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Internship Supervision

Pre-Doctoral Internship Supervision

Individual Supervision:

  1. Primary individual supervisors must be licensed in the state of CA and meet the Board of Psychology's requirements for providing supervision.
  2. Each intern is assigned two primary individual supervisors for the duration of the training year.
  3. Assignment of individual supervisors is made by the SHCS Associate Director/Training Director based on the interns' training needs/interests, preferences for a particular supervisor or type of supervisor, and schedule. If an intern and/or supervisor desire a change in assignments, they can request re-assignment.
  4. Primary individual supervisors guide the intern’s overall professional development, oversee the intern’s clinical work, and are the first people with whom clinical and administrative problems are discussed. Specific duties include:
    • Assess competencies, training needs and interests in order to identify types of presenting problems and clients that are appropriate for the supervisee to work with, and establish training goals. Assist supervisee in completing the Individualized Training Plan (ITP) by the third supervision session.
    • Provide individual supervision to their assigned interns.
    • Review and modify ITP as necessary to assess progress.
    • Complete the Internship Agreement with the supervisee by the third supervision session; review periodically to ensure that she/he is meeting agreed upon requirements.
    • Monitor caseload to ensure that an appropriate number of clients are being seen (i.e., neither too few nor too many) and that training goals and requirements are being met with respect to types of clients (e.g., “multicultural”) and presenting problems.
    • Be available for additional consultation/supervision to address special problems and urgent situations.
    • Complete weekly supervision notes.
    • Review and sign supervisee's clinical records including intake summaries, treatment plans, progress notes, termination summaries, supervision logs, and others as required or deemed necessary.
    • Review and sign weekly activity forms and other documents required by the Board of Psychology, supervisee's graduate program, or other entity.
    • Provide ongoing constructive feedback.
    • Complete evaluation reports required by Student Health and Counseling Services and the supervisee's graduate program.
    • Inform the Internship Coordinator/staff of any clinical, supervision, and programmatic concerns.
    • Meet periodically with other supervisors to discuss supervisee's progress and programmatic issues.

 Secondary Supervision:

  1. Secondary supervision differs from primary supervision in that it is focused on a more specific training activity. Secondary supervision may be provided or required for one of several reasons:
  2. The intern's client caseload requires a level of training in a particular area that is not feasible to provide in individual supervision alone (e.g., psychological testing).
  3. The intern provides co-therapy with a senior staff in conjoint or group therapy. The staff member provides secondary supervision for that specific intervention.
  4. The intern may request more in-depth training in a particular area of interest. Attempts will be made to meet such requests, although this may not always be possible.
  5. Additional training/remediation in a particular area is identified by the primary supervisor.
  6. Secondary supervisors may be unlicensed staff or advanced Interns. However, their supervision must be supervised by a licensed senior staff.
  7. Secondary supervisors' responsibilities are similar to that of the primary individual supervisor with respect to the particular activity being supervised, as follows:
    • Meet regularly with supervisee. The frequency and length of meetings depends on need as determined by the secondary supervisor and supervisee. For example, group co-therapists should meet after each group to "debrief."
    • Assess competencies, training needs and interests with respect to activity being supervised.
    • Be available for additional consultation to address special problems/urgent situations related to the work being supervised.
    • Complete weekly supervision notes.
    • Evaluate performance. Periodically review and assess progress in meeting training goals related to the specific activity being supervised; revise when appropriate. Provide verbal and/or written feedback to the intern's primary supervisor for inclusion in formal evaluations.
    • Inform the primary supervisor and Training Director of any clinical, supervision, and programmatic concerns.

Group Supervision:

  1. Group supervision includes a supervisor and all Interns (post-doctoral students and interns.)
  2. Group supervisors must be licensed in the state of CA and meet the Board of Psychology's requirements for providing supervision.
  3. Group supervisor's responsibilities:
    • Meet weekly with all interns for at least 1 hour/week.
    • Facilitate discussion. Provide safe environment for interns to discuss clinical work and programmatic issues and concerns; encourage collegial/consultative relationships between interns.
    • Schedule and evaluate case presentations. Schedule case presentation time for each intern, and facilitate discussion and provision of feedback from group members about presentation style, organization and content. Provide feedback about presentation to primary individual supervisor.
    • Provide verbal and/or written requested feedback to the interns' individual supervisors for inclusion in formal evaluations
    • Inform individual supervisors of any clinical, supervision, and programmatic concerns.

Evaluation Procedures: 

Interns will receive a formal written evaluation from their supervisors while providing feedback to their supervisors at the end of each semester.  This feedback is an essential part of the training program.  It is expected that an ongoing discussion of the intern’s progress and his/her respective strengths and weaknesses will take place throughout the semester.  Problems and deficit areas will be addressed as early and constructively as possible.  The training program also has clear guidelines for the assessment of professional impairment in a manner that is fair and preserves the due-process rights of all parties involved.  Interns will also provide an evaluation regarding weekly didactic training seminars.

  1.  Intern Rights: 
    • The right to a clear statement of program philosophy and objectives upon entry into the training program, including a clear statement of goals and expectations.
    • The right to be trained by licensed professionals, who meet the requirements for licensure in California and conduct themselves in accordance to the APA ethical guidelines.
    • The right to ongoing, specific, respectful and pertinent evaluations.
    • The right to engage in ongoing and formal evaluation of the training program.
    • The right to initiate an informal resolution of problems that may arise in the training experience by contacting the training coordinator or other staff as appropriate (including but not limited to the Associate Director and/or Director of Student Health and Counseling Services).
    • The right to due process when dealing with problems if the informal resolution fails.
    • The right to be treated with professional respect and with sensitivity to the need for privacy and respect for one’s personal life.