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Guam-PIC Aims and Competencies

Aim

The aim of the Guam Pictorial Internship Consortium (Guam-PIC) is to prepare, train, and retain psychologists to provide culturally competent collaborative health care for the underserved and diverse people of Guam.

Program Structure

The Guam Psychology Internship Consortium (Guam-PIC) represents the collaborative effort of two behavioral health agencies to share resources and faculty to provide a broad and general educational program for doctoral psychology interns. Guam-PIC offers one-year, full- time internship positions at the Behavioral Health and Wellness Center and Department of Corrections in Guam. By the conclusion of the internship year, interns are expected to have demonstrated ability consistent with expectations for an entry-level psychologist in the following competencies:

Guam-PIC Training Competencies and Training Elements

Interns will achieve competence appropriate to their professional developmental level in the areas of…

1. Research

a. Demonstrates the substantially independent ability to critically evaluate research or other scholarly activities (e.g., case conference, presentations, publications);

b. Disseminates research and other scholarly activities (e.g., case conference, presentations, publications) at the local, regional, or national level; and

c. Independently accesses and applies scientific knowledge and skills appropriately to the solution of problems.

2. Ethical and Legal Standards

a. Be knowledgeable and act in accordance with each of the following:

i. the current version of the APA Ethical Principles of Psychologists and Code of Conduct;
ii. relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, territorial, and federal levels; and
iii. relevant professional standards and guidelines.

b. Recognizes ethical dilemmas as they arise and apply ethical decision-making processes in order to resolve the dilemmas;

c. Conducts self in an ethical manner in all professional activities; and

d. Seeks supervision and consultation in order to resolve ethical dilemmas.

3. Individual and Cultural Diversity

a. Demonstrates an understanding of how one’s own personal/cultural history, attitudes, and biases affects how one understands and interacts with people different from themselves;

b. Demonstrates knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service;

c. Demonstrates the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles;

d. Demonstrates the ability to apply a framework for working effectively with areas of individual and cultural diversity;

e. Demonstrates the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews create conflict with their own; and

f. Considers relevant cultural issues in case conceptualization, selection of assessment tools, diagnosis, and determination of treatment modality.

4. Professional Values, Attitudes, and Behaviors

a. Behaves in ways that reflect the values and attitudes of psychology, including cultural humility, integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others;

b. Engages in self-reflection regarding one’s personal and professional functioning, engage in activities to maintain and improve performance, well-being, and professional effectiveness;

c. Actively seeks and demonstrates openness and responsiveness to feedback and supervision;

d. Responds professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training;

e. Actively participates in scheduled appointments, training activities, required documentation, and meetings consistently in a timely manner; and

f. Maintains appropriate boundaries in professional and clinical relationships.

5. Communication and Interpersonal Skills

a. Develops and maintains effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services;

b. Demonstrates a thorough grasp of professional language and concepts; produce, comprehend, and engage in written, verbal, and non-verbal communications that are informative and well-integrated; and

c. Demonstrates effective interpersonal skills and the ability to manage difficult communication well.

6. Assessment

a. Demonstrates current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology;

b. Demonstrates understanding of human behavior within its context (e.g., family, social, societal, and cultural);

c. Demonstrates the ability to apply the knowledge of functional and dysfunctional behaviors including the context to the assessment and/or diagnostic process;

d. Selects and applies assessment methods that draw from the empirical literature and that reflects the science of measurement and psychometrics;

e. Collects relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient;

f. Interprets assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective; and,

g. Communicates the findings and implications of the assessment in an accurate and effective manner to a range of audiences.

7. Intervention

a. Establishes and maintains effective relationships with the recipients of psychological services;

b. Develops evidence-based intervention plans specific to the service delivery goals;

c. Implements interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables;

d. Demonstrates the ability to apply the relevant research literature to clinical decision making;

e. Modifies and adapts evidence-based approaches effectively when a clear evidence-base is lacking;

f. Evaluates intervention effectiveness and adapts intervention goals and methods consistent with ongoing evaluation; and

g. States and explains one’s theoretical orientation regarding behavior change.

8. Supervision

a. Applies supervision knowledge in direct or simulated practice with psychology trainees, or other health professionals. Examples of direct or simulated practice examples include, but are not limited to, role-played supervision with others, and peer supervision with other trainees;

b. Applies the supervisory skill of observing in direct or simulated practice;

c. Applies the supervisory skill of evaluating in direct or simulated practice; and,

d. Applies the supervisory skills of giving guidance and feedback in direct or simulated practice.

9. Consultation and Interprofessional/Interdisciplinary Skills

a. Demonstrates knowledge and respect for the roles and perspectives of other professions;

b. Applies knowledge of consultation models and practices in direct or simulated consultation with individuals and their families, other health care professionals, interprofessional groups, or systems related to health and behavior; and

c. Demonstrates ability to work within a team-based approach to clinical services.

10. Guam Public Behavioral Health

a. Demonstrates understanding of the public behavioral health system;

b. Demonstrates understanding of and sensitivity to the specific social and environmental stressors of underserved client populations by appropriately considering these factors in assessment, diagnosis, and treatment planning;

c. Demonstrates knowledge of organizational, local, and state policies, regulations, and statutes and their impact on the profession of psychology and the delivery of services; and,

d. Demonstrates the ability to critically evaluate the system of care, including strengths, challenges, and impacts on persons served.

Evaluation of Competencies:

A score lower than a “2” on a profession-wide competency or associated learning element at the 3-month evaluation, below a “3” at the 7-month evaluation, or below a “4” at the 12-month evaluation will initiate the program’s Due Process procedures. Thus, interns must receive a rating of 4 or above on all elements and competencies to successfully complete the program. Please see the Intern Evaluation policy for more information.