California School of Forensic Studies
Alliant International University
Division of Professional Field Training
FIELD TRAINING GUIDELINES
Los Angeles Campus,
San Diego Campus,
Irvine Campus
Effective September 2011
Division of Professional Field Training Staff
(with phone numbers and email addresses)
Lisa Talerico, Psy.D., Director
ltalerico@alliant.edu
619-995-3341
Pam Skewes, Assistant
pskewes@alliant.edu
626-270-3291
Robert Briones, Psy.D, Advisor/Liaison
rbriones@alliant.edu
626-270-3285
Linda Miles, Ph.D., Advisor/Liaison Irvine
lmiles@alliant.edu
714-616-6440
Jeff Daly, Psy.D., Advisor/Liaison San Diego
jdaly@alliant.edu
858-945-2181
Important Websites:
California Board of Psychology (www.psychboard.ca.gov)
(916) 263-2699
California Psychology Internship Council (CAPIC) (www.capic.net)
(510) 841-9230 x131
National Register of Health Service Providers in Psychology (www.nationalregister.org)
(202) 783-7663
Association of State and Provincial Psychology Boards (ASPPB) (www.asppb.org)
(334) 832-4580
Professional Examination Service (www.proexam.org)
(212) 367-4200
Association of Professional Psychology Internship Centers (www.appic.org)
(202) 589-0600
2
PREFACE
.
This manual has been prepared to set forth guidelines and procedures for the ClinicalForensic PsyD students, local training agencies/sites, and Field Training Advisors/Liaison
of the Los Angeles, Irvine, and San Diego Campuses.
The Professional Training component of the academic program pursues the following
educational goals:
1)
Clinical training that fosters professional competence with a variety of client
populations, various types of psychopathology, assessment, psychotherapy,
and sensitivity to issues of diversity within clinical practice;
2)
Clinical experiences that enhance the student’s ability to function as a
professional psychologist; and,
3)
Clinical training that develops attitudes and skills for ongoing critical selfevaluation as a basis for professional development.
All students, faculty, training directors, and supervisors are expected to comply with the
APA Ethical Principles of Psychologists and Code of Conduct (see Appendix).
 Source for these Guidelines: CSPP Guidelines, LA Campus;
 Practicum and Internship Manual/CSPP and CSFS Fresno Campus
3
DUTIES AND RESPONSIBILITIES
.
Division of Professional Field Training
Director, Division of Professional Field Training
The Professional Training Department/Field Placement Office is directed by the Director
of Professional Training who reports to the Dean of the California School of Forensic
Studies (CSFS). The Director is responsible for the operation and development of
practicum placements and the pre-doctoral internship program.
Other duties include:
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Provide an infrastructure support system to maximize the potential for Alliant
International University students.
Oversee and monitor the coordination of the Full-Time Internship process and
procedures.
Encourage and monitor the development of new practicum placements and
internships and ensure that appropriate arrangements are made between Alliant
International University and the agencies for effective training.
Ensure that adequate liaison contact is maintained between the campus and all
internship and practicum agencies.
Counsel students on Full-Time Internship choices.
Ensure that all Full-Time Internships are consistent with state and licensing
requirements.
Implement the Full-Time Internship placement selection system.
Ensure completion of a training agreement between Alliant International University
and each agency.
Update all policies and procedures for the Professional Training Dept.
Review evaluations, assign grades and credit, and discuss clinical progress and
training goals with the student.
Ensure that a yearly site visit of all practicum sites is completed.
Meets with the Professional Training Department on a regular basis.
Be available, as liaison, to respond throughout the academic year to any
questions, concerns or problems raised by a student or supervisor.
Advise and assist students in the development of their placements including
counseling students in the selection of their placement sites.
Plan, organize and conduct, annual workshops for students entering practicum and
for students preparing to apply for APPIC internships.
Attend national and state conferences such as the NCSPP (National Council of
Schools of Professional Psychology), APPIC (Association of Psychology Postdoctoral
and Internship Centers), APA (American Psychological Association), CPA (California
Psychological Association) and others.
4
DUTIES AND RESPONSIBILITIES (cont’d)
Agency Liaisons__
a.
Maintains primary liaison with field placement agencies. This includes
informing agencies of DPFT policies and procedures, responding to
agency and student needs as they arise, and providing consultation
to agencies to help strengthen their training programs.
b.
Makes at least one site visit annually to assigned agencies and
maintains regular phone contact with agency personnel throughout
the year.
c.
Reviews supervisors’ evaluations of students and, following
completion of the placement, assigns a Credit, Incomplete or a NoCredit grade based on agency supervisors’ evaluations and conduct
of the student in regard to field placement responsibilities as set
forth in these Guidelines. (For more details, see Section Agency
Evaluations of Students).
d.
Reviews and updates the relevant information on participating
agencies for student placement.
5
DUTIES AND RESPONSIBILITIES (cont’d)
.
Division of Professional Field Training
Field Training Advisors (FTA)
Meets with their advisees at least once annually to discuss both current and
future practicum and internship plans, assists students with the application
process as needed, and discusses professional development issues. The
student retains the same FTA throughout the time she/he remains at the
School.
Assistant, DPFT
a.
Supervises office procedures and operations.
b.
Supervises student assistants.
c.
Coordinates, administers, and maintains forms required for the Field
Training Office.
d.
Processes training agreements (General and Individual) with all agencies.
e.
Tracks and reports student placement evaluations.
f.
Ensures proper record keeping of agency contracts and student evaluations.
g.
Disseminates final grade reports to Registrar and students’ academic
advisors.
h.
Coordinates both practicum and internship rounds.
i.
Coordinates and facilitates processes related to applications for full-time
internship.
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DUTIES AND RESPONSIBILITIES (cont’d)
.Affiliated Agencies
a.
Each agency signs a Field Training Agreement for each student placed
there1. Agencies providing internship level training will annually sign the
California Board of Psychology Supervision Agreement for Supervised
Professional Experience in Health Services form for each student placed
there and will be accepted by the DPFT in lieu of the FTA (See Appendices –
Forms).
b.
The agency will fill out and return mid year and final evaluations for each
student.
c.
Evaluation forms are to be completed and returned to the DPFT office in a
timely manner. The agency supervisor will review the completed evaluation
with the student and ask the student to sign it before returning it to the
DPFT. Students will not be given credit for completing the practicum or
internship UNTIL the final evaluation form is received by the DPFT. It is the
agency supervisor’s responsibility to return the completed evaluation to the
DPFT to ensure that students receive proper credit for their training
experience.
d.
Evaluations and FTA’s are to be sent directly to the DPFT by the agency. It
is not appropriate for these documents to be delivered from site to the
School by students. The California Board of Psychology (BOP) forms are to
be sent directly to the BOP.
e.
Agencies are to contact the liaison as soon as possible if there is any
change in supervision or other components of the training agreement.
f.
DPFT encourages the use of audio taping and/or videotaping as part of the
supervisory/training process at each affiliated agency.
g.
Agency supervisors are requested to notify the liaison immediately if any
problems arise regarding a student’s performance rather than wait for the
written evaluation.
Equivalent agreement forms are used by agencies administered by the Los Angeles County
Department of Mental Health.
1
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DUTIES AND RESPONSIBILITIES (cont’d)
.
h.
Agencies shall provide an accurate description of their training program,
which will be updated as necessary. Annual requests for updates will be
made by DPFT in writing. Training program descriptions are considered to be
internal documents of CSFS; while internal, they nevertheless form a “public
record” of the agency, what it offers to students and its expectations. The
descriptions are available to CSFS students, faculty, and administrators .
i.
Agencies will provide both to the student and the DPFT a copy of student
rights and responsibilities, due process, and grievance procedures. Agencies
are also responsible for disseminating policies to their trainees, when they
begin their field placement, regarding discrimination and sexual harassment.
8
DUTIES AND RESPONSIBILITIES (cont’d)
.
.Students
a.
Students are responsible for knowing and following the contents of these
Guidelines as well as the guidelines set forth in the AIU Student Handbook.
The status of a student’s record and his/her successful and timely progress
through the program may be adversely affected if these Guidelines are not
followed. Students are responsible for regularly checking their
Alliant email for current information and updates.
b.
Students are responsible for familiarizing themselves with the Ethical
Principles of Psychologists and Code of Conduct.
c.
Students are responsible for reporting to their liaisons conditions at their
placement which differ from those contracted for by the agency, the
student and the School, or which interfere with their proper training. Such
conditions might include, but are not limited to:
d.
1.
Supervision which does not meet the terms of the contract.
2.
Exploitation in any form, including sexual harassment, workload, or
inappropriate requests.
3.
Failure of the agency to supply sufficient training opportunities (e.g.,
in-services, case conferences, client load, supervision).
4.
Financial or administrative difficulties, or changes in personnel at the
agency which adversely affect professional standards and/or the
clinical or administrative functioning of the agency.
5.
Working conditions that significantly reduce the student’s sense of
safety.
6.
Discrimination based on race, color, national origin, age, gender,
sexual preference, religion, or physical handicap.
Students are asked to submit an evaluation of their field placement training
experience to the DPFT.
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DUTIES AND RESPONSIBILITIES (cont’d)
.
e.
Each student is expected to provide an updated curriculum vitae to their
Field Training Advisor (FTA) during the advisement process. An updated
vitae becomes part of the student’s DPFT file each year. Model vitae are
available to students in the DPFT office.
f.
There is a personal development requirement, often called the
“psychotherapy requirement.” This requirement is referenced in the AIU
Catalog.
g.
Students who qualify for, and are in need of accommodations through
the Americans with Disabilities Act (ADA), must first contact the
Student Affairs office on campus.
Graduation Requirements
a.
A student’s completion date for their doctoral degree is the day all
requirements for graduation are completed. On that day the student is able
to pursue the requirements for obtaining post-doctoral hours. This
completion date is the date used by many licensing and certification boards.
(Please be aware that the final grade cannot be posted on the student’s
transcript until the field training final evaluation is received in the DPFT
office). In California, students begin collecting postdoctoral hours after that
completion date by becoming a Psychological Assistant or Registered
Psychologist.
An internship is completed only when the contract between the student, the
placement, and CSFS is completed and not when the minimum number of
hours is reached. A student cannot change the training agreement to
accommodate a desire for an earlier graduation date.
No end date may be changed, unless required by a student’s match to a
full-time internship for the following year. This match may require time to
move, within or out-of-state, and may necessitate an earlier end date.
b
Students may participate in the graduation ceremony (but not receive a
diploma) if they have completed all requirements for graduation and are
serving at their last field placement.
10
DUTIES AND RESPONSIBILITIES (cont’d)
The student must complete his/hers training commitment at the
agency in order to graduate from the doctoral program.
The agency must submit a final evaluation at the time of completion in order for
the student to receive a completion and award date.
Provided all the above criteria have been met and the final evaluation has a grade
of “Credit”, the student will then receive a diploma reflecting the next award date
for that year. Students’ records will similarly reflect the completion date and the
award date.
Experience Verification Forms
Applying for licensure requires verification of supervised pre-doctoral internship training
hours. This requires submitting documentation to the Board of Psychology (BOP),
Department of Consumer Affairs, State of California. The BOP requires the Supervision
Agreement For Supervised Professional Experience In Health Services form and the
Verification of Experience form to be submitted directly to the Board by the supervisor.
The BOP also requires that all pre-doctoral internship and supervision hours are verified
by the use of weekly logs/timesheets that are signed by the intern and the primary
supervisor on a weekly basis. These weekly log forms are available in the DPFT. These
forms provide students with the only way to appeal or prove a discrepancy about predoctoral hours. These forms must be completed on a weekly basis during your internship
experience. It is the student’s responsibility to have these forms completed and signed by
their supervisor and to maintain a file of their own.
Although practicum students will not be required to report their hours to the BOP for
licensure, CSFS requires that students keep a personal record/time sheet for themselves
and that they submit a mid year time sheet and final time sheet to the DPFT. These logs
are a way to monitor the activities of students and will be tremendously helpful when
applying for Full-Time placements.
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POLICIES AND PROCEDURES FOR PLACEMENT
Practicum Placement Process
The placement of CSFS students for professional field training takes place entirely
through the DPFT. Students may not secure their own placements, nor are they
permitted to make contact with sites or change site assignments without the
approval of their FTA and the DPFT. This is done to assure quality control, fairness,
breadth of training, and continuity of training
Students are placed only in agencies which have been visited by an liaison and approved
for formal affiliation by the DPFT, unless they are APA-accredited, APPIC approved, or
CAPIC approved. The Office welcomes and encourages recommendations for new training
agencies, but a student who recommends an agency must wait until the agency has been
approved by the DPFT before applying.
Practicum and half-time internship placement takes place according to the following DPFT
procedures:
a.
Each placement “round” is announced at least four weeks in advance by
an email memo from the DPFT and memos posted on the bulletin board
outside the DPFT, giving students an opportunity to sign up for advisement
both with their Academic Advisor and DPFT Advisor.
b. For each agency with which the DPFT is formally affiliated, an Agency
Description Sheet (ADS) is created and is placed in the Practicum and/or
Internship Handbook and is available in the DPFT office. At least once a year,
agencies are sent a copy of their description sheet and requested to review
and revise its contents as needed (change of address, supervisors, or services).
The DPFT also receives calls and correspondence from agencies throughout the
year referring to changes. These procedures result in an up-to-date ADS for
any given affiliated site. Students may come to the Program Assistant’s office
to review the hard copy of the Handbook during posted office hours and may
photocopy information as needed. Confidential student reviews of sites will
also be available for students, but may not be copied or removed from the
office.
c. Students sign up by the announced deadline for appointments with both their
Academic Advisor and their FTA.
d. Students must meet with their Academic advisor first to obtain proof
of academic clearance. The academic clearance form should be given
to the Field Training Advisor along with a current vita at the time of
the advisement appointment.
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POLICIES AND PROCEDURES FOR PLACEMENT (cont.)
The FTA, in collaboration with the student, reviews the student’s preliminary
agency choices and evaluates these choices for their appropriateness in terms of:
1.
The student’s readiness for the experiences the agencies offer.
Readiness is assessed in terms of previous work experience, prior
academic and field placement training, and relevant personal
characteristics.
2.
The suitability of the experience, given the courses the student will
be taking concurrent with the field placement.
3.
The match between the student’s ability, training, and personal
characteristics, and the agency’s requirements.
4.
How well the placement meets the student’s needs for training in a
variety of settings with different patient populations, and a broad
range of professional activities and theoretical perspectives.
e.
At the conclusion of the advisement session the student must submit a
preference list of seven (or more) ranked placement choices to his/her FTA.
Every effort is made to assure that the students’ preferences are given
highest priority in the assignment of placement interviews. Students who
submit preference lists with fewer than seven choices significantly decrease
their probabilities of more interview assignments.
f.
Students who do not come for advisement with both their Academic Advisor
and FTA will not be included in that placement round (See this Section, i.4).
g.
It is the Field Training Advisor’s responsibility to make a final determination
about the suitability of student choices. The student’s FTA may advise that
the student’s selections be modified in the interest of the overall training
needs of the Program and goals of the student, or requirements of the
agency.
h.
On the designated placement “round” date specified in the annual DPFT
calendar, the DPFT assigns each student to agency interviews.
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POLICIES AND PROCEDURES FOR PLACEMENT(cont.)
i.
Students will be assigned to agency interviews based on the number of
available training slots and the following factors:
1.
Students’ preferences as modified (if necessary) and approved by
their FTA.
2.
Training level: students applying for their second practicum have
priority over those applying for their first practicum.
3.
Restrictions placed by the agency as to prior field placement
experience (e.g., second practicum only).
4.
Adherence to DPFT procedures and policies. Students who miss
advisement appointments, or violate DPFT policies (e.g., by
contacting agencies without authorization) may receive lower priority
or may forfeit their inclusion in “rounds.”
j.
A letter is sent to each agency participating in the “rounds”, advising them
as to which students have been assigned to apply for the field placement.
Students are informed of their interview assignments by a letter from the
DPFT. It is the student’s responsibility to make prompt contact with the
agency regarding a placement interview. Students may not contact agencies
before “rounds” assignments unless specifically permitted to do so because
of special circumstances. If an agency has special application procedures it
will be noted on the Agency Description Sheets. Students should review the
Agency Description Sheets after receiving their interview assignments and
before contacting the agencies assigned.
k.
Students are expected to behave professionally in their contacts with
agencies; to contact agencies for interviews in a timely manner; to keep
appointments and be on time for them; to complete any application
materials required by the agency; and to follow the regulations for Uniform
Notification.
l.
Students are required to apply to each agency to which they have
been assigned.
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POLICIES AND PROCEDURES FOR PLACEMENT(cont.)
m.
Students are required to keep the DPFT advised as to agency decisions
regarding placement, and their own decisions about agency offers. A
specified date (Uniform Notification Day) is set by the Association of
Psychology Postdoctoral and Internship Centers (APPIC) for full-time
internship placements; for half-time internships, a Uniform Notification Day
is set by California Psychology Internship Council (CAPIC); for practicum
placements, a Uniform Notification Day is set by the Southern California
Association for Psychology Practicum Training (SCAPPT). On these dates,
practicum and half-time internship agencies are to contact applicants by
telephone and inform them of rejection or acceptance. All students are to
be contacted about their status on (or before, in the case of rejection) the
Uniform Notification Day. It is required that students notify the DPFT as to
the outcome.
n.
Students not placed in the first round of any placement process will
participate in a second round. Students not yet placed are re-advised, make
selections from all available placements, obtain approval of their choices
from their field training advisors, and are assigned for interviews. During
this second round, there is no formal notification date for
acceptances/rejections by agencies. Students may accept an offer from an
agency at any point during this interview process. If an offer is accepted
prior to having interviewed at all assigned agencies, the student must
contact the other agency/agencies to which she/he has been assigned and
politely notify them that she/he has accepted another offer and will not be
completing the application process. If a student does not receive an offer
during the initial second round, she/he must contact the DPFT and his/her
FTA immediately for further interviews. The DPFT will continue to work with
the student until she/he secures a placement.
n.
Once a student has been offered and has accepted a field placement, it is
expected that every effort will be made to honor the training commitment.
In rare instances CSFS may remove students from pending or
ongoing experiences if they fail to make satisfactory academic
progress. Occasionally a student is unable to fulfill the commitment due to
a medical condition that requires withdrawal from field training for the year.
If the student or agency believes that it will not be possible to fulfill a
previously agreed upon commitment, they should notify the liaison and the
assistant of the DPFT immediately.
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POLICIES AND PROCEDURES FOR PLACEMENT(cont.)
p.
Students may extend their field placement (e.g. to August, rather than
ending in June) if it is acceptable to the placement, DPFT, the student, and
if the agreement is extended both verbally and in writing to the DPFT. This
extension cannot interfere with the student’s next placement.
.
Change of Placement/Termination from Training During the Year
a.
At the student’s request:
Change of a field placement during the year is unusual and will only be
granted in exceptional cases. A student who wishes to change a placement
must notify his/her liaison, presenting convincing evidence that the request
for transfer is warranted. This may include presenting information that the
training program has deteriorated, a supervisor has committed unethical
acts, and/or the student is not receiving sufficient and appropriate clinical
experience. The liaison will consult with the student’s supervisor and
appropriate agency administrators to discuss a remediation plan before a
decision is made. All requests for changes in field placement during the
training year must be reviewed and approved by the DPFT on the
recommendation of the liaison. Any change of agency must be
accomplished with regard to administrative policy of the agency and with
regard to clinical issues regarding the welfare of the student’s clients,
whether individuals or organizations.
b.
At the agency’s request:
Request for a change of placement which is initiated by the agency will be
investigated by the liaison to determine the reason for the request and to
help the student deal with separation from the agency if such is necessary.
It is the agency’s right to terminate a trainee for serious
ethical/performance deficits. However, the DPFT expects that agencies
considering terminating a student will immediately contact the
liaison to provide information, document the difficulties in writing,
develop a remediation plan, and consult on any pending dismissal
from training.
The liaison, upon investigation, may determine that the student needs to be
reassigned to a different agency or that the student needs to be referred to
his/her Program’s Student Evaluation and Review Committee (SERC) prior
to another placement. Information about SERC is available is each Program
office.
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POLICIES AND PROCEDURES FOR PLACEMENT(cont.)
c.
Students may not make any unilateral decisions regarding
termination at a field placement. Students are expected to inform the
DPFT and liaison as soon as they identify the possibility of separating from
the agency or as soon as there is any indication from agency personnel that
termination is being considered. Leaving an agency without consulting
with the liaison and DPFT is considered a serious ethical breach and may
result in dismissal from the Program..
d.
Except as noted above (p. 9, a), termination of training at a field placement
must occur on the date specified on the Individual Training Agreement or
BOP Supervision Agreement form. Any other exceptions must be
approved by the DPFT, and will not be granted for the purpose of
moving up the student’s completion date.
e.
Students remaining at an agency after the completion of the field training
agreement are no longer working under the auspices of the University or
the DPFT. The University and the DPFT are relieved of responsibility for any
problems that arise from the time after the end of the agreement.
f.
Students will be given a grade of “Incomplete” at the end of any given field
training agreement end date if the agency supervisor indicates that there is
still work outstanding (e.g., assessment reports, paperwork, etc.) The
“Incomplete” will be removed and the placement considered complete only
upon receipt of written notification from the supervisor that all agency
requirements have been met, If the “Incomplete” is not resolved by the end
of the semester following the end of the training year, the grade will be
submitted as “No Credit.” Receipt of “No Credit” will require the student to
repeat the training year, if so decided by the Program Director upon the
recommendation of the Program SERC.
g.
Students are expected to conform to agency policies and procedures
regarding termination of clientele. Students who wish to continue with
clients either at the agency, after the official termination of their training, at
their next field training placement, or privately as a psychological assistant
or under a professional license (e.g., MFT and LCSW), must discuss the
matter with their supervisors prior to taking any action. The discussion
should include the student’s legal responsibilities in continuing to work with
the clients as well as the clinical issues involved. No such transfers, or
continuing contact of any kind with agency clientele, may occur without the
knowledge and concurrence of the supervisor.
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POLICIES AND PROCEDURES FOR PLACEMENT(cont.)
h.
Students who believe that there are ethical or clinical problems in regard to
an agency’s decisions regarding disposition of clientele upon the student’s
termination should report those problems to the liaison. Under no
circumstances, including clinical or ethical considerations, may a student
“unilaterally” make a decision regarding agency clientele which is in conflict
with agency policy.
Agency Affiliation
Prospective training sites, upon request, are sent an Affiliation Packet by the DPFT which
contains general information regarding the School’s policies for supervision and its
training requirements. It also includes a “Training Affiliation Application” which requests
information regarding the Agency’s address, contact person, the nature of the agency, its
population served, and specific details of its training program.
When received by the DPFT, the Affiliation Application is reviewed by the Assistant, and
assigned to one of the liaisons. The liaison will contact the agency, gather additional
information as needed, and if appropriate for affiliation, schedule an initial site visit to the
agency. The liaison will subsequently report his/her findings and recommendations to the
DPFT, which will then make a recommendation on the prospective training site’s
application to affiliate with CSFS. The agency will then be notified of the DPFT’s decision.
When an agency has become formally affiliated with the School as a training site a liaison
is assigned to the site, to perform those functions described in Duties and
Responsibilities-Agency Liaison. No formal affiliation process as described above is
required for APA-accredited internships, APPIC Internships, or CAPIC internships. Such
programs are presumed to conform to the CSFS and BOP training standards.
18
PLACEMENT REQUIREMENTS
.
Overview
a.
Students will normally accomplish their field placement training and their
course work concurrently. The only exceptions to this policy are as follows:
1.
Starting and/or ending dates of the training, as agreed upon by the
agency and the DPFT, do not always coincide with the School
calendar. Under these conditions, field placement may start and/or
end before, or after, the CSFS academic year.
b.
There is a minimum number of hours that students spend at their field
placements each week and each academic year (see Table I, Training
Requirements). Weekly hours include all time spent at the agency, not only
those in which direct or indirect services are performed. At the internship
level, students are expected to complete a minimum of 2000 hours of
internship training. Students need to be aware that some states
require 2000 hours or more of pre-doctoral internship training for
licensure. If the student plans to work in a state other than
California, it is the student’s responsibility to learn the
requirements/hours of the prospective state. The address for
obtaining state licensing requirements is: American Association of State and
Provincial Psychology Boards, 555 South Perry Street, Suite 112, P.O. Box
4389,
Montgomery,
Alabama
36103,
or
call
1-800-448-4069
(www.asppb.org). The student can also inquire directly with the prospective
state’s licensing board.
c.
All field training is formalized by a training agreement signed by the School,
the agency, and student.
In addition to describing the student’s
educational status at CSFS, the agreement specifies the number of hours
per week the student is to be at the placement, the length of training, the
direct and indirect services the student will perform, the name and degree
of the supervisor(s), and provisions for supervision and other forms of
training. Agreements also specify the stipend amount to be paid, if any,
and the liability insurance provided by Alliant International University. For
internship placement, the California Board of Psychology Supervision
Agreement for Supervised Professional Experience in Health Services form
may serve as a training agreement as long as it is signed by the primary
supervisor and the intern trainee, and a copy forwarded to and reviewed by
DPFT.
19
PLACEMENT REQUIREMENTS(cont’d)
d.
Students are expected to fulfill their agreement with the agency, to be
there the stipulated number of hours each week, and to perform
conscientiously the duties specified in the contract.
Students should not attempt to perform their field training duties unless
they are physically and emotionally fit to do so. It is the student’s
responsibility to notify supervisors of any transient or chronic incapacity.
Students may not attempt to perform their duties under the influence of
alcohol or drugs.
A student who is temporarily unable to fulfill the obligations of the training
must inform the agency supervisor immediately and must obtain consent
for brief absence. Longer term problems are to be reported to the liaison
either in advance, or within the same week as the problems arise.
e.
Students may spend a reasonable number of weekly hours above the
minimum at their field placements, if the student agrees to this
arrangement at the time of the agency selection interview. Any changes to
those hours after the selection process and the signing of the field training
agreement or BOP Supervision form must be reported by the student to
his/her liaison for approval.
f.
Students might, due to circumstances not anticipated, spend less than the
minimum number of hours at their placements in any given academic year.
They will receive full credit for field placement so long as failure to accrue
the minimum number of hours was due to unexpected delays in being
placed by the School, to a mid-year change of agency or to documented
medical conditions. The number of hours spent in field placement under
these special circumstances must be at least 80% of the minimum.
g.
Students who accrue less than 80% of their hours in any given year, even
due to circumstances beyond their control, will be required to make up
those hours. Because of the varied circumstances which can lead to missing
training time, individual plans will be worked out between the student and
the Director of Professional Field Training. For some, this might mean an
additional year of field placement.
h.
Agencies are similarly expected to fulfill their agreement with the
student(s). Any circumstance which arises which threatens to significantly
alter or disrupt the training of the student(s) as specified in the agreement
should be reported by the agency immediately to the liaison..
20
PLACEMENT REQUIREMENTS(cont’d)
.
.
Table I - Training Requirements
Table I below summarizes training requirements at the different levels of training. Please
refer to the following pages for more specific information about training requirements at
each training level.
CSFS TRAINING REQUIREMENTS
Level of
Training
G1 Practicum
Practicum
Min. Hours
per week
15-20
Half-Time
Internship
Minimum Total
Hours Training
Year
800
1000
48 weeks
21
(1008)
46 weeks
22
(1012)
44 weeks
23
(1012)
42 weeks
24
(1008)
40 weeks
25
(1000)
Supervision
Requirements
*FRESNO ONLY
• 1 hr Supervision weekly (Individual)
provided by a licensed psychologist or
other qualified mental health prof.
• 1 hr Training/group per week
• Regular contact with 1 or
more Psychologists
• 2 hrs Supervision weekly (Individual)
• 1 hr of Individual Supervision must be
provided by a qualified lic. Psychologist
(as stipulated by the BOP) who serves
as students’ primary supervisor
Direct Services
(Minimum)
• a minimum of 40%
time should be
devoted to the
delivery of
Direct Services
A minimum of 40%
time should be
devoted to the
delivery of Direct
Services.
• Primary supervisor must be available to
the intern 100% and employed by the
agency at least 50% of the time the
student is at the agency
• 2 hours of training activities weekly
Full-time
Internship
40-50
2000
•At least 2 Psychologists must be
involved in the internship training
4 hrs Supervision weekly
25% devoted to
face-face services
2 hrs of Individual Supervision must be each week
provided by a qualified lic. Psychologist who
serves as students’ primary supervisor
Primary supervisor must be available to the
intern 100% and employed by the agency at
least 50% of the time the student is at the
agency
At least 2 Psychologists must be involved in
21
the internship training
PLACEMENT REQUIREMENTS(cont’d)
.
Practicum
The following standards and guidelines pertain to the supervision and training of students
at the Practicum level:
a.
CSFS requires each student to complete a minimum of 15 hours per week
of Practicum training in a field training program that is formally affiliated
with the School.
b.
The Practicum student will receive 1 hour of individual supervision each
week provided by a licensed psychologist or other qualified mental health
professional.
c.
The Practicum student must have contact with 1 or more psychologists at
the agency in addition to professionals from other disciplines.
d.
The Practicum student will participate in at least 1 and preferably 2 hours of
training each week. Training may include, but is not limited to, case
conferences, case management/utilization review meetings, rounds, training
seminars, or group supervision.
e.
The Practicum student in a 15-20 hour week must devote no fewer than 4
but no more than 8 hours per week to the delivery of direct services. Direct
services may be defined as any face-to-face provision of psychological
services to designated clients. These services may include, but are not
limited to, individual, group, milieu or family therapy, and assessment.
f.
The Practicum student may devote between 4 and 6 hours per week to
indirect services, which may include, but are not limited to, community
outreach, consultation, program development, report writing, applied
research and record maintenance.
22
PLACEMENT REQUIREMENTS(cont’d)
.
Half Time Internship
The following standards and guidelines pertain to supervision and training of students at
the Internship level:
a.
Training sites must meet the standards for pre-doctoral supervision and
training required by the American Psychological Association Committee on
Accreditation, Board of Psychology (BOP) of the State of California, and by
CAPIC (California Association of Psychology Internship Centers).
b.
Each Internship student must be provided with 2 hours of individual
supervision. At least 1 hour must be provided by a licensed psychologist
who serves as the student’s primary supervisor. The primary supervisor will
maintain the BOP Supervision Agreement and at the successful completion
of the year’s internship, will sign the student’s BOP form verifying the
number of hours of pre-doctoral internship training. The primary supervisor
may delegate the second hour of the individual supervision to another
licensed mental health professional. If the second hour of individual
supervision is not provided by a psychologist, then at least one hour of
group supervision must be provided by an appropriately qualified licensed
psychologist.
c.
At least 2 psychologists must be involved in the training of the internship
students.
d.
The primary supervisor must be available to the intern 100% of the
time the student is in training at the agency and employed by the
agency at least 50% of the time that the student is at the agency.
e.
It is expected that the intern will devote 40% of their time each week
to the delivery of direct services. Direct services may be defined as
any face-to-face provision of psychological services to designated
clients. These services may include, but are not limited to, individual,
group, and family therapy, assessment and interviewing, and
emergency services.
f.
The student must participate in 2 additional hours of training activities
each week. These may include, but are not limited to, seminars,
group supervision, utilization review meetings, and rounds.
23
PLACEMENT REQUIREMENTS(cont’d)
g.
The student must participate in 20-40% each week of indirect
services. These services may include, but are not limited to,
community outreach, consultation, program development, report
writing, and record maintenance.
h.
The Internship must be willing to accommodate at least 2 predoctoral interns in its program.
i.
Trainees in the program are appropriately referred to as “interns,” or
by other titles that clearly acknowledge their training status.
Full-time Internship
Students seeking full-time internship generally apply to APPIC affiliated or APA accredited
programs. A student may seek a non-APA accredited full-time internship, but these field
placements, if not an APPIC member, need DPFT approval.
Application Procedure
1.
One orientation for the full-time internship application process will be held
by the DPFT in May. This meeting is mandatory for students applying to
full-time internships.
2.
Students who plan on participating in a full-time APA-accredited internship
should begin the application process during the summer one year
prior to their planned internship. The library has a copy of the APPIC
Directory which lists all APPIC-member full-time internship sites in the
United States and Canada. There is a listing of APA pre-doctoral internships
also published in the annual December issue of the American Psychologist
as well as on the APPIC website (www.appic.org ).
3.
The student meets with both academic and field training advisors in early
Fall. The Academic Advisor Internship Readiness Form must be completed
by the academic advisor showing the student in good academic standing.
Additionally, a Strength and Weakness form must also be completed by the
student and reviewed with the FTA.
24
PLACEMENT REQUIREMENTS(cont’d)
4.
Students who wish to pursue placement in an APPIC or APA
internship must pass their preliminary oral examination before
October 15th.
5.
When a Full-Time APA or APPIC internship has been secured, a copy of the
student’s Letter of Confirmation is mailed to the Director, DPFT. Contact
between the agency’s Director of Psychology Internship Training and CSFS’s
Director will be maintained so that the student’s progress can be monitored.
The Director, DPFT, is the designated liaison to all active full-time internship
sites.
6.
If the student is unable to obtain a full-time internship he/she will complete
field training advisement in order to enter the rounds for half-time
internship placement. Students may re-apply for full-time internship the
following year with the approval of their academic and field training
advisors and the Director, DPFT.
7.
Students must follow procedures and respect DPFT deadlines in order to
assure materials being sent on time for application deadlines. These
procedures and deadlines are discussed with students during the May
mandatory meeting.
25
PLACEMENT REQUIREMENTS(cont’d)
.
Practicum and Internship Supervision and Training Requirements
The following requirements apply to supervision and training at both the practicum
and internship levels.
a.
Students are required to receive the supervision and training stipulated on
the field training agreement or BOP Supervision Agreement form. Any
proposed changes in supervision and/or training are to be reported to the
liaison immediately by the agency and by the trainee. (This includes
unplanned permanent changes of supervisor(s)).
b.
Students may not go without supervision at their agencies. If the usual
supervisor is on vacation, is ill, or has left the agency, the agency must
provide back-up consultation. If the interruption of supervision is for more
than two weeks, the student must be assigned another supervisor with
whom to meet regularly. Additionally, adequate supervision and/or
consultation resources must be identifiable and available at the site at all
times that the student is delivering services to clients. Students must never
be left without such coverage at the placement site.
c.
Supervisors must provide a setting in which the supervision may be
effective, i.e., in a private office, with no interruptions (except for extreme
emergencies). Supervision may not take place over lunch, in parking lots, or
other informal or public settings.
d.
Supervision must be regular (at least weekly and face-to-face), scheduled in
advance for a specified date and time, and preferably at the same time
each week. Supervision sessions should not be canceled without being
rescheduled for the same week, except under unusual circumstances (e.g.,
illness or vacation).
e.
All supervision should offer a learning experience which enhances the
student’s understanding and professional effectiveness. Supervision and
training experiences must address empirically-validated treatments, and
encourage growth of student knowledge of the clinical and research
literature pertaining to psychotherapy with diverse populations, various
diagnostic categories, assessment, and psychotherapeutic interventions.
26
PLACEMENT REQUIREMENTS(cont’d)
.
f.
Both individual and group supervision should focus on the activity for which
the student is being supervised (e.g., therapy, testing, etc.). Appropriate
clinical supervision does not consist of “small talk” or administrative
matters. Group supervision time must include ample opportunity for
students to present their own work. Group size should be controlled to
allow each trainee sufficient time to present his/her case material.
Administrative matters, such as case assignments or scheduling, should
constitute only a very small portion of the group supervision time, or should
be handled in another meeting.
g.
Supervision must not be psychotherapy. Although the supervisory process
will properly often involve examination of the student’s own feelings,
motives, conflicts and behaviors, the purpose of supervision is not to bring
about change in the student’s personality. Extended focus on the student’s
personality is either poor supervision or an indication that the student is not
able to make effective use of the supervision.
h.
If a student believes she/he is not being properly supervised, she/he must
tell the supervisor(s) directly and promptly. If the student feels that there
would be adverse consequences for doing so, or that doing so would be to
no avail given the supervisor’s perceived limitations, the problems with the
supervisor should be reported promptly to the student’s liaison or to the
Director, DPFT. Unsatisfactory resolution of the problem after discussion
with the supervisor should also be reported. If the student has attempted to
resolve the problem with the supervisor, to no avail, then the student
should report this to the liaison or the Director, DPFT.
i.
Students may not enter into ongoing outside supervision regarding agency
clientele or programs except with the express knowledge and permission of
their agency supervisor. This refers to supervision both within the agency
and outside the agency with private supervisors, including the person to
whom the student may be a psychological assistant. (This stricture is meant
to safeguard the supervisor-supervisee relationship and respect the
supervisor’s ultimate legal and ethical responsibility for the cases. It is not
meant to preclude discussion of cases in courses at the CSFS, or occasional
informal consultations with other trainees, agency staff, or professionals
outside the agency. In any such consultations, the rights to confidentiality
of individual clients or of organizations with which the trainee may be
working should be rigorously protected).
27
PLACEMENT REQUIREMENTS(cont’d)
.
Students are expected to communicate openly with their supervisors about
various/alternative perspectives on conceptualization and intervention
developed as a result of any outside informal consultations, seminars,
reading groups, classes, etc.
j.
Students whose classes or clinical proficiency examinations require
discussion of their field placement work will inform their supervisors of such
requirements. With the supervisor’s prior permission, the student will obtain
the properly signed consent form from the client or the client’s guardian to
submit assessment reports, present case material, or to play tape
recordings of sessions in class or during examinations. (The consent form
must state specifically that the release is for use of the case material for
“educational purposes.” A copy of a consent form already secured by an
agency is acceptable as long as it includes permission to use case materials
for “educational purposes.”) Students who are presenting material
regarding organizations with which they are working must secure consent
from the responsible party within the organization. The student will make
every effort to insure the patient’s confidentiality including deleting names
and actual initials on any printed materials or in verbal discussion with class
or instructors.
k.
Students should be sensitive to the effects on the supervisory process of
receiving potentially incongruent or contradictory views from sources other
than the agency supervisor, including classroom instructors, and whenever
possible should frankly discuss differing viewpoints with their supervisors.
The primary supervisor at the field placement has the ultimate responsibility
for the case and their opinion supersedes others (within the confines of
ethical and professional standards) on specific interventions with clients.
l.
If a student believes that the agency supervision being offered is insufficient
to guarantee either a proper learning experience or the welfare of the
clientele, she/he should report it to the liaison for investigation and problem
solving.
m.
Students are not to be charged or required to pay fees for supervision, nor
for any component of an agency training program.
28
EVALUATIONS AND STUDENT FILES
.
Agency Evaluations of Students
Students are evaluated at their field placements by one or more supervisors. Evaluation
of trainees is an ongoing process. It is important for the agency to be specific in
communicating to students the competencies to be assessed. In addition to the formal
supervisor evaluation of students, to be described below, the agency supervisor may
submit to the DPFT a statement of concern at any time during the training year. When a
student’s performance falls below expected levels, the supervisor may want to consider
the following:
1) A meeting with the student regarding difficulties should be arranged. Notes of the
student’s response(s) and a written plan of action should be accomplished.
2) The agency liaison must be contacted and the student made aware that liaison has
been informed.
3) If improved, no further action will be necessary.
4) If no, or only partial improvement results from the initial meeting, a formal
remediation contract signed by the student will be required. A copy of the signed
contract should be forwarded to the liaison.
A formal evaluation designation of
“Some” or “Serious” concern may be appropriate.
5) In case of extraordinary circumstances such as client endangerment, students may be
placed on suspension until a full assessment of the problem has been made.
6) If no or unsatisfactory improvement has been made by the stipulated remediation
contract or end of the training year, the supervisor may give the student a formal final
evaluation designation of “Some” or “Serious” concern, and “Unsatisfactory”
performance.
A Supervisor Evaluation of Student is solicited from field placements twice each academic
year; once at the end of the Fall semester, and a final evaluation of the student is
required at the end of the training year.
The Evaluations are completed by the student’s supervisor, and must be signed by both
the supervisor and the student, and then returned to the DPFT. The liaison reads and
signs the evaluation which is then retained in the student’s Field Placement file. The
liaison signs a grade report which is distributed to the student’s academic advisor and
submitted to the Registrar’s office.
a.
The Supervisor Evaluation of Student may be marked either “No-,” “Some-,”
or “Serious Concern.” Students whose performance gives no cause for
concern receive a grade of Credit.
29
EVALUATIONS AND STUDENT FILES
.
In the case of “Some” or “Serious Concern” expressed by a supervisor, or
as a result of a violation by a student of field placement policy, the liaison
must provide a Supplemental Evaluation for the student file. The
Supplemental Evaluation process will include discussions with the student
and with the supervisor(s) and a written report including a recommendation
regarding action to be taken by the student, agency, and/or the School.
The student will receive a copy of the Supplemental Evaluation and may
respond to it in writing. Students who have not completed their work (e.g.,
assessment reports) in a time period specified by the supervisor following
the end of their training year will receive a grade of “Incomplete” and be
referred to SERC. If not completed by the end of the semester following the
end of the training year the grade will become a “No Credit,” in accordance
with academic policy.
b.
Students who feel they have been evaluated unfairly by the agency should
discuss it directly with the supervisor(s) and the liaisons for that agency. A
student is always encouraged to speak directly with his/her supervisor first.
c.
The DPFT has sole responsibility for assigning grades to students. On the
evaluation a grade of “Credit,” “Incomplete,” or “No Credit’’ is given. Grades
given by the DPFT, as by all faculty, may be appealed. Appeals must be
filed within 6 weeks of the posting of the grade (see AIU Catalog, Academic
Policies).
Students whose performance at the end of their placement is deemed to be
at an acceptable or higher level will receive a grade of “Credit;” students
who for various reasons have not yet satisfied the requirements of their
training will receive a grade of “Incomplete.” Students whose performance
falls seriously below the acceptable level may receive a grade of “No
Credit”. Assignment of a “No Credit” grade will be accompanied by a
Supplemental Evaluation from the liaison giving the specific reasons why
the student is not receiving credit and making recommendations for further
action and/or remediation, including a referral to the student’s Program
SERC.
d.
A “No Credit” grade may be given at any point in the training year if a
student’s performance is so seriously deficient in regard to clinical and other
professional skills, or ethical, professional, or legal conduct that a review of
the student’s status at the School, or major disciplinary action, is deemed
necessary.
30
EVALUATIONS AND STUDENT FILES (cont’d)
.
e.
Students are encouraged to participate as fully as possible in the evaluation
process but may not write their own evaluations either in whole or in part.
This does not preclude a student’s responding to a supervisor’s request for
a self-evaluation so long as the evaluation which is submitted to the DPFT is
the supervisor’s and not the student’s.
Student Evaluation and Review Committee (SERC) and Academic
Advisor Referrals
a.
lf a student receives two “Some Concerns,” or one “Serious Concern“ or a
“No Credit” in the field training evaluation, SERC is notified automatically.
(If a student receives one “Some Concern” the referral to SERC is at the
discretion of the liaison). SERC, after reviewing the evaluation and meeting
with the student, will recommend an appropriate plan of action. SERC may
recommend, among other options, a plan of remediation which it will
monitor until the concerns have been resolved. The following are some of
the possible plans of remediation which might be made in the event of
performance problems in field training:
1.
An extension of the hours a student must spend in field training at
the agency.
2.
An additional year of field placement.
3.
A leave of absence.
4.
Personal psychotherapy.
5.
Repeat a related class (e.g., Clinical Interviewing).
6.
Increased supervision.
7.
Probationary Status.
8.
Termination from the Program.
31
EVALUATIONS AND STUDENT FILES (cont’d)
.
b.
Referrals to SERC by faculty, staff, or other students regarding a student’s
questionable conduct at the School or an agency may result in a request by
SERC to DPFT to provide information/evaluation about the student’s
progress at their training agency.
c.
Students who are referred to their Academic Advisors and/or SERC will be
protected by the following safeguards:
1.
All information coming from the agency, or which originates in the
DPFT and is relevant to the referral, will be in writing and signed by
the appropriate party.
2.
Students will have the opportunity to respond to it orally and in
writing prior to SERC’s review of the situation. Material which comes
to the DPFT subsequent to the referral will be transmitted to the
student and SERC as soon as possible.
Student Evaluations of Agencies and Liaison’s
All students will participate in the evaluation of their field placement agencies It is
expected that the evaluations will be completed honestly and conscientiously. This gives
students the opportunity to provide constructive and effective feedback about the quality
of training they received, and to furnish the DPFT with valuable insight as to the
strengths and weaknesses of the affiliated agency. This in turn serves to strengthen the
Professional Field Training Program by giving the DPFT an opportunity to address issues
or concerns raised in the evaluations.
Agencies do not receive copies of these evaluations. After review by the DPFT, these
evaluations are placed in a separate binder and maintained in the DPFT office. Every
effort is made to maintain confidentiality of these documents. Students may be called
upon to supply specific details about the agency evaluation, and, if necessary, to meet
with the liaison
The form used for student evaluation of the training sites contains a section in which they
will be asked to evaluate the liaison assigned to their training agency. Student or agency
complaints about the conduct or performance of any liaison will be made directly to the
liaison and/or to the Director, DPFT.
32
EVALUATIONS AND STUDENT FILES (cont’d)
.
Student Evaluations of Field Training Advisor
All students are also expected to complete an evaluation of their field training advisor.
This gives students the opportunity to provide constructive and effective feedback about
the quality and helpfulness of the advisement they receive. This evaluation is done
anonymously and is reviewed by the FTA and the Director, DPFT.
Student Files
All Practicum, and Internship evaluations and related materials are kept in the student’s
file in the DPFT. Related materials include the Field Training Agreement, a copy of the
BOP Supervision Agreement form, curriculum vitae, preference lists, letters of
recommendation, special status petitions, and any communications between the DPFT
and the agency regarding a specific student’s training experience or progress, materials
pertaining to SERC and/or Academic Advisor referrals, and correspondence between the
DPFT and the student.
Grades for field placement are routinely communicated to the Registrar’s Office. At the
end of a student’s affiliation with the School, his/her entire field training file is sent to the
Registrar’s Office to be integrated into the academic file and then archived.
33
PROFESSIONAL ISSUES
.
Confidentiality
a.
Communication by a student with any DPFT faculty or staff person
regarding their field placement training is not regarded as confidential.
However, faculty and staff will determine how to use the information,
taking into consideration the welfare and training of the student as well as
the needs of the profession, the public, and the School. Students are
expected to participate in the discussion of how the information should be
handled.
b.
Similarly, in support of the collaborative relationship between field
placements and the doctoral programs, the content of supervision may be
communicated by the supervisor to the DPFT. Supervisors will use their
discretion in making such disclosures, taking into account the sensitivity of
the information to the student, the potential benefit to the student’s
development, the agency’s policy, and the welfare of the public.
c.
Students’ field placement evaluations are treated with the same safeguards
for privacy as are course evaluations. They are available to DPFT staff, the
student’s academic advisor, Clinical Program Faculty and Directors, and
SERC. The substance of field placement evaluations may be communicated
to the Dean of the CSFS program and/or to other faculty or field
supervisors if, in the judgment of the DPFT, it meets a ‘need to know’
standard with respect to its contribution to the student’s training and
evaluation. A field supervisor can request a copy of a student’s previous
field training evaluation from the DPFT with the written permission of the
student.
d.
It is the policy of the DPFT not to influence an agency’s selection process
by prescreening applicants, or by providing supplemental information about
an applicant’s qualifications, except to the extent it is included in an official
Internship Letter of Readiness, if the agency requests such a letter.
34
PROFESSIONAL ISSUES(cont’d)
.
Dual Relationships
Students in field placements must not allow their status as trainees or interns to be
compromised. They must avoid dual relationships, including those identified in the Ethical
Principles of the American Psychological Association (see Appendix), as well as those
listed below. Possible infractions will be closely evaluated and may result in removal from
the placement and/or referral to the appropriate SERC.
a.
Students may not have held a paid or unpaid staff position within the
previous year at any agency where they are placed for field training, nor
may they hold such a position during the time they are in training
there. Students who are unclear about their status as trainee or staff
member should clarify this with their supervisors and with their liaison.
b.
Students may not be supervised by:
c.
1.
Anyone to whom they are, or have been, a paid psychological
assistant.
2.
Their current or past psychotherapist.
3.
Anyone with whom they have, or have had in the past, business
dealings outside the agency.
4.
Anyone with whom they have, or have had, a sexual relationship or
an emotional relationship of such intensity that it interferes with the
supervisor’s objectivity or the student’s ability to profit from
supervision.
5.
A relative.
6.
A friend.
Students will have no social, sexual or business relationships with their field
training clients. Professional contacts outside the agency (home visits,
attendance at activities in which clients are involved, etc.) may not take
place without the prior knowledge and consent of the student’s supervisor.
Students whose field placements involve work in an organization outside
the training agency will consult with their supervisors with regard to the
propriety of social relationships with members of the organization or its
clients.
35
PROFESSIONAL ISSUES(cont’d)
.
d.
Students will consult with their supervisors with regard to the professional,
ethical and legal ramifications of post-therapy relationships with clients that
the student has treated at the agency or with regard to any continued
contact with clients or organizations with which the student has worked.
Such consultation will precede any post-therapy contacts.
e.
Students who hold a professional certification such as the LCSW or MFT
License must consult with the appropriate liaison if their acceptance at the
agency is contingent on their having that license, or on their being
registered as Psychological Assistants. Notwithstanding their other
professional credentials, they are to be considered pre-doctoral trainees (or
interns) while working at a CSFS field placement.
Stipends
a.
Any stipends at an agency must be equally available and equally distributed
to all CSFS trainees at a given level of experience. Special stipends or grants
to members of a certain ethnic group or students with bilingual skills must
be approved by the DPFT.
b.
Stipends may not be differentiated among students by prior or concurrent
professional credential, the number of hours on site, hours of direct service,
fees collected, or any other index of productivity.
c.
Students receiving a stipend must consider, and are responsible for
determining, their liability for income taxes on the stipend.
Professional, Ethical and Legal Conduct
Students are responsible for behaving in a professional, ethical, and legal manner at their
field placements. They are expected to be familiar with the APA Code of Ethics (See
Appendix) and the California laws and standards for the profession of psychology. This is
to be understood to include situations described in Sections Duties and Responsibilities Students and Professional Issues - Dual Relationships.
Students may not engage in any unprofessional, unethical, or illegal practices at their
field training site even if such practices are condoned, expected, or requested by agency
supervisors or staff. Any student who observes agency staff or other CSFS trainees
36
PROFESSIONAL ISSUES(cont’d)
.
engaging in such practices must promptly bring it to the attention of his/her supervisor
and/or to the liaison and/or the Director, DPFT.
Students who feel they would be in jeopardy or who believe they are being punished for
reporting unprofessional, unethical, or illegal behavior to the agency itself, must report
their concerns immediately to the liaison.
Sexual Harassment of Field Trainees
The DPFT takes reports of sexual harassment seriously, and will respond according to the
following guidelines:
a.
Students who believe they have experienced or observed sexual
harassment at a field placement are expected to bring it to the attention of
the agency liaison for their agency. Students are encouraged to be assertive
in dealing with inappropriate behavior by rejecting it and confronting the
source or responsible authorities at the agency.
b.
The ALF will present reports of harassment to the DPFT. The DPFT may also
consult with AIU’s Director of Human Resources and Risk Management. The
DPFT Director will use his/her best judgment in deciding what action is
appropriate. As much as possible, the liaison will respect the student’s
judgment as to whether the student should continue the placement and
how to present the situation to the supervisor or other agency staff.
c.
Complaints will not be disclosed to other students unless it is necessary to
protect their welfare. If the student appears to be at immediate risk, all
CSFS students at the site may be removed. With the student’s cooperation,
the liaison will make every effort to resolve the situation through direct
contact with the people involved. The liaison can only intervene directly
with the agency if the student is willing to make his/her complaints a matter
of record. This will usually require a written report to the DPFT.
d.
Such a report should be as detailed and concrete as possible as to the
offensive behavior, the time and circumstances, and the student’s response.
Incidents reported to the student by another student or agency staff
member may be helpful to the DPFT in making decisions about the extent
of the problem but will not be used as the basis of formal complaints.
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PROFESSIONAL ISSUES(cont’d)
.
e.
The DPFT will carefully evaluate all available information in making its own
decision on whether to take action outside its primary mandate, which is to
maintain the quality and safety of the training environment for al students.
A student is free to act independently to make a complaint of harassment to
the agency’s administration, the Board of Psychology, or American
Psychological Association. Because of the complex legal issues involved,
students should consider seeking outside counsel in deciding whether to
take such independent action.
f.
Students should consult the AIU Student Handbook for policies regarding
sexual harassment (www.alliant.edu; pp. 98-109).
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LIABILITY
.
Alliant International University carries insurance for all of its students who are in a field
placement activity. A certificate of insurance will be supplied to the agency when an
agreement to provide training (field training agreement) is established and signed. The
Certificates of Insurance are sent to agencies directly from the carrier every calendar
year, beginning July 1st.
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APPENDIX

APA Ethical Principles and Code of Conduct
 California Board of Psychology Supervised Experience Form
 California Board of Psychology Verification of Experience Form
 Weekly Log of Supervised Experience and Time Sheets
40