AUTISM IMMERSION
POSTDOCTORAL FELLOWSHIP
IN PROFESSIONAL PSYCHOLOGY
2025-2026 TRAINING MANUAL/BROCHURE
TABLE OF CONTENTS
PROGRAM GOALS & OBJECTIVES
The Postdoctoral Year
Sequenced Training Timeline
Supervision
Evaluation
Stipends and Benefits
TRAINING TRACK
Autism Immersion Track
STRUCTURED LEARNING ACTIVITIES
TRAINING SUPERVISORS
ELIGIBILITY REQUIREMENTS & APPLICATION PROCEDURES
LIST OF EXPECTED COMPETENCIES
DUE PROCESS PROCEDURES
GRIEVANCE PROCEDURES
PROGRAM GOALS & OBJECTIVES
We recognize that psychology as a profession demonstrates strengths in the areas of theory, research, assessment, psychotherapy, consultation, and ethics. We aspire to help future psychologists bring these strengths to bear in the provision of psychological services in a changing health care environment. We aim to train ethically grounded, culturally aware specialist psychologists who can thoughtfully apply empirically based psychological assessment, treatment, and consultation skills, for the benefit of persons and organizations.
The Moore Autism Center, P.C. (MAC) views the postdoctoral year as a bridge between graduate psychology education and entry-level psychological practice. The general goals of our postdoctoral program are to integrate the theoretical, research, and applied aspects of your graduate education and training with professional practice, to provide professional socialization and the development of professional identity, and to prepare you to function autonomously and responsibly as a practicing psychologist. Successful completion of our postdoctoral fellowship will include the passing of the national licensing exam and Oklahoma jurisprudence exam. The passing of these exams, along with the training experiences and supervision provided by the postdoctoral fellowship will qualify the postdoctoral fellow for licensure as a health service psychologist in the state of Oklahoma upon completion of the program.
The MAC Postdoctoral Fellowship has as a goal the development of specialty psychologists with specific proficiencies in the skills required to evaluate, treat, and consult with children and adolescents on the autism spectrum. These professional skills are advanced skills beyond the basic skills of the general clinical psychologist, and will establish the foundation for autism spectrum disorder (ASD) specialization.
The Postdoctoral Year
Fellows typically begin on August 1 and end on July 31, or on the weekdays closest to those dates. To develop competency as a professional psychologist, you will be required to satisfactorily complete a full-time experience (a minimum of 40 hours per week) over twelve months, for a minimum of 2,000 hours of training.
Sequenced Training Timeline
Postdoctoral fellow training at the MAC is based on a developmental approach with gradual and supportive progression toward clinical competence and independence. The training starts with passive observation during the first two to three weeks with the fellow observing the supervisor. At approximately week 3 or 4, the fellow will start taking a more active and lead role in the various aspects of the evaluation. During this time, the fellow will be observed by the psychologist who will evaluate performance using a clinical competency tool. By the fourth month the fellow is expected to have demonstrated competency and conduct all aspects of evaluations independently.
Supervision. Our program incorporates a competency-based and developmental approach to clinical supervision. Fellows work with their supervisors on a daily basis. They receive a minimum of two hours of individual supervision and one hour of group supervision from licensed psychologists each week. Training methods include didactic instruction, role-modeling and observational learning, experiential practice, supervisory or consultative guidance, mentoring, and professional socialization.
Fellows are encouraged to establish supplementary training relationships with fellowship program faculty who are not assigned as their principal supervisor. The focus of these relationships may be broader and less formal than that of the supervisor/fellow relationship and may encompass career direction, professional development, and mutual professional interests.
Evaluation. The supervisor and the fellow meet for an evaluation session approximately four months after the start of the fellowship, which includes the presentation and discussion of a completed Psychology Trainee Competency Assessment Form which will have ratings of the fellow in each competency listed on Pages 9-11. The purpose of this meeting is to ensure communication about strengths and weaknesses, potential problem areas, and level of satisfaction with the overall direction of the fellowship. As a goal for this first evaluation, all competency areas will be rated at a level of competence of 5 (Advanced/Skills comparable to autonomous practice at the licensure level), 4 (High Intermediate/Occasional supervision needed), or NA (Not Applicable for this training experience/Not assessed during training experience). Only areas where the fellow has no prior experience will be rated 3 (Intermediate/Should remain a focus of supervision). No competency areas will be rated as 2 (Entry level/Continued intensive supervision is needed) or 1 (Needs remedial work). In the event that the fellow is deficient in any area, due process procedures shall be initiated (see pgs. 12-15).
In the 12th month of the fellowship, your supervisor thoroughly evaluates your attainment of competency-based program requirements in the domains of Ethics, Assessment, Psychotherapy, Consultation, Supervision, and Professionalism, which is documented using the Psychology Trainee Competency Assessment Form. As a goal for this final evaluation, all 25 competency areas will be rated at level of competence of 5 (or NA). In the event that the fellow is deficient in any area, due process procedures shall be initiated (see pgs. 12-15).
In the event that the fellow has a grievance of any kind, he/she is directed to follow the Grievance Procedures (see pgs. 15-16).
Stipends and Benefits
For the 2025-2026 cycle, fellows will receive a per annum training stipend of $60,000. The training year typically begins on August 1 and ends on July 31. Paid time off is as follows: 10 holidays, 5 days of vacation, 3 days of sick leave. Fellows also receive 3 days of unpaid leave. Your fellowship appointment provides optional medical, dental, and vision benefits for which you would pay a share of the premium. Each fellow receives use of an office space. The fellow shall provide his or her own personal laptop or desktop computer.
Professional development and research activities are encouraged to the extent possible. Authorized absence may be granted with appropriate approval for participation in professional psychology conferences. Any other off-site university-related activities, research time, and job interviews would require use of paid/unpaid leave.
TRAINING TRACKS/ROTATIONS
The MAC postdoctoral program currently offers one training track: Autism Spectrum Immersion.
Autism Immersion Track (Up to 3 positions)
This track is designed for fellows who are planning on careers in the field of child/developmental psychology with an autism spectrum disorders specialty. Postdocs are expected to have a demonstrated interest and specialty training (e.g., ADOS-2) in autism spectrum disorders.
The Autism Immersion track is devoted to psychological assessment and treatment of children on, or suspected to be on, the autism spectrum. The autism immersion track requires a minimum of two comprehensive psychological evaluations per week, and an individual/family therapy caseload of a minimum of 12 clients. Fellows spend approximately 90% (approximately 36 hours) of their time per week providing professional psychology services.
Evaluations: Evaluations for ASD at the MAC are based on the latest research in the field and include standardized observational measures that extend down to the toddler years as well as developmental assessments to differentiate developmental and language delays and other mental health concerns. Parent measures are also included, as research has consistently demonstrated that diagnostic validity is improved when using a parent completed and child observational measure in combination with clinical judgment. Staff at the MAC remain up to date on the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2), the gold standard measure used to diagnose an autism spectrum disorder, through participation in booster trainings as well as regular checks on reliability of coding. Targeted Measures: Autism Diagnostic Observation Schedule-2 (ADOS-2); Child Behavior Checklist (CBCL) and at least one measure of social behavior and communication (Social Communication Questionnaire/SCQ, Social Responsiveness Scale/SRS. Autism Spectrum Rating Scale/ASRS, Modified Checklist for Autism in Toddlers/ M-CHAT, or Communication and Symbolic Behavior Scales Developmental Profile Developmental Profile/CSBS DP).
Participation in ADOS-2 Training/Re-Calibration: Fellows will participate in an ADOS-2 initial training and follow-up “recalibration” training provided by MAC supervisors. Under supervision, fellows will gain competency in ADOS-2 administration for children of all ages using the Toddler Module, Module 1, Module 2, Module 3 (and in rare instances Module 4), demonstrating knowledge of how to choose the appropriate module based on age, developmental level, and language skills as specified in the ADOS manual. Fellows will also demonstrate the ability to interpret ADOS-2 results to use in differential diagnosis and the development of appropriate treatment recommendations.
Individual/Family Therapy: Psychotherapeutic interventions at the MAC are based upon evidenced-based research and best practices. Working with clients and their families to increase skills or behaviors that can be generalized to other settings, is an important focus of therapy. Fellows will use behavioral approaches to develop treatment goals and recommendations that are specific, generalizable, and useful for clients and their families.
Required Reading of Published Articles (related to behavioral interventions with ASD children and adolescents): Complete assigned reading from peer-review publications on a range of topics including but not limited to psychological assessment practices, updates, and research outcomes; assessment of historically marginalized populations; cultural humility and sensitivity awareness; trauma-informed assessment and therapy; impact of sensory deficits on assessment; considerations of the impact when conducting an assessment in a language other than the child’s primary language or when using interpreters during an assessment; HIPAA compliance; ethical considerations; and best practices in a range of therapeutic interventions.
STRUCTURED LEARNING ACTIVITIES
Structured learning activities are considered to be an integral part of the training experience. Postdocs are required to participate in a weekly Clinical Case Presentation seminar and weekly Group Supervision to facilitate the development of psychological competencies. Numerous optional educational opportunities are also available. The learning activities are described below:
Activity: Clinical Case Presentation
Day: Every Wednesday
Time: 12:00-1:00pm
Description: Clinical Case Presentation takes place every Wednesday from 12:00-1:00 pm. Meetings are interdisciplinary in nature and focus on the clinical needs and presentations of clinic patients. Postdoctoral fellows are expected to participate in meetings by contributing and receiving clinical information and updates regarding current patients.
Activity: Group Supervision
Day: Every Tuesday
Time: 1:00-2:00pm 1/week
Description: Group Supervision occurs every Tuesday from 1:00-2:00 pm. Postdoctoral fellows are expected to actively participate in group supervision, where they will receive clinical supervision from licensed psychologists while also providing feedback and support to one another regarding their clinical work with current patients.
TRAINING SUPERVISORS
Dr. Gant Ward (HSP #1011) is the internship training director and is responsible for the integrity and quality of the internship program. He was the drum major for the Jones Longhorn marching band before transferring to the residential Oklahoma School of Science and Mathematics, where he was a member of the high school’s third graduating class. He attended the University of Oklahoma on a Regent’s scholarship and graduated Magna Cum Laude and Phi Beta Kappa with a bachelor’s of science in psychology, and completed three, semester-long language programs in France, Mexico, and Italy. While at OU he was a middle blocker on the university’s club volleyball team, and was awarded the distinction of being the 1998 OU Intramural Athlete of the Year. From OU he directly entered the University of Missouri-Columbia’s doctoral program on a Ridgel Fellowship, earning his Master’s degree along the way. He completed his doctoral internship at the Oklahoma City VA Hospital, and was awarded his PhD in Counseling Psychology, with an emphasis in Sport Psychology in 2004. Dr. Ward earned a postdoctoral degree in the treatment of Chemical Dependency in 2005 from the OU Health Sciences Center. He obtained licenses to practice psychology in Kansas and Oklahoma in 2006. Dr. Ward’s clinical activities are primarily individual therapy with adolescents and adults, Social Security Disability Evaluations, court-ordered DHS parenting evaluations, specialized substance abuse evaluations for the Oklahoma Board of Nursing, and the training and supervision of his group’s postdoctoral fellows. Also, from time-to-time he is asked to speak on issues of substance abuse or mental illness, most recently speaking at the Edmond chapter of Parents Helping Parents. Dr. Ward wrote a sport psychology column for the Moore American newspaper from 2008 to 2010. He has had a presence in the television media as well, appearing on Fox 25 News locally, and nationally on the Dr. Phil Show, CNN Live, and the NBC Nightly News.
Dr. Jennifer M. Steber (HSP #1099) is a Clinical Child Psychologist, specializing in working with children and adolescents with Autism Spectrum Disorders. She has been at the Moore Counseling Center since 2008, and she currently serves as a post-doctoral supervisor and as the Director of Autism Spectrum Services at the MCC. She received her doctoral degree from the Clinical Child Psychology program at the University of Alabama. She completed her pre-doctoral internship at the University of Arkansas for Medical Sciences in Little Rock, Arkansas. She is a member of the American Psychological Association and APA’s Division 53: Society of Clinical Child and Adolescent Psychology. Dr. Morris received specialized training in Autism Spectrum Disorders at the University of Alabama’s Autism Spectrum Disorder Clinic and the UAMS Child Study Center’s autism program. She also received advanced clinical training on the ADOS diagnostic instrument, the gold-standard assessment for Autism Spectrum Disorders. She has been working with children and adolescents with Autism Spectrum Disorders for more than 10 years. She is involved in local events for the autism community, including regularly presenting at the Oklahoma Statewide Autism Conference and participating in the Oklahoma PieceWalk and 5K for Autism. Dr. Morris provides diagnostic evaluations, individual/family therapy, and social skills therapy for children and adolescents with ASD and their families. The diagnostic evaluation process includes a detailed parent interview, diagnostic play session (using the ADOS-2), intellectual testing, behavioral assessment, and adaptive behavior assessment.
Dr. Caitlin Stephens (HSP #1303) received her doctorate in Educational Psychology (with an option in School Psychology) in 2016 from Oklahoma State University. She received her Masters of Science in Educational Psychology (with an option in Psychometrics) en route to her Doctoral Degree in 2012. Prior to receiving her doctoral degree, Dr. Stephens completed her pre-doctoral internship at the Beatrice State Developmental Center (BSDC), in the Nebraska Internship Consortium in Professional Psychology (NICPP). While at BSDC, she worked as part of an interdisciplinary team, working to improve the quality of life of individuals living at intermediate care facilities. She provided psychological services including cognitive assessment and behavioral intervention, while receiving Board Certified Behavior Analyst (BCBA) supervision. During her graduate career at Oklahoma State University, she specialized in Applied Behavior Analysis. Under the direction of a BCBA, Dr. Stephens developed and implemented evidence-based treatments for a variety of academic and behavior concerns and provided extensive systems-level consultation to schools across the state of Oklahoma. She worked with schools to develop Response-to-Intervention (RtI) and Positive Behavior Interventions and Supports (PBIS) programs focusing on improving both academic and behavioral student outcomes. Her doctoral dissertation focused on the generalization of skills, specifically the role of fluency building to promote generalization of basic mathematics skills to word problems. Her experience working with schools allows her to provide more meaningful recommendations and consultation for parents, teachers and schools. Dr. Stephens provides psychological evaluations for children and adolescents with autism, ADHD, learning difficulties, developmental delays and social-emotional difficulties. She is a postdoctoral supervisor at the MAC. She also provides PCIT and behavioral therapy for children and their families. She develops interventions and recommendations based upon evidenced-based research and best practices. Working with clients and their families to increase skills or behaviors that can be generalized to other settings, is an important focus of her therapy. Dr. Stephens uses a behavioral approach to develop treatment goals and recommendations that are specific, generalizable, and useful for her clients and their families.
Dr. Stoni Fortney (HSP #1425) received her doctorate in psychology from The Ohio State University’s Intellectual and Developmental Disability Psychology program. In addition to completing her postdoctoral fellowship at Moore Autism Center, Dr. Fortney received specialized clinical training in autism, ADHD, intellectual developmental disorder, and other neurodevelopmental disorders across the lifespan through interdisciplinary experiences at sites including Nationwide Children’s Hospital, The Nisonger Center Autism and Developmental Clinic, and The Nisonger Early Childhood Center. While at The Ohio State University, Dr. Fortney was also an active participant in Leadership Education in Neurodevelopmental Disabilities (LEND)—an interdisciplinary training and leadership education program funded by the federal Maternal and Child Health Bureau—and received additional specialized training and experience in parent education, theater-based therapy programs, minority health, rural healthcare, disability-related advocacy, and school-based intervention and support. Currently, Dr. Fortney provides a variety of client-centered therapy and diagnostic evaluation services for children with neurodevelopmental disorders and their families, with the goal of utilizing current research, clinical experience, interdisciplinary collaboration, high-quality assessment tools, and client/family values to support client goals.
ELIGIBILITY REQUIREMENTS & APPLICATION PROCEDURES
The following are minimum requirements to be eligible for a MAC fellow position.
• Doctorate Degree in Clinical, Counseling, or School Psychology.
• 1 year of experience with clinical assessment of children, preferably testing children under age 6 year
• Clinical exposure to children with Autism Spectrum Disorders
• Educational background in diagnostic assessments (e.g., ADOS-2)
• APA accredited doctoral graduate program
• APA accredited or APPIC member doctoral internship
Applications should be submitted by email to Dr.Ward@yahoo.com and must include the following in order to be considered:
❑ Cover letter indicating interest and brief description of your training goals
❑ Curriculum vitae
❑ One redacted sample report
Prospective fellows will be invited to interview on-site. The Training Director, a primary supervisor, and/or other psychologist member of the MAC team will be present. Interviews may also be conducted online via ZOOM. Those able to interview on-site are given a tour of the MAC facility.
List of Expected Postdoctoral Fellow Competencies
1. COMPETENCY: COMPETENCE IN PROFESSIONAL CONDUCT, ETHICS AND LEGAL MATTERS
A. LEARNING ELEMENT: PROFESSIONAL INTERPERSONAL BEHAVIOR - Fellow demonstrates the ability to develop smooth working relationships and handle differences openly, tactfully and effectively.
B. LEARNING ELEMENT: SEEKS CONSULTATION/SUPERVISION - Fellow actively seeks consultation when treating complex cases and working with unfamiliar symptoms.
C. LEARNING ELEMENT: USES POSITIVE COPING STRATEGIES - Fellow demonstrates positive coping strategies with personal and professional stressors and challenges. Fellow maintains professional functioning and quality patient care.
D. LEARNING ELEMENT: PROFESSIONAL RESPONSIBILITY AND DOCUMENTATION - Fellow is responsible for key patient care tasks (e.g., phone calls, letters, case management), completes tasks promptly. All patient contacts, including scheduled and unscheduled appointments, and phone contacts are well documented. Records include crucial information.
E. LEARNING ELEMENT: EFFICIENCY AND TIME MANAGEMENT - Fellow demonstrates efficient and effective time management. Keeps scheduled appointments and meetings on time. Keeps supervisors aware of whereabouts as needed. Minimizes unplanned leave, whenever possible.
F. LEARNING ELEMENT: KNOWLEDGE OF ETHICS AND LAW - Fellow demonstrates good knowledge of ethical principles and state law. Consistently applies these appropriately, seeking consultation as needed.
G. LEARNING ELEMENT: ADMINISTRATIVE COMPETENCY - Fellow demonstrates a growing ability to accomplish administrative tasks. Prioritizes appropriately. Shows a growing autonomy in management of larger administrative, research or clinical projects.
2. COMPETENCY: COMPETENCE IN INDIVIDUAL AND CULTURAL DIVERSITY
A. LEARNING ELEMENT: PATIENT RAPPORT - Fellow consistently achieves a good rapport with patients.
B. LEARNING ELEMENT: SENSITIVITY TO PATIENT DIVERSITY - Fellow is sensitive to the cultural and individual diversity of patients. Committed to providing culturally sensitive services.
C. LEARNING ELEMENT: AWARENESS OF OWN CULTURAL AND ETHNIC BACKGROUND - Fellow is aware of own background and its impact on clients. Committed to continuing to explore own cultural identity issues and relationship to clinical work.
3. COMPETENCY: COMPETENCE IN THEORIES AND METHODS OF PSYCHOLOGICAL DIAGNOSIS AND ASSESSMENT
A. LEARNING ELEMENT: DIAGNOSTIC SKILL - Fellow demonstrates a thorough working knowledge of psychiatric diagnostic nomenclature and DSM classification. Utilizes historical, interview and psychometric data to diagnose accurately.
B. LEARNING ELEMENT: PSYCHOLOGICAL TEST SELECTION AND ADMINISTRATION - Fellow promptly and proficiently administers commonly used tests in their area of practice. Appropriately chooses the tests to be administered. Demonstrates competence in administering and scoring intelligence, personality, and academic achievement tests and measures.
C. LEARNING ELEMENT: PSYCHOLOGICAL TEST INTERPRETATION - Fellow interprets the results of psychological tests used in their area of practice. Demonstrates competence interpreting intelligence, personality, and academic achievement tests and measures.
D. LEARNING ELEMENT: ASSESSMENT WRITING SKILLS - Fellow writes a well-organized psychological report. Answers the referral question clearly and provides the referral source with specific recommendations.
E. LEARNING ELEMENT: FEEDBACK REGARDING ASSESSMENT - Plans and carries out a feedback interview. Explains the test results in terms the patient and/or caregiver can understand, provides suitable recommendations, and responds to issues raised by the patient or caregiver.
4. COMPETENCY: COMPETENCE IN THEORIES AND METHODS OF EFFECTIVE PSYCHOTHERAPEUTIC INTERVENTION
A. LEARNING ELEMENT: PATIENT RISK MANAGEMENT AND CONFIDENTIALITY - Fellow effectively evaluates, manages, and documents patient risk by assessing immediate concerns such as suicidality, homicidality, and any other safety issues. Collaborates with patients in crisis to make appropriate short-term safety plans, and intensify treatment as needed. Discusses all applicable confidentiality issues openly with patients.
B. LEARNING ELEMENT: CASE CONCEPTUALIZATION AND TREATMENT GOALS - Fellow formulates a useful case conceptualization that draws on theoretical and research knowledge. Collaborates with patients to form appropriate treatment goals.
C. LEARNING ELEMENT: THERAPEUTIC INTERVENTIONS - The fellow's interventions are well-timed, effective, and consistent with empirically supported treatments.
D. LEARNING ELEMENT: EFFECTIVE USE OF EMOTIONAL REACTIONS IN THERAPY (COUNTERTRANSFERENCE) - Fellow understands and uses own emotional reactions to the patient productively in the treatment.
E. LEARNING ELEMENT: GROUP THERAPY SKILLS AND PREPARATION - Fellow intervenes in group skillfully, attends to member participation, completion of therapeutic assignments, group communication, safety, and confidentiality. If the group is psychoeducational, readies materials for the group, and understands each session’s goals and tasks.
5. COMPETENCY: COMPETENCE IN SCHOLARLY INQUIRY AND APPLICATION OF CURRENT SCIENTIFIC KNOWLEDGE TO PRACTICE
A. LEARNING ELEMENT: SEEKS CURRENT SCIENTIFIC KNOWLEDGE - Fellow displays necessary self-direction in gathering clinical and research information practice independently and competently. Seeks out current scientific knowledge as needed to enhance knowledge about clinical practice and other relevant areas.
B. LEARNING ELEMENT: DEVELOPS AND IMPLEMENTS RESEARCH PLAN - Fellow develops and implements plan for research or other professional writing or presentation
6. COMPETENCY: COMPETENCE IN PROFESSIONAL CONSULTATION
A. LEARNING ELEMENT: CONSULTATION ASSESSMENT - Fellow performs an assessment of the patient referred for consultation, incorporating mental status exam, structured interview techniques or psychological assessment, as needed, to answer the referral question.
B. LEARNING ELEMENT: CONSULTATIVE GUIDANCE - Fellow gives the appropriate level of guidance when providing consultation to other health care professionals, taking into account their level of knowledge about psychological theories, methods, and principles.
7. COMPETENCY: COMPETENCE IN SUPERVISION
A. LEARNING ELEMENT: SUPERVISORY SKILLS - Fellow demonstrates good knowledge of supervision techniques and employs these skills in a consistent and effective manner, seeking consultation as needed. Builds good rapport with supervisee.
Due Process Procedures
Due Process Procedures are implemented in situations in which a supervisor or other staff member raises a concern about the functioning of a postdoctoral fellow. The fellowship’s Due Process procedures occur in a stepwise fashion, involving greater levels of intervention as a problem increases in persistence, complexity, or level of disruption to the training program.
Rights and Responsibilities
These procedures are a protection of the rights of both the fellow and the postdoctoral fellowship training program; and they carry responsibilities for both.
Fellows: The fellow has the right to be afforded with every reasonable opportunity to remediate problems. These procedures are not intended to be punitive; rather, they are meant as a structured opportunity for the intern to receive support and assistance in order to remediate concerns. The fellow has the right to be treated in a manner that is respectful, professional, and ethical. The fellow has the right to participate in the Due Process procedures by having their viewpoint heard at each step in the process. The fellow has the right to appeal decisions with which they disagree, within the limits of this policy. The responsibilities of the fellow include engaging with the training program and the business in a manner that is respectful, professional, and ethical, making every reasonable attempt to remediate behavioral and competency concerns, and striving to meet the aims and objectives of the program. Postdoctoral Fellowship Program: The program has the right to implement these Due Process procedures when they are called for as described below. The program and its staff have the right to be treated in a manner that is respectful, professional, and ethical. The program has a right to make decisions related to remediation for a fellow, including probation, suspension, and termination, within the limits of this policy. The responsibilities of the program include engaging with the fellow in a manner that is respectful, professional, and ethical, making every reasonable attempt to support fellows in remediating behavioral and competency concerns, and supporting fellows to the extent possible in successfully completing the training program.
Definition of a Problem
For purposes of this document, a problem is defined broadly as an interference in professional functioning which is reflected in one or more of the following ways: 1) an inability and/or unwillingness to acquire and integrate professional standards into one's repertoire of professional behavior; 2) an inability to acquire professional skills in order to reach an acceptable level of competency; and/or 3) an inability to control personal stress, psychological dysfunctions, and/or excessive emotional reactions which interfere with professional functioning. It is a professional judgment as to when an issue becomes a problem that requires remediation. Issues typically become identified as problems that require remediation when they include one or more of the following characteristics:
1) the fellow does not acknowledge, understand, or address the problem when it is identified;
2) the problem is not merely a reflection of a skill deficit which can be rectified by the scheduled sequence of clinical or didactic training;
3) the quality of services delivered by the fellow is sufficiently negatively affected;
4) the problem is not restricted to one area of professional functioning;
5) a disproportionate amount of attention by training personnel is required;
6) the fellow's behavior does not change as a function of feedback, and/or time;
7) the problematic behavior has potential for ethical or legal ramifications if not addressed;
8) the fellow's behavior negatively impacts the public view of the agency;
9) the problematic behavior negatively impacts other trainees;
10) the problematic behavior potentially causes harm to a patient; and/or,
11) the problematic behavior violates appropriate interpersonal communication with agency staff.
Informal Review
When a supervisor or other staff member believes that a fellow’s behavior is becoming problematic or that a fellow is having difficulty consistently demonstrating an expected level of competence, the first step in addressing the issue should be to raise the issue with the fellow directly and as soon as feasible in an attempt to informally resolve the problem. This may include increased supervision, didactic training, and/or structured readings. The supervisor or staff member who raises the concern should monitor the outcome.
Formal Review
If a fellow’s problem behavior persists following an attempt to resolve the issue informally, or if a fellow receives a rating of 2 or 1 on any learning element on a supervisory evaluation, the following process is initiated:
A. Notice: The fellow will be notified in writing that the issue has been raised to a formal level of review, and that a Hearing will be held.
B. Hearing: The supervisor or staff member will hold a Hearing with the Training Director (TD) and fellow within 10 working days of issuing a Notice of Formal Review to discuss the problem and determine what action needs to be taken to address the issue. If the TD is the supervisor who is raising the issue, an additional staff member who works directly with the fellow will be included at the Hearing. The fellow will have the opportunity to present their perspective at the Hearing and/or to provide a written statement related to their response to the problem.
C. Outcome and Next Steps: The result of the Hearing will be any of the following options, to be determined by the Training Director and other staff member who was present at the Hearing. This outcome will be communicated to the fellow in writing within 5 working days of the Hearing:
1) Issue an "Acknowledgement Notice" which formally acknowledges:
a) that the staff is aware of and concerned with the problem;
b) that the problem has been brought to the attention of the fellow;
c) that the staff will work with the fellow to specify the steps necessary to rectify the problem or skill deficits addressed by the inadequate evaluation rating; and,
d) that the problem is not significant enough to warrant further remedial action at this time.
2) Place the fellow on a "Remediation Plan" which defines a relationship such that the staff, through the supervisors and TD, actively and systematically monitor, for a specific length of time, the degree to which the fellow addresses, changes and/or otherwise improves the problematic behavior or skill deficit. The implementation of a Remediation Plan will represent a probationary status for the fellow. The length of the probation period will depend upon the nature of the problem and will be determined by the fellow’s supervisor and the TD. A written Remediation Plan will be shared with the fellow in writing and will include:
a) the actual behaviors or skills associated with the problem;
b) the specific actions to be taken for rectifying the problem;
c) the time frame during which the problem is expected to be ameliorated; and,
d) the procedures designed to ascertain whether the problem has been appropriately remediated.
At the end of this remediation period as specified in ‘c’ above, the TD will provide a written statement indicating whether or not the problem has been remediated. This statement will become part of the fellow’s permanent file. If the problem has not been remediated, the Training Director may choose to move to Step D below or may choose to extend the Remediation Plan. The extended Remediation Plan will include all of the information mentioned above and the extended time frame will be specified clearly.
3) Place the fellow on suspension, which would include removing the fellow from all clinical service provision for a specified period of time, during which the program may support the fellow in obtaining additional didactic training, close mentorship, or engage in some other method of remediation. The length of the suspension period will depend upon the nature of the problem and will be determined by the fellow’s supervisor and the TD. A written Suspension Plan will be shared with the fellow in writing and will include:
a) the actual behaviors or skills associated with the problem;
b) the specific actions to be taken for rectifying the problem;
c) the time frame during which the problem is expected to be ameliorated; and,
d) the procedures designed to ascertain whether the problem has been appropriately remediated.
At the end of this remediation period as specified in ‘c’ above, the TD will provide a written statement indicating whether or not the problem has been remediated to a level that indicates that the suspension of clinical activities can be lifted. The statement may include a recommendation to place the fellow on a probationary status with a Remediation Plan. In this case, the process in #2 above would be followed. This statement will become part of the fellow’s permanent file.
D. If the problem is not rectified through the above processes, or if the problem represents gross misconduct or ethical violations that have the potential to cause harm, the fellow’s placement within the fellowship program may be terminated. The decision to terminate a fellow’s position would be made by the Training Committee and business owner and would represent a discontinuation of participation by the fellow within every aspect of the training program. The Training Committee would make this determination during a meeting convened within 10 working days of the previous step completed in this process, or during the regularly-scheduled monthly Training Committee meeting, whichever occurs first. The TD may decide to suspend a fellow’s clinical activities during this period prior to a final decision being made, if warranted.
All time limits mentioned above may be extended by mutual consent within a reasonable limit.
APPEAL Process
If the fellow wishes to challenge a decision made at any step in the Due Process procedures, they may request an Appeals Hearing before the Training Committee. This request must be made in writing to the TD within 5 working days of notification regarding the decision with which the fellow is dissatisfied. If requested, the Appeals Hearing will be conducted by a review panel convened by the TD and consisting of the TD (or another supervisor, if appropriate) and at least two other members of the training staff who work directly with the fellow. The fellow may request a specific member of the training staff to serve on the review panel. The Appeals Hearing will be held within 10 working days of the fellow’s request. The review panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The review panel may uphold the decisions made previously or may modify them.
If the fellow is dissatisfied with the decision of the review panel, they may appeal the decision, in writing, to the Business Manager. If the fellow is dissatisfied with the decision of the business manager, they may appeal the decision, in writing, to the business owner. Each of these levels of appeal must be submitted in writing within 5 working days of the decision being appealed. The business owner has final discretion regarding the outcome.
Grievance Procedures
Grievance Procedures are implemented in situations in which a psychology fellow raises a concern about a supervisor or other staff member, trainee, or any aspect of the fellowship training program. Fellows who pursue grievances in good faith will not experience any adverse professional consequences. For situations in which a fellow raises a grievance about a supervisor, staff member, trainee, or the fellowship program:
Informal Review
First, the fellow should raise the issue as soon as feasible with the involved supervisor, staff member, other trainee, or the TD in an effort to resolve the problem informally.
Formal Review
If the matter cannot be satisfactorily resolved using informal means, the fellow may submit a formal grievance in writing to the TD. If the TD is the object of the grievance, the grievance should be submitted to the business manager. The individual being grieved will be asked to submit a response in writing. The TD (or business manager, if appropriate) will meet with the fellow and the individual being grieved within 10 working days. In some cases, the TD or business manager may wish to meet with the fellow and the individual being grieved separately first.
In cases where the fellow is submitting a grievance related to some aspect of the training program rather than an individual (e.g., issues with policies, curriculum, etc.) the TD and business manager will meet with the fellow jointly. The goal of the joint meeting is to develop a plan of action to resolve the matter. The plan of action will include:
a) the behavior/issue associated with the grievance;
b) the specific steps to rectify the problem; and,
c) procedures designed to ascertain whether the problem has been appropriately rectified.
The TD or business manager will document the process and outcome of the meeting. The fellow and the individual being grieved, if applicable, will be asked to report back to the TD or business manager in writing within 10 working days regarding whether the issue has been adequately resolved.
If the plan of action fails, the TD or business manager will convene a review panel consisting of themselves and at least two other members of the training staff within 10 working days. The fellow may request a specific member of the training staff to serve on the review panel. The review panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The review panel has final discretion regarding the outcome.
If the review panel determines that a grievance against a staff member cannot be resolved internally or is not appropriate to be resolved internally, then the issue will be turned over to the business owner in order to initiate the agency’s due process procedures.