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Core Competencies

Revised 02-11-2020

I. Communication and Interpersonal Skills

  1. Communicates effectively
    1. Listens attentively to others
    2. Demonstrates a command of language, both written and verbal
    3. Identifies differences in communication needs across contexts and intended recipients and adjusts communications accordingly
    4. Demonstrates a thorough grasp of professional language and concepts and uses them appropriately and clearly in oral and written communications
    5. Produces and comprehends written work that is organized, comprehensive and well- integrated
  2. Forms positive relationships with others
    1. Develops, maintains, and effectively terminates therapeutic relationships with individuals receiving professional services
    2. Develops and maintains productive working relationships with colleagues, communities, organizations, supervisors, and supervisees
    3. Interacts in a manner that is honest, straightforward, and flexible
    4. Expresses genuine interest in others, providing them support and encouragement
    5. Displays compassion and empathy toward others, including those dissimilar from oneself
  3. Manages complex interpersonal situations
    1. Maintains appropriate boundaries (e.g., sharing of personal information, personal touch, dual relationships)
    2. Acknowledges and tolerates others’ feelings and attitudes, including those expressed toward them
    3. Allows and facilitates patients’ exploration of emotionally laden issues
    4. Maintains emotional equilibrium and judgment when faced with interpersonal conflict and patient distress
    5. Recognizes and uses problem solving strategies to address interpersonal conflicts
    6. Offers and accepts feedback constructively
  4. Demonstrates self-awareness as a professional
    1. Identifies and monitors personal attitudes, values, beliefs, individual and cultural identities, and their typical role in groups
    2. Recognizes how others experience them and the impact of self on others
    3. Uses personal reactions to inform work with patients and other professionals
    4. Adjusts professional behavior based on awareness of self and awareness of impact on others

II. Individual and Cultural Diversity

  1. Demonstrates awareness of diversity and its influence
    1. Identifies the various dimensions of individual and cultural diversity (e.g., age, race, ethnicity, national origin, language, socioeconomic status, gender, gender identity, sexual orientation, religion, spiritual beliefs, physical and mental ability)
    2. Recognizes and appreciates complexities inherent to individual and cultural diversity (e.g., intersectionality)
    3. Recognizes the potential influence of individual and cultural diversity on others and on the interactions between individuals, groups and systems of care
    4. Explores and monitors how they are influenced by individual and cultural characteristics and experiences
    5. Moves beyond recognition and identification toward an integrated and developed framework for working with populations that are diverse
  2. Develops effective relationships with culturally diverse individuals, families, and groups
    1. Recognizes and respects differences between self and others
    2. Communicates in patient’s preferred language or uses interpreter services as needed
    3. Explores with patients their individual and cultural identities and the meaning of these identifications to them
    4. Recognizes and responds appropriately to the impact of individual and cultural diversity in clinical, consultative, and supervisory relationships
  3. Applies knowledge of individual and cultural diversity in practice
    1. Selects assessment instruments, uses assessment tools, and interprets findings within the context of patients’ linguistic and cultural characteristics
    2. Considers individual and cultural characteristics in developing treatment plans and selecting, modifying, implementing, and monitoring interventions
    3. Is aware of and integrates knowledge of individual and cultural diversity across aspects of professional role (intervention, assessment, consultation, research, leadership, etc.)
    4. Connects patients to culturally responsive services and resources
    5. Recognizes, brings attention to, and/or addresses disparities in access to services, or other forms of discrimination
  4. Pursues professional development about individual and cultural diversity
    1. Recognizes the limitations in their abilities to work with individuals from diverse backgrounds
    2. Reviews and applies relevant literature and practice guidelines on providing services to diverse populations
    3. Seeks supervision to enhance their abilities to work with individuals from diverse backgrounds
    4. Pursues continuing education and multicultural experiences to enhance their abilities to work with individuals from diverse backgrounds

III. Professional Values, Attitudes and Behavior

  1. Displays professional behavior
    1. Maintains appropriate personal hygiene and professional attire
    2. Utilizes appropriate language and non-verbal communications, including in difficult interactions
    3. Demonstrates sound judgment in their responses to routine, complex and/or challenging situations
    4. Responds professionally in increasingly complex situations with a level of independence that matches their professional role
    5. Clarifies expectations and engages in behavior appropriate for their professional role and adjusts behavior to the setting and situation
  2. Engages in self-assessment and self-reflection
    1. Uses multiple methods to routinely assess professional strengths and areas for growth (e.g., supervision, peer supervision/consultation, audio/video recordings, patient feedback)
    2. Is open, receptive and responsive to feedback around performance and professional functions
    3. Recognizes and observes the limits of personal knowledge and skills
    4. Recognizes changes in the field that require the development of new or enhanced competencies
  3. Demonstrates accountability
    1. Acts responsibly (e.g., organizes workload; completes assigned duties efficiently; keeps appointments; honors commitments; follows policies, procedures, and administrative requirements)
    2. Demonstrates reliability (e.g., arrives on time, completes work on time, documents in an accurate and timely manner)
    3. Remains available and accessible as their role requires
    4. Acknowledges and assumes responsibility for errors, lapses in judgment, and deviations from professional ethics and values
  4. Demonstrates professional identity
    1. Exhibits knowledge of the profession and awareness of issues central to the field
    2. Reflects the professional value of life-long learning by pursuing continuing education
    3. Articulates and pursues professional and career goals
    4. Demonstrates emerging leadership skills
  5. Engages in the self-care essential for functioning effectively as a psychologist
    1. Uses self-care approaches to maintain health and wellness
    2. Uses positive coping strategies to tolerate ambiguity and uncertainty and to manage stress
    3. Recognizes personal challenges and addresses them to minimize their impact on professional performance

IV. Ethical and Legal Standards

  1. Demonstrates awareness of ethical and legal standards applicable to Health Service Psychology practice, training, and research
    1. Recognizes the ethical values and principles held by professional psychology and the institutions in which they work
    2. Demonstrates awareness of relevant laws, regulations, rules, and policies governing health service psychology practice at the organizational, local, state, regional, and federal levels
    3. Demonstrates awareness of specific concepts that underlie the above laws, regulations and policies (e.g., informed consent, confidentiality, mandated reporting)
    4. Articulates own ethical values and priorities
  2. Recognizes and manages ethical and legal issues in Health Service Psychology practice, training, and research
    1. Adheres to all ethical and legal standards in all professional activities
    2. Recognizes and helps others recognize ethical and legal issues as they arise
    3. Demonstrates a clear decision-making process in the development and implementation of plans to resolve ethical and legal issues
    4. Takes appropriate action when others behave in an unethical or illegal manner
    5. Seeks supervision or consultation on ethical and legal issues
  3. Adheres to the APA Ethical Principles and Code of Conduct
    1. Strives to benefit others and do no harm
    2. Develops relationships of trust with others and accepts responsibility for their behavior
    3. Maintains personal integrity
    4. Promotes fairness and justice
    5. Respects the dignity, worth, and rights of all people

V. Assessment

  1. Conducts clinical interviews
    1. Quickly establishes rapport with individuals being interviewed
    2. Formulates relevant and culturally responsive interview questions
    3. Conducts semi-structured interviews
  2. Appropriately selects and applies evidence-based assessment methods
    1. Screens referrals and identifies clear goals for assessments
    2. Selects psychometrically sound assessment methods and tools that draw from the best empirical literature and that are relevant to assessment aims
    3. Administers assessment methods and tools accurately and efficiently
    4. Scores and interprets results
  3. Collects and integrates data
    1. Obtains and integrates multiple sources of information (e.g., observations, historical information, interview data, test results, information from collateral sources, and findings from the literature)
    2. Demonstrates current knowledge of diagnostic classification systems and awareness of cultural (and other) limitations of such systems
    3. Uses above systems to classify and differentiate functional and dysfunctional behaviors and as well as identify strengths and protective factors
    4. Formulates case conceptualizations that demonstrate a clear understanding of behavior within its context (e.g., familial, societal, cultural, social, etc.)
    5. Formulates treatment recommendations that arise from collected data
    6. Uses alternative, non-diagnostic approaches to conceptualizing individuals and their environments, groups, and organizations
  4. Summarizes and reports data
    1. Writes clear, accurate and timely integrated reports
    2. Communicates findings and recommendations clearly to patients and other providers
    3. Recognizes and reports the strengths and limitations of assessments and findings

VI. Intervention

  1. Formulates case conceptualizations and treatment plans
    1. Collaborates with patients and families to identify goals and plans
    2. Links case conceptualizations and treatment plans to assessments
    3. Utilizes at least one theoretical orientation and theory of change
    4. Selects appropriate evidence-based interventions and best practices
  2. Implements evidence-based interventions
    1. Displays clinical skills with a wide range of evidence-based interventions, patients and patient service needs
    2. Implements interventions with fidelity and adapts them to honor diversity characteristics and contextual factors as is appropriate
    3. Recognizes and manages problems and issues that arise with interventions
    4. Modifies and adapts evidence-based approaches effectively when a clear evidence-base is lacking
  3. Monitors the impact of interventions
    1. Routinely evaluates progress toward service delivery goals
    2. Measures outcomes
    3. Modifies intervention methods and treatment goals based on evaluation findings
    4. Monitors and adapts own role and performance with the intervention

VII. Consultation, Interprofessional/Interdisciplinary and Systems-Based Practice

  1. Provides consultation (e.g., case-based, group, organizational systems)
    1. Forms effective consultative relationships
    2. Clarifies and refines referral questions and consultation goals
    3. Develops and implements a consultation plan, recognizing the individual, group, organizational, and systems issues that may impact it
    4. Communicates consultation results and recommendations
  2. Engages in interprofessional/interdisciplinary collaboration
    1. Demonstrates awareness and respect of the roles, beliefs, values, practices and contributions of other professionals, providers, patients, family, and community members
    2. Contributes psychological information while working flexibly with others to develop and implement a plan of care
    3. Represents their professional opinions, encourages others to express their opinions, and works to resolve differences of opinion or conflicts
    4. Integrates behavioral healthcare with other services (e.g., primary and specialty medical care; rehabilitative, recovery, vocational, residential, and social services)
    5. Shares and receives information from others in a sensitive manner when authorized by the patient and permissible under applicable laws, regulations, policies, and ethical codes
  3. Engages in systems-based practice
    1. Delivers care using knowledge of healthcare benefits, coverage limits, utilization management procedures, billing, and reimbursement
    2. Analyzes and understands problems within organizations and systems from individual, interpersonal, group, and intergroup perspectives
    3. Recognizes the potential influence of group memberships on the behavior of individuals in organizations and systems
    4. Responds appropriately to problems within organizations and systems given their role

VIII. Supervision

  1. Seeks and uses supervision effectively
    1. Establishes strong working relationships with supervisors of diverse practice orientations
    2. Clarifies broad personal goals for supervision and specific agenda items for supervisory sessions
    3. Seeks supervision routinely and when specifically needed (e.g., complex cases; unfamiliar patients or services; ethical and legal issues; strong personal reactions to patients)
    4. Uses multiple methods to provide supervisors with timely, accurate information about their work and is open to being observed
  2. Uses supervisory feedback to improve performance
    1. Accepts feedback without being overly defensive
    2. Acknowledges challenges and areas for professional growth
    3. Follows supervisors’ direction
    4. Adjusts professional behavior based on feedback
  3. Facilitates peer supervision/consultation
    1. Leads peer supervision/consultation groups
    2. Structures the groups using an explicit method to guide discussions by peers of their work
    3. Maintains a constructive and supportive environment within the groups
    4. Gives constructive and supportive feedback to peers
  4. Provides individual supervision (if applicable)
    1. Establishes supportive supervisory relationships with explicit roles and responsibilities for supervisor and supervisee (or does so by engaging in simulated practice of supervision)
    2. Uses multiple methods to monitor the quality of care provided and to assess supervisee level of development, strengths, and learning needs (e.g., observation; audio and video recording; case discussion and presentations; review of documentation; clinical measures; QA data; feedback from others)
    3. Uses an explicit model of supervision and multiple methods to ensure the quality of care being provided and to address supervisee learning needs (e.g., case discussion, feedback, instruction, modeling, coaching, providing publications)
    4. Provides feedback that is direct, clear, timely, behaviorally anchored, and mindful of the impact on the supervisee and supervisory relationship
    5. Maintains accurate and timely documentation of supervision and supervisee performance
    6. Requests and uses feedback from supervisees to improve the quality of supervision

IX. Research & Scholarship

  1. Displays critical scientific thinking
    1. Demonstrates scholarly curiosity and routinely questions assumptions
    2. Understands and values evidence-based practice
    3. Formulates questions that can be addressed by the literature, research, and program evaluation
    4. Critically evaluates and shares ideas with others through teaching and scholarly writing
  2. Uses the scientific literature
    1. Accesses, summarizes, and evaluates the literature related to their professional activities
    2. Discusses the relevant literature in case conferences, lectures, and/or professional presentations
    3. Applies the scientific literature to their work (e.g., clinical, consultation, research, program evaluation, quality assurance)
  3. Implements scientific methods
    1. Selects and implements methods appropriate to the question, setting, and/or community
    2. Uses scientific methods to evaluate interventions and programs and to engage in continuous quality improvement
    3. Manages, analyzes, and interprets quantitative and qualitative data
    4. Collaborates with other professionals, persons in recovery, family members, and stakeholders in developing questions, implementing methods, and understanding results
    5. Contributes to the preparation of manuscripts, technical reports, case studies, or other scholarly work

Internship Hours and Allocation

Revised 02-11-2020
  1. Total Hours: The expectation of total internship hours is an average of 50 per week.
  2. Connecticut Mental Health Center: For CMHC, total hours are allocated as follows: 30 for the primary placement, 15 for the secondary placement, and 5 hours for seminars (the core seminars plus placement-based seminars). A total of 4 hours for scholarly activity is included within the primary placement, though does not have to be allocated as a single time block.
  3. Yale-New Haven Hospital: The fellows have the same allocation of time as CMHC fellows for seminars and scholarly activity, with the time for scholarly activity typically allocated as a single block. The remainder of the week is dedicated to the clinical placement, of which there is only one.
  4. Dissertations: The internship program does not provide dedicated time for fellows to work on dissertations, as the APA Office of Accreditation considers dissertations a graduate school activity as opposed to an internship activity. Fellows may use their formal leave time to work on or defend dissertations.

Psychological Assessment Policy

Revised 06.23.23
  1. Definition: In this internship program, psychological assessment refers to the evaluation of individuals and families. It is broadly defined to include, but not be limited to: clinical interviews, semi-structured interviews, observation, behavioral assessment, screening, intellectual assessment, educational assessment, cognitive assessment, neuropsychological assessment, personality assessment, symptom assessment, risk assessment, and forensic assessment.
  2. Purpose: Psychological assessment serves a number of functions including, but not limited to: informing case conceptualization, differential diagnosis, treatment planning, and clinical decision- making; and monitoring the severity of behavioral health conditions and treatment progress.
  3. An Essential Competency: Psychological assessment is one of the core competencies of the internship program and it is a required competency under the internship accreditation standards of the American Psychological Association. Given the importance of this professional practice, it is essential that fellows in this internship receive organized training in psychological assessment and that their skills in assessment are evaluated.
  4. Didactic Instruction: Psychological assessment is a substantive topic in sessions within the internship’s Core Seminar. All Placement -Based Seminars will include sessions relevant to the assessment of the populations served within the placement.
  5. Brief & Comprehensive Assessments: Assessment is an integral part of providing clinical care to clients. The internship differentiates between “brief” and “comprehensive” assessments. While the specific nature and content of these assessments are defined within the placement sites, they have the following general characteristics:
    1. Brief Assessments are relatively short, routinely conducted evaluation approaches tailored to the common health issues faced by typical clients served in a particular setting. A brief assessment might include: (i.) a clinical interview; (ii.) a review of additional information (e.g., from a referral source, significant
      others, and/or a medical record); and (iii.) a minimum of one objective measure or test. Some brief assessments are re-administered on multiple occasions to monitor change over time in clinical or health status.
    2. Comprehensive Assessments tend to be thorough evaluations comprised of multiple assessment measures or strategies. These are conducted on a less frequent basis to assess complex diagnostic, clinical, treatment planning, or forensic issues.
  6. Responsibility of Placement Sites: It is the responsibility of the faculty psychologists within each placement, working in concert with the Chief of Psychology for the institution, to ensure the availability of the following:
    1. Written description of the psychological assessment services offered within the placement site or otherwise available to the clients being served. This document should be available to faculty, fellows, and clinicians within the site.
    2. b. Written description of the brief and comprehensive assessments (if applicable) used
      within the site. This document should be available to fellows and faculty. There should be one or more brief assessments used in each site and each brief assessment should include a minimum of one objective measure or test. The use of measures to monitor
      change over time (i.e., measurement-based care) is encouraged.
    3. Qualified supervisors available to supervise fellows in psychological assessment.
    4. Psychological assessment and testing supplies that are up to date and in adequate supply within the placement site. Chiefs of Psychology in the institutions should survey faculty in the spring of each year regarding assessment resource needs and then work with the institution’s administration to address those needs. In general, borrowing supplies is not considered practical given the multiple sessions often required to complete assessments, the frequency of client no-shows for assessment sessions, and the time involved for fellows in traveling to pick up and drop off supplies.
    5. A timely orientation for fellows to psychological assessment in the placements. This should cover: assessments offered, assessment materials, referral processes, supervision, and report formats.
    6. Time for fellows to complete assessments. This should be factored into the 50 hour per week schedule. The process of assigning and scheduling assessments should be designed to minimize, to the extent possible, the disruption of fellows’ other responsibilities.
  7. Assessment Training Requirement: The training experience for each doctoral fellow will beshaped by the clinical needs within the placement site and the clinical interests of the fellow. The experience will include the following:
    1. Required: Each fellow will receive placement-based training and practical experience in consistently using one or more brief assessments in the natural flow of delivering services to clients. This will occur in all clinically oriented primary and secondary placements.
    2. Optional* (Encouraged): Depending on the nature of the placement site, fellows
      have the option to complete comprehensive assessments during the internship year. If these are part of the internship experience, these comprehensive assessments will preferably be conducted at the fellow’s placement site with clients from that site. However, at the Primary Advisor’s discretion, these can be conducted with clients from other sites and/or at locations other than the placement site. *Importantly, certain placement sites include comprehensive assessments as a routine and required element of the clinical responsibilities in the site. This policy does not
      relieve fellows of that placement site specific training requirement, nor does it place limits on the total number of comprehensive assessments that a fellow will
      conduct in those circumstances.
  8. Conveying Expectations to Fellows: The internship’s approach to training fellows in psychological assessment is documented in this policy, the internship handbook, the internship brochure, and the general sections and the placement-specific sections of the program’s website. These expectations also will be reviewed during the Visit Days with prospective applicants and during the orientation of new fellows.

Related Document

Anti-Discrimination and Affirmative Action Policy

Revised 06-20-23
  1. Anti-Discrimination: The Doctoral Internship in Clinical and Community Psychology adheres to the anti-discrimination policy of the Yale School of Medicine and Yale University, which is as follows:

    The University is committed to basing judgments concerning the admission, education, and employment of individuals upon their qualifications and abilities and affirmatively seeks to attract to its faculty, staff, and student body qualified persons of diverse backgrounds. In accordance with this policy and as delineated by federal and Connecticut law, Yale does not discriminate in admissions, educational programs, or employment against any individual on account of that individual’s sex, sexual orientation, gender identity or expression, race, color, national or ethnic origin, religion, age, disability, status as a special disabled veteran, veteran of the Vietnam era or other covered veteran.
  2. Americans with Disabilities Act (ADA) Compliance: All program training and service provision activities in the Doctoral Internship in Clinical and Community Psychology are conducted within institutions (YSM, CMHC, and YNHH) who adhere stringently to the accommodations required by the ADA. Information regarding the adherence to ADA for each institution are located at their respective webpages: Should an issue arise, each institution has compliance offices (Yale- Office of Institutional Equity and Accessibility; YNHH- Office of Corporate Compliance and CMHC/DMHAS- DMHAS Office of the Commissioner, Client Rights and Grievance Offices) and representatives who can assist in resolving any issues related to adherence or compliance. Finally, Yale University also has Web Accessibility Policy with ensures that people with disabilities are able to independently use a website or web application.
  3. Affirmative Action: The Doctoral Internship in Clinical and Community Psychology adheres to the affirmative action policy of the Yale School of Medicine, which is as follows:
    University policy is committed to affirmative action under law in employment of women, minority group members, individuals with disabilities, special disabled veterans, veterans of the Vietnam era, and other covered veterans.

    Inquiries concerning these policies may be referred to the Office of Institutional Equity and Accessibility:
    • 203-432-0849; or
    • 100 Wall Street, William L. Harkness Hall, 3rd Floor
  4. Statement on Public Documents – The following statement will appear on the program’s website and promotional materials:
    Yale University is an Equal Opportunity/Affirmative Action Employerand does not discriminate based on an individual's sex, race, color, religion, age, disability, veteran status, national or ethnic origin, sexual orientation, or gender identity or expression.

Fellow Selection Policy

Revised 01- 03- 2020
  1. Review of Applications: The application review process is coordinated by the Psychology Section Administrator under the supervision of the Director of Training and in collaboration with the Chiefs of Psychology at each facility. Applicants can apply to only one primary placement and the faculty involved in psychology training at that placement hold the primary responsibility for the review and screening of applications. A standardized “Application Review Form” is used by faculty to determine the potential fit of the applicant with the placement and overall program. Each reviewer rates the applicant on items related to program admission requirements, preparation for the placement, and the congruence between placement and the applicant’s goals and previous training. Once the match is complete, Application Review Forms are forwarded by faculty members to the Psychology Section Administrator who scans and stores them electronically for a minimum of ten years (the maximum accreditation cycle). A copy of the Application Review Form for applicants who match is kept in the fellow’s file by the Primary Advisor.
  2. Invitations to Visit Days: Decisions about extending invitations for Visit Days are made by the faculty at each placement and are communicated to the Psychology Section Administrator. Applicants to be invited are contacted by a faculty member from the primary placement who schedules the visit. Three Visit Days are scheduled in January and it is expected that all visits will happen on those days. In rare circumstances, applicants may visit on a date other than the formal Visit Days, with faculty notification of such a visit to the Director of Training. Faculty members notify the Psychology Section Administrator of the visit dates for applicants attending the Visit Days and provide the names of applicants who will not be invited. The Psychology Section Administrator provides email notifications to applicants who will not be invited. Such notifications occur by the deadline posted on the APPIC website.
  3. Interview Rating: Each faculty interviewer from the primary placement evaluates the applicants he or she interviews using a standardized “Interview Rating Form”. This form is used to document the interviewer’s perception of the adequacy of the applicant’s preparation for the placement, interpersonal skills, and overall fit for the placement and internship. Other interviewers, if any, (e.g., program leadership, secondary placement faculty) are asked to complete these forms and provide them to the appropriate primary placement faculty member. Current fellows meet with applicants for the benefit of the applicants and are toprovide no feedback to faculty members about the applicants either in written form or informally throughcasual conversation about the applicants unless the fellow observes behavior of major concern. Once the match is complete, Interview Rating Forms are forwarded by faculty members to the Psychology Section Administrator who scans and stores them electronically for a minimum of ten years (the maximum accreditation cycle). A copy of the Interview Rating Form for applicants who match with this program is kept in the fellow’s file by the Primary Advisor.
  4. The Ranking Process: Each primary placement is responsible for constructing its rank list for the APPIC Match. The Chief of Psychology at each facility creates the internal procedure for establishing rankings and approves the final rankings, which are then forwarded to the Psychology Section Administrator. The Psychology Section Administrator, under the supervision of the Director of Training, enters the rankings into the APPIC match system. A printout from APPIC of the confirmed match list is emailed to the primary placement supervisors for their verification and signature, attesting that the rankings are correct. Once verifications are received from all primary placement faculty members, the match list is declared final by the Director of Training. Applicants who are no longer under consideration and will not be ranked are not notified of this decision. In accordance with APPIC match rules, those applicants who will be ranked do not receive any ranking related information from the program and its faculty.

Background Check Policy

Revised 09-08-2016
  1. Yale University: Yale University requires that matched interns/fellows complete a background check prior to the start of the internship. This includes a criminal history check, a confirmation of previous employment, and a verification of educational background and social security number. Regarding the criminal history check, there are no automatic disqualifying convictions. Convictions for misdemeanor and felony crimes are reviewed, with attention paid to the severity of the crime and its relationship to the position the applicant will hold. The applicant is always afforded the opportunity to explain the circumstances of a conviction. However, depending on the circumstances, a misdemeanor or felony conviction could result in a disqualification and dismissal from the internship.
  2. Y a le---New Haven Hospital: Interns/fellows matched to a placement at Yale---New Haven Hospital complete a questionnaire as part of their credentialing application. The hospital does not conduct a background check unless the intern/fellow acknowledges on the questionnaire a history of issues such as: criminal convictions, addiction to drugs or alcohol, other health issues that impair ability to practice, disciplinary actions related to the delivery of health care, and malpractice claims against the individual. There are no issues that automatically disqualify a matched intern/fellow from an internship at YNHH. Each issue is reviewed, with attention paid to its severity and its relationship to the position the applicant will hold. The applicant is always afforded the opportunity to explain the circumstances surrounding the issue. However, depending upon the circumstances, any of these issues could result in a disqualification and dismissal from the internship.
  3. Connecticut Mental Health Center: For interns/fellows matched to a placement at the Connecticut Mental Health Center, the Center does not conduct a separate background check, with just one exception. Fellows with a placement at the CMHC Child and Adolescent Service in West Haven must complete the following as a requirement of the Connecticut Department of Children and Families (DCF), which funds the Service: a criminal records check; a child welfare records check; and a health screen. Occurrence of the following during the past five years or during internship may preclude starting or completing this internship: conviction on offenses involving possession, use, or sale of a controlled substance; or substantiation of child abuse or neglect. The presence of a current health problem that poses a threat to the well-being of children may also preclude starting the internship.

Salary, Benefits and Tax Policy

Revised 6.20.2023
  1. Salary: Doctoral psychology fellows receive a salary from Yale University, which is paid in 12 equal installments at the end of each month beginning at the end of July. Fellows are considered Postdoctoral Associates within the Yale University HR System. Fellows should
    use this designation as they make benefit selections.
  2. Health Insurance: All fellows are required to have health insurance. The university will provide health coverage to trainees through the Yale Health Plan (http://yalehealth.yale.edu/) and most fellows elect to enroll in this plan. Fellows are assessed a monthly contribution from their salary according to the plan that they elect (i.e., singly; single + child(ren); single + spouse; family). Fellows may also select a Yale sponsored private health plan at an additional cost (unless they are a current graduate student in the Yale Department of Psychology). Current costs for health insurance plans are available here.
    The monthly contribution costs for health insurance are adjusted on January 1st for each year and usually increase.
  3. Opting out: Again, all fellows are required to have health insurance. However, fellows may elect to opt out of one of the Yale sponsored plans and retain their own existing coverage. In the case of opting out of the Yale Health Plan or one of the Yale sponsored private health plans, fellows will not be reimbursed by the internship program or Yale University for their pre-existing coverage.

    Dental & Vision Coverage: Dental and vision coverage is optional, and available for fellows to elect and pay a monthly contribution from their salary, according to the plan (s), if any, they select. Fellows can find more information here: https://your.yale.edu/workyale/benefits/benefits-enrollment-2023/postdoctoral-associates-benefits-2023
  4. Current Values: For the 2023-2024 academic year the gross salary is $38,400.
  5. Withholding: At the start of internship, Fellows will be asked to complete the appropriate federal and state withholding election forms. Fellows are advised to review their withholding allowances whenever there is a life change event (e.g., marriage, birth of a
    child/adoption). Fellows remain responsible for ensuring appropriate withholdings are
    elected. More information can be found here: https://your.yale.edu/work-yale/financialmanagement/accounting-controllers-office/payroll/payroll-toolbox
    The program is unable to advise fellows on taxes or serve in a tax consultant role.
  6. Additional Work: The internship is considered a full-time commitment for fellows. Therefore, fellows are highly discouraged from engaging in additional compensated activities during the course of the internship year. Yale faculty and Yale institutions and programs are prohibited from offering and Yale fellows may not accept from them additional compensation for additional duties during the internship year.

Leave and Sick Time Policy

Revised 02-03-2021
  1. Leave Schedule: Each fellow follows the leave schedule that is selected on the Leave Worksheet by his or her primary advisor.
  2. Personal Leave: All fellows have a total of 20 personal leave days during the internship year. This is inclusive of, but not limited to, scheduled vacations, other personal activities, job interviews, dissertation work or defense, graduate school graduations, and attendance at conferences.
  3. Prior Approval of Leave: Leave should be requested well in advance, with a minimum of 30 days prior to the requested leave. The primary advisor has final authority to approve or deny requested leaves. Fellows can facilitate the review of the leave request by discussing it in advance with the secondary placement advisor (if applicable). Primary advisors will make every effort to approve reasonable requests for leave.
  4. Avoiding June Leave: Leave during the month of June is not permitted due to the need to ensure coverage of professional responsibilities and completion of work. In rare instances, and at the discretion of the primary advisor, exceptions can be granted for a limited number of days of leave during June for unavoidable conflicts or essential tasks (e.g., dissertation defense, graduation ceremonies, transition to a new city for a position that begins on July 5).
  5. Coverage: The primary advisor and secondary advisor (if applicable) are responsible for ensuring that there are procedures and personnel available for providing coverage while the fellow is away. However, the fellow will usually be asked to help arrange coverage once the leave is approved and to ensure that reasonable preparations are made prior to the leave (e.g., alerting covering staff to emergent clinical issues).
  6. Sick time: Fellows are entitled to three sick days. Personal leave days should be used after sick days are exhausted. Strategies for managing the impact of extended illnesses and absences from the internship will be devised through consultations between the fellow, primary and secondary advisors, Chief of Psychology for the facility, and the Director of Training. For fellows who exhaust their sick days and leave days for illnesses that are not verified through documentation from a health professional, the Executive Training Committee has the prerogative to extend the fellows’ internship to cover the number of additional days missed or to reduce the value of the stipend in proportion to those additional days missed.
  7. Situations outside of this policy: Issues not covered by this policy will be resolved through discussions between the fellow, primary advisor, and secondary advisor, with involvement as necessary by the Chief of Psychology from the facility and Director of Training.

Family and Medical Leave Policy

Revised 05-18-2022
  1. U s e of Personal Leave and Sick Time: For illness and family---related issues that result in a fellow being absent from the internship, fellows must first use their 3 sick days. After the use of sick days, fellows are strongly encouraged, though not required, to use a minimum of 10 of their 20 personal leave days, assuming that these days have not been previously exhausted.
  2. Medical Documentation: After seven consecutive days of absence from work for medical reasons, medical documentation from a health care provider is required to verify that the fellow is unable to return to work.
  3. Family & Medical Leave: A fellow may request Family or Medical Leave any time after the 3 sick days are exhausted and no later than the date on which all sick days and personal days are exhausted. Fellows are eligible for the federal Family and Medical Leave Act of 1993 (FMLA), which provides fellows with up to 12 work weeks of unpaid, job-protected leave within a 12-month period and requires that health benefits are maintained during the leave. Beginning 1/1/22 under the State of Connecticut Paid Family and Medical Leave (CT FMLA) legislation, fellows are eligible for 12 weeks of paid leave within a 12-month period. Both laws are applicable to fellows and run concurrently. Leave may be granted under FMLA in the following circumstances: a fellow’s own serious health condition, the serious health condition of a spouse, sibling, child, parent, grandparent, grandchild, civil union partner, or an individual related to the employee by blood or affinity, and whose close association with the fellow shows to be the equivalent of those family relationships, or for the birth, adoption or foster care placement of a child. For more information, fellows should visit: https://your.yale.edu/work-yale/staff-workplace-policies
  4. Child Rearing Leave: Fellows who become the parent of a newborn child or newly adopted child under the age of six during the term of their appointment may be granted up to eight weeks of paid child rearing leave. To qualify for child rearing leave the fellow must be a primary caregiver throughout the period of the leave: caring for the child during normal working hours, while the other parent, if any, is employed at least half time.
  5. Required Hours: Fellows complete a full calendar year of internship working an average of 50 hours per week. As is customary with all Yale employees, the following do count towards the total work hour requirement during the calendar year: personal leave; sick time; and recess days. The total number of internship hours is 2600 (52 weeks at 50 hours per week). Fellows are required to complete all hours unless absent on an approved/verified Family or Medical leave.
  6. Minimum Requirements: With review and approval of the Executive Training Committee, a fellow who has been on an approved/verified Family or Medical leave can successfully graduate from the internship with a minimum of 2200 hours plus satisfactory ratings on all the internship’s core competency categories.
  7. Extension of Internship: If an individual (a) completes less than 2200 hours or (b) has between 2200 and 2600 hours but does not achieve satisfactory ratings on the core competency categories, they may be asked to extend the internship up to a maximum of 2600 hours or the achievement of satisfactory ratings on the core competency categories, whichever comes first.
  8. Maximum Internship Length: While leaves may extend the total length of an internship, completion of the internship in terms of required hours and achievement of satisfactory ratings on the competencies must occur no later than 18 months from the start of the internship.
  9. Compensation: Fellows who take an unpaid leave and complete less than the standard 2600 hours will receive a reduced annual stipend, which will be prorated based on the number of hours worked.

Supervision Policy

Revised 01-09-2020
  1. Adherence to APA Standards and Regulations: The internship program adheres to the supervision requirements issued by the APA Commission on Accreditation through its Standards of Accreditation for Health Service Psychology [Standard II.C.3.] and corresponding Implementing Regulation [C-14. I].
  2. Definition: Supervision within the internship is defined in the following ways:
    1. The internship adheres to the APA/COA definition of supervision, which is as follows: “Supervision is characterized as an interactive educational experience between the intern and the supervisor. This relationship: a) is evaluative and hierarchical, b) extends over time, and c) has the simultaneous purposes of enhancing the professional functioning of the more junior person(s); monitoring the quality of professional services offered to the clients that she, he, or they see; and serving as a gatekeeper for those who are to enter the particular profession (Bernard and Goodyear, 2009).”
    2. In applying the above definition, the internship program will deem a professional relationship to be supervisory if: (a) the faculty member or other professional has authority over some aspect of the fellow’s work; and (b) that work is an essential element of the fellow’s internship experience.
  3. Exclusions: Supervision is distinct from educational sessions, such as traditional seminars, and from administrative and management sessions such as clinical team meetings and staff meetings.

    From the perspective of the internship program, faculty members and other staff members may influence, consult to, and even direct the activities of a fellow without being in a formal supervisory role. For example, attending physicians, unit chiefs, or “medical back-ups” are generally not considered formal supervisors. Non-physician leaders of teams on which fellows are placed may or may not be designated as supervisors at the discretion of the chief psychologist (or designee). Similarly, individuals consulting to fellows on topics such as research may play a non-evaluative, non-supervisory, mentoring role or may function in an evaluative supervisory capacity.
  4. Resolving Questions About What Qualifies as Supervision: Questions regarding whether an activity meets the APA/COA definition of supervision are resolved by the Primary Advisor through consultation with the Chief of Psychology at the facility and the Director of Training. The APA/COA definition of supervision, reprinted above, will be used as the basis for resolving such questions.
  5. Supervision Requirements: The following requirements apply:
    1. Each fellow will receive a minimum average of four hours of supervision weekly and a minimum total of 176 hours for the year.
    2. Two of the four hours weekly must be individual supervision from doctoral-level psychologists licensed in the State of Connecticut who are involved in an ongoing supervisory relationship with the fellow and have primary professional clinical responsibility for the cases or other professional work that is being supervised. These supervisors, when on vacation or other leave, must designate a covering supervisor who will be available to the fellow.
    3. The additional two hours of supervision can be provided by licensed psychologists or by professionals from other disciplines who are appropriately licensed or credentialed for their role in the program. The format for these additional hours can be group or individual. Coverage for these supervisors, when on vacation or other leave, is automatically provided by the individual supervisors described above.
    4. Routine supervision sessions will not occur when either the supervisor or fellow are on vacation or other leave. Supervision sessions cancelled during weeks in which the supervisor and fellow are working must be rescheduled.
  6. Primary Advisor Oversight: The Primary Advisor for each fellow, who is a doctoral-level psychologist licensed in the State of Connecticut and member of the employed faculty, maintains overall responsibility for all supervision, including oversight and integration of supervision provided by other mental health professionals.
  7. Supervisor Assignments: At the beginning of the training year the chief psychologist at each facility (or designee) will provide the fellow with a written list of placement advisors and supervisors. All supervisors must meet the definition outlined above, which means that they have a hierarchical relationship with the fellow, responsibility for promoting and ensuring the fellow’s professional functioning, complete formal evaluations of the fellow, and meet regularly for individual or group supervision with the fellow, separate from clinical, team, or project meetings.

    The chief psychologist (or designee) will inform all advisors and supervisors that they have been designated in a formal supervisory role, with the responsibilities and the authority outlined above. The chief psychologist (or designee) will notify the fellow and supervisors of any changes in supervisory assignments over the course of the year.
  8. Minimum Number of Supervisors: Each fellow will have a minimum of three supervisors who they meet with routinely. The Primary Advisor determines the maximum number of supervisors per fellow. In general, the maximum number of supervisors per fellow is recommended as six. However, this number may be exceeded for various reasons, including supervisory needs across both a primary and secondary placement, and the need for occasional supervision from a supervisor with specialized knowledge and skills. Primary Advisors are responsible for ensuring that all supervisory time, including the time involved in scheduling multiple supervisors and managing multiple supervisory relationships, fits within the 50 hour per week average allotted for all internship responsibilities.
  9. Supervision Tracking: Fellows track the supervision they receive using the program’s Supervision Log. This form captures the supervisor’s name, date and length of supervision, and format (individual versus group). The completed log is submitted as an electronic copy monthly (by the 5h of the following month) to the program’s Psychology Section Administrator via Yale Box using link on Supervision and Time Log. The Psychology Section Administrator prepares aggregates the hours for each fellow and submits them to the Director of Training for monthly review. Any patterns of gaps or deficits are reviewed with the Primary Advisor and Fellow for resolution.
  10. Supervision Location: All supervision must be provided at the placement site where the work being supervised is occurring. The only approved exceptions are as follows:
    1. A fellow with two placements may receive supervision for the work at one site while at the other site provided that this does not result in additional travel for the fellow.
    2. Supervision within the Long-Term Care Clinic can occur off site, typically in the private offices of voluntary faculty.
    3. Fellows in the Substance Abuse Services rotation may receive supervision at the West Haven VA provided that it occurs immediately before or after the seminar that these fellows routinely attend at the VA.

      Requests for exceptions to this policy must be approved by the Chief of Psychology at the training facility, the Director of Training, and the Executive Training Committee of the training program.


      Fellows are not authorized to agree to offsite supervision arrangements that are not in the above list of approved exceptions.
  11. Medical Record Documentation: The following requirements apply to medical record documentation as it relates to supervision:
    1. The legally responsible supervisor for clients served by a fellow shall be documented in each client’s medical record using procedures established by the institution in which the service is being delivered. Licensed psychologists should be supervising at least half of the fellow’s caseload.
    2. The documentation created by psychology fellows shall be reviewed and co-signed by the licensed professional supervising the care of the client using procedures established by the institution in which the service is being delivered.

Scholarly Project Policy

Revised 02- 13- 2020
  1. Purpose: As an essential part of the internship learning experience, each fellow completes a scholarly project during the course of the internship year. The purpose of this project is to further develop competencies in research and/or scholarship. These comprise one of the core competency categories that are a focus during the internship
  2. Content: Projects may center on empirical research, theory or program evaluation, clinical care, training and education, or consultation. The project is intended to facilitate development of the scholarship/research profession-wide competency. However, this does not exclude practice-based or clinically oriented projects, so long as these projects involve the integration of scholarly work (i.e., there is scholarly evaluation of the work being conducted). Proposed projects should have relevance and utility for the behavioral health field, not just for the fellow. Fellows should consider developing projects that can result in submission of a proposal/abstract for a presentation or poster in a professional meeting, submission of a manuscript for publication, or presentation as a workshop or other professional training. This provision is encouraged, though not required. Fellows conducting research or program evaluation in the routine course of their placement can use these activities to fulfill the scholarly project requirement. Projects that involve human subjects and require IRB approval are generally discouraged because of the difficulties completing them in the time allotted (e.g., projects involving subject recruitment, interventions, and/or data collection). Fellows can easily join research in progress, in which IRB approvals have been obtained and data collection or analysis is ongoing. If a fellow pursues an IRB approval/exemption and data collection, the IRB application would optimally be submitted very earlyin the year, with data collection beginning shortly thereafter. Delays in IRB approval do not relieve fellows from the responsibility to complete a scholarly project.
  3. Project Selection: Each fellow’s Primary Advisor is closely involved in consideration of the scholarly project and/or facilitates the fellow’s introduction to another faculty member who will serve as the Project Supervisor. Primary Advisors are asked to provide information to applicants about the types of scholarly projects conducted in the placements and the amount of choice provided to fellows. The fellow’s career interests are considered in the process of project selection.
  4. Feasibility: In selecting a project, fellows and Primary Advisors should ensure the following: that fellows have or can develop the necessary skills to conduct their project; that they will have access to necessary resources and supports; and that the project or some major portion of the project can be completed during the course of the internshipz
  5. Collaboration with Faculty: Collaboration on the project between the fellow and their Primary Advisor is common. However, this relationship is not required and with the approval of the Primary Advisor, the fellow can have the scholarly project supervised by another faculty member or have another faculty member serve as a collaborator on the project. When this occurs, the Primary Advisor is responsible for orienting the project advisor about the requirements and timelines for the project and for periodically discussing and monitoring progress on the project with the fellow.
  6. Collaboration with peers: Projects can be considered in which 2-3 fellows work together as a team. In such instances, the scope of the project should be extensive enough to justify a multi-person effort, and each fellow’s contribution must be clearly delineated prior to approval of the proposed project.
  7. Allocation of Time: An average of four hours per week from the primary placement are allocated for each fellow to pursue their scholarly project. Fellows are encouraged to schedule time during their work week for the project in appropriate increments to complete the project.
  8. Deliverables: Using the Scholarly Project Proposal Form, each fellow will submit a brief summary of the planned project, as approved by the Primary Advisor (and project supervisor/advisor, if different) to the Psychology Section Administrator. At the conclusion of the project, each fellow will complete a brief written report of the project and submit this to their Primary Advisor and Project Advisor (if different) for review and feedback. Upon approval, this written report summarizing the work accomplished in the project, will be submitted to the Psychology Section Administrator.
  9. Timelines: Project proposals are to be submitted to the Psychology Section Administrator by September 1st. Projects are to be completed and the summary Project Report is to be submitted to the Psychology Section Administrator by June 1.
  10. Presentation of Projects: A forum will be convened toward the end of the internship year, during which fellows will present their project to faculty and fellows. Primary Advisors and Project Advisors are asked to support fellows on their presentations, attend the presentations when possible, and give fellows feedback on the projects.

Evaluation of Fellows – Policy

Revised 04.23.20

Procedure & Documentation

  1. Orientation of Fellows: Fellows are educated about this policy during an initial group orientation to the internship program by the Director of Training.
  2. Evaluation Frequency: Fellows are evaluated using a standardized form three times yearly in October, February, and June.
  3. Use of a Standardized Evaluation Form: All individuals formally designated as “advisors” or “supervisors” of a fellow will evaluate the fellow using a standardized competency evaluation form at each evaluation point and will review their feedback with the fellow. While all competency domains apply to all fellows, supervisors can use a rating of Not Applicable (NA) to designate that the competency was not observed or is not covered in the training experience being supervised. Each fellow typically receives evaluations from at least four supervisors, which provides a comprehensive and diverse set of perspectives on the fellow’s performance. If significant discrepancies in assessment of the Fellow’s competency are apparent in the supervisor evaluations, these discrepancies are discussed among the supervisors and Primary Advisor and a shared decision making occurs in provision of feedback to the fellow. Faculty involved in training also meet during each review period to discuss trainee competency development and performance, offering a strategic opportunity to resolve any potential discrepancies should they arise.
  4. Submission of Evaluations to the Primary Advisor: All supervisor evaluation forms are forwarded to the fellow’s Primary Advisor. For fellows with a secondary placement, the Secondary Advisor completes an evaluation form and forwards it to the Primary Advisor as well.
  5. Primary Advisor Evaluations: For each evaluation period, the Primary Advisor uses the evaluations received from other supervisors to create a composite evaluation for that period that is recording onto the Primary Advisor Evaluation Form. This serves as the formal evaluation for the fellow for each evaluation period. The Primary Advisor’s narrative summary, which is includes at the end of the form, is then sent to the fellow’s graduate program after each evaluation period.

Competency Expectations

  1. Adequate Progress: For each evaluation period, the Primary Advisor will indicate on the evaluation form whether the fellow has made adequate progress toward achieving an intermediate level of proficiency for all competency categories and is on track for successful completion of the internship.
  2. Expected Proficiency Levels: Program expectations regarding Primary Advisor ratings of the competency categories are:
    1. October: Each fellow will be at least at Level 2 (Basic Proficiency) for all competency categories.
    2. February: Each fellow will be at Level 3 (Developing Proficiency) for most competency categories, with some fellows rated at Level 2 (Basic Proficiency) and/or Level 4 (Intermediate Proficiency) for some categories.
    3. June: All fellows will be at Level 4 for all categories with a few fellows achieving ratings at Level 5 (Advanced Proficiency) for some categories.
  3. Major Deficiencies: Major deficiencies in the competencies that are judged at any time in the program to pose the potential of harm to others and/or serious breaches in professionalism may result in the fellow being placed on probation or terminated, as outlined in the Probation and Termination Policy. Since probation is reserved for these issues, it is possible for a fellow to not meet expected proficiencies and not successfully complete the internship without being placed on probation.

Procedure to Address Concerns

  1. Written Skill Development Plan: If, at any time, a Primary Advisor evaluates a fellow as not making adequate progress, the Advisor, in collaboration with the fellow, will develop a written skill development plan (that is, a remediation plan) to address the identified concern. These plans will be reviewed and approved by the Chief of Psychology at the facility and the Director of Training. The plans are designed to ensure: (a) fellow and faculty awareness of the importance of raising the level of competence by year’s end, and (b) a clear and focused plan to achieve that level of competence. In accordance with the Graduate Program Communication Policy, the fellow’s graduate program DCT will be notified of the skill development plan and an opportunity for input will be provided. In addition, the Psychology Section Chief will be apprised of the plan and approval as necessary will be obtained.
  2. Frequent Feedback on Plans: The Primary Advisors of fellows who have a skill development plan will provide verbal and written feedback to each fellow monthly regarding their progress, or lack thereof, in achieving the intermediate level of competence necessary to successfully complete the internship. In making these assessments, the Advisors will, as needed, gather and document verbal and written feedback from other supervisors. This monthly feedback must indicate in writing if, in the opinion of the Primary Advisor, the fellow is or is not making adequate progress toward completing the internship successfully. Copies of the written feedback will be provided to the Chief of Psychology at the facility, the Director of Training, and the Fellow’s graduate program DCT.
  3. Expedited Final Evaluation: A fellow who is in jeopardy of not completing the internship successfully will have his or her final evaluation process expedited by the Primary Advisor. The fellow will receive final feedback by June 5th, including the Primary Advisor’s recommendation to the Director of Training as to whether the fellow has or has not met all criteria to successfully complete the internship.
  4. C r i te r i a for Successful Completion: For each fellow in the program, the year---end evaluation of the Primary Advisor must demonstrate an intermediate level of proficiency across all competency categories for the fellow to successfully complete the internship. Successful completion also requires that all other internship expectations (e.g., scholarly project) are met.
  5. Fellows Not Meeting Competency Expectations: For fellows who do not meet all criteria for internship completion listed above, the Primary Advisor, in consultation with the fellow, can present to the Psychology Executive Training Committee no later than June 10th a corrective action plan focused on professional training and activities that will occur after the June 30th internship end date. Within two weeks of that date, the Executive Training Committee, at its discretion, can: (a) accept the plan and require its adequate completion before the fellow is designated as having successfully completed the internship; (b) accept the plan and designate the fellow as having successfully completed the internship, concluding that the competency deficit is sufficiently narrow and that an adequate post- internship plan is in place to supervise and promote skill development of the fellow; or (c) conclude that the fellow has permanently failed to complete the internship.

Grievance & Due Process

Rights to Grievance & Due Process: The Grievance and Due Process Policy of the internship program applies to all steps in this process, thus ensuring that fellows have the opportunity to question, challenge, and appeal supervisory ratings, skill development plans, corrective action plans, and decisions regarding successful completion of the internship.

Evaluation of Psychology Fellows – Primary Advisor Form

Skill Development Plan Policy and Procedures

Probation and Termination Policy

Revised 04-23 -2020
The Yale Medical School and its educational programs have an obligation to protect clients, other students, and employees, as well as an obligation to protect its educations, clinical and research missions from harm caused by actions or conditions of a fellow. Thus, the Executive Training Committee, comprised of the Chief of the Psychology Section, the Chiefs of Psychology in the training facilities, the Program Director of Training, and faculty representatives, reserves the right to require at any time, either Probation or Termination of a fellow. When in the opinion of the Executive Training Committee, and as documented through evidence available for review, a fellow has demonstrated lack of competency attainment/competency deficits and/or engaged in behaviors that create potential for harm or cause harm to clients, staff, or community members, they may be subject to Probation or Termination.

Program Definitions

  1. Probation: Probation within the Yale Doctoral Internship in Clinical and Community Psychology, is an intermediate action step, in which an individual is provided with a written Skill Development Plan (that is, a remediation plan) to address lack of competency attainment and/or to intervene or address potential harm to recipients of psychological services, staff or community members. While on probation any limitations placed on a fellow’s professional activities are clearly specified and the actions necessary to end probation status and correct areas of concern are outlined in the Skill Development Plan and agreed upon. The Fellow’s graduate program Director of Clinical Training (DCT) is also notified of Fellow difficulties and of the Skill Development Plan as outlined in the Graduate Program Communications Policy.
  2. Termination: Termination within the Yale Doctoral Internship in Clinical and Community Psychology, is a final action step, in which an individual is withdrawn from the internship program.

Judging Deficits in Competency and Potential Harm

  1. Lack of Competency: As documented in the Evaluation of Fellows Policy, Fellows are expected to achieve an intermediate level of competency across each of the nine profession-wide competencies. Fellows who are unable, per documentation, to achieve an intermediate level of competency across each of the categories are subject to a final determination at the end of the internship that they have failed to complete the program successfully. The Evaluation of Fellows Policy process allows for identification of competency attainment problems at three points of the internship year. When identified, fellows may be provided with a written Skill Development Plan. Though they may (and do frequently) co-occur, a Skill Development Plan does not require that a fellow be placed on probation. Thus, it is possible that a fellow can participate in the program for a full 12 months without being placed on probation and yet still fail to successfully complete the program. However, being placed on probation, necessitates a Skill Development Plan.|

    Problems with Professionalism: Though considered under the scope of the profession-wide competencies, the internship program outlines special considerations regarding deficits in professionalism. The program takes seriously any unprofessional conduct of its fellows. Professional values, attitudes and behaviors include, but are not limited to: adherence to the APA Ethical Principles of Psychologists and Code of Conduct (http://www.apa.org/ethics/code/index.aspx); adherence to applicable rules, policies, and requirements of the program, training facilities, and School of Medicine; and appropriate respect for colleagues, faculty, staff and peers.

  2. Potential Harm: Potential harm may be described as arising from: behavior regarded by faculty, clients, or the public as alarming, threatening, bizarre, hostile, or otherwise inconsistent with the duties and responsibilities of a fellow; behavior that is disruptive for working groups, clinical management and treatment of clients or educational process; or the inability to function adequately in the role of a fellow due to illness while refusing the option of medical leave. Potential harm to other people that occurs in the context of a fellow’s professional or training duties is a legitimate concern of the program because they may indicate the exist

Procedures for Probation and Termination

  1. Notification: Serious concerns or allegations about lack of/deficits in competence, professionalism, or potential or actual harm to clients, staff or members of the community will be reported by the Primary Advisor immediately to the Director of Training and the Chief of Psychology of the training facility and the Department Psychology Section Chief. They will investigate the concerns, meet with the fellow, and present a report of the findings and recommendations for review and decision (probation or termination) to the Executive Training Committee and necessarily, the Chief of Psychology for the Section.
  2. Decisions of Probation or Termination: Final decisions for probation or termination are only to be made following the necessary investigation of concerns and allegations within the Executive Committee. A written justification will accompany any decision for probation or termination. Termination without a period of probation, while possible, is rare.
  3. Documentation and Communication: If it is determined that the fellow should be placed on probation, the fellow will be provided with a written notice of the probationary status that explains the terms of probation. They will also receive a Skill Development Plan that outlines the actions required of the fellow and the process by which the fellow’s progress in meeting those required actions will be assessed. If it is determined that a fellow should be terminated and withdrawn from the program, a written notice of this decision will be immediately provided to the fellow.
  4. Graduate School Communication: As per the internships Graduate Program Communication Policy, the fellow’s graduate school DCT will be provided with a copy of a written notice for probation. If, during the course of investigation it becomes clear that termination is a possible outcome, the internship will advise the Graduate Program’s Director of Clinical Training of the investigation underway and the range of outcomes. In either circumstance, the program will receive a written communication of the ultimate outcome.
  5. Fellows on Leave: Fellows may be placed on paid administrative leave for the duration of the investigation provided that reasonable efforts are made by the Director of Training, in concert with the members of the Executive Committee to conclude their review in a timely manner.

Grievance and Due Process

Throughout the process of investigation and decision on matters related to probation and termination, the fellow is afforded the rights and protections as outlined in the program’s Grievance and Due Process Policy. The only modification is that appeals of decisions made by the Executive Committee are not heard by an ad hoc committee but go directly to the Deputy Dean for Education within the Yale School of Medicine.

Graduate Program Communication Policy

Revised 04-23-2020
  1. The Value of Communication: Communication between doctoral training programs and internship programs is of critical importance to the overall development of competent new psychologists. The doctoral internship is a required part of the doctoral degree, and while the internship faculty members assess the student’s performance during the internship year, the doctoral program is ultimately responsible for evaluation of the student’s readiness for graduation and entrance to the profession. Therefore, evaluative communication must occur between the two training partners.
  2. Reque s t for Information Post---Match: After a student has matched to this internship site, the Director of Training of the Yale Doctoral Internship in Clinical and Community Psychology will invite the doctoral program Director of Clinical Training to provide additional written information about the student’s strengths and training needs.
  3. Internship Evaluations Provided to Graduate Program: Copies of each fellow’s competency evaluation completed by the Primary Advisor in October, February, and June will be sent to the Director of Clinical Training in the student’s graduate program. The standard Year End Evaluation letter will accompany the June evaluation. These documents will be sent to graduate programs by the internship Psychology Section Administrator.
  4. Communication Regarding Problems: In the event that problems occur during the internship year, such as a fellow struggling to make expected progress, the faculty of the internship in coordination with the Director of Training and the graduate program will communicate and document the concerns and the planned interventions to address these concerns. The Fellow’s Primary advisor will also communicate problems early internally to the relevant Facility Chief and Director of Training. In turn, the Director of Training will communicate any known concerns to the Psychology Section Chief. Both doctoral training program and internship program policies for resolution of training concerns will be considered in developing the necessary competency remediation needs and subsequent skills development plans. Progress in required remediation activities will be documented and that information will be communicated to the doctoral program Director of Clinical Training.
  5. Fellows’ Rights to Information: All fellows will be informed of the practice of communication between internship and doctoral program faculty. Each fellow has the right to know about any communications that occur between the internship and their graduate program and will be given copies of any information that is exchanged.

    *This policy was adopted from recommendations issued by the Council of Chairs of Training Councils (CCTC)

Grievance & Due Process Policy

Revised 04-23-2020
  1. Right to Address Dissatisfactions: Doctoral fellows can during the course of the internship become dissatisfied with some aspect of their experience. The fellows are entitled to clear and easily accessible mechanisms to address these issues and will be educated about these mechanisms during the orientation of new fellows at the beginning of the training year. Fellows may use the procedures outlined in this policy without fear of reprisal or prejudice. If a fellow believes that they have been retaliated against as a result of raising a concern or pursuing a grievance, a separate claim of retaliation may be pursued through this process.
  2. Expressing a “Concern”: Fellows may express a “concern” about some aspect the internship experience. A concern shall be considered an informal expression of dissatisfaction communicated verbally communicated or by email. The internship program encourages, but does not require, fellows to address dissatisfactions in this informal manner soon after the dissatisfaction arises so that members of the faculty can work proactively with the fellow to review and, if indicated, address the issue.
  3. Levels of Redress: Fellows may express concerns to a range of faculty members. As general guidance, fellows are strongly encouraged, though not required, to first address the concern with the faculty member most immediately involved in the issue and then work through the organizational ladder in the training program, which is as follows:
    1. Supervisor
    2. Advisor
    3. Chief of Psychology in the facility (Facility Chief)
    4. Director of Training
    5. Psychology Section Chief, Department of Psychiatry
  4. Filing a “Grievance”: Whether or not they have made an expression of “concern”, all fellows may at any time file a formal “grievance”. A grievance is a written statement of complaint and request for redress. With respect to APA/CoA accreditation requirements, this internship program considers the terms “grievance” and “complaint” synonymous.
  5. Elements of a Grievance: A written grievance must contain the following information:
    1. Date of submission
    2. Clear statement that the communication is a grievance
    3. Clear statement of the complaint
    4. Clear statement of the redress or remedy requested
    5. Previous actions taken to address the complaint
    6. Handwritten or electronic signature of the fellow
  6. Initial Processing of a Grievance:
    1. Grievances related to the facility or placement should be submitted to the Facility Chief with copies sent to the Director of Training and the fellow’s Primary Advisor.
    2. The responsibilities of the Facility Chief of Psychology are to: (1) acknowledge to the fellow receipt of the grievance within two working days; (2) take immediate action if there are allegations of abuse, harassment or other urgent issues; (3) meet with the fellow within five working days to gather additional information about the dissatisfactions; and (4) provide to the fellow a written response to the grievance within 15 working days of its receipt, with copies to the Director of Training and the Primary Advisor as well as the Department’s Psychology Section Chief.
    3. Grievances of issues that are not specific to the facility or placement should be submitted to the Director of Training, with copies to the Facility Chief and the Primary Advisor. The Director of Training will respond with the same actions and timelines outlined immediately above, copying the Chief of Psychology and Primary Advisor on the written response to the grievance and immediately notify the Psychology Section Chief of any grievances.
  7. Appeal of a Grievance:
    1. If the fellow is dissatisfied with a response provided by the Facility Chief, they may file a written appeal with the Director of Training, clearly stating the reason for the appeal and the requested redress. The responsibilities of the Director of Training in this situation are to: (1) acknowledge to the fellow receipt of the grievance within two working days; (2) meet with the fellow within five working days to gather additional information about the appeal; and (3) provide the fellow with a written response to the grievance within 15 working days of its receipt, with copies to the Chief of Psychology of the facility and the Primary Advisor. The Psychology Section Chief is notified immediately of the Appeal.
    2. If the fellow is dissatisfied with the response provided by the Director of Training, either to a review of an initial response by the Chief of Psychology of the facility or to a review conducted by the Director of Training, the fellow may submit in writing a request to the Director of Training for appeal to an ad hoc Grievance Committee. In response to such a request the following will occur:
      1. acknowledgement to the fellow of the request within two working days; (2) designation within five working days of an ad hoc faculty Grievance Committee of three members previously uninvolved in matters related to the grievance, with notice to the fellow of its membership; (3) convening of the committee within 15 working days of receipt of the request for appeal and arranging for the fellow to meet with the committee; and (4) issuance by the committee of its report and decision within 30 working days of receipt of the request for appeal, with copies to the fellow, Director of Training, Facility Chief, Primary Advisor and the Psychology Section Chief. Should the fellow object to the membership of the ad hoc committee he or she must file with the Director of Training in writing the nature of the objection within two working days of receipt of notification of the membership. If the grievance involves a specific faculty member that individual may not serve on the Grievance Committee. The Psychology Section Chief shall be consulted and notified of each of these processes by the Director of Training and Facility Chiefs at each of the above steps.
    3. Decisions made by supervisors regarding professional assessments and judgments, such as performance evaluations, are not subject to review under this procedure by the ad hoc committee unless it is alleged that the professional assessment or judgment resulted from unlawful discrimination. In reviewing a complaint of discrimination, the ad hoc committee may have to inquire into the process by which professional judgments were made, but the grievance committee may not substitute its judgment for that of the supervisor. If the fellow remains dissatisfied with the decision of the committee, they may appeal the decision in writing to the Deputy Dean for Education of the Yale School of Medicine who shall employ the resources and procedures within the Medical School to review the complaint and render a decision (http://www.yale.edu/equalopportunity/complaint/dean-student.html).
  8. Modification of Timelines: If the School of Medicine is in recess during a grievance process, or in instances where additional time may be required because of the complexity of the grievance or unavailability of the parties or witnesses, any of the time periods specified herein may be extended by the Director of Training in consultation with the Psychology Section Chief and with written notice to the fellow, Facility Chief, and Primary Advisor.