______________________________ ___________________________ Trainee Name Date Training Director Date Trainee’s comments (Feel free to use additional pages): All supervisors/ faculty with responsibilities or actions described in the above competency remediation plan agree to participate in the plan as outlined above. Please sign and date below to indicate your agreement with the plan. Competency Remediation Plan Continued SUMMATIVE EVALUATION OF REMEDIATION Follow-up Meeting(s): Date (s): In Attendance: Competency Domain/ Essential Components Expectations for Acceptable Performance Outcomes Related to Expected Benchmarks (met, partially met, not met) Next Steps (e.g., remediation concluded, remediation continued and Next Evaluation Date (if needed)
Relationships continued READINESS FOR PRACTICUM READINESS FOR INTERNSHIP READINESS FOR TO PRACTICE 5C. Expressive Skills Communicates ideas, feelings, and information clearly using verbal, nonverbal, and written skills Examples: Written work is organized, easy to understand, and conveys the main points Shares opinions with others language that others can understand Non-verbal behavior is consistent with verbal communications Communicates clearly using verbal, nonverbal, and written skills in a professional context; demonstrates clear understanding and use of professional language Examples: Uses professional terms and concepts appropriately and clearly in discussions, case reports, etc. Understands terms and concepts used in professional texts and in others’ case reports Communication is understandable, consistent across expressive modalities Prepares clearly written assessment reports Presents clinical process to supervisor in a succinct, organized, well-summarized way Provides verbal feedback to client regarding assessment and diagnosis language the client can understand Presents clear, appropriately detailed clinical material Verbal, nonverbal, and written communications are informative, articulate, succinct, sophisticated, and well-integrated; demonstrate thorough grasp of professional language and concepts Examples: Demonstrates descriptive, understandable command of language, both written and verbal Communicates clearly and effectively with clients Uses appropriate professional language when dialoguing with healthcare providers Prepares sophisticated and compelling case reports Treatment summaries are concise, yet comprehensive
FUNCTIONAL COMPETENCIES IV. APPLICATION 8. Evidence-Based Practice: Integration of research and clinical expertise in the context of patient factors. READINESS FOR PRACTICUM READINESS FOR INTERNSHIP READINESS FOR TO PRACTICE 8A. Knowledge and Application of Practice Demonstrates basic knowledge of scientific, theoretical, and contextual bases of assessment, intervention and other psychological applications; demonstrates basic knowledge of the value of evidence-based practice and its role in scientific psychology Examples: Articulates the relationship of EBP to the science of psychology Identifies strengths and weaknesses of different assessment and intervention approaches Applies knowledge of evidence-based practice, including empirical bases of assessment, intervention, and other psychological applications, clinical expertise, and client preferences Examples: Demonstrates knowledge of interventions and explanations for their use based on EBP Demonstrates the ability to select interventions, assessment tools, and consultation methods for different problems and populations related to the practice setting Investigates existing literature related to problems and client issues Writes a statement of own theoretical perspective regarding intervention strategies Creates a treatment plan that reflects successful integration of empirical findings, clinical judgment, and client preferences in consultation with supervisor Independently applies knowledge of practice, including empirical bases of assessment, intervention, and other psychological applications, clinical expertise, and client preferences Examples: Writes a case summary incorporating evidence-based practice Presents rationale for intervention strategy that includes empirical support Independently creates a treatment plan that reflects successful integration of empirical findings, clinical judgment, and client preferences
Demonstrates basic knowledge of the assessment of intervention progress and outcome Examples: Identifies measures of treatment progress and outcome by name Is able to articulate an understanding of the use of repeated assessment to guide treatment Appropriately administers and scores treatment progress and outcome measures Evaluates treatment progress and modifies treatment planning as indicated, utilizing established outcome measures Examples: Describes instances of lack of progress and actions taken in response Demonstrates ability to evaluate treatment progress in context of evidence based interventions Independently evaluates treatment progress and modifies planning as indicated, even in the absence of established outcome measures Examples: Critically evaluates own performance in the treatment role Seeks consultation when necessary
11. Consultation: The ability to provide expert guidance or professional assistance in response to a client’s needs or goals. READINESS FOR PRACTICUM READINESS FOR INTERNSHIP READINESS FOR TO PRACTICE 11A. Role of Consultant No expectation at this level Demonstrates knowledge of the consultant’s role and its unique features as distinguished from other professional roles (such as therapist, supervisor, teacher) Examples: Is able to compare and contrast consultation, clinical, and supervision Is abld to describe a consultant's role in a hypothetical professional activity Determines situations that require different role functions and shifts roles accordingly to meet referral needs Examples: Is able to articulate different forms of consultation (e.g., mental health, educational, systems, advocacy) Accurately matches professional role function to situation 11B. Addressing Referral Question No expectation at this Demonstrates knowledge of and ability to select appropriate means of assessment to answer referral questions Examples: Implements systematic approach to data collection in a consultative role Identifies sources and of assessment tools Demonstrates knowledge of and ability to select appropriate and contextually sensitive means of assessment/data gathering that answers consultation referral question Examples: Demonstrates ability to gather information necessary to answer referral question Clarifies and refines referral question based on analysis/assessment of question 11C. Communication of Consultation Findings No expectation at this level Identifies literature and knowledge about process of informing consultee of assessment findings Examples: Identifies appropriate approaches and processes for providing written and verbal feedback and recommendations to consultee Carries out a mock presentation of findings Applies knowledge to provide effective assessment feedback and to articulate appropriate recommendations Examples: Prepares clear, useful consultation reports and recommendations to all appropriate parties Provides verbal feedback to consultee of results and offers appropriate recommendations