UNIVERSITY OF CALIFORNIA, DAVIS...UNIVERSITY OF CALIFORNIA, DAVIS SCHOOL OF MEDICINE Dept. of Psychiatry and Behavioral Sciences CLINICAL CHILD PSYCHOLOGY POST-DOCTORAL FELLOWSHIP

UNIVERSITYOFCALIFORNIA,DAVISSCHOOLOFMEDICINEDept.ofPsychiatryandBehavioralSciences

CLINICALCHILDPSYCHOLOGYPOST-DOCTORALFELLOWSHIPTRAININGPROGRAM

2019–2020

UCDMedicalCenter,Dept.ofPsychiatryandBehavioralSciences

SacramentoCountyChildandAdolescentPsychiatricServices

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TABLEOFCONTENTS

ProgramDescriptionandAdministration 3ContactInformation 4ProgramValues 5Location 6CAPSClinicStaff 8CAPSClinicPopulation 8TrainingAimsandObjectives 10TrainingActivitiesandExpectations 14ClinicalTrainingDescription 16Supervision 19DidacticSeminarsandCaseConferences 20AdditionalEducationalOpportunities 22Appointment,Stipend,andBenefits 23EligibilityandApplicationProcedures 24SelectionProcedures 24PerformanceEvaluation 25AccreditationStatus 26Non-DiscriminationPractices 26TrainingProgramContactInformation 27Appendices 28

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PROGRAMDESCRIPTIONANDADMINISTRATION

TheUCDavisMedicalCenter,locatedinSacramento,California,isanintegrated,academichealthsystemthatisconsistentlyrankedamongthenation’stopmedicalschools.WithintheUCDavisSchoolofMedicine,theDepartmentofPsychiatryandBehavioralScienceshasastrong collaborative relationship with Sacramento County’s Department of Health andHumanServices.Ourpostdoctoralfellowshipprograminclinicalchildpsychologyoffersfellowsthebestofbothworlds: training from a strong academic approach that emphasizes evidence-basedtreatmentwithin the context of providing complex clinicalwork in a communitymentalhealthoutpatientsetting.AlongsideUCDavisClinicalFacultyandpsychiatryresidentsandfellows, our doctoral fellowswill receive their training and provide direct psychologicalservices at the Sacramento County Child and Adolescent Psychiatric Services (CAPS)Clinic, which serves diverse Sacramento County Medi-Cal/EPSDT child and familyrecipients.

UCDavisClinicalFaculty

Co-TrainingDirectorsCarlinaR.Wheeler,Ph.D.andStaceyPeerson,Ph.D.

AssistantTrainingDirector

RichelleLong,Ph.D.

AdditionalSupervisingPsychologistsElizabethLoyola,Psy.D.

MargaretBezmalinovic,Psy.D.

CAPSMedicalDirectorRobertHorst,M.D.

SacramentoCountyChildandFamilyMentalHealth

CAPSProgramCoordinatorTriciaWatters,L.C.S.W.

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CONTACTINFORMATION

NAME OFFICENUMBERANDE-MAIL CELLPHONECAPSCLINICFrontDesk 916-875-11813

SUPERVISINGSTAFFStaceyPeerson,Ph.D. 916-876-5628

[email protected]

916-390-2059

CarlinaR.Wheeler,Ph.D. [email protected]

858-349-5535

RichelleLong,Ph.D. [email protected]

916-212-4868

ElizabethLoyola,Psy.D. [email protected]

310-729-1672

VOLUNTEERCLINICALFACULTY(VCF)MargaretBezmalinovic,Psy.D.

[email protected]

916-442-4904

POSTDOCTORALFELLOWSRaquelPeña,Psy.D. 916-875-3369

[email protected]

916-833-1058

MollyCevasco,Ph.D. [email protected]

206-321-2677

DOCTORALINTERNSJazminBurns 916-875-6844

[email protected]

916-833-1058

ToriGalvez [email protected]

206-321-2677

Ø Pleasenotethatthefourprimarysupervisingstaffareavailable100%ofthetimethefellowis

accruingsupervisedprofessionalexperience.ForsupervisingstaffandVCFthatarenotlocatedon-site,pleasefeelfreetoemailthemifyouanticipatebeinglateorareunabletomakeittotheirsupervision/seminar.

Ø Ifyouneedtocalloutsick,pleasecalltheFrontDeskwhowillcommunicatethatyouwillbeoutoftheofficeviaemailandontheIN/OUTboard.Theywillalsocalltocancelyourclients.

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PROGRAMVALUES

1. LeadPerson-CenteredCareinthebestway,atthebesttime,inthebestplace,andwiththebestteam

2. ReimagineEducationbycultivatingdiverse,transdisciplinary,life-longlearnerswhowillleadtransformationinhealthcaretoadvancewell-beingandequityforall

3. AccelerateInnovativeResearchtoimprovelivesandreducetheburdenofdiseasethroughthediscovery,implementationanddisseminationofnewknowledge

4. ImprovePopulationHealththroughtheuseofbigdataandprecisionhealth5. TransformOurCulturebyengagingeveryonewithcompassionandinclusion,by

inspiringinnovativeideas,andbyempoweringeachother6. PromoteSustainabilitythroughsharedgoals,balancedprioritiesandinvestments

inourworkforceandinourcommunity

OurMissionToprovideaculturallycompetentsystemofcarethatpromotesholisticrecovery,optimum

health,andresiliency

OurVisionWeenvisionacommunitywherepersonsfromdiversebackgroundsacrossthelifecontinuum

havetheopportunitytoexperienceoptimumwellness.

OurValuesRespect,Compassion,Integrity•Clientand/orFamilyDriven•EqualAccessforDiverse

Populations•CulturallyCompetent,Adaptive,ResponsiveandMeaningful•PreventionandEarlyIntervention•FullCommunityIntegrationandCollaboration•CoordinatedNearHomeandinNaturalSettings•Strength-BasedIntegratedandEvidence-BasedPractices•Innovative

andOutcome-DrivenPracticesandSystems•Wellness,Recovery,andResilienceFocus

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LOCATION

WelcometoSacramento,thestatecapitolofCalifornia!

“Sacramentoisthecultural,economic,educationalandgovernmentalhubofagreatermetropolitanareathatspanssixcounties...NamedbyNewsweekmagazineasoneofthetenbestcitiesinthecountry,itsresidentsenjoyabeautifulcityteemingwithtreesandan

unsurpassedqualityofliferichinculture,entertainmentandoutdoorrecreation.”

§ Population:479,686(city)andmorethantwomillioninmetropolitanarea§ Climate:Mediterranean.Mildyear-roundwithdrysummerswithlittlehumidityanda

cooler/wetseasonfromOctoberthroughApril§ Attractions:Includelargeparks,a23-mileriverparkwayandbiketrail,historic

neighborhoods,andarangeofculturalattractions-inaddition,Sacramentoiscentrallylocated,withmanyiconiccitiesandbeautifullandscapeswithina3-hour-driveradius

§ Sacramentoboastsarichculturalandethnicdiversitythatisembracedatannualfestivalsandcelebrations.NamedAmerica’smostethnicallyandraciallyintegratedcitybyTimemagazine,Sacramentois“proudtobeacitywhereeveryoneisintheminority.”

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TheUCDavisDepartmentofPsychiatryandBehavioralSciencesislocatedinSacramento,California,approximately20mileseastofthemainUCDaviscampus,inDavis,California.

TheCAPSClinicislocatedattheGraniteRegionalPark(GPR),whichislessthan5milesawayfrom theUCDMedical Center campus. TheGPRprovides a fishingpond, nearbywalkingpaths,outdoorbenches,soccerfields,andanewlyconstructedskatepark.TheCAPSClinicisalsolocatednearalightrailstationthatprovidesfrequentshuttleservices.Businesshoursare from8:00am–5:00pm, therefore fellows arenot expected toworkoutsidebusinesshours,unlessotherarrangementshavebeenmadewiththefellow’ssupervisors.

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CAPSCLINICSTAFFRobertHorst,M.D.servesasthemedicaldirectorfortheCAPSClinic,whichisstaffedbyfourfull-time UC Davis faculty psychologists and three psychiatrists. The CAPS Clinic is theprimary training site for our postdoctoral psychology fellows, as well as our doctoralpsychologyinterns.TheUCDavis’childandadolescentpsychiatryfellows,medicalstudents,andresidentsinpsychiatryalsocompleterotationsattheCAPSClinic.Aswithallofourtrainingsites,thereisastrongcollaborativeatmosphereandemphasisoninterdisciplinaryteamworkwithcounty-employedclinicians(MA,LMFTs,andLCSWs)andpsychiatric nurses. Our trainees develop strongworking relationshipswith a number ofprofessionalswithinthecommunitythatlastbeyondtheirtrainingyear.

CAPSCLINICPOPULATIONTheCAPSClinicisacounty-operatedcommunitymentalhealthoutpatientclinicforroughly275infants,children,adolescents,andtransitional-agedyouth(ages0to21-years-old),whoreceive therapy, psychological testing, and medication management services. The CAPSClinic solely serves children and adolescents who havemental health coverage throughCalifornia’sstate-fundedhealthcareprogram,Medi-Cal/EPSDT.Theseclientspresentwithawiderangeofcomplexdiagnosticconcerns.Mostofourclientsand their families strugglewithmultiple environmental stressors including low income,unemployment, poor social support, and/or family history of mental health oralcohol/substanceabuseproblems.Oftentimes,ourclientsandtheirfamilymembershavealso experienced neglect or abuse and may be involved with Child Protective Services(CPS).Clientsmayalsobeinvolvedwiththejuvenilejusticesystemandareonprobation.Inaddition,manyofourclientsexperiencedifficultiesinthelearningenvironmentandareprovided special educations services (i.e., 504 Behavior Plan or IEP). Clients representdiverse ethnic and racial backgrounds such as African American, Asian, Caucasian, andLatinowhomaybefirst-or-second-generationimmigrants.

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CurrentClientDemographics

0 - 532%

6 - 822%

9 - 1116%

12 - 1414%

15 - 1713%

18+3%

AGE

1%3%

23%

24%24%

25%

RACE

AmericanIndian/NativeAsian/PacificIslanderAfricanAmericanCaucasian

Other

Unknown

53%47%

GENDER

Male

Female

177

96

48 6

135

91 98

9 5

181

0

50

100

150

200

(N= 846)

DIAGNOSIS

Adjustment Anxiety ADHD Bipolar Conduct

Depressive PTSD Psychotic Other Unknown

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TRAININGAIMSANDOBJECTIVES Theprimarygoaloftheone-yearUCDavisClinicalChildPost-DoctoralFellowshipTrainingProgram is to provide advanced and specialized training in clinical child psychology topromote professional development and prepare fellows for independent practice aspsychologistswhowillcontributebothtothewelfareofsocietyandtotheprofession.Ourclinicalchildtrainingprogramsubscribestoapractitioner-scholarmodel,whichemphasizesknowledge of current research to guide assessment and intervention. The clinicalpsychologytrainingprogramisachallenginganddynamicfellowshipprogramthatprovidesadvancedtrainingintheareasofdirectevidence-based,developmentallyappropriate,andculturally-sensitiveclinicalservice,professionaldevelopment,ethicaldecision-making,andscholarlyinquiry.Overthecourseoftheone-yearUCDavisClinicalChildPost-DoctoralFellowshipProgram,thefellowswillreceivetrainingandsupervisedexperienceintherapeuticinterventions(e.g.,individual, family, dyadic, and group therapy), psychological testing (e.g., comprehensivepsychological evaluations, intake assessments, and brief psychological screening), andconsultation(e.g.,tofellowprovidersandtolocalagencies/schools).ItisexpectedthatthefellowswilldevelopcompetenciesinarangeofareasoutlinedbytheAssociation of State and Provincial Psychology Boards (ASPPB), the Association ofPsychology Postdoctoral and Fellowship Centers (APPIC), the American PsychologicalAssociation(APA),theAPAStandardsofAccreditation(SoA)forHealthServicePsychology(HSP).Thesecompetenciesinclude:Level1Competencies:

1) IntegrationofScienceandPracticea. Demonstratesthesubstantiallyindependentabilitytocriticallyevaluateand

disseminateresearchorotherscholarlyactivities(e.g.,caseconference,presentation,publications)atthelocal(includingthehostinstitution),regional,ornationallevel.

b. Seekoutscholarlyliteraturetoinformandguideclinicaldecisions,treatmentselectionsandquestionstosupervisors.

c. Understandproblemsand/ordiagnosticcategorieswithinanevidence-basedtheoreticalconceptualframeworkthatguideshypothesisgenerationregardingappropriateassessmentand/ortreatmentstrategies.

d. Understandshowtoadaptandapplyresearchprinciplesinacommunitymentalhealthsetting.

2) IndividualandCulturalDiversitya. Displayssensitivitytoandrespectfordiversitybyworkingflexiblyand

effectivelywithclientsandfamilies.

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b. Demonstratesawarenessoftheimpactofcultureontheclient’sviewoftherapyand/orassessment.

c. Considersallareasofdiversityinselectingandinterpretingtestdata,selectingappropriatediagnoses,selectingappropriatetreatments,andinmakingreferralstoresourcesinthecommunity.

d. Considerstheimpactofdiversityandisabletoaddressdifferenceswithclientsandfamiliesinaconstructivemanner.

e. Demonstratesself-awarenessofowncultureandpotentialimpactonclientsandfamilies.

3) EthicalandLegalStandards

a. Demonstratesgoodjudgmentwhenfacedwithethicaldecisionsandseeksinformationand/orconsultationtoconsistentlyfollowlocal,CaliforniaState,andfederallaws,regulation,rules,andpoliciesrelevanttohealthservicepsychologists.

b. DemonstratesknowledgeofandactsinaccordancewithAPAEthicalPrinciplesandCodeofConduct.

c. Conductsselfinanethicalmannerinallprofessionalactivities.d. Knowsandfollowsspecificandappropriateproceduresforassessingdanger

toselforothers,andreportschild,elder,dependentadult,and/orspousalabuseifnecessary.

e. Keepstimely,clear,relevantdocumentationthatiscompliantwithcountyandfundingsource(e.g.Medi-Cal)requirements.

Level2Competencies:

4) Interventiona. Demonstratesanabilitytoestablishrapport,demonstrateempathy,elicit

participationandcooperationfromclients,andattendtothecontentandprocessofclinicalinteractions.

b. Establishandmaintaineffectiverelationshipwiththerecipientsofpsychologicalservicesandmaintaintherapeuticboundariesbyseparatingownissuesfromthoseoftheclient.

c. Developevidence-basedinterventionplansspecifictotheservicedeliverygoalsutilizingclientinputandidentifiedgoalsoftreatment.

d. Implementinterventionsinformedbythecurrentscientificliterature,assessmentfindings,diversitycharacteristics,andcontextualvariables.

e. Demonstratesinterventionskillsinarangeofmodalities(i.e.,individual,family,dyadic,andgrouptherapy).

f. Demonstratestheabilitytoseekoutandapplytherelevantresearchliteraturetoinformclinicaldecisionmaking,treatmentmodalities,andinterventionskillstosuccessfullyassisttheclientinreachingtreatmentgoals.

g. Modifyandadaptevidence-basedapproacheseffectivelywhenaclearevidence-baseislacking.

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h. Evaluateinterventioneffectivenessandadaptinterventiongoalsandmethodsconsistentwithongoingevaluation.

i. Assesseshighriskbehaviorsandrecommendinterventionstomaintainthesafetyofclientsandothers.

j. Developabilitytoprovideclinicalcasemanagementasappropriateandlinkclientandclient’sfamilytoavailableresourcesinthecommunity.

5) Assessment

a. Gain flexibility in conducting different types of clinical interviews (i.e.,structured, semi-structured, unstructured), behavioral observations, andmental status examinations to gather necessary information to reach adifferentialdiagnosisandaclearunderstandingofthedynamicssustainingthepresentingproblem.

b. Develop competency in selecting and applying socio-cultural and age-appropriateassessmentmethodsthatdrawfromthebestavailableempiricalliterature and that reflect the science of measurement and psychometrics;collectrelevantdatausingmultiplesourcesandmethodsappropriatetotheidentifiedgoalsandquestionsoftheassessmentaswellasrelevantdiversitycharacteristicsoftheservicerecipient.

c. Interpret assessment results, following current research and professionalstandardsandguidelines,toinformcaseconceptualization,classification,andrecommendations, while guarding against decision-making biases,distinguishingtheaspectsofassessmentthataresubjectivefromthosethatareobjective.

d. Communicateorallyandinwrittendocumentsthefindingsandimplicationsoftheassessmentinanaccurateandeffectivemannersensitivetoarangeofaudiences.

e. Writeasufficientnumberofintegratedpsychologicalassessmentreportsinatimely fashion to demonstrate ability to synthesize testing data anddevelopmental knowledge with patient history, family SES, and culturalbackgroundand lead toa clear conceptualizationand thoughtful treatmentandschool-specificrecommendations.

f. Demonstrate current knowledge of diagnostic classification systems,functional and dysfunctional behaviors, including consideration of clientstrengthsandpsychopathology.

g. Demonstrateunderstandingofhumanbehaviorwithinitscontext(e.g.,family,social,societalandcultural).

h. Demonstrate the ability to apply the knowledge of functional anddysfunctional behaviors including context to the assessment and/ordiagnosticprocess.

6) ProfessionalValues,Attitudes,andBehaviors

a. Behaveinwaysthatreflectthevaluesandattitudesofpsychology,includingintegrity,conduct,professionalidentity,accountability,lifelonglearning,andconcernforthewelfareofothers.

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b. Challengeselfanddemonstrateasinceredesiretolearnbyengaginginself-reflection, participating in trainings, seeking out additional input andknowledge, and actively applying learning from both supervision andseminarstomaintainandimproveperformance,well-being,andprofessionaleffectiveness.

c. Developawarenessofownstrengths,limitations,andpersonalstresslevelandseekoutneededassistancetobehaveinaprofessionalmanner.

d. Respond professionally in increasingly complex situations with a greaterdegreeofindependenceastheyprogressacrosslevelsoftraining.

7) InterprofessionalandInterdisciplinaryConsultation

a. Becomefamiliarwithmultidisciplinarysettingsanddemonstrateknowledgeandrespectfortherolesandperspectivesofotherprofessions.

b. Applythisknowledgeindirect(orsimulated)consultationwithindividualsandtheirfamilies,otherhealthcareprofessionals,interprofessionalgroups,orsystemsrelatedtohealthandbehavior.

c. Developproductiveworkingrelationshipswithotherdisciplinesinvolvedintreatmentofclientsincludingmembersofmulti-disciplinaryteam,clinicians,medicalconsultants,psychiatrists,schoolstaff,andCPSworkers.

d. Educateotherdisciplinesonthevalueandlimitationsofpsychologicaltestdataandresearch.

8) Supervision

a. Developsanddemonstratesknowledgeofdifferenttheoriesandpracticesofsupervisionmodels.

b. Applysupervisionknowledgeindirectorsimulatedpracticewithotherhealthprofessionals.Examplesofdirectorsimulatedpracticeofsupervisioninclude,butarenotlimitedto,role-playedsupervisionwithothers,andpeersupervisionwithothertrainees.

c. Routinelyapproachsupervisionwithalistoftopicstodiscuss,preparetopresentcaseswithneededsupportingmaterials(e.g.,completedcharts,reports,notes,rawassessmentmaterials)andusefeedbacktoimproveclinicaleffectiveness.

d. Activelyseekanddemonstrateopennessandresponsivenesstofeedbackandsupervision.

e. Seekoutimmediatesupervisioninresponsetoclinicalrisksappropriately.

9) CommunicationandInterpersonalSkillsa. Developeffectivecommunicationandinterpersonalskillsinordertowork

wellasateammember,bydemonstratingappropriateprofessionaldemeanorandboundaries.

b. Developandmaintaineffectiverelationshipswithawiderangeofindividuals,includingcolleagues,communities,organizations,supervisors,supervisees,andthosereceivingprofessionalservices.

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c. Produceandcomprehendoral,nonverbal,andwrittencommunicationsthatareinformativeandwell-integrated;demonstrateathoroughgraspofprofessionallanguageandconcepts.

d. Demonstrateanabilitytoeffectivelymanagedifficultcommunication(e.g.,discussissuesastheyariseandresolveconflictdirectly,quickly,andappropriatelywithinternalstaff,externalproviders,peers,andsupervisors).

10) Self-Care

a. Demonstratesanabilitytomanagepersonalstressand/oremotionalresponsesinawaythatdoesnotreducethequalityofprofessionalservicestotheclientorinterferewithjobresponsibilities.

b. Useseffectivetimemanagementskillstoprioritizeclinical,administrative,andtrainingduties.

TRAININGACTIVITIESANDEXPECTATIONS Fellowsat theCAPSClinicprovideseveral importantservices toourclients.Followingadevelopmentallyappropriate,culturallysensitive,andtrauma-informedsystemsapproachto client care, fellows develop competencies throughout the training year in order tocoordinateandcollaboratewithseveralprofessionalsinvolvedintheclient’scare,includingthoseworkinginthementalhealth,medical,academic,andlegaldomains.TheCountyhasadeepcommitmenttoprovidingtreatmentthat“meetsclientswheretheyare,”whichallowsproviderstotailortheirinterventionstoeachclient.Fellowsprovideshort-termandlong-termindividualandfamilytherapy,whichifappropriate,maybeconductedoutsidetheclinicsettingintheclient’sschoolorhome.Fellowsalsocompleteintakeservicesfortwo-monthassessments,psychotherapy,medicationmanagement,andpsychologicaltestingreferrals.In addition, fellows conduct extensive psychological assessments that typically involveschoolobservations,interviewswithcaregivers,treatmentproviders,andteachers,andtheadministrationofobjectiveandprojectivepersonalitymeasures.Duringthecourseoftheirtraining year, fellows also participate on and lead theComprehensive MultidisciplinaryAssessmentTeam(CMAT)that is facilitatedbyoursupervisingpsychologistsattheCAPSClinic. Fellows alsohave theopportunity to co-facilitate anddevelop therapy groups. Inaddition,fellowswillhaveopportunitiestoprovideconsultationand/orbriefpsychologicalscreeningwithin theCAPSClinic andwith outsideproviders. Lastly, our fellowsdevelopadvancedprofessionalskillsinteachingandsupervising.Average40hoursperweekforabout50weeks(1800fellowshiphourstotal)

§ 22-28Hours/Week:DirectClinicalService

§ 10to12IndividualandFamilyPsychotherapycasesoverthecourseoftheyear

§ CaseManagement(ongoing)§ 1to2Intake(“Two-Month”)Assessments(bi-monthly,asavailable)

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§ 4to8PsychologicalTestingcasesoverthecourseoftheyearo 2to4Consultationand/orBriefPsychologicalScreeningcaseso 1to2ComprehensiveMultidisciplinaryAssessmentTeam

(CMAT)case(s)§ 2to3GroupTherapyCo-Facilitator

§ 1to2Infant-ParentMentalHealthCases

§ 5-8Hours/Week:IndirectService§ 3to7hours:TrainingSeminars/Didactics/CaseConferences§ 2to3hours:Non-billableservices(i.e.,documentation,managing

appointments,emails,literaturereviews,administrativeduties)§ 2hours/month:Staffmeetings

§ 4Hours/Week:Supervision

§ 1hours:IndividualPrimaryTherapySupervision§ 1hour:IndividualAssessmentSupervision§ 1-1.5hours:PsychologyTeamGroupSupervision;ClinicalGroup

Supervision;SupervisionofSupervision

§ AdditionalFellowTrainingActivities§ MINDInstituteSocialSkillsGroupRotation§ LateralSupervisionofDoctoralInterns§ TeachingandPresentations§ DepartmentGrandRoundsandOtherCountyTrainingActivities§ ProgramDevelopmentandEvaluation(basedonavailability)§ ParticipateinFaculty’sResearchOpportunities(basedonavailability)

Productivityreferstothepercentageoftimethataclinicianspendsengaginginservicesthatare“billable.”AspartofthecontractwithUCDavis,SacramentoCountyexpectsthatmentalhealthprovidersfromUCDavismaintainan80%rateofproductivitypermonth.Therefore,itisexpectedthat80%ofaclinician’stotaltimeatacliniceachweekisspentonservicesthatcanbebilledtoMedi-Cal. Forexample,ifaclinicianworks40hoursperweekattheCAPSClinic,thentheyareexpectedtobillfor32hourseachweek,whichis80%of40hours.Becausetheclinicalchildpost-doctoralfellowsarebalancingtheirdirectclinicalservicewithseveralhours’worthofsupervision,seminars,didactics,andcaseconferenceseachweek,theirproductivityiscalculatedoutofa32-hour,ratherthan40-hour,workweek.Therefore,clinicalpsychologyfellowsareresponsibleforspending64%oftheirtimeengagedindirect,billableclinicalactivity.Fellows are expected to complete clinical documentation using AVATAR, our onlinedocumentationsystem(i.e.,progressnoteswithin72hours,treatmentplans,psychosocialassessment paperwork, etc.) in a timely manner consistent with both professionalexpectationsandspecificcounty/clinicguidelines.

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CLINICALTRAININGDESCRIPTION TherapyThereareonlyafewclinicsinSacramentoCountyinwhichpsychologists,doctoralinterns,and post-doctoral fellows in psychology are employed. As such, the CAPS Clinic oftenreceives referrals for therapy cases that are considered more complex and in need ofclinicianswithahigherleveloftraining.Ingeneral,eachfellowisexpectedtomaintainaworkloadofapproximately10to12therapyclientsthroughoutthetrainingyearwhoareseenonroughlyaweeklybasis.SacramentoCountyMedi-Cal/EPSDT does not restrict therapy providers to using specific theoreticalorientationsortechniquesintheirworkwithclients.Assuch,providerscandeterminethetypeoftreatmentmodality(individual,family,dyadic,group)andintervention(i.e.,FamilySystems,CPP,ARC,TF-CBT,CBT,DBT,ACT,FFT, Interpersonal,Psychodynamic,etc.) thatwillfitbestwitheachclient.Baseduponinterestandexperience,fellowsmayalsocarry1to2 Infant-ParentMentalHealthcases.Currently,RichelleLong,Ph.D.overseesourChild-Parent Psychotherapy (CPP)/Infant-Parent Mental Health cases. Fellows can determine,withtheirsupervisor,thefrequency,duration,andlocationoftherapyservices.Wetypicallylimitourfellows,however,toamaximumoftwofield-basedclientsatanygiventime.Typically,cliniciansalso

§ Coordinate care with caregivers, family members, teachers, CPS case managers,juvenilejusticestaff,pediatricians,psychiatrists,andothermentalhealthproviders.

§ ConductfieldvisitssuchasattendingIEPsandconductingtherapyatschoolorhome.§ Attendmedicationmanagementsessions.

GroupTherapyThecountyallowsthepsychologyteamtodevelop,implement,andfacilitategrouptherapyprogramstoaddresstheevolvingneedsoftheclinic.Wetypicallyofferaseriesofthreetofourgroupspertrainingyear.Pastgroupshaveincluded:socialskills,angermanagement(with Aggression Replacement Training components), and coping skills (with DialecticalBehaviorTherapycomponents).Othergroupshavefocusedonthedevelopmentalneedsandstagesofourclient(e.g.,“Tween”orTeengroups).Fellowsareexpectedtoparticipatein,co-facilitate,anddevelopongoingclientand/orparentgroupswithElizabethLoyola,Psy.D.,whosupervisesandmanagesourgrouptherapyprogram.Itisexpectedthateachfellowwillgettheopportunitytoco-facilitate2to3groupsbytheendofthetrainingyear.Aspartoftheirgrouptherapyexperience, fellowswillhaveanopportunitytoco-leadasocialskillsgroupforchildrenwithAutismSpectrumDisorderwithDr.Loyolaat theUCDavisMINDInstitute.Thegroupisanevidence-based,manualizedtreatmentthatrunsfor25sessions(November through June). It largely utilizes CBT principles with a focus on helping thechildrenhavepositiveandsuccessfulsocialinteractions.Eachfellowwillrotatethroughthegroup, co-leading for approximately 12 weeks during the year. Responsibilities include:

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assistingwithlessonplanning,leadingactivities,providingsupervisiontovolunteerswhoassistwiththegroup,attendingdidacticseminars,andinterfacingwithparents. PsychologicalAssessmentTheCAPSClinicisoneoftwoclinicsinSacramentoCountythathastheabilitytoconductpsychological testing for clients ages 0 to 21 with Medi-Cal. As such, the CAPS clinic’spsychologicalassessmentservicesareinhighdemand.Ourprogramaimstodeliverclient-focused, strength-based assessments. Training and supervision is provided to supportfellows in acquiring skills in Collaborative/Therapeutic Assessment (C/TA). Carlina R.Wheeler, Ph.D.manages the CAPS Assessment Program, including the CMAT Program.Typically,assessmentsconductedattheCAPSClinicarequiteextensiveandofteninclude:

§ Interviewswiththecaregiver(s),client,therapist,psychiatrist,teachers,and/orCPSworker.

§ Reviewofrecordsregardingtheclient’smentalandmedicalhealth,academic,andCPSinvolvementhistory.

§ Observationofclientatanothersetting(i.e.,school).§ Observationofclientwithcaregiver(s).§ Administrationofself-reportmeasurestothecaregiver(s),teachers,orotheradults

whoknowtheclientwell.§ Administrationofprojectiveandobjectivepersonalitymeasurestoclient.§ Administrationofcognitive,academic,andneuropsychologicalmeasurestoclient§ Feedback session with client, caregiver(s), and mental health providers and

sometimesschoolstaffandCPScaseworkers.§ Completionofacomprehensivepsychologicalreportandschoolsummaryreport.

Due to their extensive and complex nature psychological assessments, the following areanticipated:

§ Eachassessmentcanrequireapproximately30hoursofwork.§ Fellows are expected to complete roughly 4 to 8 assessments within the post-

doctoraltrainingyear.§ Fellowsaretypicallyassigned1to2assessmentcasesatatimeforthefirstthirdof

the year, and then will be assigned 2 to 3 assessments cases at a time for theremainderoftheyear.

§ Although the Child ACCESS team authorizes us to work on an assessment for 4months,itisanticipatedthatfellowscompleteeachassessmentwithinabout3to4months.

§ Baseduponthereferralquestion,measureswetypicallyuseinclude:

v AcademicAchievement(WRAT,KTEA,WIAT)v Caregiver/Teacherratingforms(BASC,BRIEF,Conners,ABAS,TSCYC)v Drawings(KineticFamily,House-Tree-Person,D-A-P)v ExecutiveFunctioning,MemoryandAttention(D-KEFS,CEFI,BRIEF,Conners[K-CPT,CPT,CATA],CMS,CVLT,WMS,WRAML)

v Intellectual/CognitiveFunctioning(WISC,WASI,WAIS,WPPSI,KBIT,TONI)

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v NeurodevelopmentalDelayScreeners(ASRS,ASDS,ASQ,CARS,SCQ)v NeuropsychologicalMeasures(NEPSY,RBANS,Beery’sVMI)v Occupational/CareerInterest(Self-DirectedSearch)v PersonalityMeasures(M-PACI,MACI,MMPI-A,MMPI,PAI-A)v Projective(Rorschach,RotterIncompleteSentencesBlank)v Receptive/ExpressiveLanguage(CELF,PPVT,EVT)v RelationalMeasures(MIM,ParentingStressInventory,StressIndexforParentsofAdolescents,ParentingRelationshipQuestionnaire)

v Risk(JessnessInventory,RiskInventoryandStrengthsEvaluation)v Self-Report Symptom Checklists (BASC, Beck Youth Inventory, CDI, RCMAS,MASC,POMS,RSI,ARES,ADES,EQ-i:YV)

v SensoryProcessingScreeners(SensoryProfileQuestionnaire)v SocialProblemSolving(Roberts-2)v Trauma(TSCC,TSCYC,UCLA-PTSD-RI,MyWorstExperienceScale,TraumaandAttachmentBeliefScale)

ComprehensiveMultidisciplinaryAssessmentTeam(CMAT)ThisteamisbasedoutoftheCAPSClinic.Membersoftheteamincludetwopsychologistsachildpsychiatrist,psychologyinternsandfellows,psychiatryfellowsandrotatingmedicalstudents.Oneoftheteam’spsychologistsorpsychologyfellowssuccessivelytaketheleadfor5-6weeksconductinglive,comprehensivepsychologicalassessmentsbehindaone-waymirror. These assessments are conductedwith children and adolescentswith extremelycomplex presentations who are referred to the team by mental health and medicalprofessionals within the community. Oftentimes these clients’ clinical presentations arecomplicatedbyseriousmedicalproblemsand/orsevereenvironmentalstressors.

§ Eachassessmentcanrequireapproximately30hoursofwork,withcompletionofthemajorityoftestingin5-6weeks.

§ Includedintheiroveralltotalofpsychologicaltestingcases,fellowsareexpectedtocompleteroughly1to2casesinCMATwithinthepost-doctoraltrainingyear.

Consultationand/orBriefPsychologicalScreening Fellowswill receive specific training prior to providing brief screening and consultationserviceswithclinicianswithintheCAPSClinic(aswellasfromoutsideagencies)inordertoclarifydiagnosticquestionsortomonitortreatmentprogress.Thefellowsareresponsiblefor scoring and interpreting a range of self-report measures (i.e., BASC, Beck YouthInventories) that the trained clinician and/or fellow administered. The fellow thencompletesabrief3to6pagereportbeforemeetingwiththereferringclinician(and/orclientandhis/herfamily)toreviewtestresultsandrecommendations.ThisserviceiscurrentlysupervisedbyCarlinaR.Wheeler,Ph.D..

§ Eachbriefscreeningand/orconsultationassessmentcanrequireapproximately10-15hoursofwork.

§ Fellowsareexpectedtocompleteroughly2to4briefscreeningassessmentswithinthepost-doctoraltrainingyear.

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SUPERVISION AllprimarysupervisorsoffellowsareUniversityofCaliforniaDavis,MedicalCenterclinicalfacultywhohavedoctoraldegreesinClinicalorCounselingPsychologyandarelicensedtopracticeinthestateofCalifornia.TheyarerequiredtobefreeofanydisciplinaryactionwiththeCaliforniaBoardofPsychology. InaccordancewithregulationssetbyAPPIC,APA,SoA,andtheCaliforniaBoardofPsychology,ourtrainingprogramprovidespost-doctoralfellowsaminimumof4hoursofsupervisionperweek(2hoursofindividualsupervisionand2.25to2.5hoursofgroupsupervision).

§ Primary Therapy Supervision: Post-doctoral fellows are assigned one of thesupervisingpsychologistsastheirprimarytherapysupervisor,withwhomtheymeetonanindividualandweeklybasistodiscusstheirtherapyclients.Primarytherapysupervisors will be responsible for reviewing therapy client documentation (i.e.,notes, initial/annual clinical bundle, client treatment plans, etc.). They will alsooversee administrative duties (documentation timeliness, submitting time-offrequests,completingtimecard,etc).Thefellowmayalsousethistimetoreviewtheoveralltrainingprogram,aswellasassesshisorherprofessionaldevelopmentandtraininggoals.

§ AssessmentSupervision:Post-doctoralfellowsareassignedoneofthesupervising

psychologistsastheirassessmentsupervisor,withwhomtheymeetindividuallytodiscussassessmentclientseveryweek foronehour.Theassessmentsupervisor isresponsible for reviewing assessment client progress notes. The fellows are alsoexpected to use this time to learn newmeasures and discuss various issues (e.g.,responsibility, expectations, ethical concerns, interprofessional relationships, etc.)that pertain to the role of a provider of psychological testing in order to furtherdevelopthisareaofprofessionaldevelopment.Lastly,participationinCMATprovidestheuniqueopportunityforlivesupervisionofpsychologicaltesting.Duringthelastquarter of the training year, the fellowmay be assigned a different supervisor tosupervise1to2assessmentcasesinordertowidenthefellow’sexposuretodifferentassessmentsupervisionandreport-writingstyles.

§ PsychologyTeamGroupSupervision:Thepurposeofthisgroupsupervisionistospend time as a teamon aweekly basis discussing a variety of issues,while alsofosteringasenseofcommunity,buildingrelationships,andincreasingsocializationacrosstheteam.Eachmeetingwillhaveeitherafocusedtopicfortheteamtodiscussand/orincludeacaseconference.Thesetopicstypicallywillfallunderthefollowingcategories:LawandEthics,Research,IndividualandCulturalDiversity,Trauma,andSelf-Care.Thefocusisoftenonemergentinterprofessionalissues.WhileDr.RichelleLong facilitates the Psychology Team Group Supervision, interns and fellows areprovidedopportunitiestoleadtheteamgroupsupervisionthroughouttheyear.

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§ ClinicalGroupSupervision:Onalternatingweeks, the fellowswillmeetwith thecountycliniciansanddoctoralinternsforgroupsupervisionfor1.25hours.Fellowswill be asked to bring case-related material to engage in case consultationopportunities.ThisgroupsupervisionisfacilitatedbyTriciaWatters,LCSW.

§ SupervisionofSupervision:Twiceamonth, the fellowswillreceive1.5hoursofsupervisionofsupervisionwithStaceyPeerson,Ph.D.andVolunteerClinicalFaculty(VCF), Margaret Bezmalinovic, Psy.D. Supervision of Supervision begins withdidacticsandreviewofliteratureinagroupsupervisionformat.Oncethefellowhasacquiredasufficientunderstandingoftheoriesandmodelsofsupervision,aswellasthe supervisor role and expectations supervision, role-playing and experientialexercised are implemented. Accordingly, fellows may provide an intern withsupervisionofaspecifictherapyand/orassessmentcase,underthesupervisionoftheintern’sprimarytherapyorassessmentsupervisor.

DIDACTICSEMINARSANDCASECONFERENCES Someofourrequiredseminarsmeetonaregularbasisthroughouttheentiretrainingyear,whileothersaretime-limited.Aspartofthefellowship,wearecommittedtoprovidingourfellowswithopportunities to learn frompsychologistswhohaveexperiencewithawiderangeofclientsinavarietyoftreatmentsettings.Assuch,ourseminarsarefacilitatedbytheprogram’sattendingpsychologistsaswellasseveralvolunteerclinicalfacultymemberswhoareemployedthroughouttheSacramentoarea.Didacticseminarsandcasesconferenceaimtoprovideadditionaltrainingin:

§ Theoriesandeffectivemethodsofpsychologicalassessment,diagnosis,andinterventions

§ Consultation,programevaluation,supervision,and/orteaching§ Strategiesofscholarlyinquiry§ Professionalconduct,ethics,law,andrelatedstandards§ Issuesofculturalandindividualdiversity

Trauma-InformedCareSeminar§ Fellowswillprovideclinicalservicestoclientswhohaveexperienceddevelopmental,

complextraumaandotheradversechildhoodexperiences(ACES).Assuch,RichelleLong, Ph.D. facilitates the TIC Seminar in order to provide fellowswith a strongfoundationinassessingandtreatingtraumaandotherstressor-relateddisorders,aswellaspreventingvicarioustraumatizationandcompassionfatigue.

DiversitySeminar

§ Carlina R. Wheeler, Ph.D. leads this seminar twice per month throughout thetrainingyear,whichprovidesanenvironmenttobravelydiscusscasesandexploredifferent aspects of individual diversity (Arao & Clemens, 2013). Although the

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Diversity Seminar is required for the interns and fellows, other clinical staff,psychiatrists,youthadvocates,andmanagersarealsoinvitedtoattendthisseminarin order to further enrich the discussions. A primary goal for fellows will be toimprovetheirunderstandingofdiversity,theroleitplaysinclientinteractions,andhowtoreplacefearandmistrustwithculturalhumility,mutualunderstanding,andrespect.FellowswillbeprovidedaspacetolearntheRESPECTFULModel(D’Andrea&Daniels,1997;2001)andADDRESSINGModel(Hays,1996)todeepentheirinsightinto how each aspect of their identity influences their personal perspective andapproachtoclientcare.

o Forthe19-20trainingyear,theDiversitySeminarwillbeheldtwiceamonth,beginninginJanuaryandendinginJune.

AdvancedAssessmentSeminar

§ Thisbi-monthlyseminarisprovidedtofellowstoallowthemtheopportunitytogainskillsintheadministration,scoring,interpretation,andreport-writingforanumberofmorecomplexassessments.

o FoundationalSeries(Dr.LoyolaandTriciaWatters)o TherapeuticAssessment(Dr.Long)o NeuropsychologicalFunctioning(Dr.Haener,MINDInstitute)o DevelopmentalFunctioning(Dr.Long)o ProjectiveSeries

§ DrawingsandSentences(Dr.Peerson)§ Roberts-2(Dr.Long)§ R-PAS(Drs.WheelerandLoyola)

ZerotoFiveSeminarandChild-ParentPsychotherapy(CPP)CaseConference

§ Thisyear-longrotatingseminarandcaseconference is co-ledbyStaceyPeerson,Ph.DandRichelleLong,Ph.D.toprovidefellowswithclinicaltrainingforinfantsandyoungchildrenandtheirfamilies.TheZerotoFiveSeminarfocusesspecificallyontheuniquedevelopmentalneedsandkeyissuesaffectingchildrenages0-5.Topicsmayinclude:braindevelopment,relationalneeds,behavioralandmentalhealthconcerns,language and literacy development, the role of screening and early intervention,cultural influences, and the specific impacts of maltreatment on early childhooddevelopment.FellowswillalsoreceivetrainingwithintheCPPmodelandcanutilizethistimetoconductcaseconferencesontheirinfant-parentmentalhealthcases.

AdvancedTopicsSeminar§ InlinewithAPA’sLevel1competenciesforpost-doctoralfellows,ourtraining

programprovidesadditionaltrainingattheendoftheyeartofurtherpreparethemforindependentpracticeaslicensedpsychologists.Advancedtopicsinclude:

o SkillsinTeachingo Diversity-RelatedIssues

o EthicalandLegalIssueso IntegrationofScienceandPractice

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PsychiatricInterviewingSkills§ Eachyearourfellowsandpsychologistsareinvitedtolead4-to6-weektrainingin

psychiatricinterviewingforUCDavis’medicalstudents.Aspartofthetraining,ourfellows leadasmallgroupofmedicalstudentsthrough live interviewswithadultswhoareinpatientsinapsychiatricfacility.Ourfellowshavebeenhighlyregardedbythemedical students and theDepartment for their ability to educate and supportmedicalstudentswiththeirfirstexposuretoindividualssufferingfromseverementalillness.

ADDITIONALEDUCATIONALOPPORTUNITIESThereareadditionaleducationalopportunitiesforfellowstoattendtrainingsatUCDavis,aswellasexperientialandteachingexperienceswithintheDepartment.Basedonthefellow’sinterestandabilitytomeetclinicalexpectations,fellowsmaybeabletogainclinicalexposuretothesevariouseducationalopportunities. InternshipInterventionSeminarThis fellowsmay coordinatewith their supervisorswhether they can attend part of theinternshipprogram’sintervention-focusedseminar,basedoninterest.Thisseminarmeetsonaweeklybasisthroughoutthetrainingyearandprovidesaspecial focusonevidence-basedpracticesthatareeffectivewithourclinicpopulation(listedbelow).

o GroupTherapyo Parent-ChildInteractionTherapy(PCIT)o Trauma-FocusedCognitiveBehaviorTherapy(TF-CBT)o FunctionalFamilyTherapy(FFT)

TeachingandTraining

§ Eachyearourfellowsareinvitedtoleada2hourdidacticattheUCDavisEmployeeAssistanceProgram(EAP)underthesupervisionofStaceyPeerson,Ph.D.Althoughthisopportunityisoptional,pastfellowshaveenjoyedcompletingapresentationinwhichtheyhaveexpertise(typicallyrelatedtotheirdissertationresearchorpreviousclinicalexperience).

§ Someofourtrainingfacultyteachseminarsforthegeneralpsychiatryresidentsaswell as the child and adolescent psychiatry residents (e.g. Introduction toPsychologicalAssessment,FamilyTherapy,etc.).

§ Duringthelastthreemonthsofthetrainingyear,fellowswillhavetheopportunitytoco-facilitateandpossiblydevelop training seminars for incomingdoctoral interns.Specific seminars include: Orientation Seminar, Intervention Seminar, andAssessmentSeminar.

UCDavisSchoolofMedicineGrandRounds§ Fellows can attend the Department’s bimonthlygrand rounds. In addition to

attendinggrandrounds,everyyearoneofourfellowsis invitedtopresentatopic

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atgrand rounds.Typically, fellows have presented on their dissertationresearch.Ourfellows’presentationshavebeenwell-receivedbytheDepartmentandtypicallydrawinprofessionalsfromotherdepartmentsandthecommunityaswell.Visit www.ucdmc.ucdavis.edu/psychiatry/calendar/grand rounds for a list ofupcomingtrainings.

M.I.N.D.InstituteSpeakerSeries

§ TheUCDavisMINDInstitute’sDistinguishedLecturerSeriesofferspubliclecturesbynationally and internationally-recognized researchers in neurodevelopmentaldisorders.These monthlypresentations are intended for both specialists andcommunitymembers.Alllecturesarefreeandopentothepublicandnoreservationsare necessary (seating is limited). For more information about the DistinguishedLecturerSeries,contactMellissaMillerat(916)703-0237.

APPOINTMENT,STIPEND,ANDBENEFITSTwo applicants will be accepted for the 2019 - 2020 training year. Clinical fellowshipappointmentsarefull-time(average40-hourweek)foroneyear.Ourpost-doctoralfellowsacquireatotalof1800supervisedhoursduringthetrainingyearinordertoqualifyforvariousstates’licensurerequirements.Clinicalmoonlightingisnotpermitted.2019–2020TrainingYear:September16,2019–September11,2020Fellowsreceiveastipendof$47,484(grossamount)forthetrainingyear,whichispaidonamonthlybasis.Thisstipendiscompetitivewithothercommunitymentalhealth/academicmedicalcenterfellowshipstipendsinthearea.Applicabletaxes,socialsecuritydeductions,andbenefits-relatedcostsarealsowithheld.Fellowsreceiveapproximately24daysofpaidtimeoff,whichincludes12daysofsicktimeper year, andpaidholidays (approximately12days off per year for county andfederalholidays). WeareproudtoofferourfellowsUCDMid-LevelHealthandWelfarebenefits.Employeeshiredtowork100percenttimeforat leastthreemonths(butfor lessthanoneyear)areeligibleforthefollowingMid-LevelBenefits:choiceofmedicalplans,legal,disability,life,andaccidentinsurance,tax-savingprograms,andfamilycareresources.FormoreinformationabouttheMid-Levelbenefitsplan,pleasevisit:http://ucnet.universityofcalifornia.edu/compensation-and-benefits/eligibility/index.htmlOurfellowshaveaprivateofficewitheachhavingtheirowndesignatedworkspace,personalcomputer,voicemail,email (UCDandSacramentoCounty),administrativeassistance,andfullaccesstotheUCDavislibrariesandassociatedservices.Thefellowsalsohaveaccessto

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art/play therapymaterials. In addition, fellows can reserve a number of therapy offices,observation rooms (with one-way mirror and audio/visual equipment), and thepsychologicaltestingofficetoprovideconfidential,directserviceswithCAPSClinicclients.Upon successful completion, the post-doctoral clinical child psychology fellow will beawardedacertificateofpost-doctoral fellowshipcompletion fromtheUCDavisSchoolofMedicine.

ELIGIBILITYANDAPPLICATIONPROCEDURESApplicants must have attended an APA-accredited doctoral graduate universitypreferablyinclinicalorcounselingpsychology.Applicantsfromeducationalpsychologywithastrongemphasisinclinicaltrainingwillbeconsidered.Applicantsmusthaveattendedan APA-accredited doctoral internship program. Applicants must have completed allrequirements for their doctoral degree prior to September 1, 2019. Successfulapplicantswillhaveacquireddoctoral levelexperiencewithchildrenandadolescentsandhavewrittenatleastfivechildoradolescentintegratedpsychologicalassessmentreports.OurapplicationdeadlineisFridayJanuary11,2019(11:59PM,EST).Earlyapplicationisencouragedandapplicationswillbereviewedastheyarereceived.Ifyouhaveanyquestions,pleasecontacttheTrainingOfficeat(916)734-2614.PleasesubmityourapplicationviaAPPACAS(programcode#160857).Yourapplicationwillbeconsideredcompleteuponreceiptofthefollowing: AcompletedAPPACAS(includingsite-specificapplicationquestions)

Acoverletter

AcurrentCurriculumVitae

Apsychologicalevaluationofachildoradolescentwithallidentifyinginformationremoved

Threelettersofrecommendations-preferablytwofrominternshipandpracticumplacementsupervisorsandonefromcurrentgraduateschoolfaculty

SELECTIONPROCEDURESFellowselectionismadebyacommitteecomprisedoftheco-trainingdirector,theassistanttrainingdirector, and the supervising trainingpsychologists. Applicants are rated on thebasisoftheirclinicaltraining(i.e.,assessmentandtherapy),academiccoursework,letterof

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recommendation,clinicalandresearchinterests,progresstowarddissertationcompletion,and stated goals for fellowship. Strong writing skills are also favorably evaluated, asevidencedbytheFellowshipApplicationessaysandredactedpsychologicalreport.Thoseprospectivecandidatesassessedbythecommitteetoholdinterestsandgoalsmostcloselymatchingthoseopportunitiesofferedbyourprogramwillbeaskedtoparticipateinanon-siteinterview.ProspectivecandidateswillbenotifiedviaemailbyFridayJanuary18,2019whetherornottheywillbegrantedaninterviewwiththetrainingstaffandsupervisors.Candidateswillalsohavetheopportunitytomeetwiththecurrentpost-doctoralfellows,clinicalstaff,andtourtheclinic.InterviewswillbeheldonFridayFebruary8andMondayFebruary11,2019.Interviewsarerequiredandweighheavilyintheselectionprocess,asthisprovidesanopportunityforprogramstaffandapplicantstodeterminefit.Shouldeconomicorotherreasons interfere with a highly ranked candidate’s ability to travel for an in-personinterview,acase-by-casedecisionwillbemadebytrainingstafftoarrangeanalternativevideo/phoneinterview.Interviewswillonlybeofferedtoapplicantswhohavesubmittedacompleteapplicationandonlyaftertheseapplicationshavebeenscreenedbythefaculty.Applicantswhowishtobeconsideredfor interviewsshouldsubmitapplicationmaterialspriortoJanuary11,2019. Thepost-doctoralfellowshiptrainingprogramagreestoabidebytheAPPICguidelinesforUniformNotificationDateonMondayFebruary25,2019. Information regardingAPPICPost-doctoral Selection Guidelines can be found at: http://www.appic.org/About-APPIC/Postdoctoral/APPIC-Postdoctoral-Selection-Guidelines

PERFORMANCEEVALUATIONTheevaluationprocessisapproachedinamannertoprovidetimelyfeedbacktoandfromthefellowinordertoensuretraininggoalsandexpectationsarebeingmet.Atthebeginningof the fellowship year, fellows complete a self-assessment of their experience relative totrainingobjectivesofthefellowship.Theinitialself-assessmentopensadialogueaboutthefellow’sstrengthsandspecifictrainingareasofgrowth.Progressismonitoredthroughoutthe fellowship year, however,more formal verbal andwritten feedback provided at themidpoint (March) and end of the training year (September). During these biannualevaluations,thefellowwillmeetwiththeirprimaryandassessmentsupervisorstoreviewthe Fellow Performance Evaluation completed by the supervisors, then time is spent inindividual supervision to discussmore specific aspects of the evaluation, alongwith theSupervisorEvaluationcompletedbythe fellow.Theseevaluationsareusedtoprovideanopportunity tocommunicate the fellow’sprogress. Inaddition, theSupervisorEvaluationallowsthefellowtospecifywhatthefellowwouldlikemore(orlessof)fromthesupervisor.Attheendofthefellowshipyear,formalsummativefeedbackisprovidedtothefellow.TheCo-TrainingDirectorsmayparticipateinthefinalperformanceevaluation.

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Lastly,thefellowisgiventheopportunitytoprovidefeedbackaboutthetrainingprogram,andisaskedtocompletetheProgramEvaluationatthemid-yearpoint(March)andattheendofthetrainingyear(September).PostdocsareencouragedtomeetwiththeCo-TrainingDirectorstoprovideverbalfeedbackinadditiontotheirwrittenfeedback.

Seriousconcernsregardingafellow’sperformancewillbeaddressedthroughdueprocessprocedures (seeTrainingManualAppendix).Fellowsare stronglyencouraged toaddressgrievancesrelatedtotraining,supervision,orevaluationwiththeirprimarysupervisorfirstandresolveconcernsinformally.FormalproceduresaredescribedintheTrainingManualAppendix.

ACCREDITATIONSTATUSOur fellowship trainingprogram is currently amemberof theAssociationof PsychologyPostdoctoral andFellowshipCenters (APPIC).At this time,wearenot accreditedby theAmerican Psychological Association (APA). Any questions about accreditation may beaddressedto:OfficeofAccreditation,AmericanPsychologicalAssociation,750FirstStreet,NE,Washington,DC20002.Telephone:(202)336-5979.

NON-DISCRMINATIONPRACTICESTheUniversityofCalifornia,Davis,doesnotdiscriminateonthebasisofrace,color,nationalorigin, religion, sex, gender identity, pregnancy (including pregnancy, childbirth, andmedical conditions related topregnancyor childbirth),physicalormentaldisability, age,medical condition (cancer related or genetic characteristics), ancestry, marital status,citizenship,sexualorientation,orserviceintheuniformedservices(includesmembership,applicationformembership,performanceofservice,applicationforservice,orobligationforservice in the uniformed services) status as a Vietnam-era veteran or special disabledveteran, in accordance with all applicable state and federal laws, and with universitypolicy.AsrequiredbyTitleIX,theUniversityofCalifornia,Davis,doesnotdiscriminateonthebasisofsexinitseducationalprograms,admissions,employmentorotheractivities.InquiriesrelatedtoTitleIXandtoSection34CFR§106.9maybereferredtotheTitleIXcoordinator:WendiDelmendoMrakHall,FourthFloorOneShieldsAve.,Davis,California,95616530-752-9466

Inquiriesmayalsobedirectedto:AssistantSecretaryforCivilRightsoftheDeptofEducationSanFranciscoOfficeU.S.DepartmentofEducation50BealeSt.,Suite7200SanFrancisco,California,94105-1813415-486-5555

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TRAININGPROGRAMCONTACTINFORMATION

MoreinformationaboutourprogramisavailableonourUCDaviswebpage:

https://health.ucdavis.edu/psychiatry/education/fellowships/child%20psychology/index.html

Foradditionalinformation,pleasecontact:

UniversityofCalifornia,DavisMedicalCenterDepartmentofPsychiatryandBehavioralSciences

ClinicalChildPsychologyTrainingProgram2230StocktonBlvd.Sacramento,CA95817-1419KoriFeinstein,TrainingOffice:(916)734-2614

Drs.CarlinaWheelerandStaceyPeerson:(916)875-1183

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APPENDICESA)TrainingSampleCalendars 29B)SampleDidacticSchedules 30

CoreFellowSeminars 30DiversitySeminar 34ZerotoFiveSeminar 36

C)DueProcessProcedures 38D)GrievanceProcedures 45E)TrainingStructure 46F)StaffBiographies 47

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APPENDIXA-SAMPLETRAININGCALENDARS

Monday Tuesday Wednesday Thursday Friday310:00–11:15ClinicalGroupSupervision1:00–2:00TherapySupervision

4

58:15–9:45CMAT12:00–1:00PsychTeamGroupSupervision1:00–2:00Adv.AssessmentSeminar2:00–3:150-5Seminar/CPPCaseConference

61:00–2:00AssessmentSupervision

7

1010:00–11:30SupervisionofSupervision1:00–2:30TherapySupervision

11

128:15–9:45CMAT12:00–1:00PsychTeamGroupSupervision1:00–2:30DiversitySeminar


1411:30–12:30GrandRounds

1710:00–11:15ClinicalGroupSupervision1:00–2:30TherapySupervision

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198:15–9:45CMAT12:00–1:00PsychTeamGroupSupervision1:00–2:00Adv.AssessmentSeminar2:00–3:150-5Seminar/CPPCaseConference


21

2410:00–11:30SupervisionofSupervision1:00–2:30TherapySupervision

25

268:15–9:45CMAT12:00–1:00PsychTeamGroupSupervision1:00–2:30DiversitySeminar


2811:30–12:30GrandRounds

*Activitiesinredareoptional

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APPENDIXB-SAMPLEDIDACTICSCHEDULES

SampleCoreFellowSeminars

Allfellowsarerequiredtoattendtheweeklyfellowshipdidacticseries.Allseminars,unlessotherwise indicated, are held in the CAPS Conference Room onWednesday afternoons.PleaseseetheFellowshipProgramManualforabstractsandlearningobjectivesassociatedwitheachscheduledpresentation. Date Topic Presenter9/18/19

OrientationSeminarAVATARTraining-CWS

SacramentoCounty

9/25/19 OrientationSeminars*seeFellowshipCalendarforspecifictimes

TrainingFaculty

10/2/191:00pm2:00pm

Adv.AssessmentSeminar:RiskAssessmentandManagementTrauma-InformedCareSeminarApproachestoAssessingTraumainChildren

TriciaWattersDr.Long

10/9/198:30am1:15pm2:00pm

SacramentoCo.Documentation-Pt.2Adv.AssessmentSeminar:OverviewofCAPSPsychTestingTrauma-InformedCareSeminarImpactofTraumaonAssessmentResults

SacramentoCounty7001-AE.PkwyDr.LongDr.Long

10/16/191:00pm2:00pm

Adv.AssessmentSeminar:TherapeuticAssessment-Pt.1Trauma-InformedCareSeminarTherapeuticInterventionsandTreatmentPlanning

Dr.LongDr.Long

10/23/191:00pm2:00pm

Adv.AssessmentSeminar:TherapeuticAssessment-Pt.2Trauma-InformedCareSeminarAdaptationstoTherapeuticInterventions

Dr.LongDr.Long

10/30/101:00pm2:00pm

Adv.AssessmentSeminar:NeuropsychologicalFunctioningTrauma-InformedCareSeminarSittingwithTrauma

Dr.HaenerDr.Long

11/6/191:00pm2:00pm

Adv.AssessmentSeminar:NeuropsychologicalFunctioning0-5Seminar

Dr.HaenerDr.Peerson

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11/13/191:00pm2:00pm


Dr.HaenerDr.Peerson

11/20/191:00pm2:00pm


Dr.HaenerDr.Peerson

11/27/19 NOSEMINAR-HOLIDAY --12/4/191:00pm2:00pm

Adv.AssessmentSeminar:DevelopmentalFunctioning0-5/CPPSeminar

Dr.LongDrs.Peerson&Long

12/11/191:00pm2:00pm



12/18/191:00pm2:00pm



12/25/19 NOSEMINAR-HOLIDAY --1/1/20 NOSEMINAR-HOLIDAY --1/8/201:00pm

DiversitySeminar

Dr.Wheeler

1/15/201:00pm2:00pm

Adv.AssessmentSeminar:Projectives(Drawings/Sentences)CPPCaseConference

Dr.PeersonDr.Peerson/Dr.Long

1/22/20 DiversitySeminar

Dr.Wheeler

1/29/201:00pm2:00pm

Adv.AssessmentSeminar:Projectives(Roberts-2:Administration/Scoring)CPPCaseConference

Dr.LongDr.Peerson/Dr.Long

2/5/201:00pm

DiversitySeminar

Dr.Wheeler

2/12/20 NOSEMINAR-HOLIDAY --2/19/201:00pm2:00pm

Adv.AssessmentSeminar:Projectives(Roberts-2:Scoring/Interpretation)CPPCaseConference


2/26/201:00pm

DiversitySeminar

Dr.Wheeler

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3/4/201:00pm2:00pm

Adv.AssessmentSeminar:Projectives(RPAS)CPPCaseConference

Dr.WheelerDr.Peerson/Dr.Long

3/11/201:00pm

DiversitySeminar

Dr.Wheeler

3/18/201:00pm2:00pm



3/25/201:00pm

DiversitySeminar

Dr.Wheeler

4/1/201:00pm2:00pm



4/8/201:00pm

DiversitySeminar

Dr.Wheeler

4/15/201:00pm2:00pm



4/22/201:00pm

DiversitySeminar

Dr.Wheeler

4/29/201:00pm2:00pm


Dr.LoyolaDr.Peerson/Dr.Long

5/6/201:00pm2:00pm



5/13/201:00pm

DiversitySeminar

Dr.Wheeler

5/20/201:00pm2:00pm



5/27/201:00pm

DiversitySeminar

Dr.Wheeler

6/3/201:00pm2:00pm



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6/10/201:00pm

DiversitySeminar

Dr.Wheeler

6/17/201:00pm2:00pm



6/24/20 EndofYearInternAppreciationLuncheon AllFaculty7/1/201:00pm2:00pm

Adv.TopicsSeminar:TeachingCPPCaseConference


7/8/201:00pm

Adv.TopicsSeminar:Teaching

Dr.Wheeler

7/15/201:00pm2:00pm

Adv.AssessmentSeminar:Projectives(RPAS:Refresher)CPPCaseConference


7/22/201:00pm2:00pm

Adv.TopicsSeminar:DiversityCPPCaseConference


7/29/202:00pm

CPPCaseConference Dr.Peerson/Dr.Long

8/5/201:00pm

Adv.TopicsSeminar:Ethics

Dr.Loyola

8/12/202:00pm


8/19/201:00pm

Adv.AssessmentSeminar:Projectives(RPAS:Refresher)

Dr.Loyola

8/26/202:00pm


9/2/201:00pm

Adv.TopicsSeminar:IntegrationofScienceandPractice

Dr.Peerson

9/9/20 EndofYearFellowAppreciationLuncheon AllFaculty

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SAMPLEDIVERSITYTRAININGSEMINAR

2019-20202ndand4thWednesday1:00pm–2:30pm

Instructor:CarlinaR.Wheeler,Ph.D.

DescriptionØ Participantswillbeprovidedanenvironmenttobravelydiscusscasesandexplore

differentaspectsoftheirowndiversity(Arao&Clemens,2013).Aprimarygoalforparticipantswillbetoimprovetheirunderstandingofdiversity,theroleitplaysinclient interactions, andhow to replace fear andmistrustwith cultural humility,mutualunderstanding,andrespect.

Goals

Ø LearneachletteroftheRESPECTFULModel(D’Andrea&Daniels,1997;2001)andADDRESSINGModel(Hays,1996),whateachlettermeansforthemandhoweachaspectinfluencestheirpersonalperspectiveandapproachtoclientcare.

Ø Exploretheirownpersonalbiasesandhowthosebiasesaffecttheirperspectiveandtheirrelationshipswithclientsandcolleagues.

Ø Exploredifferentaspectsofdiversityinordertohaveadeeperunderstandingofpeoplewhoaredifferentfromthemselves.

Ø LearnhoweachaspectoftheRESPECTFUL/ADDRESSINGModelaffectstheirclient’spsychologicaldevelopmentandimplicationsforclinicalpractice.

SeminarSchedule*Time Topic1:00pm-1:20pm GroupDiscussionaboutRecentEvents1:20pm-1:40pm Self-AssessmentActivity1:40pm-1:50pm TopicOverview1:50pm-2:30pm Self-Reflection/ClinicalApplications

*Scheduleisslightlymodifiedforthe19-20TrainingYearduetoinstructorbeingonleave DATE TOPIC DESCRIPTIONJanuary-Week2

Introduction SeminarOutline,GroupRules/Values,KeyConcepts,RESPECTFULModel,DSMCulturalFormulation

January-Week4

(R)ReligionandSpirituality Beliefs,Practices,ReligiousPrejudice

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February-Week2

(E)Economic/ClassBackground

Occupation,Education,Ethnicity,Lifestyle,Classism,InvisibleWorkingPoor

February-Week4

(S)SexualIdentityandGender GenderIdentity,GenderRoles/Socialization,SexualOrientation,Heterosexism,Sexism

March-Week2

(P)PersonalStyle/PsychologicalMaturity

Structural-DevelopmentalTheories,Intellect,Insight,Morality,Social/Interpersonal,Elitism

March-Week4

(E)Ethnic,Cultural,andRacialIdentity

Language,Values,Traditions,Worldview,NationalOrigin,Biologicalvs.Socio-PoliticalPerspectives,Racism,EthnicPrejudice

April-Week2

(C)ChronologicalStage/Age/LifespanChallenges

Maturation,LifespanDevelopment,PhysicalHealth,GenerationalDifferences,Ageism

April-Week4

(T)TraumaandThreatstoOne’sPersonalWell-Being

PsychologicalHealth,OrganicFactors,ChronicStress,Power/Privilege,CopingSkills,Self-Esteem,SocialSupport,DenialofTrauma’sImportance

May-Week2

(F)FamilyBackground,HistoryandDynamics

FamilyOrganization/Structure,FamilyInfluencesonIdentity,FailuretoConsider

May-Week4

(U)UniquePhysicalCharacteristics

Appearance,Health,Ability,Disability,RacialStereotypes,Ableism,DisabilityOppression

June-Week2

(L)LocationofResidence/GeographicalLocation/Language

GeographicRegions,Immigration,LegalStatus,Resources,Linguism,Elitism

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SampleZerotoFiveTrainingSeminarUniversityofCA,DavisDepartmentofPsychiatryandBehavioralSciences

ClinicalChildPsychologyTrainingProgramTrainingCourseSyllabus

Wednesdays,2:00pmto3:15pmInstructor:StaceyPeerson,Ph.D. Description:In this seminar participants will gain an understanding of typical and atypical development inchildrenageszerotofive.Participantswilllearnaboutthephysiologyandstructuraldevelopmentofthebrain,cognitiveandsocial-emotionalmilestonesassociatedwiththedevelopmentofthebrain,andfactorsthatcancontributetoatypicaldevelopment.Participantswillalsogainanunderstandingofhowtoassessformentalhealthconcernsinanearlychildhoodpopulationandwillgainknowledgeofappropriateandeffectiveinterventionstoaddressidentifiedpresentingconcerns.Goals/LearningObjectives:

§ Acquireknowledgeandskillsofbraingrowthanddevelopmentintheprenatalandpostnatalperiod

§ UnderstandingDiversityInformedTenetsastheypertaintoyoungchildren§ IdentifyAdverseChildhoodExperiencesandhowtheyimpactyoungchildrenandfamilies§ Understandtheimportanceoftheoreticalmodels(Brazelton,Tronick)§ Identifyage-appropriatecognitiveandsocial-emotionalskillsintypicallydeveloping

childrenageszerotofive§ Acquireknowledgeandskillstoidentifyatypicaldevelopmentindicativeofmentalhealth

concernsinageszerotofiveandprovideappropriateinterventions§ AcquireknowledgeandskillsofChildParentPsychotherapy(CPP)andapplyCPP

interventionswithinfant-parentmentalhealthcasesCourseOutline:I. IntroductiontoInfantMentalHealthII. DiversityInformedTenetsIII. AdverseChildhoodExperiences(ACEs)IV. TheoreticalModels–Touchpoints(Brazelton)V. MutualRegulationModel&StillFaceParadigm(Tronick)VI. TheoreticalModels-BehavioralEpigeneticsVII. BrainGrowthandDevelopment–PrenatalVIII. BrainGrowthandDevelopment-PostnatalIX. CognitiveandSocial-EmotionalDevelopmentinages0-2monthsX. CognitiveandSocial-EmotionalDevelopmentinages2-6monthsXI. CognitiveandSocial-EmotionalDevelopmentinages6-12monthsXII. CognitiveandSocial-EmotionalDevelopmentinages12-24monthsXIII. CognitiveandSocial-EmotionalDevelopmentinages24-36monthsXIV. EmotionalRegulationXV. BrainsinRelationships:UnderstandingtheNeurorelationalFrameworkXVI. FunctionandBehaviorsoftheRegulationSystemXVII. FunctionsandBehaviorsoftheSensorySystem

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XVIII. TraumaandtheDevelopingBrain(prenatal)XIX. Trauma–postpartumdepressionXX. Trauma(0to5years)XXI. Assessment-NewbornBehavioralAssessment(NBO)&NCASTXXII. Assessments-NCAST&EngagementCuesXXIII. TheDevelopmentofPlayXXIV. Treatment-ChildParentPsychotherapy(CPP)

RequiredandSuggestedReadings:

Brandt,K.,Perry,B.,Seligman,S.,&Tronick,E(Eds.).InfantandEarlyChildhoodMentalHealth:CoreConceptsandClinicalPractice.(2014).AmericanPsychiatricPublishing,Arlington,VA.Fraiberg,S.(1959).TheMagicYears.Scribner,NewYork.GhoshIppen,Chandra.(2017).OnceIwasveryveryscared.PiploProductions,SanFrancisco,California.Holmes,Margaret,M.(2000).ATerribleThingHappened.ImaginationPress,WashingtonD.C.Lieberman,Alicia,F.(1993).TheEmotionalLifeofaToddler.TheFreePress,NewYork.Lieberman,Alicia,GhoshIppen,Chandra&VanHorn,Patricia(2016).Don’tHitMyMommy!SecondEdition.ZerotoThreePress,WashingtonD.C.Lieberman,Alicia&VanHorn,Patricia.(2011).PsychotherapywithInfantsandYoungChildren:RepairingtheEffectsofStressandTraumaonEarlyAttachment.TheGuilfordPress,NewYork.Lilas,Connie&Turnbull,Janiece.(2009).Infant/ChildMentalHealth,EarlyIntervention,andRelationship-BasedPractices:ANeurorelationalFrameworkforInterdisciplinaryPractice.W.W.NortonCompany,Inc.NewYork.Snel,Eline(2013).SittingStillLikeaFrog.ShambhalaPublicationsInc.,BoulderColorado.Zeanah,C.(Ed.),2009.HandbookofInfantMentalHealth,3rdEdition.TheGuilfordPress,NewYork.Zeanah,C.,Carter,A.,Cohen,J.,Egger,H.,Gleason,M.,Keren,M.,Lieberman,A,,Mulrooney,K.,&Oser,C.(2016).DC:0to5,DiagnosticClassificationofMentalHealthandDevelopmentalDisordersofInfancyandEarlyChildhood.ZerotoThree.WashingtonD.C.

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APPENDIXC-DUEPROCESSPROCEDURESProceduresforIdentifyingandManaging

Performanceand/orCompetency-RelatedIssues(AdaptedfromAPPICDueProcessGuidelines)

Introduction

ThisformprovidesUCD-CAPStraineesandstaffwithanoverviewoftheidentificationandmanagementoftraineeproblemsandconcerns.Wheneverasupervisorbecomesawareofatrainee’sproblemareathatdoesnotappearresolvablebytheusualsupervisorysupportandintervention,thefollowingprocedureswill be followed. These procedures provide the trainee (intern/fellow) and staff with a definition ofcompetence problems, a listing of possible sanctions, and an explicit discussion of the due processprocedures. Also included are important considerations in the remediation of performance-relatedand/orcompetency-basedproblems.

ThisDueProcessDocumentisdividedintothefollowingsections:I. Definitions:Providesbasicorgeneraldefinitionsoftermsandphrasesusedthroughoutthedocument.II. DueProcessGeneralGuidelines:Providesanoverviewofhowtheprograminformstraineesaboutour

DueProcessproceduresandothergeneralexpectations.III. ProceduresforRespondingtoaTrainee’sProblematicBehavior:Providesourbasicprocedures,

notificationprocess,andthepossibleremediationorsanctioninterventions.IV. AppealsProcedures:Providesthestepsforanappealprocessrelatedtoastaff-initiatedDueProcess

procedures.

I. Definitions

TraineeThroughoutthisdocument,theterm“trainee”isusedtodescribeanypersonintrainingwhoisworkingintheagencyincludingadoctoralinternorpostdoctoralfellow.

TrainingCoordinator(TC)

Throughoutthisdocument,theterm“trainingcoordinator”isusedtodescribethestaffmemberswhooverseethatspecifictraininggroup’sactivities.ForthedoctoralinternsthisistheTrainingDirector(TD)andforthepostdoctoralfellowsthisistheCo-TrainingDirectors(CTDs).IncertaincircumstancestheTCsmayconsultwiththeCAPSClinicMedicalDirectorforadditionalguidance.

StaffMemberThroughoutthisdocument,theterm“staffmember”isusedtodescribestaffthatarenotdirectlyinvolvedinthetrainees’training,butinteractwiththemwithinaprofessionalcapacity.Thistypicallyincludesotherclinicstaff(i.e.,clinicalandadministrativestaff),butmayalsoincludeotherprofessionalswithwhomthetraineesengagewithonasemi-regularbasis(i.e.,socialworkers,cliniciansfromotheragencies,etc.).

TrainingStaff

Throughoutthisdocumenttheterm“trainingstaff”isusedtodescribestaffdirectlyinvolvedinthetrainees’training.ThiscanincludeTCs,supervisingpsychologists,othercontributors(VolunteerClinicalFacultywhoproviderecurringdidacticsandcaseconferences),andtheCAPSClinicprogramcoordinator.

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TrainingCommittee

Throughoutthisdocumenttheterm“trainingcommittee”isusedtodescribetheformalmeetingthatoccursoncepermonth,inwhichtheTCsandsupervisingpsychologistsmeettodiscusstrainingandprogrammatic-relatedissues.

DueProcess

Thebasicmeaningofdueprocessistoinformandtoprovideaframeworktorespond,actordispute.Dueprocessensuresthatdecisionsabouttraineesarenotarbitraryorpersonallybased.ItrequiresthattheTrainingProgramidentifyspecificprocedureswhichareappliedtoalltrainees’complaints,concernsandappeals.

Performanceand/orCompetenceProblemsPerformanceand/orcompetenceproblemsaredefinedbroadlyasaninterferenceinprofessionalfunctioningwhichisreflectedinoneormoreofthefollowingways:

1) Aninabilityand/orunwillingnesstoacquireandintegrateprofessionalstandardsintoone’srepertoireofprofessionalbehavior;

2) Aninabilitytoacquireprofessionalskillsinordertoreachanacceptablelevelofcompetency;and/or

3) Aninabilitytocontrolpersonalstress,interpersonaldifficulties,psychologicalproblems,and/orexcessiveemotionalreactionsthatinterferewithprofessionalfunctioning.

Traineesmayexhibitbehaviors,attitudesorcharacteristicswhich,whileofconcernandrequiringremediation,arenotunexpectedorexcessiveforprofessionalsintraining.Professionaljudgmentisappliedtodeterminewhenatrainee’sbehaviorbecomesproblematicratherthanaconcern(basedontheprofession’sstandards).Suchproblemsaretypicallyidentifiedwhentheyincludeoneormoreofthefollowingcharacteristics:

1) Thetraineedoesnotacknowledge,understand,oraddresstheproblemwhenitisidentified;

2) Theproblemisnotmerelyareflectionofaskilldeficitwhichcanberectifiedbyacademicordidactictrainingoradditionalsupervision;

3) Thequalityofservicesdeliveredbyatraineeissufficientlynegativelyaffected;4) Theproblemisnotrestrictedtooneareaofprofessionalfunctioning;5) Adisproportionateamountoftimeandattentionbytrainingpersonnelisrequired;

and/or,6) Thetrainee’sbehaviordoesnotchangeasafunctionoffeedback,remediationefforts,

and/ortime.

II. DueProcess:GeneralGuidelines

Dueprocessensuresthatdecisionsabouttraineesarenotarbitraryorpersonallybased.Itrequiresthatthetrainingprogramidentifyspecificevaluativeprocedures,whichareappliedtoalltrainees,andprovideappropriateappealproceduresavailabletothetrainee.Allstepsneedtobeappropriatelydocumentedandimplemented.Generaldueprocessguidelinesinclude:

1. Duringtheorientationperiod,traineeswillreceiveinwritingUCD-CAPS’expectationsrelatedto

professionalfunctioning.TheTCwilldiscusstheseexpectationsinbothgroupandindividualsettings.

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2. Theproceduresforevaluation,includingwhenandhowevaluationswillbeconductedwillbedescribed.Suchevaluationswilloccuratmeaningfulintervalsinatimelymanner.

3. Thevariousproceduresandactionsinvolvedindecision-makingregardingtheproblembehaviorortraineeconcernswillbedescribedandprovidedinwriting.Suchproceduresareincludedinthetraineehandbook.Thetraineehandbookisprovidedtothetraineesandreviewedduringorientation.

4. UCD-CAPSwillcommunicateearlyandoftenwiththetraineeandwhenneededthetrainee’sgraduateprogramifanysuspecteddifficultiesthataresignificantlyinterferingwithperformanceareidentified.

5. TheTCswillinstitute,whenappropriate,aremediationsupportplanforidentifiedissues,includingatimeframeforexpectedremediationandconsequencesofnotrectifyingtheissues.

6. Ifatraineewantstoinstituteanappealprocess,thisdocumentdescribesthestepsofhowatraineemayofficiallyappealthistrainingprogram'saction(s).

7. UCD-CAPSdueprocessprocedureswillensurethattraineeshavesufficienttime(asdescribedinthisdueprocessdocument)torespondtoanyactiontakenbytheprogrambeforetheprogram’simplementation.

8. Whenevaluatingormakingdecisionsaboutatrainee’sperformance,UCD-CAPSstaffwilluseinputfrommultipleprofessionalsources.

9. TheTCswilldocumentinwritingandprovidetoallrelevantparties,theactionstakenbytheprogramandtherationaleforallactions.

III. ProcedurestoRespondtoProblematicBehavior

A.BasicProcedures

Ifatraineereceivesan“SignificantDevelopmentNeeded”rating(1)ora“Basic”rating(2)duringthesecondevaluationperiodfromanyoftheevaluationsourcesinanyofthemajorcategoriesofevaluation,or ifastaffmemberhasconcernsaboutantrainee’sbehavior(e.g.,ethicalor legalviolations,professionalincompetence),someoralloftheproceduresbelowwillbeinitiatedinthefollowingorder:

1) Insomecases,itmaybeappropriateforthestaffmemberortrainingstafftospeakdirectlytothetraineeabouthisorherconcerns.Inothercases,aconsultationwiththeTCswillbewarranted.Thisdecisionismadeatthediscretionofthestaffmember,trainingstaff,ortraineewhohasconcerns.

2) OncetheTCshavebeeninformedofthespecificconcerns,theywilldetermineifandhowtoproceedwiththeconcernsraised.TheTCswillcommunicatetheirdecisioninwritingtothetrainingstaffortraineewhohasconcernswithin5businessdays.

3) IfthestaffmemberortrainingstaffwhobringstheconcerntotheTCsisnotthetrainee’ssupervisor,theTCswilldiscusstheconcernwiththetrainee’ssupervisor(s).

4) IftheTCsandprimarysupervisordeterminethattheallegedbehaviorinthecomplaint,ifvalidand/orproven,wouldconstituteaseriousviolation,theTCswillinformthestaffmemberwhoinitiallybroughtthecomplaint.

5) TheTCswillmeettogetherorwiththeTrainingCommitteetodiscusstheperformanceratingintheevaluationortheconcernandpossiblecoursesofactiontobetakentoaddresstheissueswithin10workingdays.

6) TheTCs,supervisor(s),and/orMedicalDirectormaymeettodiscusspossiblecoursesofaction.7) ThetraineewillbeprovidedanopportunitytomeetwiththeTCstoaddressraisedconcerns

regardingthetrainee’sbehavior(e.g.ethical,legal,and/orprofessionalcompetence)and/or“1”or“2”ratingsontheevaluationform.

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8) AnytimeadecisionismadebytheTCsaboutatrainee’strainingprogramorstatusintheagency,theTCswillinformthetraineeinwritingandwillmeetwiththetraineetoreviewthedecisionwithin5workingdays.Thismeetingmayincludethetrainee’ssupervisor(s)and/orMedicalDirector.

9) Thetraineemaychoosetoaccepttheconditionsormaychoosetochallengetheaction.TheproceduresforchallengingtheactionarepresentedbelowinsectionIV.

10) Ifthetraineeacceptsthedecision,anyformalactiontakenbytheTrainingProgramwillbecommunicatedinwritingtothetrainee’sgraduateprogram.Thisnotificationindicatesthenatureoftheconcernandthespecificactionsimplementedtoaddresstheconcern.

B.NotificationProcedurestoAddressProblematicBehaviororPerformance

Itisimportanttohavemeaningfulwaystoaddresscompetenceproblemsoncetheyhavebeenidentified. In implementing remediation or sanction interventions, the training staff must becarefultobalancetheneedsofthetrainee,theclientsinvolved,othermembersofthetrainingcohort,thetrainingstaff,andotheragencypersonnel.Oncetheconcernhasbeenbroughttotheattention of the TCs, and/or a supervisor, the trainee will meet with the TCs and theirsupervisor(s) within 10 working days to discuss the concern. Within 5 working days of themeeting,oneofthefollowingwillbeissuedtothetrainee.TheDirectorofClinicalTrainingatthetrainee’sgraduateprogramwillalsobenotified.

1) Verbalwarningtothetraineeemphasizestheneedtodiscontinuetheinappropriatebehaviorunderdiscussion.Norecordofthisactioniskept.

2) Writtenacknowledgement(RemediationSupportPlan)tothetraineeformallyacknowledges:

a)ThattheTCsareawareofandconcernedwiththeperformanceorcompetenceproblem;b)Thattheconcernhasbeenbroughttotheattentionofthetrainee;c)ThattheTCswillworkwiththetraineetorectifytheproblemorskilldeficitsbyidentifyinggoalsandobjectives,and;d)Thatthebehaviorsassociatedwiththeproblemarenotsignificantenoughtowarrantmoreseriousaction.e)Thewrittenacknowledgementwillberemovedfromthetrainee’sfilewhenthetraineeadequatelyaddressestheconcernsandsuccessfullycompletestheinternship/fellowshiptrainingprogram.

3) Writtenwarning(RemediationPlan)tothetraineeindicatestheneedtodiscontinueaninappropriateactionorbehavior.Dependingonthespecificperformanceorconduct-relatedissue,aRemediationPlanmayfollowaRemediationSupportPlaniftheoutlinedgoalsandobjectivesarenotcompletedwithinareasonableoragreeduponamountoftime.Thisletterwillcontain:

a)adescriptionofthetrainee’sunsatisfactoryperformanceorproblematicbehavior;b)actionsthatmustbetakenbythetraineetocorrecttheunsatisfactoryperformanceorproblematicbehavior;c)thetimelineforcorrectingtheproblem;d)whatactionwillbetakeniftheproblemisnotcorrected;and,e)notificationthatthetraineehastherighttorequestareviewofthisaction(seeDueProcess:AppealsProcedures).

Acopyofthiswrittenwarningwillbekeptinthetrainee’sfile.Considerationmaybegiventoremovingthisletterattheendoftheinternship/fellowshipbytheTCsinconsultationwiththe

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trainee’s supervisor(s) and/or Medical Director. If the letter is to remain in the file,documentationshouldcontainthepositionstatementsofthepartiesinvolvedinthedispute.

C.RemediationandSanctionAlternatives

TheimplementationofaRemediationSupportPlanoraRemediationPlanwithpossiblesanctionsshould occur only after careful deliberation and thoughtful considerationof theTCs, relevantmembersofthetrainingstaffand/ortheMedicalDirector.Theremediationandsanctionslistedbelowmaynotnecessarilyoccurinthatorder.Theseverityoftheproblematicbehaviorplaysaroleinthelevelofremediationorsanction.

1) Schedule modification is a time-limited, remediation-oriented closely supervised period oftrainingdesigned toreturn the trainee toamore fully functioningstate.Modifyinga trainee’sschedule isanaccommodationmade toassist the trainee incompletingoutlinedgoalsand/orresponding to personal reactions to environmental stress, with the full expectation that thetraineewillcompletetheinternship/fellowshiptrainingprogram.ThisperiodwillincludemorecloselyscrutinizedsupervisionconductedbytheregularsupervisorinconsultationwiththeTCs.Several possible and perhaps concurrent courses of action may be included in modifying aschedule.Theseinclude:

a)increasingtheamountofsupervision,eitherwiththesameordifferentsupervisors;b)changingtheformat,emphasis,and/orfocusofsupervision;c)recommendingpersonaltherapy;d)reducingorredistributionofthetrainee’sclinicalorotherworkload;e)requiringspecificacademiccoursework.

The length that a schedule modification will be in effect will be determined by the TCs inconsultationwiththesupervisor(s)and/ortheMedicalDirector.Theterminationoftheschedulemodification period will be determined, after discussions with the trainee, by the TCs inconsultationwiththesupervisor(s)and/ortheMedicalDirector.

2) Probationisalsoatimelimited,remediation-oriented,morecloselysupervisedtrainingperiod.Itspurpose is toassess theabilityof thetraineetocomplete the internship/fellowshipandtoreturnthetraineetoamorefullyfunctioningstate.ProbationdefinestherelationshipthattheTCssystematicallymonitorforaspecificlengthoftimethedegreetowhichthetraineeaddresses,changes and/or otherwise improves the performance of competency-related problematicbehavior.Thetraineeisinformedoftheprobationinawrittenstatement,whichincludes:

a)thespecificbehaviorsassociatedwiththe“1”or“2”ratingand/orraisedconcern;b)therecommendationsforrectifyingtheproblem;c)thetimeframefortheprobationperiodduringwhichtheproblemisexpectedtobeameliorated,and;d)theprocedurestoascertainwhethertheproblemhasbeenappropriatelyrectified.

IftheTCsdeterminethattherehasnotbeensufficientimprovementinthetrainee’sbehaviortoremove the probation ormodified schedule, then the TCswill discusswith the supervisor(s)and/ortheMedicalDirectorpossiblecoursesofactiontobetaken.TheTCswillcommunicatetothetraineeinwritingthattheconditionsforrevokingtheprobationormodifiedschedulehave

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notbeenmet.ThisnoticewillincludethecourseofactiontheTCshavedecidedtoimplement.These may include continuation of the remediation efforts for a specified time period orimplementationofanalternativeaction.Additionally,theTCswillcommunicatetotheMedicalDirectorandifapplicable,theDirectorofClinicalTrainingatthetrainee’sgraduateprogram,thatif the trainee’s behavior does not change, the trainee will not successfully complete theinternship/fellowshiptrainingprogram.

3) SuspensionofDirectServiceActivitiesrequiresadeterminationthatthewelfareofthetrainee’sclientorconsulteehasbeenjeopardized.Therefore,directserviceactivitieswillbesuspendedforaspecifiedperiodoftimeasdeterminedbytheTCsinconsultationwiththeMedicalDirector.Atthe end of the suspension period, the trainee’s supervisor in consultation with the TCs andMedicalDirectorwillassessthetrainee’scapacityforeffectivefunctioninganddeterminewhendirectservicecanberesumed.

4) AdministrativeLeaveinvolvesthetemporarywithdrawalfromallresponsibilitiesandprivilegesintheagency.IftheProbationperiod,SuspensionofDirectServiceActivities,orAdministrativeLeave interfereswith the successful completion of the required supervised hours needed forcompletionoftheinternship/fellowshiptrainingprogram,thiswillbenotedinthetrainee’sfileandthetrainee’sacademicprogramwillbeinformed.TheTCswillinformthetraineeoftheeffectstheadministrativeleavewillhaveonthetrainee’sstipendandaccrualofbenefits.

5) Dismissal from the internship/fellowship program involves the permanentwithdrawal of allagencyresponsibilitiesandprivileges.Whenspecificinterventionsdonot,afterareasonabletimeperiodand/oragreedupontimeperiod,rectifythecompetenceproblemsandthetraineeseemsunableorunwillingtoalterher/hisbehavior,theTCswilldiscusswiththeMedicalDirectorthepossibility of termination from the training program or dismissal from the agency. Notice ofdismissalfromtheprogramwillbeprovidedtothetraineeinatimelymannerandwillallowthetrainee8businessdaystoexercisehis/herappealsrights.IfthefinaldecisionmadebytheTCs,supervisor(s), andMedicalDirector is todismiss the trainee from theprogram, thisdismissalbecomeseffectiveimmediatelyfollowingnoticeofthefinaldecision.althoughthetraineeEitheradministrative leave or dismissal would be invoked in cases of severe violations of statejurisprudenceregulations,theAPACodeofEthics,orwhenimminentphysicalorpsychologicalharm to a client is a significant concern, or when the trainee is unable to complete theinternship/fellowshipprogramduetophysical,mentaloremotionalillness.Whenatraineehasbeendismissed,theTCswillcommunicatetothetrainee’sacademicprogramthatthetraineehasnotsuccessfullycompletedtheinternshiporfellowshipprogram.

6) Immediate Dismissal involves the immediate permanent withdrawal of all agencyresponsibilitiesandprivileges.ImmediatedismissalwouldbeinvokedbutisnotlimitedtocasesofsevereviolationsoftheAPACodeofEthics,orwhenimminentphysicalorpsychologicalharmtoa client is amajor factor, or the trainee isunable to complete the trainingprogramdue tophysical,mentaloremotionalillness.Inaddition,intheeventatraineecompromisesthewelfareofaclient(s)orthecampuscommunitybyanaction(s)whichgeneratesgraveconcernfromtheTCs,thesupervisor(s),ortheMedicalDirectormayimmediatelydismissthetraineefromCAPS.This dismissal may bypass steps identified in notification procedures (Section IIB) andremediation and sanctions alternatives (Section IIC).When a trainee has been dismissed, theMedicalDirectorandTCswillcommunicatetothetrainee'sacademicdepartmentthatthetraineehasnotsuccessfullycompletedthetrainingprogram.

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IV.AppealsProcedures

In the event that a trainee does not agree with any of the aforementioned notifications,remediation,orsanctions–thefollowingappealproceduresshouldbefollowed:

1) Thetraineeshouldfileaformalappealinwritingwithallsupportingdocuments,withtheMedicalDirector.Thetraineemustsubmitthisappealwithin5workingdaysfromtheirnotificationofanyoftheabove(notification,remediation,orsanctions).

2) Within threeworking days of receipt of a formal written appeal from a trainee, theMedicalDirectorwillconsultwiththeTCsand/orthemembersoftheTrainingCommitteeandthendecidewhethertoimplementaReviewPanelorrespondtotheappealwithoutaPanelbeingconvened.

3) IntheeventthatatraineeisfilingaformalappealinwritingtodisagreewithadecisionthathasalreadybeenmadebytheReviewPanelandsupportedbytheMedicalDirector,thenthatappealis reviewed by the Medical Director in consultation with the CAPS Management Team. TheMedicalDirectorwilldetermineifanewReviewPanelshouldbeformedtoreexaminethecase,orifthedecisionoftheoriginalReviewPanelisupheld.SeebelowforfurtherdetailoftheReviewPanelprocess.ReviewPanelandProcessIf the formal decisionmade by the TCs ormembers of the training staff is challenged by thetrainee,theReviewPanelprocesswillbeginasdelineatedbelow.TheReviewPanelisthefinalstep in the decision-making process and members of this panel have final discretion of theoutcomeoftheappeal.

a)Whenneeded, aReviewPanelwill be convenedbyTCs.ThePanelwill consistof two staffmembersselectedbytheTCs, theTCs,andthetrainee involved inthedispute.TheReviewPanelwillalsoextendatleastonestepbeyondtheTCsbyincludingtheMedicalDirector.Thetraineehastherighttohearallfactswiththeopportunitytodisputeorexplainthebehaviorofconcern.

b)Withinfive(5)workdays,anappealshearingwillbeconductedinwhichthechallengeisheardandrelevantmaterialpresented.Withinthree(3)workdaysofthecompletionofthereview,theReviewPanel submits awritten report to theTCs, including any recommendations forfurtheraction.RecommendationsmadebytheReviewPanelwillbemadebymajorityvote.

c)Withinthree(3)workdaysofreceiptoftherecommendation,theTCswilleitheracceptorrejecttheReviewPanel’srecommendations.IftheTCsrejectthePanel’srecommendations,duetoanincompleteorinadequateevaluationofthedispute,theTCsmayreferthematterbacktotheReview Panel for further deliberation and revised recommendations or maymake a finaldecision.

d)IfreferredbacktothePanel,thePanelwillreportbacktotheTCswithinfive(5)workdaysofthereceiptof theTCs’ requestof furtherdeliberations.TheTCs thenmakea finaldecisionregardingwhatactionistobetaken.

e)TheTCsinformthetraineeandifnecessarythetrainingprogramofthedecisionsmade.f)IfthetraineedisputestheReviewPanel’sfinaldecision,thetraineehastherighttocontacttheDepartmentofHumanResourcesatUCDavistodiscussthesituation.

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APPENDIXD-GRIEVANCEPROCEDURES

DueProcessProceduresforHandlingInternandFellowGrievancesGrievanceProceduresareimplementedinsituationsinwhichaninternorfellowraisesaconcernaboutasupervisororotherfacultymember,trainee,ortheinternshiporfellowshiptrainingprogram.Theseguidelinesareintendedtoprovidethetraineewithameanstoresolveperceivedconflicts.Traineeswhopursuegrievancesingoodfaithwillnotexperienceanyadverseprofessionalconsequences.Forsituationsinwhichatraineeraisesagrievanceaboutasupervisor,staffmember,trainee,orthetrainingprogram:InformalReviewFirst,thetraineeshouldraisetheissueassoonasfeasiblewiththeinvolvedsupervisor,staffmember,othertrainee,orTCsinanefforttoresolvetheprobleminformally.FormalReviewIf themattercannotbesatisfactorilyresolvedusing informalmeans, the traineemaysubmita formalgrievance in writing to the TCs. If the TCs are the object of the grievance, the grievance should besubmitted toanothermemberof theTrainingCommitteeand/or theMedicalDirector.The individualbeinggrievedwillbeaskedtosubmitaresponseinwriting.TheTCs(orTrainingCommitteememberorMedicalDirector,ifappropriate)willmeetwiththetraineeandtheindividualbeinggrievedwithin10workingdays.Insomecases,theTCsorTrainingCommitteememberorMedicalDirectormaywishtomeetwiththetraineeandtheindividualbeinggrievedseparatelyfirst.Thegoalofthejointmeetingistodevelopaplanofactiontoresolvethematter.Theplanofactionwillinclude:

a) thebehaviorassociatedwiththegrievance;b) thespecificstepstorectifytheproblem;and,c) proceduresdesignedtoascertainwhethertheproblemhasbeenappropriatelyrectified.

TheTCsorTrainingCommitteememberorMedicalDirectorwilldocumenttheprocessandoutcomeofthemeeting. The trainee and the individual being grievedwill be asked to report back to theTCs orTrainingCommitteememberorMedicalDirectorinwritingwithin10workingdaysregardingwhethertheissuehasbeenadequatelyresolved.Iftheplanofactionfails,theTCsorTrainingCommitteememberorMedicalDirectorwillconveneareviewpanelconsistingofhim/herselfandatleasttwoothermembersof theTrainingCommitteewithin10workingdays.Thetraineemayrequestaspecificmemberof theTrainingCommitteetoserveonthereviewpanel.Thereviewpanelwillreviewallwrittenmaterialsandhaveanopportunitytointerviewthepartiesinvolvedoranyotherindividualswithrelevantinformation.Thereviewpanelhasfinaldiscretionregardingoutcome.Ifthereviewpaneldeterminesthatagrievanceagainstastaffmembercannotberesolvedinternallyorisnotappropriatetoberesolvedinternally,thentheissuewillbeturnedovertotheemployeragencyinorder to initiate thedueprocessproceduresoutlined in theemploymentcontract. If thereviewpaneldeterminesthatthegrievanceagainstthestaffmemberpotentiallycanberesolvedinternally,thereviewpanelwilldevelopasecondactionplanthatincludesthesamecomponentsasabove.TheTCsorTrainingCommitteememberorMedicalDirectorwilldocumenttheprocessandoutcomeofthepanelmeeting.Thetraineeandtheindividualbeinggrievedwillagainbeaskedtoreportbackinwritingregardingwhetherthe issue has been adequately resolvedwithin 10working days. The panelwill reconvenewithin 10working days to again review written documentation and determine whether the issue has beenadequatelyresolved.Iftheissueisnotresolvedbythesecondmeetingofthepanel,theissuewillbeturnedovertotheemployeragencyinordertoinitiatethedueprocessproceduresoutlinedintheemploymentcontract.

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APPENDIXE-TRAININGSTRUCTURETrainingStructureAs a smaller training program, the Training Director(s) serve in programmatic, training/teaching, andsupervisory roles. In addition, supervising psychologists also contribute to the development of trainingseminarsandotheropportunities.VolunteerClinicalFaculty(VCF)areavitalpartofthetrainingprogrambyprovidingprofessionaldevelopmentsupervisionorongoinginstructionoftheprogram’sdidacticsandcaseconferences.Theprimarymembersofthetrainingstaffarelistedbelow:

Co-TrainingDirectorsCarlinaR.Wheeler,Ph.D.andStaceyPeerson,Ph.D.

AssistantTrainingDirector

RichelleLong,Ph.D.

AdditionalSupervisingPsychologistsElizabethLoyola,Psy.D.

MargaretBezmalinovic,Psy.D.(VCF)

CAPSProgramCoordinatorandGroupSupervisorTriciaWatters,L.C.S.W.

Asacommitmenttostrengtheningthetrainingprogramandfosteringgrowthinthestaffastrainingdirectors,supervisors,and/orteachers/trainers,theUCD-CAPSstaffparticipateinmonthlymeetings.Twiceamonth,thefourstaffsupervisors(notincludingVCF)participateinanhourTrainingCommittee,onefortheInternshipProgram and one for the Fellowship Program. The Training Committee meetings ensure consistentcommunicationbetweensupervisorystaffaboutallmattersrelatedtothetraineesandthetrainingprogram.TheagendaissetbytheTrainingDirector(s),however,othersupervisorystaffareencouragedtoraiseanyissuesthatarerelevanttodiscusstogether.Aninternandfellowrepresentativealsohastheopportunitytoattendthefirst15minutesoftheTrainingCommittee.Typicallyeachtraineewillgetalternatingopportunitiestoparticipateasanintern/fellowrepresentative.Thetraineerepresentativecanutilizethistimetoprovidefeedbackabouttheprogramorraiseanyconcernsthathe/shewouldlikethetrainingstafftodiscussduringtheTrainingCommittee.Additionally,thesixsupervisingstaffattendanhourandhalfmonthlySupervisorConsultationMeetingtocommunicateabouttheobservedstrengthsand/orchallengesthatariseinthesupervisoryrelationship.Thistimealsoaimstodevelopandmaintaincompetenceassupervisorsbyreviewingthevariousvalues,standards,andlegalrequirementsforsupervisorsofdoctoralleveltrainees.

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APPENDIXF-STAFFBIOGRAPHIESStaceyPeerson,Ph.D.Dr.StaceyPeersonbeganworkingintheDepartmentofPsychiatryandBehavioralSciencesin2001asaclinicalintern,andcompletedherpostdoctoraltrainingthefollowingyear.Dr.StaceyPeersonreceivedherdoctoratedegreefromUCSantaBarbara,andwasfortunatetobeabletocontinueherinterestinresearchwithchildrenandfamilieswhohaveexperiencedtraumaticstress,andcomplexdevelopmentaltrauma.Priortograduateschool,Dr. Peersonwas an elementary school teacher and laterwas involved in academic research in thespecialeducationdepartmentatUCSantaBarbaraforfouryears.SheistheleadpsychologistintheChild&AdolescentsPsychiatryServicesClinic (CAPS). Inaddition to training, teachingandsupervisingdevelopingclinicalpsychologists,Dr.Peersonprovidesdirectservicetochildrenbetweentheagesof0to21,andtheirfamilies,includingcomprehensivepsychologicalevaluations,therapy,andscreeningandconsultationwiththe0to5population.Shehasalsobeeninvolvedinassessingchildrenandadolescentsinacutepsychiatriccrises.

Herclinical trainingandexperiencehas focusedprimarilyon theassessmentandtreatmentofabusedandneglected children, including those in the 0 to 5 population, prevention/early intervention, programdevelopment,ChildParentPsychotherapy(CPP),reflectivesupervision,diversityissues,parentingstress,theimpact of Adverse Childhood Experiences (ACEs) in young children and their families, and the training ofdevelopingchildpsychologists.ShewasselectedtoparticipateintheInfant-ParentMentalHealthPostgraduateCertificateProgram&FellowshipthroughUniversityofMassachusettsBoston,inwhichshebecamecertifiedinTouchpoints,NewbornBehavioralObservationssystem,FussyBabyandothermodalities.Additionally,Dr.PeersoncompletedtrainingthroughtheHarrisEarlyChildhoodMentalHealthReflectiveFacilitatorsTrainingatUCSanFranciscoBenioffChildren’sHospital,Oakland. Shequalifies forEndorsement for Infant-MentalHealthandReflectiveSupervisionthroughtheStateofCalifornia.

CarlinaRamirezWheeler,Ph.D.Dr. Wheeler is clinical faculty at the UC Davis Medical Center, Department of Psychiatry and BehavioralSciences,ChildandAdolescentPsychiatry,whereshealsocompletedherpostdoctoralclinical training.Sheearnedherdoctoratedegree inclinicalpsychology,withadualemphasis inChildandFamilyandForensicPsychology,atthePacificGraduateSchoolofPsychology-PaloAltoUniversity.SheiscredentialedasaHealthServicePsychologistbyTheNationalRegister.Dr.WheelerprovidesarangeofdirectclinicalservicesasapsychologistattheSacramentoCountyChildandFamilyMentalHealthProgram.SheistheTrainingDirectorfortheAPA-AccreditedClinicalChildPsychologyDoctoralInternshipProgramandCo-TrainingDirectoroftheAPPIC-member Clinical Child Psychology Postdoctoral Fellowship Program. In addition, she serves as theinstructorfortheUCDavisPsychiatryResidencyProgram’sIntroductiontoPsychologicalAssessmentSeminarandChildandAdolescentPsychiatryFellowshipProgram’sFamilyTherapySeminar.ShesupervisesadvancedchildpsychiatryresidentsintheirFamilyTherapyrotation.Dr.Wheelerhasaspecializedbackgroundinprovidingclinicalserviceswithsystems-involvedyouthstemmingbacktoherpositionasagrouphomeresidentialcounselorin2007.Herclinical,teaching,andresearchinterestsinclude: multiculturalism, diversity issues, and acculturative stress; developmental psychopathology; risk,resilience,andposttraumaticgrowth;trauma/maltreatment;attachmentandfamilysystemstheory;strength-based, comprehensive psychological assessment; and prevention/early intervention programdevelopmentandoutcomesresearch.Dr.Wheelerhasreceivedspecializedtrainingandsupervisioninarangeofevidence-basedpractices(e.g.,Trauma-FocusedCBT,FunctionalFamilyTherapy,Child-ParentPsychotherapy,Parent-Child Interaction Therapy, Incredible Years, Aggression Replacement Training, and Acceptance andCommitmentTherapy)andhasdedicatedhercareertobringingtheseservicestochildrenandfamiliesfromunderserved,low-income,anddiversecommunities.RichelleLong,Ph.D.Dr.LongisachildclinicalpsychologistandassistantprofessorattheUCDavisMedicalCenter,DepartmentofPsychiatryandBehavioralSciences,ChildandAdolescentPsychiatry.Shecompletedhergraduatetrainingin

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counselingpsychologyatTheUniversityofMemphisandreceivedspecializedtrainingintraumainformedcareasapostdoctoralfellowatChildren’sHospitalLosAngeleswhereshealsocompletedaLeadershipEducationin Neurodevelopmental and Related Disabilities (LEND) fellowship. Dr. Long provides comprehensivepsychologicalservicestochildrenfrom0-21andtheirfamiliesattheSacramentoCountyChildren’sMentalHealthClinic.Inadditiontoprovidingtherapy,psychologicalassessment,screening,andconsultation,shealsoprovidestrainingopportunitiesandsupervisionforthepostdoctoralpsychologyfellowsintheClinicalChildPostdoctoralPsychologyProgramatUCDavis.ThroughDr.Long’seducationandtraining,shehasgainedspecializedtraininginworkingwithchildrenofallageswhohaveexperiencedvariousformsofpsychologicaltraumaincludingworkingwithinfantsandyoungchildren. Her clinical, teaching, and research interests include: the impact of early adversity on childdevelopment;interventionsforcomplextraumadisordersinchildrenandadolescents;trainingpsychologistsindevelopingbasiccompetenceintreatingpsychologicaltrauma;riskforabuseinchildrenwithdevelopmentaldisabilities;providingservices to fosteredandadoptedchildren;comprehensive treatment forsurvivorsofhumantrafficking;incorporatingcultureanddiversityintotherapeuticpractice;therapeuticassessment;andprogram evaluation. Dr. Long has received specialized training and supervision in several evidence-basedpractices including Child-Parent Psychotherapy, Trauma-Focused CBT, Parent-Child Interaction Therapy,IncredibleYears,andSeekingSafety.ElizabethSolomonLoyola,Psy.D.Dr.ElizabethLoyola isachildclinicalpsychologistandassistantprofessorat theUCDavisMedicalCenter,DepartmentofPsychiatryandBehavioralSciences,ChildandAdolescentPsychiatry,whereshealsocompletedher postdoctoral training. Dr. Loyola completed her graduate training in clinical psychology at the PGSP-StanfordPsyDConsortium,whereshefocusedherstudiesonchildrenandfamilies.Shecurrentlyprovidesarange of psychological services to youth ages0-21 and their families at the SacramentoCountyChildren’sMentalHealthClinic.Inaddition,Dr.LoyolaisinvolvedinleadingSocialSkillsgroupsattheUCDavisMINDInstitute.SheisalsoinvolvedinongoingresearchrelatedtoAutismSpectrumDisorderwiththeAutismandDevelopmentalDisabilitiesClinicthroughStanfordUniversitySchoolofMedicine.Throughout graduate school, Dr. Loyola’s clinical and research interests focused on complex trauma,neurodevelopmentaldisorders,andpsychologicalassessment. Dr.Loyolaremainsinterestedontheuniqueintersectionofthesethreeareasandthecomplexitiesofprovidingathoroughassessmenttoyouthwithtraumahistories, developmental disabilities, and other mental health symptoms (e.g. psychosis). Dr. Loyola hasreceivedspecializedtraininginevidencebasedtreatmentforyouthwithahistoryoftrauma,inparticular,sheisacertifiedtherapistinTraumaFocusedCBT.Additionally,Dr.Loyolahasaninterestinandhassoughtoutspecifictraininginprovidinggrouptherapytochildren,adolescents,andadultswithavarietyofpresentingproblems.Dr.Loyolaalsohasaninterestinteachingandsupervision.SheprovidestrainingopportunitiesandsupervisionforthepostdoctoralpsychologyfellowsintheClinicalChildPostdoctoralPsychologyProgramatUCDavis.Sheco-facilitatestheRorschachSeminarforthefellowsandoverseesthegrouptherapycomponentoftheirtrainingyear.Shealsosupervisesgraduatestudents,researchassistants,andoutsidevolunteersattheMINDInstitute.MargaretBezmalinovic,Psy.D.Dr.MargaretBezmalinovic is a clinicalpsychologistand facilitatesourgroup supervision. She receivedherDoctorateinPsychologyfromtheGraduateSchoolofAppliedandProfessionalPsychology(GSAPP)atRutgersUniversity.Shecompletedherdoctoral internshipat theDepartmentofPsychiatryUniversityofCaliforniaDavisMedicalCenterandwentontodoaPost-DoctoralFellowshipatUniversityofCaliforniaDavisCounselingandPsychologicalServices.Shehasbeeninprivatepracticeforover10years,primarilyprovidingindividualpsychotherapytoadults.Clinically,sheisinterestedintheintersectionbetweenmindandbody,includingintraumaandchronicpain.Locally,shehasbeeninvolvedwithvariousorganizationsincludingtheSacramentoValleyPsychologicalAssociationandtheSacramentoPsychoanalyticSociety.

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UNIVERSITY OF CALIFORNIA, DAVIS...UNIVERSITY OF CALIFORNIA, DAVIS SCHOOL OF MEDICINE Dept. of Psychiatry and Behavioral Sciences CLINICAL CHILD PSYCHOLOGY POST-DOCTORAL FELLOWSHIP