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TRAINING HANDBOOK DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM
2020-2021
2
Department of Psychiatry
University of Missouri-Kansas City School of Medicine
DOCTORAL PSYCHOLOGY INTERNSHIP PROGRAM Center for Behavioral Medicine
Department of Psychiatry
University of Missouri-Kansas City School of Medicine
Table of Contents
Center for Behavioral Medicine.......................................................................................................3
Psychology Internship Program .......................................................................................................4
Diversity Value Statement ..............................................................................................................5
Elements of the Training Program ...................................................................................................6
Goals and Objectives ................................................................................................................................ 6
Clinical Rotations.............................................................................................................................7
Concentration Options .................................................................................................................................. 7
Clinical Training Activities .............................................................................................................9
Competency Restoration Units ................................................................................................................. 9
Forensic Assessment .............................................................................................................................. 10
Dialectical Behavior Therapy ................................................................................................................ 11
Illness Management and Recovery ........................................................................................................ 12
Acceptance and Commitment Therapy ......................................................................................13
Professional Development Activities ............................................................................................14
Psychology Training Staff ............................................................................................................16
3
CENTER FOR BEHAVIORAL MEDICINE
Center for Behavioral Medicine (CBM) operates under the auspices of the Missouri Department
of Mental Health and is accredited by the Joint Commission on Accreditation for Hospital
Organizations. Located on Hospital Hill in the Heart of Kansas City, the Center provides
comprehensive mental health services to patients from the Kansas City, Missouri area and seven
surrounding counties. CBM operates three inpatient psychiatric units, oversees three community
residential facilities, and provides forensic services to area criminal courts. It serves as the
University of Missouri-Kansas City Medical School's Department of Psychiatry, and includes a
Psychiatry Residency Program accredited by The Accreditation Council for Graduate Medical
Education, and a Predoctoral Psychology Internship accredited by the American Psychological
Association. CBM also serves as a training site for psychology practicum students and post-
doctoral residents, as well as Pharmacy, Social Work, Nursing, and Rehabilitation Therapy
students.
4
PSYCHOLOGY INTERNSHIP PROGRAM
Accredited since 1963
Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, NE; Washington DC20002-4242
Phone: (202) 336-5979; Fax: (202) 336-5978
Email: apaaccred@apa.org
www.apa.org/ed/accreditation
Questions related to the program’s accredited status should be directed to the Commission
on Accreditation.
CBM’s psychology doctoral internship program has been fully accredited by the American
Psychological Association (APA) since 1963. The Psychology staff of the training program is
deeply committed, professionally and ethically, to the field of psychology. An essential outgrowth
of this is a strong commitment to meet our responsibilities in the preparation and training of skilled
psychologists.
We advocate a scholar-practitioner model of training and recognize the interacting influence of the
practice and the science of psychology. We believe that the education of skilled psychologists is
accomplished through providing applied experiences and trainings that integrate the science of
psychology and human behavior. Interns are expected to think critically and utilize current
research in their provision of mental health services. A major element of the training program’s
philosophy is the belief in the essential value of human diversity. The program is designed to
increase the intern’s appreciation of human differences, including gender, age, race, ethnicity,
sexual orientation, religion, and physical and mental abilities. The patient populations reflects our
community’s diverse make up and allows interns to consider issues of differences in their
professional work. Interns have the option of focusing on specific areas of differences in order to
meet their individual needs
Interns are trained to work within a multidisciplinary framework. At every clinical rotation,
members of other professional disciplines both practice and train, and we encourage interaction,
cooperation, and sharing of knowledge and expertise across fields. The internship is a highly
integrated training experience, incorporating didactic and experiential clinical activities in range
of general and specialty areas. Upon completion of the internship, each intern should be fully
prepared for postdoctoral training or beginning clinical practice.
The program subscribes to a supervisory mentorship approach that is incremental and cumulative,
in which the faculty members model practice and provide hands-on supervision appropriate to the
intern’s developmental level. As the intern gains knowledge, skills, and confidence, the complexity
of expectations and responsibilities increase accordingly. The intern functions with increasing
autonomy to most effectively develop their own professional identity and method of practice.
Clinical responsibilities vary and increase during the training year, preparing the interns for the
multifaceted roles they will assume during their professional careers.
mailto:apaaccred@apa.orghttp://www.apa.org/ed/accreditation
5
All intern training for clinical practice occurs according to a logical sequential plan that is
cumulative, building upon previously learned material/skills and graded in complexity over the
course of the training year. Logical beginning assignments are based on documented graduate
school practicum experiences, with each successive activity based on previous training
experiences.
Applicants should be enrolled in a clinical or counseling APA-accredited doctoral psychology
program at a recognized university or professional school. The internship positions are a one-
year, full-time placement.
DIVERSITY VALUE STATEMENT
The psychology faculty believe that our training program is enriched by members’ openness to
learning about and acceptance of diverse others in an atmosphere of respect, trust, and safety. We
acknowledge that no one is completely free of bias and prejudice, and we expect that both interns
and trainers be committed to the values of respect for diversity, equity, and inclusion. We expect
that trainers and interns be willing to examine their personal values and to learn to work effectively
with diverse others.
The faculty members are expected to examine their own biases, model personal introspection, and
be committed to lifelong learning. Trainers are expected to treat interns in a way that is respectful
and inclusive of interns’ identities. Interns are expected to examine and attempt to resolve any
attitudes, beliefs, opinions, feelings, or personal history that might affect their abilities to provide
services to individual different from themselves.
The program is committed to maintaining an atmosphere of education and training for all, and one
in which bias and prejudice can be openly challenged. We are committed to a supportive process
that facilitates the development of knowledge and skills necessary to working effectively with
individuals of diverse racial, ethnic, and class backgrounds; ages; genders; gender identities;
sexual orientations; and physical appearance.
6
ELEMENTS OF THE TRAINING PROGRAM
Goals and Objectives
Goal I: To develop clinical competence of interns to practice as entry level psychologists
in the delivery of clinical interventions.
Objective A: Deliver a broad range of clinical interventions rooted in theory and science
Objective B: Provide interventions with respect for and awareness of individual
differences
Objective C: Evaluate treatment progress and modify interventions as indicated
Goal II: To develop clinical competence of interns to practice as entry level psychologists
in the areas of psychological assessment, diagnosis, and communication of
psychopathology.
Objective A: Select from and administer multiple methods and means of evaluation in
ways that are responsive to and respectful of diverse individuals and contexts
Objective B: Interpret, integrate, and conceptualize assessment results to accurately
address the referral question
Objective C: Utilize case formulation for diagnosis and provide treatment
recommendations
Objective D: Communicate results in written and verbal form clearly, constructively, and
accurately in a conceptually appropriate manner
Goal III: To develop professional competencies of interns to function as entry level
psychologists in professional conduct and decision-making.
Objective A: Demonstrate behavior that reflects the values and ethics consistent with
standards of the psychology profession
Objective B: Function in the role of consultant as member of multidisciplinary team
Objective C: Participate in decision-making and administration of professional procedures
Objective D: Function autonomously
Objective E: Provide effective clinical supervision
Objective F: Effectively organize and present didactic/case material
7
ROTATIONS – SIX MONTHS EACH
Forensic/Clinical-Inpatient/Competency Restoration Unit/Adult (Units 3C and 3D)
Forensic/Assessment- Outpatient/Forensic Services/Adult
CONCENTRATION OPTIONS
Dialectical Behavior Therapy (DBT)
Illness Management and Recovery (IMR)
Acceptance and Commitment Therapy (ACT)
The training year is divided into two rotations and one concentration. Rotations are 6 months in
length. For their concentration, which extends throughout the year, interns choose either DBT,
IMR, or ACT, and spend one and one-half days per week developing competencies/refining skills
in that particular area of treatment. Interns are asked to choose their concentration at the beginning
of the training year according to interest and career goals and regardless of experience.
Rotations are designed to not only enhance the psychological skills of interns but also to increase
their level of autonomy. Over the training year, interns are expected to show progressive
improvement of skills in providing psychological interventions and competency education,
evaluating psycholegal abilities, utilizing psychological and psycholegal measures, and writing
clear and concise psychological reports for the courts with decreasing amounts of direct
supervision.
During the first rotation, it is expected that interns function at a beginning doctoral level, which
requires more oversight and direct supervision by the unit psychologist and engagement in co-led
activities with supervisors. At the end of the first rotation and start of the second rotation, interns
are expected to require less orientation to tasks, direct supervision of only advanced skills, and be
able to function in an autonomous manner the majority of the time. By the end of the second
rotation, interns are expected to perform at a post-doctoral level in their provision of services and
requirement of direct supervision.
The two six-month rotations are Forensic/Clinical-Inpatient Adult Competency Restoration (Units
3C and 3D) and Forensic Assessment-Outpatient Adult Forensic Services. Interns will gain
experience with dually diagnosed, severely and persistently mentally ill, and cognitively disabled
populations.
On units 3C and 3D, interns will participate in the Competency Restoration Treatment
Program/Track System by conducting individual and group therapy/competency education
services. In addition, they will perform regular formal assessments of patients’ progress and adjust
treatment interventions to target specific psycholegal deficits. In outpatient Forensic Services,
interns will perform psychological evaluations of adjudicative competency and complete written
reports for the courts. Interns may participate in risk assessments, criminal responsibility
8
assessments, and sexually violent predator evaluations. Interns are encouraged to attend court and
observe supervisors provide expert testimony.
9
Forensic Inpatient - Adult Competency Restoration Units
6 Month Rotation - Required
Units 3D and 3C are both 25-bed adult forensic inpatient units that serves patients who are admitted
under Chapter 552 of the RSMo. as Incompetent to Stand Trial (IST) and participate in the
Competency Restoration Treatment Program/Track System, an empirically informed and
individualized approach that targets specific, interfering symptoms as informed by regular
objective assessment of competency-related abilities. Patients are offered a combination of
psychopharmacological treatment, competency education, psychotherapy, psychoeducation, and
recreational services. By the end of the rotation, the forensic track intern will have developed
competency commensurate with an entry-level psychologist in the provision of competency
restoration services, including competency education and assessment of psycholegal abilities in
response to treatment.
On this rotation, interns will:
Intervention Description
Individual Psychotherapy/Competency Education Carry a minimum of three individual psychotherapy
and/or competency education cases.
Group Psychotherapy Lead or co-lead at least two psychotherapy and/or
competency education groups; develop at least one
group based on patient needs and individual interests.
Assessment Description
Psychological Evaluation/Testing/
Competency Assessment
Complete psychological testing evaluations as
requested by treatment team and/or to inform
competency restoration treatment; perform initial and
annual assessments, including interview, review of
records, and provision of recommendations; administer
regularly scheduled competency assessments using the
ECST-R or CAST-MR to inform restoration
treatment/monitor progress; provide recommendations
to refine restoration treatment.
Professional Development Description
Treatment Team Member
Ethics
Attend treatment team meetings as assigned and
provide feedback to the team regarding their individual
patients; attend competency team meetings.
Maintain cognizance of legal and ethical issues that are
relevant to clinical work in forensic psychology
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Forensic Assessment, Outpatient Adult - Forensic Services
6 Month Rotation
On the Forensic Assessment rotation, interns acquire a working knowledge of Criminal-Forensic
Psychology, particularly as it applies to the issues of competency to stand trial and criminal
responsibility. This training experience focuses on conducting and writing pretrial court-ordered
evaluations under the provisions of the Missouri State Statues. Initially, interns will observe the
supervisor and gradually move toward performing evaluations under supervision. Interns will also
learn to write concise reports for the Court. There may be the opportunity to testify as an expert
witness. Additionally, interns will have gained knowledge regarding psycholegal issues. On this
rotation, interns will:
Intervention Description
Not applicable
Assessment Description
Outpatient Evaluation Complete at least 15 pretrial, psychological evaluations
regarding Competency to Stand Trial; participate in
Sexually Violent Predator and criminal responsibility
evaluations when available/as needed.
Professional Development Description
Consultation
Ethics
Interact/consult with members of the legal system,
including attorneys and corrections staff, as requested
by supervisor.
Maintain cognizance of legal and ethical issues that are
relevant to clinical work in forensic psychology
11
Dialectical Behavior Therapy (DBT)
12 Month Concentration Option
The DBT program at CBM is designed for individuals who have difficulty effectively managing
their emotions and behaviors. DBT’s multi-modal approach offers the supports to address the
complex intra- and inter-personal challenges that create and maintain patterns of dysregulation.
As part of the DBT program, interns will facilitate DBT skills groups* and provide individual
therapy for one or two inpatients throughout the training year. Interns will also provide short-term
DBT to IST patients who can benefit from this treatment. An intern who chooses DBT as a training
experience will devote 1.5 days per week to DBT endeavors such as facilitating skills groups,
providing individual therapy, consulting with treatment teams, and participating in training
activities.
Although standard DBT theory, principles, and strategies are critical, adjustments to improve
access for individuals with DD/ID are sometimes necessary. The goal of the DBT program when
working with patients with DD/ID is to make necessary accommodations for these patients and to
remain adherent to DBT.
* Our program uses the Linehan Skills manual and The Emotion Regulation Skills System for
Cognitively Challenged Clients. A DBT® -Informed Approach by Julie F. Brown.
On this concentration, interns will:
Intervention Description
Individual Psychotherapy Provide individual DBT to at least one longer-term
patient throughout the year and provide short-term
individual DBT to IST patients.
Group Psychotherapy Conduct weekly DBT skills group
Assessment Description
Psychological Evaluations/Case Conceptualization Conduct behavior and solution chain analyses with
their DBT patient; complete a thorough case
conceptualization of their DBT patient using DBT
principles.
Professional Development Description
Treatment Team Consultant Meet with patient’s treatment team as needed to
provide information regarding patient’s needs and
progress.
Scholar-Practitioner Increase knowledge and adherence to DBT by
dedicating one hour per week to interactive learning,
including completing recommended reading, watching
training videos, and by participating in weekly
individual supervision.
12
Illness Management and Recovery (IMR)
12 Month Concentration Option
The IMR program is designed for individuals diagnosed with serious and persistent mental
illnesses (Bipolar or Schizophrenia spectrum disorders), and offers therapy to assist patients to
better understand the causes and symptoms of their mental illness and to find effective coping
mechanisms for managing their symptoms. As a member of the IMR team, an intern will facilitate
IMR groups and provide individual services for one or two patients throughout the training year.
An intern who chooses to have IMR as a concentration will devote one and one-half days per week
facilitating groups, providing outreach services, and consulting with treatment teams. On this
concentration, interns will:
Intervention Description
Individual Outreach Services Provide individual IMR-focused services for at least
one patient throughout the year.
Group Psychotherapy Conduct at least one weekly IMR group.
Assessment Description
Evaluation/Case Conceptualization Conduct assessments to determine patient needs;
evaluate patient response to treatment interventions;
complete end-of-semester progress reports; complete a
case conceptualization using IMR principles.
Professional Development Description
Treatment Team Consultant Meet with patient’s treatment team as needed to
provide information regarding patient’s needs and
progress.
IMR Consultation Team Member
Programming
Participate in IMR consultation team meetings with
other IMR providers and supervisors weekly.
Work closely with IMR Team Leader/supervisor to
assess and improve programming.
13
Acceptance and Commitment Therapy (ACT)
12 Month Concentration Option
The ACT program is designed for individuals who suffer from a wide range of psychiatric
conditions; however, patients who are ideal candidates for the ACT program are those who are
capable of some degree of abstract thinking and self-reflection. The goal of ACT is to increase
psychological flexibility, allowing individuals to take committed action toward their values. An
intern who chooses to have ACT as a concentration will devote one and one-half days per week
facilitating groups, providing individual therapy, and consulting with treatment teams. ACT
training and supervision will be experiential in nature, allowing interns an immersive experience
in ACT principles, theory, and practice. On this concentration, interns will:
Intervention Description
Individual Therapy Carry a caseload of at least one ACT patient.
Group Psychotherapy Conduct at least one weekly ACT group. Interns will
have the option of creating an ACT-informed group.
Assessment Description
Evaluation/Case Conceptualization Conduct outcome assessments to determine patient
needs and progress; evaluate patient response to
treatment interventions; complete case
conceptualizations, including treatment plans, using
ACT theory and principles.
Professional Development Description
Treatment Team Consultant Meet with patient’s treatment team as needed to
provide information regarding patient’s needs and
progress.
ACT Group Supervision
Participate in ACT group supervision meetings with
ACT concentration supervisor and other ACT
concentration interns and/or practicum students. Group
supervision will initially provide teaching and guidance
to those new to ACT. As the year progresses, and
learning and experience grows, interns will present
their ACT case to the group for feedback/consultation,
as well as provide ACT-informed consultation to other
students.
Programming Work closely with ACT supervisor to assess and
improve the ACT program.
14
PROFESSIONAL DEVELOPMENT ACTIVITES
Interns attend weekly trainings that include a mixture of didactic presentations, group discussions,
and hospital wide conferences. Didactic seminars are conducted by training faculty and
postdoctoral residents, and cover topics in professional ethics, professional development, forensic
psychology, cultural diversity, and various evidence-based psychotherapies. These didactics are
designed to provide advanced level discourse and current information that is relevant to clinical
practice and professional development. Intern evaluation of each seminar is required and utilized
to inform programming for the following year.
Didactics/Seminars: Didactic seminars occur weekly for 1 to 2 hours throughout the year.
Case Conference: Faculty and interns attend and participate in a bi-weekly Case Conference
presentation throughout the year. The primary purpose of this conference is to discuss clinical
cases. The participants generally include staff psychiatrists and psychologists, psychiatry
residents, psychology postdoctoral residents, psychology interns, pharmacology faculty and
residents, and medical students. Interns are responsible for one Case Conference presentation
during the year.
Grand Rounds (Optional): Grand Rounds is a 1-hour, biweekly forum through which new
information and specific topics relevant to psychiatry and psychology, as well as recent advances
in psychiatric diagnosis, treatment, and management, are presented. Presenters identify behavioral
outcomes and often times stimulate new directions in viewing a problem.
Research Review: Each intern will review, summarize, and present recent empirical findings on
an assessment- or treatment-related psychology topic, pertinent to an inpatient mental health
treatment or forensic assessment setting, and addressing a particular disorder or diagnostic group.
Teaching: Interns participate in teaching psychology classes to medical students related to topics
in psychology. Classes are 1 to 2 hours long and are held approximately once per month, each for
a different group of medical students.
Experiential Training: Interns will participate in a 12 week experiential training on Compassion
Focused Therapy.
SUPERVISION
Individual Supervision (2 hours weekly)
Interns receive a minimum of 2 hours of individual supervision per week. Interns spend 1 hour per
week with their rotation supervisor and 1 hour with their concentration supervisor. Supervision
focuses on individual case management and intervention, case conceptualization, assessment
skills, and professional growth.
Group Supervision (3 hours weekly)
Interns provide weekly clinical supervision to doctoral practicum students. Interns are assigned a
student at the beginning of the training year. Assignment of students is dependent on the number
15
of practicum students training at CBM each year. Interns attend a weekly supervision seminar that
focuses on the development and enhancement of clinical supervisory skills. Interns are expected
to present visual recordings of the supervision in which they are engaged with a doctoral practicum
student. Use of the visual recordings allow interns, the seminar leader, and the cohort to observe
the growth and competency level in their role as a supervisor. Additionally, interns will meet with
their respective concentration supervisor and the other students within that concentration for one
hour per week of group supervision and case consultation. That supervision will be centered
around their therapy modality of specialization (concentration).
16
PSYCHOLOGY TRAINING FACULTY
Rhiannon Adams, Psy.D.
Position: Psychologist-Unit 3D, Director of Training,
Assistant Professor of Psychiatry, UMKC School of Medicine
Graduate Institution: American School of Professional Psychology, at Argosy University,
Washington, D.C. campus
Interests: Competency Restoration, Forensic Evaluation, Personality Disorders, Severe and
Persistent Mental Illness
Orientation: Cognitive-Behavioral, Rational Emotive Behavioral
Shawn D. Anderson, Ph.D. Position: Director of Psychology, Certified Forensic Examiner
Assistant Professor of Psychiatry, UMKC School of Medicine
Graduate Institution: University of Missouri-Kansas City
Interests: Psychological Assessment/Projective Testing, Training, Inpatient Treatment
Programming, Competency Assessment and Restoration
Orientation: Psychoanalytic
AnnaMaria Bellatin, Ph.D. Position: Psychologist-Unit 3C, Chair of Dialectical Behavioral Therapy,
Assistant Professor of Psychiatry, UMKC School of Medicine
Graduate Institution: University of Missouri-Columbia
Interests: Dialectical Behavioral Therapy, Multicultural Counseling, Cultural Competence, Latino
Mental Health
Orientation: Family Systems, Dialectical Behavioral Therapy
Matthew Fowler, Psy.D.
Position: Psychologist- Forensic Services, Certified Forensic Examiner
Graduate Institution: University of St. Thomas
Interests: Forensic Evaluation, Cognitive Testing, Serious and Persistent Mental Illness
Orientation: Cognitive-Behavioral
Jason Lawrence, Ph.D.
Position: Psychologist- Forensic Services, Certified Forensic Examiner, Assistant Professor of
Psychiatry-UMKC School of Medicine
Graduate Institution: Sam Houston State University
Interests: Forensic Assessment, Diversity Issues, Research and Statistics
Orientation: Integrative
Steven A. Mandracchia, Ph.D. Position: Director of Forensic Services, Certified Forensic Examiner
Assistant Professor of Psychiatry, UMKC School of Medicine
Graduate Institution: University of Missouri-Columbia
Interests: Clinical-Legal Issues, Training
17
Coral Muñoz, Psy.D.
Position: Psychologist- Unit 2B, Director of Training, Chair of Cognitive Enhancement Therapy,
Assistant Professor of Psychiatry, UMKC School of Medicine
Graduate Institution: Roosevelt University
Interests: Compassion-Focused Therapy, Dialectical Behavioral Therapy, Acceptance and
Commitment Therapy, Treatment of Severe and Persistent Mental Illness, Treatment for
individuals with an Intellectual Disability, Cognitive Enhancement Therapy,
Supervision/Training, sex offender treatment
Orientation: Third wave Cognitive Behavioral Therapy
Christopher Robertson, Ph.D.
Position: Psychologist- Forensic Services, Director of Training, Certified Forensic Examiner,
Assistant Professor of Psychiatry-UMKC School of Medicine
Graduate Institution: University of North Carolina at Greensboro
Interests: Non-suicidal Self-Injury, Borderline Personality Disorder, Forensic Assessment
Orientation: Cognitive-Behavioral
Jon Torres, Psy.D.
Position: Psychologist- Programming and Evaluation, Illness Management and Recovery Chair
Assistant Professor of Psychiatry, UMKC School of Medicine
Graduate Institution: Nova Southeastern University
Interests: Treatment of Severe and Persistent Mental Illness, DBT, Anxiety Disorders,
Personality Disorders
Orientation: Cognitive-Behavioral
Lisa Witcher, Psy.D.
Position: Psychologist-Forensic Services, Certified Forensic Examiner,
Assistant Professor of Psychiatry, UMKC School of Medicine
Graduate Institution: Spalding University
Interests: Clinical-Legal Issues, Assessment, Treatment of Severe and persistent Mental Illness,
Training, Supervision
Orientation: Cognitive-Behavioral/Interpersonal
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