Training, Supervision & Consultation

Training, Supervision & Consultation 1

Training, Supervision, and Consultation: Expanded Roles and Competencies of Health Service Psychologists

GSAPP Course #: 18:821:655:01 Spring, 2018

Instructor: Class Details: Brian C. Chu, PhD Classroom: A317 Office 203A Class Time: Wednesday, 9:00 AM – 11:45 PM Psychology/GSAPP Building 152 Frelinghuysen Road Office Hours: By appointment at: Email: [email protected] https://BrianChuPhD.youcanbook.me Office: (848) 445-3903 Class Discussions & Questions: Please use Sakai

Special Guest Instructor: Teaching Assistants: Karen Riggs-Skean: [email protected] Julia Brillante: [email protected] Laura McCann: [email protected]

Course Description: The professional roles of psychologists are ever-expanding and today’s clinical psychologists must be prepared to assume multiple roles throughout ones career. This class is designed to expose students to the current body of research on training, clinical supervision, and professional consultation in psychology. The course includes multiple experiential assignments and learning opportunities to begin the student’s development in training and supervisory competencies.

• Training refers to the educational and instructional processes involved in the initial (e.g., graduate education) or ongoing (e.g., continuing education) learning to establish competence as a psychologist. • Supervision refers to mentored activities that influence a provider’s direct or indirect service with clients of psychological care. • Consultation refers to a diverse array of activities wherein psychologists provide specialty services or work in collaboration across professions and in diverse settings (e.g., medical, school, forensic, business).

Learning Goals for the course include: 1. Become familiar with, and demonstrate knowledge of, current body of research and approaches in psychological training, supervision, and consultation roles. 2. Complete experiential assignments in Clinical Supervision, including meeting with a novice clinician, providing peer consultation-supervision, and demonstrating ability to reflectively evaluate the supervisory process. 3. Complete experiential assignments in Psychological Training to demonstrate initial competencies in formulating and proposing training activities.

REQUIRED BOOKS 1. Falender, C. A., & Shafranske, E. P. (2008). Casebook for Clinical supervision: A competency-based approach. Washington, D.C.: American Psychological Association. 2. Other required and recommended readings are listed in the course schedule below.

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Sakai site: 1. We will use Sakai site to distribute resources and submit assignments: http://sakai.rutgers.edu/ 2. Click tab for 18:821:655:01 (TRAIN SUPV CONSULT 01 Sp18) 3. If you do not see the tab, follow the directions for “Join a Class Worksite” posted on Sakai. 4. To upload assignments, go to the ASSIGNMENTS link and upload on the same page where the assignment is assigned. 5. When you upload assignments, please label your file (using Save As) STARTING with YOUR LAST NAME (e.g., “Guarino_HW1.doc”).

Abbreviated Course Outline

Class Date Instructor Topic 1. 1/17 Chu Overview and class mechanics 2. 1/24 Chu Intro to Supervision: Roles, expectations, goals 3. 1/31 Chu CBT Supervision 1 4. 2/7 Chu CBT Supervision 2 5. 2/14 McWilliams Dynamic Supervision 1 6. 2/21 Riggs-Skean Dynamic Supervision 2 7. 2/28 Chu, Riggs-Skean, Supervision Break-out groups McCann, Brillante 8. 3/7 Chu, Riggs-Skean, Supervision Break-out groups McCann, Brillante 3/14 No Class: Spring Break 9. 3/21 Boyd-Franklin Supervision Burnout; Multi-cultural Issues/Systems 10. 3/28 Clemow Consultation in Primary Care settings 11. 4/4?? Chu?? Consultation Intro; Supervision Check-in (whole class) 12. 4/11?? Petti/Miskimen?? Consultation to Psychiatry? 4/11 Peer Supervision Work sample due at 11:59pm 13. 4/18 Elias Consultation to Schools 14. 4/25 Chu Training and Continuing Education 15. 5/2 Chu Legal and ethical issues; Supervision Check-in (whole class) 5/9 Training Workshop Proposal due at 11:59pm

Grading: Your grade will be based on the following elements:

1. 10% Attendance and participation 2. 20% Successful completion of Supervisory Experiential Component: Accept peer supervision assignment, meet with supervisee, video-record supervision meetings, hand-in recordings to instructor. Documentation will also include supervisee completion of supervisor evaluation. 3. 40% Supervision Work Sample: Written component of supervisory experience. 4. 30% Training Workshop Proposal.

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READINGS/CLASS PRESENTATION: Readings are expected to be read for the class in which they’re listed. The course focuses on training in training/supervisory competence, so this relies on knowing the literature base. Class instruction will likely not dissect each reading, but each is necessary to perform the professional skills adequately.

ATTENDANCE, TARDINESS, & PARTICIPATION Attendance and participation are essential parts of class. Excused absences include religious and recognized cultural holidays that fall on the day of class. Because conferences are an important part of professional development, these may also be excused, but please seek permission from the instructor before any proposed absences. If you will be absent for an excused reason, please let the instructor know ahead of time with your reason. If you miss 3 classes for any reason, you will not receive a grade higher than a “C.” Exceptions (e.g., chronic illnesses, medical emergencies, a number of religious holidays) can be made at the discretion of the instructor, but please discuss these issues as soon as possible. When a student does miss a class, even with prior approval, the student must arrange for a fellow student to audio-record the class and the absent student must: (a) listen to the audio-recording and (b) submit a summary of the class’s top 2-3 take-home points, connecting them to their own clinical experiences. This summary (no longer than a page) must be submitted prior to the next class.

Computer use in class: Students are not to use computers for purposes other than class-related activities.

Academic Integrity: All Rutgers students should review and adhere to the University principles of academic integrity, available at: http://academicintegrity.rutgers.edu/academic-integrity-at-rutgers/

Accommodations due to disability: If you seek accommodations due to a documented disability, please see the instructor and referr to university guidelines at: http://academicintegrity.rutgers.edu/academic-integrity-at-rutgers/

MAJOR ASSIGNMENTS/EXPERIENCES

1. Peer Consultation-Supervision Experience and Work Sample: a. Peer supervisors (3rd year students enrolled in class) will be paired up with 1st-year students (trainees) who are seeing their first cases through 1st-year supervision groups (Foundations class) in the clinic. Peer supervisor will conduct FOUR supervision sessions with the trainee, focusing on one case. The peer supervisor can choose to supervise in either Psychodynamic or CBT approaches. The first meeting helps the peer supervisor set up the context for supervision, complete supervision contract, develop a supervisory relationship, and discuss trainee goals. The remaining meetings aim to model a supervised supervision experience.

b. The formal relationship is most accurately called a “peer consultation.” The peer supervisor will not have binding responsibility or authority in any guidance they give to the trainee. Instead, we hope that this will serve to COMPLEMENT the supervision that the foundation supervisor is doing. It will help both students dive more into specific issues and help give the trainee more support (important since all foundation supervision occurs in group format).

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c. The grade is based on your completion of the supervisory experience with your trainee and your completion of the work sample.

d. Further details to follow, but the most immediate steps will be: (1) Week 1: Complete sign-up sheet with your contact info and supervision orientation. (2) Week 2: We will be getting a similar sign-up list of first years. (3) Week 2: We will then match supervisor-trainee pairs. (4) Week 3-4: You will have an introductory meeting where you complete a Peer Supervision Contract. This will get you Therasoft access to the trainee’s case notes. (5) Week 5 on: Complete your FOUR supervision meetings. (6) You will record your supervision meetings in PsyViewer: please request clinic coordinators to give instructors and TAs access to these videos.

2. Training Work Sample: Workshop Proposal Details of this assignment will be given in class. The goal of this assignment is for students to gain the experience of proposing a workshop or professional presentation that they, themselves, would deliver to a group of professionals based on their own interests, experience, and competencies. The workshop could look like a continuing education training workshop or it could be something like proposing a grand rounds at a medical center. The work sample would consist of submitting a business proposal that describes the workshop, details learning objectives, and outlines the learning activities that would be taught. The student would also submit his/her c.v. to highlight his/her experience in that area.

COURSE SCHEDULE

Class 1 (1/17) Overview: The expanded role of Clinical Psychology; Emerging Roles and Professional Competencies a. Review Syllabus; Explain work sample assignments and experiential component b. Trends in the profession of clinical psychology, including new opportunities in diverse settings and related fields.

c. Required Readings (1) Falendar & Shafranske, Ch 1-2, pp. 3-38. (2) Norcross, J. C., & Karpiak, C. P. (2012). Clinical psychologists in the 2010s: 50 years of the APA Division of Clinical Psychology. Clinical Psychology: Science and Practice, 19(1), 1-12. (3) Kazdin, A. E., & Blase, S. L. (2011). Rebooting psychotherapy research and practice to reduce the burden of mental illness. Perspectives on Psychological Science, 6(1), 21-37.

d. Further Readings (1) Beidas, R. S. & Manderscheid, R. W. (2014). A healthy new world: Emergent opportunities for clinical psychologists in the patient protection and affordable care act. Clinical Psychology: Science and Practice, 21, 113-117. (2) Bornstein, R. F. (2001). The impending death of psychoanalysis. Psychoanalytic Psychology, 18(1), 3-20. Training, Supervision & Consultation 5

(3) Bornstein, R. F. (2005). Reconnecting psychoanalysis to mainstream psychology. Challenges and opportunities. Psychoanalytic Psychology, 22(3), 323-340. (4) Chor, K. H. B., Olin, S. C. S., & Hoagwood, K. E. (2014). Training and education in clinical psychology in the context of the Patient Protection and Affordable Care Act. Clinical Psychology: Science and Practice, 21(2), 91-105.

Class 2 (1/24) Intro to Supervision: Preparing to become a supervisor a. Supervision Models, Role of the supervisor, Supervisor Interventions

b. Required Readings (1) Falendar & Shafranske, Ch 3, pp.3 9-56. (2) Falendar & Shafranske, Ch 4, pp. 57-96. (3) Spence, S. H., Wilson, J., Kavanagh, D., Strong, J., Worall, L. (2001). Clinical supervision in four mental health professions: A review of the evidence. Behaviour Change, 18, 135-155.

c. Further Readings (1) Frawley-O’Dea, M. G. (2001). The supervisory relationship: A contemporary psychodynamic approach. Chapter 2. Models of Supervision. (2) Holloway, E. L., & Neufeldt, S. A. (1995). Supervision: Its contributions to treatment efficacy. Journal of Consulting and Clinical Psychology, 63, 207-213. (3) Watkins, C. E. (2012). On demoralization, therapist identity development, and persuasion and healing in psychotherapy supervision. Journal of Psychotherapy Integration, 22(3), 187‐205. (4) Majcher, J, & Daniluk, J. C., (2009). The process of becoming a supervisor for students in a doctoral supervision training course. Training and Education in Professional Psychology, 3, 63–71.

Class 3 (1/31) CBT Supervision 1: Doing supervision in the context of cognitive and behavioral approaches a. Background and principles in CBT supervision; Conceptualizations and recommended activities b. Setting Supervisor and Trainee Goals

c. Required Readings (1) Falendar & Shafranske, Ch 11, Appendix A & B; pp. 211-246. (2) Friedberg, R. D., Gorman, A. A., & Beidel, D. C. (2009). Training psychologists for cognitive- behavioral therapy in the raw world: A rubric for supervisors. Behavior Modification, 33, 104-123. (3) Follette, W. C., & Callaghan, G. M. (1995). Do as I do, not as I say: A behavior-analytic approach to supervision. Professional Psychology: Research and Practice, 26, 413-421.

d. Further Readings (1) Beidas, R. S., Cross, W., & Dorsey, S. (2014). Show me, don’t tell me: Behavioral rehearsal as a training and analogue fidelity tool. Cognitive and Behavioral Practice, 21, 1-11. (2) Bearman, S., Weisz, J. R., Chorpita, B. F., Hoagwood, K., Ward, A., Ugueto, A. M., & Bernstein, A. (2013). More practice, less preach? The role of supervision processes and therapist characteristics in EBP implementation. Administration and Policy in Training, Supervision & Consultation 6

Mental Health and Mental Health Services Research, 40, 518-529. doi:10.1007/s10488‐013-0485-5 (3) Accurso, E. C., Taylor, R. M., & Garland, A. F. (2011). Evidence-based practices addressed in community-based children's mental health clinical supervision. Training and education in professional psychology, 5(2), 88-96.

Class 4 (2/7) CBT Supervision 2: Demonstrations of CBT Supervision a. Practice exercises in conducting CBT supervision.

b. Required Readings (1) Batten, S. V., & Santanello, A. P. (2009). A contextual behavioral approach to the role of emotion in psychotherapy supervision. Training and Education in Professional Psychology, 3, 148–156. (2) Reilly, C. E. (2000). The role of emotion in cognitive therapy, cognitive therapists, and supervision. Cognitive and Behavioral Practice, 7, 343-345. (3) Nezu, A. M., Saad, R., Nezu, C. M. (2000). Clinical decision making in behavioral supervision: “…And how does that make you feel?” Cognitive and Behavioral Practice, 7, 338-342.

c. Further Readings (1) Huhra, R. L, Yamokoski-Maynhart, C. A., & Prieto, L. R. (2008). Reviewing videotape in supervision: A developmental approach. Journal of Counseling & Development, 86, 412- 418. (2) Rosenberg, J. I. (2006). Real‐Time training: Transfer of knowledge through computer‐ mediated, real-time feedback Professional Psychology: Research and Practice, 37, 539– 546.

Class 5 (2/14) Dynamic Supervision 1: Doing supervision in the context of psychodynamic approaches a. Guest Lecturer: Nancy McWilliams b. Background and principles in Dynamic supervision c. Conceptualizations and recommended activities d. Active discussion of student examples from supervisory experiences Background in Dynamic supervision, didactics

e. Required Readings (1) Falendar & Shafranske, Ch 5. Addressing personal Factors in Supervision. pp. 97-120. (2) McWilliams, N. (2004). Some observations about supervision/consultation groups, NJ Psycholoigst, Winter, (3) Levenson, E. A. (1982). Follow the fox: An inquiry into the vicissitudes of psychoanalytic supervision. Contemporary Psychoanalysis, 18, 1-15. Explores six models of supervision: holding/comforting, Teutonic/authoritarian, algorithmic, metatherapeutic (supervision as therapy), Zen (hands-off, mellow), and preceptorship (apprenticeship).

f. Further Readings (1) Frawley-O’Dea, M. G. (2001). The supervisory relationship: A contemporary psychodynamic approach. Chapter 3. Relational Model of Supervision. Training, Supervision & Consultation 7

(2) Rangell, L. (1982). Transference to theory: The relationship of psychoanalytic education to the analyst’s relationship to psychoanalysis. Annual of Psychoanalysis, 10, 29-56. Impact of the supervisor’s theoretical orientation. (3) Fuqua, P. B. (1994). Chapter 6: Teaching, learning, and supervision. Progress in Self Psychology, 10, 79-97. Supervision from a self psychology perspective. (4) Nelson, M. L., Barnes, K. L., Evans, A. L., & Triggiano, P. J. (2008). Working with conflict in clinical supervision: Wise supervisors’ perspectives. Journal of Counseling Psychology, 55, 172–184. (5) Grant, J., Schofield, M. J., & Crawford, S. (2012). Managing difficulties in supervision: Supervisors' perspectives. Journal of Counseling Psychology, 59(4), 528-541.

Class 6 (2/21) Dynamic Supervision 2: Demonstrations of Psychodynamic Supervision a. Guest Lecturer: Karen Riggs-Skean b. Building the Supervisory Relationship and Alliance Ruptures c. Practice exercises in conducting Dynamic supervision.

d. Required Readings: (1) Falendar & Shafranske, Ch 7. Alliance in Therapeutic and Supervisory Relationships: Alliance Strains and Ruptures, pp. 137-158. (2) Sarnat, J. (2010). Key competencies of the psychodynamic psychotherapist and how to teach them in supervision. Psychotherapy: Theory, Research, Practice, Training, 47(1), 20-27.

e. Further Readings: (1) Frawley-O’Dea, M. G. (2001). The supervisory relationship: A contemporary psychodynamic approach. Chapter 5. The Supervisor’s Knowledge, Power, and Authority, Part II. (2) Tracey, T. G., Bludworth, J., & Glidden-Tracey, C. E. (2012). Are there parallel processes in psychotherapy supervision? An empirical examination. Psychotherapy, 49(3), 330-343. (3) Watkins, C. r. (2012). Some thoughts about parallel process and psychotherapy supervision: When is a parallel just a parallel? Psychotherapy, 49(3), 344‐346. (4) Tracey, T. G., Glidden-Tracey, C. E., & Bludworth, J. (2012). Parallel process: When does a parallel occurrence carry meaning? Psychotherapy, 49(3), 347-348. (5) Perlman, S. D. (1996). The implications of transference and parallel process for the frame of supervision. Journal of the American Academy of Dynamic Psychiatry, 24, 485-497. Nice historical review of Hungarian vs. Viennese models of supervision and their contemporary parallels. (6) Rosbrow, T. (1997). Chapter 10: From parallel process to developmental process: A developmental/plan formulation approach to supervision. Progress in Self Psychology, 13, 149-164. Developmental model of supervision. (7) Miller, L., & Twomey, J. E. (1999). A parallel without a process: A relational view of a supervisory experience. Contemporary Psychoanalysis, 35, 557-580. Emphasizes the complexity of what has been referred to as parallel process. (8) Harris, A., & Gold, B. H. (2001). The fog rolled in: Induced dissociative states in clinical process. Psychoanalytic Dialogues, 11, 357-384. Explores in the voice of both supervisor and supervisee the phenomenon of dissociative states resulting from in work with patients’ dissociative reactions. Training, Supervision & Consultation 8

(9) Ogden, T. (2005). On psychoanalytic supervision. International Journal of Psychoanalysis, 86, 1265-1280. Supervision as guided dreaming. Beautifully written, vintage Ogden.

Class 7 (2/28) Intensive Supervision Break-out Groups I a. Special Guest Co-instructor: Karen Riggs-Skean b. TAs: Laura McCann, Julia Brillante c. Class breaks into 4 groups (2 CBT; 2 Dynamic) and will meet with 2 faculty and 2 TAs. d. In advance of this, students will be preparing a written assignment that helps them reflect on the supervisory process with their junior clinician. (See Final Work Sample). e. In class, students present a portion of their taped supervision meetings with their 1st year student. The group discusses the case, the junior clinician, and the senior supervisor’s work. The focus will be on the supervisor’s conceptualization of the case, the conceptualization of the junior clinician’s work, the activities engaged in the supervision, and a reflection on their own work. f. Readings

Class 8 (3/7) Intensive Supervision Break-out Groups II a. Special Guest Co-instructor: Karen Riggs-Skean b. TAs: Laura McCann, Julia Brillante c. Repeat activities from Break-out Groups I to cover all students. d. Class breaks into 4 groups (2 CBT; 2 Dynamic) and will meet with 2 faculty and 2 TAs.

3/14: Spring Break!!!!

Class 9 (3/21) Supervision as an Antidote to Clinician Burnout: Diversity Issues and Family Therapy a. Nancy Boyd-Franklin b. Multi-cultural competency from the supervisor’s perspective c. Family therapy focus.

d. Required Readings (1) Boyd-Franklin, N. (2003). Implications for Supervision. Black families in therapy: Understanding the African American experience (2nd ed., p. 323-328). New York: Guilford Press. (2) Boyd-Franklin, N., Cleek, E., Wofsy, M., Mundy, B. (2013). Supervision, training, and organizational support as antidotes to burnout. In Boyd-Franklin et al, Therapy in the real world: Effective treatments for challenging problems, pp. 326-342. New York, New York: Guilford Press. (3) Falendar & Shafranske, Ch 6. Supervision, Culture, and Context, pp. 121-136.

e. Further Readings Training, Supervision & Consultation 9

(1) Aten, J. A., & Couden Hernandez, B. (2004). Addressing Religion in Clinical Supervision: A model. Professional Psychology: Research and Practice, 41, 152–160. (2) Walker, J. A., Ladany, N. , Pate-‐Carolan, L. M. (2007). Gender-related events in psychotherapy supervision: Female trainee perspectives. Counselling & Psychotherapy Research, 7, 12-18. (3) Rodriguez, C. I., Cabaniss, D. L., Arbuckle, M. R., & Oquendo, M. A. (2008). The role of culture in psychodynamic psychotherapy: Parallel process resulting from cultural similarities between patient and therapist. American Journal of Psychiatry, 165(11), 1402-1406. (4) Lewinsohn, P. M. et al. (1984). Training clinical psychologists for work with older adults: A working model. Professional Psychology: Research and Practice, 15, 187-202. (5) Park-Taylor et al. (2009). Toward reflective practice: A multicultural competence training model from a community mental health center. Professional Psychology: Research and Practice, 40, 88-95. (6) Handelsman et al. (2005). Training ethical psychologists: An acculturation model. Professional Psychology: Research and Practice, 36, 59-65.

Class 10 (3/28) Consulting in Diverse Settings 2: Medical Centers/Primary Care a. Lynn Clemow, family medicine b. Unique roles of psychologists in medical centers and Primary Care c. Practical application: role plays or in-class consultation (e.g., students can bring examples from practica and receive class/instructor consultation).

d. Required readings (1) Falendar & Shafranske, Ch 10. Supervisory Issues in Clinical Health Psychology, pp. 197-210. (2) McDaniel, S.H, Grus, C.,.et al. (2014). Competencies for psychology practice in primary care. American Psychologist. 69(4), 409-429.

e. Further readings (1) Spirito, A., Brown, R. T., D'Angelo, E., Delamater, A., Rodrigue, J., & Siegel, L. (2003). Society of Pediatric Psychology Task Force Report: Recommendations for the training of pediatric psychologists. Journal of Pediatric Psychology, 28(2), 85-98. (2) Masters, K. S., France, C. R., & Thorn, B. E. (2009). Enhancing preparation among entry-level clinical health psychologists: Recommendations for "best practices" from the the first meeting of the Council of Clinical Health Psychology Training Programs (CCHPTP). Training and Education in Professional Psychology, 3(4), 193-201. (3) American Psychological Association. (2015). Competencies for Psychology Practice in Primary Care. Retrieved from http://www.apa.org/ed/resources/competencies-practice.pdf. (4) Kreitzer, M. J., Kligler, B., & Meeker, W. C. (2009). Health professions education and integrative healthcare. Explore: The Journal of Science and Healing, 5(4), 212-227. (5) France, C. R., Masters, K. S., Belar, C. D., Kerns, R. D., Klonoff, E. A., Larkin, K. T., ... & Thorn, B. E. (2008). Application of the competency model to clinical health psychology. Professional psychology: research and practice, 39(6), 573-580. (6) Nash, J.M., Khatri, P., Cubic, B.A., Baird, M.A. (2013). Essential competencies of psychologists in patient-centered medical homes. Professional Psychology: Research and Practice, 44, 331- 342. Training, Supervision & Consultation 10

(7) Pruitt et al., (1998). Moving behavioral medicine to the front line: A model for the integration of behavioral and medical sciences in primary care. Professional Psychology: Research and Practice, 29, 230-236.

Class 11 (4/4) Consultation Overview and Group Supervision check-in (whole class) a. Interprofessional Work across settings

b. Required Readings (1) Liebowitz, B. & Blattner, J., (2015). On becoming a consultant: The transition for a clinical psychologist. Consulting Psychology Journal: Practice and Research, 76, 144-161.

c. Further Readings (1) O’Shea Carney, K., Gum, A. M., Zeiss, A. M. (2015). Geropsychology in interprofessional teams across different practice settings. In P.A. Lichtenberg & B. T. Mast (Eds.), APA handbook of clinical geropsychology: Vol. 1. History and status of the field and perspectives on aging. USA: APA. (2) Jackson, Y., Wu, Y. P., Aylward, B. S., & Roberts, M. C. (2012). Application of the competency cube model to clinical child psychology. Professional Psychology: Research and Practice, 43(5), 432-441. (3) American Psychological Association (2007). Guidelines for education and training at the doctoral and postdoctoral levels in consulting psychology/organizational consulting Psychology. American Psychologist, 62(9), 980-992. (4) Troper, J., & Lopez, P. (2009). Empowering Novice consultants: New Ideas and structured approaches for consulting projects. Consulting Psychology Journal: Practice And Research, 61(4), 335-352. (5) Fuqua, D. R., Newman, J. L., Simpson, D. B., & Choi, N. (2012). Who Is the client in organizational consultation? Consulting Psychology Journal: Practice And Research, 64(2), 108-118.

Class 12 (4/11) Consulting in Diverse Settings 3: Psychiatry a. Ted Petti; Theresa Miskimen, RWJ Medical School b. Consulting with Psychiatry – working collaboratively c. Practical application: role plays or in-class consultation (e.g., students can bring examples from practica and receive class/instructor consultation). d. Readings: (1)

Class 13 (4/18) Consulting in Diverse Settings 1: Schools a. Maurice Elias b. Unique roles of psychologists in setting in schools c. Practical application: role plays or in-class consultation (e.g., students can bring examples from practica and receive class/instructor consultation). Training, Supervision & Consultation 11

d. Required readings (1) Elias, M. J. & Leverett, L. (2011). Consultation to Urban Schools for Improvements in Academics and Behavior: No Alibis. No Excuses. No Exceptions. Journal of Educational and Psychological Consultation, 21(1), 28-45. (2) Meyers, A. B., Meyers, J., Graybill, E. C. , Proctor, S.L., & Huddleston, L. (2012.) Ecological Approaches to Organizational Consultation and Systems Change in Educational Settings. Journal of Educational and Psychological Consultation, 22(1-2), 106-124, DOI: 10.1080/10474412.2011.649649 (3) Trickett, E.J. & Rowe, H.L. (2012). Emerging Ecological Approaches to Prevention, Health Promotion, and Public Health in the School Context: Next Steps From a Community Psychology Perspective. Journal of Educational and Psychological Consultation, 22(1-2), 125- 140, DOI: 10.1080/10474412.2011.649651

e. Further readings (1) Jackson, Y., Alberts, F. L., & Roberts, M. C. (2010). Clinical child psychology: A practice specialty serving children, adolescents, and their families. Professional Psychology: Research and Practice, 41(1), 75-81. doi:10.1037/a0016156 (2) Bell, Patrick B., Meredith A. Summerville, Bonnie K. Nastasi, Julie Patterson & Elizabeth Earnshaw (2015) Promoting Psychological Well-Being in an Urban School Using the Participatory Culture-Specific Intervention Model, Journal of Educational and Psychological Consultation, 25:2-3, 72-89, DOI: 10.1080/10474412.2014.929955 (3) Newell, Markeda L. & Gina Coffee (2015) School Psychologists as Systems Level Consultants: Interdisciplinary Perspectives, Journal of Educational and Psychological Consultation, 25:2-3, 67-71, DOI: 10.1080/10474412.2015.1016227 (4) Meyers, Adena B., Renée M. Tobin, Brenda J. Huber, Dawn E. Conway & Kristal H. Shelvin (2015) Interdisciplinary Collaboration Supporting Social-Emotional Learning in Rural School Systems, Journal of Educational and Psychological Consultation, 25:2-3, 109-128, DOI: 10.1080/10474412.2014.929956 (5) Ingraham, Colette (2015) Competencies for Systems-Level Consultants Within Diverse Schools, Journal of Educational and Psychological Consultation, 25:2-3, 148-159, DOI: 10.1080/10474412.2014.963227 (6) Eagle, John W., Shannon E. Dowd-Eagle, Andrew Snyder & Elizabeth Gibbons Holtzman (2015) Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote SystemsLevel Change, Journal of Educational and Psychological Consultation, 25:2-3, 160-177, DOI: 10.1080/10474412.2014.929960 (7) Reddy, Linda A., Ryan J. Kettler & Alexander Kurz (2015) School-Wide Educator Evaluation for Improving School Capacity and Student Achievement in High-Poverty Schools: Year 1 of the School System Improvement Project, Journal of Educational and Psychological Consultation, 25:2-3, 90-108, DOI: 10.1080/10474412.2014.929961 (8) Dowdy, Erin, Michael Furlong, Tara C. Raines, Bibliana Bovery, Beth Kauffman, Randy W. Kamphaus, Bridget V. Dever, Martin Price & Jan Murdock (2015) Enhancing School-Based Mental Health Services With a Preventive and Promotive Approach to Universal Screening for Complete Mental Health, Journal of Educational and Psychological Consultation, 25:2-3, 178-197, DOI: 10.1080/10474412.2014.929951 Training, Supervision & Consultation 12

(9) Maras, Melissa A., Aaron M. Thompson, Christie Lewis, Kathy Thornburg & Jacqueline Hawks (2015) Developing a Tiered Response Model for Social-Emotional Learning Through Interdisciplinary Collaboration, Journal of Educational and Psychological Consultation, 25:2- 3, 198-223, DOI: 10.1080/10474412.2014.929954 (10) Donovan, Lauren, Dacia McCoy, Hilary Denune, David W. Barnett, Janet L. Graden & Victoria Carr (2015) Preparing Doctoral-Level Consultants for Systems Change: Implementing and Supervising Multitiered Practices in Early Childhood Education, Journal of Educational and Psychological Consultation, 25:2-3, 252-275, DOI: 10.1080/10474412.2014.929957

Class 14 (4/25) Training Models 1: Graduate Education and post-graduate training and continuing education a. Training in Psychology Graduate Schools: Models, structure, and content b. Competency-based program development: identification of competencies and input and output elements. c. Modern learning structures for continuing education: self-learning, train-the-trainer, PLCs d. Review workshop assignment.

e. Required Readings (1) Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., ... & Crossman, R. E. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology,3(4S), S5-S26. (2) APA Commission for the recognition of specialties and proficiencies in professional psychology. (2012). Education and Training Guidelines: A Taxonomy for Education and Training in Professional Psychology Health Service Specialties. American Psychological Association.

f. Further Readings for Graduate Training (1) COA competencies (either G&P domain B or SOA version) (2) GSAPP Clinical Competencies (review competency profile and practicum evaluation forms) (3) Beck, J. G., Catonguay, L. G., Chronis-Tuscano, A., Klonsky, E. D., McGinn, L. K., & Youngstrom, E. A. (2014).Principles for training in evidence-based psychology: Recommendations for the graduate curricula in clinical psychology. Clinical Psychology: Science and Practice, 21, 410-424. (4) Kernberg, O. F. (2006). The coming changes in psychoanalytic education: Part I. International Journal of Psychoanalysis, 87, 1649-1673. (5) Health, S. P. E. C. (2013). Professional psychology in health care services: a blueprint for education and training. The American psychologist, 68(6), 411. (6) Benjamin Jr, L. T. (2001). American psychology's struggles with its curriculum: Should a thousand flowers bloom? American Psychologist, 56(9), 735-742. (7) Plakun, E. M., Sudak, D. M., & Goldberg, D. (2009). The Y model: An integrated, evidence- based approach to teaching psychotherapy competencies. Journal of Psychiatric Practice, 15(1), 5-11. (8) Kernberg, O. F. (2007). The coming changes in psychoanalytic education: Part II. The International Journal of Psychoanalysis, 88(1), 183-202. (9) Leffler, J.M et al. (2013). Training in evidence-based practice across the professional continuum. Professional Psychology: Research and Practice, 44, 20-28. Training, Supervision & Consultation 13

(10) Cherry, D. K., Messenger, L. C., & Jacoby, A. M. (2000). An examination of training model outcomes in clinical psychology programs. Professional Psychology: Research and Practice, 31(5), 562-568. (11) Weissman, M., Verdeli, H., Gmeroff, M. J., Bledsoe, S. E., Betts, K., Mufson, L., Fitterling, H., & Wickramaratne, P. (2006). National survey of psychotherapy training in psychiatry, psychology, and social work. Archives of General Psychiatry, 63, 925-934

g. Further Readings for Continuing Ed (1) Chu, B. C., Carpenter, A. L., Wyszynski, C. M., Conklin, P. H., & Comer, J. S. (2015, online). Scalable options for extended skill building following didactic training in cognitive-behavioral therapy for anxious youth: A pilot randomized trial. Journal of Clinical Child and Adolescent Psychology. doi:10.1080/15374416.2015.1038825 (2) Sholomskas, D. E., Syracuse-Siewart, G., Rounsaville, B. J., Ball, S. A., Nuro, K. F., & Carroll, K. M. (2005). We don’t train in vain: a dissemination trial of three strategies of training clinicians in cognitive behavioral therapy. Journal of Consulting and Clinical Psychology, 73(1), 106-115. (3) Miller, W. R., Yahne, C. E., Moyers, T. B., Martinez, J., & Pirritano, M. (2004). A randomized trial of methods to help clinicians learn motivational interviewing. Journal of Consulting and Clinical Psychology, 72(6), 1050-1062. (4) Chu, B. C., Talbott Crocco, S., Arnold, C. C., Brown, R., Southam-Gerow, M. A., & Weisz, J. R. (2015). Sustained implementation of cognitive-behavioral therapy for youth anxiety and depression: Long-term effects of structured training and consultation on therapist practice in the field. Professional Psychology: Research and Practice, 6, 70-79. doi: 10.1037/a0038000. (5) Stirman, S. W., Bhar, S. S., Spokas, M., Brown, G. K., Creed, T. A., Perivoliotis, D., ... & Beck, A. T. (2010). Training and consultation in evidence-based psychosocial treatments in public mental health settings: The access model. Professional Psychology: Research and Practice, 41(1), 48-56. (6) Cucciare, M. A., Weingardt, K. R., & Villafranca, S. (2008). Using Blended Learning to Implement Evidence‐Based Psychotherapies. Clinical Psychology: Science and Practice, 15(4), 299-307. (7) Fairburn, C. G., & Cooper, Z. (2011). Therapist competence, therapy quality, and therapist training. Behaviour Research and Therapy, 49(6), 373-378. (8) Weingardt, K. (2004). The role of instructional design and technology in the dissemination of empirically supported, manual based therapies. Clinical Psychology: Science & Practice, 11, 313–331. doi:10.1093/clipsy/bph087 (9) Godley, S. H., Garner, B. R., Smith, J. E., Meyers, R. J., & Godley, M. D. (2011). A Large‐Scale Dissemination and Implementation Model for Evidence‐Based Treatment and Continuing Care. Clinical Psychology: Science and Practice, 18(1), 67-83.

Class 15 (5/2) Legal and Ethical Issues; Supervision Check-in a. Legal and Ethical Issues; Class-wide supervision check-in

b. Required Reading: (1) Falendar & Shafranske, Ch 8, Addressing Ethical and Legal Issues. pp. 159-180 Training, Supervision & Consultation 14

(2) Gottlieb, M. C., Robinson, K., & Younggren, J. N. (2007). Multiple relations in supervision: Guidance for administrators, supervisors, and students. Professional Psychology: Research and Practice, 38, 241-247.

ADDITIONAL READINGS (Deep grooves)

Classic Works in Psychoanalytic Supervision

Searles, H. F. (1955). The informational value of the supervisor’s emotional experience. Psychiatry, 15, 135-146. Seminal article on the importance of paying attention to countertransference. Ekstein, R., & Wallerstein, R. S. (1958). The teaching and learning of psychotherapy. New York: International Universities Press. Original explication of parallel Process, described in the terms of ego psychology. Caligor, L., Bromberg, P., & Meltzer, J. (1984). Clinical perspectives in the supervision of psychoanalysis and psychotherapy. New York: Plenum. Supervision from the perspective of interpersonal psychoanalysis. Dewald, P. A. (1987). Learning process in psychoanalytic supervision: Complexities and challenges. Madison, CT: International Universities Press. Analysis of recorded sessions of a candidate learning classical analysis. Frawley-O’Dea, M. G., & Sarnet, J. (2001). The relational turn in psychoanalytic supervision: A review of the supervisory relationship. New York: Guilford. Relational supervision: Exploration of asymmetrical parallel process.

Edited Volumes of Essays in Psychoanalytic Supervision

Wallerstein, R. (Ed.). (1981). Becoming a psychoanalyst. New York: International Universities Press. Specific to the training of analysts in institutes. Martindale, B., Mőrner, M, Eugenia, M., Rodriguez, C., & Vidit, J-P. (Eds.) (1997). Supervision and its vicissitudes. London: Karnac. Edited papers of therapists from different countries, cultures, and theoretical orientations. Rock, M. H. (Ed.) (1997). Psychodynamic supervision: Perspectives of the supervisor and the supervisee. Northvale, NJ: Jason Aronson. Original essays from a mostly contemporary relational perspective. Gill, S. (Ed.) (2002). The supervisory alliance: Facilitating the psychotherapist’s learning experience. Northvale, NJ: Jason Aronson. Papers organized around exploring the shift from didactic to relational models of supervision. Weiner, J., Mizen, R., & Duckham, J. (Eds.) (2003). Supervising and being supervised: A practice in search of a theory. New York: Palgrave Macmillan. Jungian influenced effort to differentiate and relate supervision and analysis. Petts, A., & Shapley, B. (Eds.) (2007). On supervision: Psychoanalytic and Jungian perspectives. London: Karnac. Interesting integration/comparison.