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Interns assess the appropriate level of intervention in ICs since KSU operates using an informal stepped-care system. Thus, ICs may result in referral to psychoeducational workshops, campus services, or group therapy, prior to referrals for individual therapy. Interns conduct 4 ICs each week.

Interns quickly establish rapport in ICs in order to assess the appropriateness of the student鈥檚 presenting problem to a brief treatment model versus longer-term therapy. Interns also develop skills conducting assessments for a range of presenting issues, providing crisis intervention, developing differential diagnosis, referring for medication evaluation, and engaging in collaboration with other resources. 

Interns complete 14-18 hours of direct clinical work per week. This work includes the range of clinical services, with the majority consisting of individual counseling to KSU students while a few may involve couple鈥檚 counseling. CAPS clients present with anxiety, depression, relationship problems and academic concerns as the top presenting problems, but interns will have exposure to the range of psychological problems.  

Intern will co-facilitate at lease two groups throughout the year. CAPS maintains a robust Groups program. Staff members typically offer at least one group per semester, meaning that as many as 20 groups may be offered at a time. Interns will co-lead at least one section of a general process group. It is offered for multiple sessions on both KSU campuses each semester. Additionally, interns may select their area of interest in groups depending on their Rotation and with input from their supervisor. Other group options have included psycho-educational or skills groups as well as support groups. Interns will have one hour of supervision per group. 

Interns have varied opportunities to manage a range of crises in the course of their ongoing therapy with students. This may be through ongoing clients, ICs, or walk in crisis appointments. In the case of a crisis involving potential harm to self or others, or if a student is gravely disabled, interns consult with their supervisors or with senior staff for appropriate intervention. Consultation with Case Managers is routine for all hospitalizations.

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

Many outreach activities depend to a great extent on requests made to CAPS. Interns may present to student groups on particular topics (e.g. depression, anxiety, substance abuse, or stress management), or introduce students to CAPS services. Presentation frameworks for these workshops will be provided by CAPS staff. Further, Mental health screenings may also be provided to various student groups, e.g., annually provided to participating athletic teams. Outreach may also include responding within on-campus events sponsored through other campus departments. Interns will participate in a minimum of 4 Outreach activities per semester. 

Interns will conduct a minimum of 2 psychological test batteries (materials provided by CAPS). These assessments focus on supporting treatment with the client's ongoing individual therapist. 

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

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

Interns wil recieve a great deal of support throughout the year, with focus on gaining more automony as the year progresses. Intern will retain a primary supervisior throughout the year and will meet with them for 2 hours every week. They will get additional supervision through a rotation supervisor that will meet with them for 1 hour a week to focus on rotation related activities. Additionally, interns recieve one hour of supervision with the co-facilitator of their group to focus on group therapy skills. Interns will also meet monthly for outreach supervision and have regular meetings with the Training Director. 

Interns will provide supervision for 4-5 cases of a counselor-in-training in Spring semester. They will meet biweekly with their supervisee for one semester and recieve supervision of supervision from a licensed psychologist. 

• Multiple Groups: Co-facilitate 2 groups led by CAPS staff to students. At least one to be a process group and one a skill group.
• Readings: Complete three related readings selected by the Rotation supervisor.
• Supervision: Receive related supervision weekly from CAPS staff focused on each group.

• Behavioral Response Team (BRT): Participate in regular meetings of the university鈥檚 BRT, learning disposition and management of complex and high-risk students.

• Caseload: Accept increased referrals of CAPS clients with crisis situations.

• Complete two weeks of after-hours and emergency on-call.

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

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

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

• SAFE Center: Act as liaison with campus partner and participate in activities related to victims of crime as opportunities present. 

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

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

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

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

• Psychological Testing: Conduct 2 additional psychological test batteries to address specific clinical questions.

• Case Presentation: Present a testing case to CAPS staff.

• Participate in CAPS system research/evaluation as opportunities present.

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

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

• Supervise a practicum student's full clinical caseload.

• Lead additional training seminars for practicum students, as opportunities present.

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

• Supervision: Receive related supervision weekly from CAPS staff focused on supervision.

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

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

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

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

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

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

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

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

interventions. Also includes the steps for an appeal process.

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

 

I. Definitions

Trainee

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

Associate Director for Training (or Training Director)

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

Due Process

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

 

Due Process Guidelines

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

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

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

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

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

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

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

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

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

Remediation and Sanctions

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

 

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

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

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

c) recommending personal therapy;

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

e) requiring specific academic coursework.

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

 

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

a) the specific behaviors associated with the unacceptable rating;

b) the remediation plan for rectifying the problem;

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

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

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

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

 

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

 

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

 

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

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

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

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

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

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

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

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

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

KSU provides leave time to all employees as a part of your benefits package. Interns seek approval from supervisors for leave time, and then must make formal requests for leave in the USG system, (e.g., vacation, expected medical leave/illness) with adequate time to allow for office coverage. Interns acquire 10 hours per month of paid Annual Leave (vacation) and 8 hours per month of Sick Leave. Interns are also provided with 80 hours of Professional Leave for the year by CAPS; this leave can be used for professional development, which might include defending dissertations, attending graduation, postdoc interviews, or professional conferences. . 

KSU employees receive the benefit of 12 paid holidays per calendar year. Each year's holiday schedule is established by KSU, and KSU will be closed for business in observance of the holidays. All employees and interns are responsible for negotiating their needs around religious practices with their supervisor. KSU employees may use vacation time for religious holidays and questions may be referred to Human Resources.

The following paid Holiday hours are anticipated each year: Labor Day, Thanksgiving Holiday, Winter Holiday (5 days off in December), New Year鈥檚 Day, Martin Luther King, Jr. Day, Memorial Day, Juneteenth, and the July 4th holiday.