Training Competencies

Interns will develop skills and abilities in several realms. The competencies listed are in the order provided in the Standards of Accreditation and do not imply a priority set by our site.

Interns will develop skills at the intermediate to advanced level in each of the following competency areas. The first nine are required by the Standards of Accreditation, and the tenth is additional and specific to our site. Each will be described more fully, along with information regarding the training experiences assisting the interns in attaining the required level of competency, in the following section. In each of these competency areas, interns are expected to respond professionally in increasingly complex situations with a greater degree of independence over the course of the internship year.

1. Research. Interns “demonstrate the substantially independent ability to critically evaluate research or other scholarly activities (e.g., case conference, presentation, publications); and, disseminate research or other scholarly activities (e.g., case conference, presentation, publications) at the local (including the host institution), regional, or national level”. Interns will attain and demonstrate this competence through providing appropriate evidence-based care to their clients, by providing case presentations that illustrate the evidence base for their work, and by actively participating in discussions of the literature recommended as references for supervision and training.
2. Ethical and Legal Standards. Interns are expected to “Be knowledgeable of and act in accordance with each of the following: the current version of the APA Ethical Principles of Psychologists and Code of Conduct; relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels; and relevant professional standards and guidelines. Recognize ethical dilemmas as they arise and apply ethical decision-making processes in order to resolve the dilemmas; conduct self in an ethical manner in all professional activities.” Interns develop and demonstrate this competency by participating in several ethics seminars, by providing care that is in keeping with best ethical practices, and by initiating conversations about potential ethical concerns with supervisors and in consultation groups.
3. Individual and Cultural Diversity. Interns "demonstrate an understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves; knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service; the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles; the ability to apply a framework for working effectively with areas of individual and cultural diversity; and, the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own". Interns participate in a variety of training experiences that support their growing competency in the area of cultural diversity, broadly defined. Through participating in several didactic seminars, experiential seminars, Diversity Consultation, and all forms of supervision, interns learn and demonstrate knowledge of the relevant evidence base and self-awareness regarding personal history and areas of bias and limitation. Interns are expected to demonstrate increasing competence in working with a broad range of individuals who represent experiences and worldviews different from their own identities. Interns are always expected to demonstrate a willingness to learn and grow in this realm.
4. Professional Values and Attitudes. Interns “behave in ways that reflect the values and attitudes of psychology, including cultural humility, integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others; engage in self-reflection regarding one’s personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness; actively seek and demonstrate openness and responsiveness to feedback and supervision; and, respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.” Interns are expected to demonstrate professional behavior that reflects psychology’s values as a field. These values include integrity, deportment, a valuing of lifelong learning, and concern for others’ welfare. They are expected to demonstrate self-awareness and introspection, and to seek out and respond to feedback from supervisors and colleagues. Interns are supported in developing this competency in all forms of supervision at the internship.
5. Communication and Interpersonal Skills. Interns “develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services; demonstrate a thorough grasp of professional language and concepts; produce, comprehend, and engage in communications that are informative and well-integrated; and, demonstrate effective interpersonal skills and the ability to manage difficult communication well.” Interns are expected to develop and cultivate effective, respectful professional relationships with clients, peers, supervisors, and other colleagues. They are expected to develop their professional communication skills through writing, documentation, and verbal communication.
6. Assessment. Interns “demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology; demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural); demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process; select and apply assessment methods that draw from the empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient; interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective; and, communicate the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.” Interns are supported in developing skills in assessment through various seminars, access to testing materials, supervision, and consultation available as needed.
7. Intervention. Interns “establish and maintain effective relationships with the recipients of psychological services; develop evidence-based intervention plans specific to the service delivery goals; implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables; demonstrate the ability to apply the relevant research literature to clinical decision making; modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking; and, evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing evaluation.” Intervention includes relationship building, evidence-based treatment planning, clinical decision-making, and evaluation of the effectiveness of different strategies while being mindful of the diverse needs and characteristics of the populations served. Interns are supported in developing effective intervention skills with various seminars and supervision experiences over the course of the year.
8. Supervision. Interns “apply this knowledge in direct or simulated practice with psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees; apply the supervisory skill of observing in direct or simulated practice; and apply the supervisory skills of giving guidance and feedback in direct or simulated practice”. Interns participate in a supervision seminar and have an introductory experience in supervising a practicum student. Interns also cultivate supervision skills by providing feedback to peers in group supervision, and to colleagues in the Consultation Groups.
9. Consultation and Interprofessional/Interdisciplinary Skills. Interns “demonstrate knowledge and respect for the roles and perspectives of other professions; and apply the knowledge of consultation models and practices in direct or simulated consultation with individuals and their families, other health care professionals, interprofessional groups, or systems related to health and behavior.” Interns cultivate this skill through participation in our Integrative Care meeting, which includes representatives from the USD Wellness Area, including the Student Health Services, the Center for Health and Wellness Promotion, the Disability and Learning Differences Resource Center, and the Counseling Center. Interns also frequently provide consultation to members of the university community (commonly, the Dean’s Offices of the various schools, Residential Life, and the Office of International Students and Scholars) and to family members and students, as well.
10. Outreach. Interns display an ability to plan and implement outreach programs that are culturally and developmentally appropriate. Displays the ability to engage the audience effectively and collaborate well with others. Displays willingness and enthusiasm to support with outreach. Conducts themselves professionally during outreaches. This skill is cultivated by providing a minimum of 8 psychoeducational programs to the university community throughout the training year, supported supervision, and consultation.

*Elements associated with each competency in quotations can be found in IR C-8 l