. This consultation may occur over the phone or in person and will involve the appropriate application of confidentiality protocols. Interns also participate in community activities and establish relationships with other university colleagues in a manner consistent with your training foci and with input from your supervisor.

CPS maintains a robust Groups program. Staff members typically offer at least one group per semester, meaning that as many as 20 groups may be offered at a time. Interns will co-lead at least one section of the Understanding Self & Others group, our routine process group. It is offered for multiple sessions on both 食色视频 campuses each semester. Additionally, interns may select your area of interest in groups depending on your Rotation and with input from your supervisor. Other group options have included psycho-educational or skills groups, e.g., Trauma Group, Mind over Mood, and support groups such as LGBTQ Support. Groups run for 1.15 hours weekly and interns will have one hour of supervision per group. 

Interns participate in various types of outreach to the 食色视频 community during your internship year. Outreach encompasses liaison building, providing psychoeducation, program development, and other preventative work, typically with a mental health focus. These activities may occur in person or virtually. CPS offers a week-long signature event to the 食色视频 campuses each semester. One involves sponsored activities related to Mental Health Awareness/Suicide Prevention Week and the other to Body Positivity/ Healthy Eating Week. These weeks present a range of activities in various spaces on campus toward engaging nonclinical students directly and contributing to preventative efforts. Interns participate with supervision and guidance from CPS staff. CPS also provides a Mental Health Fair to the campus community yearly; interns will have the opportunity to develop your own related activity with input from your supervisor and/or other CPS staff.

 

Many outreach activities depend to a great extent on requests made to CPS. Interns may present to student groups on particular topics (e.g. depression, anxiety, substance abuse, or stress management), or introduce students to CPS services. Presentation frameworks for these workshops will be provided by CPS staff. Further, Mental health screenings may also be provided to various student groups, e.g., annually provided to participating athletic teams. Outreach may also include responding within on-campus events sponsored through other campus departments. Interns will participate in a minimum of two Outreach activities per semester. All activities will occur in conjunction with a CPS staff member as designated supervisor. Samples of CPS Outreach activities may be found on the CPS website: https://counseling.kennesaw.edu/index.php

• Multiple Groups: Co-facilitate multiple (2) groups led by CPS staff to students. At least one to be a process group and one a skill group.
• Anxiety/Depression Workshops: Facilitate 4 additional workshops on campus, training practicum students to facilitate them
• Readings: Complete three related readings selected by the Rotation supervisor
• Supervision: Receive related supervision weekly from CPS staff focused on each group

• Behavioral Risk Assessment Team: Participate in regular meetings of the university鈥檚 BRT, learning disposition and management of complex and high-risk students

• Caseload: Accept increased referrals of CPS clients with crisis situations

• Complete a week on after-hours and emergency on-call

• Complete a campus debriefing re a crisis with staff member (as opportunity presents)

• Readings: Complete three related readings selected by the Rotation supervisor

• Supervision: Receive related supervision weekly from CPS staff focused on crises

• SAFE. Center: Participate in routine meetings with the on-campus partner

• Caseload: Accept increased referrals of CPS clients with trauma histories (at least 3)

• Group: Co-facilitate a trauma-related counseling group provided by CPS

• Readings: Complete three related readings selected by the Rotation supervisor

• Supervision: Receive related supervision weekly from CPS staff focused on trauma clients/groups

• Psychological Testing: Conduct 2 additional psychological test batteries to address specific clinical questions, including, Behavioral, Personality, Objective and Projective tests

• Case Presentation: Present a testing case to CPS staff

• Participate in CPS system research/evaluation as opportunities present

• Readings: Complete three related readings selected by the Rotation supervisor

• Supervision: Receive related supervision weekly from CPS staff focused on assessment

• Supervise a practicum student on a portion of their caseload

• Co-facilitate 2 training seminars for practicum students

• Lead two training seminars for practicum students

• Readings: Complete three related readings selected by the Rotation supervisor

• Supervision: Receive related supervision weekly from CPS staff focused on supervision

Intern鈥檚 performance demonstrates a level of competence that exceeds the level expected of an intern at this stage in training. The use of the element is consistently incorporated into the intern's work and is evident in their daily professional practice. Intern is able to reflect on their experience of the element and knows when to consult.

The intern is aware of the element and routinely applies it in their work without need for assistance. The intern seeks greater learning about and understanding of the element as a form of ongoing development. This is the minimal level of competence needed for successful completion of the training program and entry-level practice.

The intern is aware of the element and can utilize this awareness to inform their work in the internship setting, though the intern may still need assistance didactically or experientially in order to regularly utilize the element in their direct service. The application of learning to practice may be inconsistent. Ongoing supervision and monitoring is focused on continued advancement, integration, and consistency.

The intern has a basic foundation in the element and moves toward acquiring competence in it. The intern may have cognitive understanding or experiential skill with the element, but those may not be well integrated. Significant supervision and monitoring are required to support the skill level needed for entry-level practice.

Level 1 - Insufficient Competence: The intern does not understand or is unable to effectively demonstrate the element that is expected at this time in the training experience OR the intern exhibits behaviors indicating lack of readiness for the work that is required in the internship setting. A doctoral intern evaluated at this level will require immediate augmented supervision or structured training opportunities.

1. Due Process The following provides CPS interns and staff with an overview for the identification and management of intern problems and concerns, along with important considerations in the remediation of problems. CPS encourages staff and interns to discuss and resolve conflicts informally whenever possible; however, if an adequate outcome cannot be reached, this document provides a formal mechanism for CPS to respond to issues of concern. A listing of possible sanctions and an explicit discussion of the due process procedures are also included. This Due Process Document is divided into three sections:

 

I. Definitions: Provides basic or general definitions of terms and phrases used throughout the document.

 

II. Procedures for Responding to a Trainee鈥檚 Problematic Behavior: Provides our basic procedures, notification process, and the possible remediation or sanction

interventions. Also includes the steps for an appeal process.

 

III. Grievance Procedures: Provides the guidelines through which a trainee can informally and formally raise concerns about any aspect of the training experience or work environment. This section also includes the steps involved in a formal review by CPS of the trainee.

 

I. Definitions

 

Trainee

Throughout this document, the term 鈥渋ntern鈥� is used to describe graduate students in psychology who are working in the agency during the conclusive training year of predoctoral study.

 

Associate Director for Training (or Training Director)

The term 鈥淭raining Director鈥� is used to describe the licensed psychologist who oversees that specific intern training class鈥檚 activities.

 

Due Process

The basic meaning of due process is to inform and to provide a framework to respond, act or dispute. Due process ensures that decisions about interns are not arbitrary or personally based. It requires that the Training Program identify specific procedures that are applied to all intern鈥檚 complaints, concerns and appeals.

Due Process Guidelines

 

1. During the orientation period, interns will receive in writing CPS鈥� expectations related to professional functioning. The Training Director will discuss these expectations in both group and individual settings as will primary and secondary supervisors.

2. The procedures for evaluation, including when and how evaluations will be conducted will be described. Such evaluations will occur at meaningful intervals.

3. The various procedures and actions involved in decision-making regarding a problem behavior or intern concerns will be described.

4. CPS will communicate early and often with the intern and, if needed, with the intern鈥檚 home program, if staff identify any specific problems that are significantly interfering with performance.

5. The Training Director, in consultation with the primary supervisor and/or secondary supervisor when deemed appropriate, will institute a Remediation Plan for identified inadequacies, including a timeframe for expected remediation along with consequences of not rectifying the inadequacies.

6. If an intern decides to initiate an appeal process, this document describes the steps with which an intern may officially appeal this program's action(s).

7. CPS due process procedures will ensure that interns have sufficient time (as described in this due process document) to respond to any action taken by the program before the program鈥檚 implementation.

8. When evaluating or making decisions about an intern鈥檚 performance, CPS staff will use input from multiple professional sources whenever available.

9. The Training Director will document in writing and provide to all relevant parties the actions taken by the program and the rationale for all actions.

2. Remediation

Remediation and Sanctions

The implementation of a remediation plan with possible sanctions should occur only after careful deliberation and thoughtful consideration of the Training Director, the primary supervisor, relevant members of the training staff and the Executive Director. The implementation of any remediation plan will involve notification of the interns doctoral program immediately. The remediation and sanctions listed below may not necessarily occur in that order. The severity of the problematic behavior plays a role in the level of remediation or sanction.

 

1. Schedule Modification is a time-limited, remediation-oriented, closely supervised period of training designed to return the intern to a more fully functioning state. Modifying an intern's schedule is an accommodation made to assist the intern in responding to personal reactions to environmental stress, with the full expectation that the intern will complete the internship. This period will include more closely scrutinized supervision conducted by the primary and secondary supervisor and in consultation with the Training Director. Several possible and perhaps concurrent courses of action may be included in modifying a schedule. These include:

a) increasing the amount of supervision, either with the same or additional supervisors;

b) change in the format, emphasis, and/or focus of supervision;

c) recommending personal therapy;

d) reducing the intern's clinical or other workload;

e) requiring specific academic coursework.

 

The length of a schedule modification period will be determined by the Training Director in consultation with supervisor(s) and the Executive Director. The termination of the schedule modification period will be determined, after discussions with the intern, by the Training Director in consultation with the supervisor(s) and the Executive Director.

 

2. Probation is also a time-limited, remediation-oriented, more closely supervised training period. Its purpose is to assess the ability of the intern to complete the internship and, if possible, to return the intern to a more fully functioning state. Probation defines a relationship in which the Training Director systematically monitors, for a specific length of time, the degree to which the intern addresses, changes and/or otherwise improves the behavior associated with the inadequate rating. The intern is informed of the probation in a written statement that includes:

a) the specific behaviors associated with the unacceptable rating;

b) the remediation plan for rectifying the problem;

c) the timeframe for the probation during which the problem is expected to be ameliorated, and

d) the procedures to ascertain whether the problem has been appropriately rectified.

 

If the Training Director determines that there has not been sufficient improvement in the intern's behavior to remove the Probation or modified schedule, then the Training Director will discuss possible courses of action with the supervisor(s) and the Executive Director. The Training Director will communicate in writing to the intern that the conditions for revoking the probation or modified schedule have not been met. This notice will include a revised remediation plan, which may include continuation of the existing remediation efforts for a specified time period or implementation of additional recommendations. Additionally, the Training Director will communicate that, if the intern's behavior does not change, the intern will not

successfully complete the training program. The intern will be notified within 3 days of the decision.

 

3. Suspension of Direct Service Activities requires a determination that the welfare of the intern's client(s) or the campus community has been jeopardized. When this determination has been made, direct service activities will be suspended for a specified period as determined by the Training Director in consultation with the intern鈥檚 supervisor(s), Training Director and Executive Director. At the end of the suspension period, the intern's supervisor(s) in consultation with the Training Director and Executive Director will assess the intern's capacity for effective functioning and determine if, or when, direct service may be resumed.

 

4. Administrative Leave involves the temporary withdrawal of all responsibilities and privileges at CPS. If the Probation Period, Suspension of Direct Service Activities, or Administrative Leave interferes with the successful completion of the training hours needed for completion of the internship, this will be noted in the intern's file and the intern's academic program will be informed. The Training Director will inform the intern of the effects the administrative leave will have on the intern's stipend and accrual of benefits.

 

5a. Dismissal from the Training Program involves the permanent withdrawal of all agency responsibilities and privileges. When specific interventions do not, after a reasonable time period, rectify the problem behavior or concerns and the intern is deemed unable or unwilling to alter her/his behavior, the Training Director will discuss with the supervisors and Executive Director the possibility of termination from the training program or dismissal from the agency. Either administrative leave or dismissal would be invoked in cases of 1) severe violations of the APA Code of Ethics, 2) when physical or psychological harm to a client is a major factor, or 3) the intern is unable to complete the training program due to physical, mental or emotional illness. The Executive Director will make the final decision about dismissal.

5b. Immediate Dismissal involves the immediate permanent withdrawal of all agency responsibilities and privileges. This dismissal may bypass steps identified in notification procedures and remediation and sanctions alternatives. Immediate dismissal would be invoked but is not limited to cases of 1) severe violations of the APA Code of Ethics, or 2) when physical or psychological harm to a client is a major factor, or 3) the intern is unable to complete the training program due to physical, mental or emotional illness. In addition, in the event an intern compromises the welfare of a client(s) or the campus community by an action(s) which generates grave concern from

the Training Director and/or the supervisor(s), the Executive Director may immediately dismiss the intern from CPS. When an intern has been dismissed, the Training Director and Executive Director will immediately communicate to the intern's academic department that the intern has not successfully completed the training program.

If at any time an intern disagrees with the aforementioned sanctions, the intern may implement Appeal Procedures.

A. In the event that an intern encounters difficulties or problems other than evaluation related (e.g. poor supervision, unavailability of supervisor(s), workload issues, personality clashes, other staff conflicts) during his/her training program, an intern can:

 

1. Discuss the issue with the staff member(s) involved;

2. If the issue cannot be resolved informally, the intern should discuss the concern with the Training Director who may then consult with the Director or other staff members if needed. If the concerns involve the Training Director, the intern may consult directly with the  Director);

3. If the issue cannot be resolved informally, the intern may file a formal grievance in writing with all supporting documents to the Training Director;

4. If the Training Director cannot resolve the issue of concern to the intern, the intern may file a formal grievance in writing with all supporting documents, with the Director.

5. When the Director has received a formal grievance, within three working days of receipt, the Director will implement Review Procedures as described below and inform the intern of any action taken.

食色视频 provides leave time to all employees as a part of your benefits package. Interns seek approval from supervisors for leave time, and then must make formal requests for leave in the USG system, (e.g., vacation, expected medical leave/illness, or professional development) with adequate time to allow for office coverage. Interns acquire 10 hours per month of paid Annual Leave (vacation) and 8 hours per month of Sick Leave. Interns are also provided with 80 hours of Professional Leave for the year by CPS; this leave can be used for professional development, which might include defending dissertations, attending graduation, postdoc interviews, or professional conferences. Interns should consider carefully whether you wish to schedule this leave weekly or to save leave days for anticipated program needs. Interns should plan to use the 80 hours within the training year rather than

鈥渟aving鈥� the time for the end of the year. Leave time should also be indicated on the intern鈥檚 schedule in Ti and preapproved by your supervisor.

食色视频 employees receive the benefit of 12 paid holidays per calendar year. Each year's holiday schedule is established by 食色视频, and 食色视频 will be closed for business in observance of the holidays, although minimal staff/services maintain certain departments. All employees and interns are responsible for negotiating your needs around religious practices with your supervisor. 食色视频 employees may use vacation time for religious holidays and questions may be referred to Human Resources.

The following paid Holiday hours are anticipated for the 2024-25 academic year:

- September 2024: Labor Day: *Monday, September 2

- November 2024: Thanksgiving Holiday: *Thursday, November 21, Friday, November 22

- December 2024: Winter Holiday: December 26 through December 30

- January 2025: New Year鈥檚 Day: January 1 (2025 paid holiday Monday the 2nd)

Further holidays in 2024-25 will be made available to interns upon publication by 食色视频 Human Resources, and have included, in the past, Martin Luther King, Jr. Day, Spring Break, Memorial Day, Juneteenth, and the July 4th holiday.

Unplanned Leave

In the event of unplanned time out, for instance calling out sick (i.e., time that has not been previously requested and approved), interns are responsible for communicating (phone, email or text message) with your direct supervisor and appropriate front office personnel (470- 578-6600) to ensure appointments are rescheduled with as much advanced notice as possible. Other appropriate personnel should be notified (e.g., assistant director, co-therapist, co-presenter, etc.) in communications as appropriate by circumstances.

For unanticipated delays in sessions, e.g. more than 15 min late or late any amount of time that impacts an appointment, interns communicate with your direct supervisor and the appropriate front office personnel so relevant staff can be notified.