Autobiographical Statement

I. A overview of your professional background (education, training, and employment). Your career goals as a counseling psychologist (setting, problems, clients).

I was born in Poland and raised by my parents, Stanislaw, a retired policeman and Elzbieta, a dietician for children in a Special Educational and Pedagogical Center in Szczecinek, Poland. I have a wonderful brother, Bartosz who is a medical doctor in Kolobrzeg, Poland.
A major influence in my life has been the example of my parents, both extraordinary people. My parents’ faith has been the bedrock of their life. We share lots of good times, but most important, lots and lots of honest heart to heart talks. I guess, I can say, my parents taught me from an early age how important is to listen with the heart. During some of those family conversations during my childhood, I told my parents that one day I would become a priest and psychologist. Not sure that they believed me, but I know they listened with their hearts and were very supportive. And, it is true, since a very early age, I have felt in my heart a gentle calling from God. It was a desire, stronger than any other desire I would ever have had through my teenager and adult life. As they say, the call from God is a mystery, but it is also a tremendous gift.
My view of my Priesthood in relation to the people can be described in the way of a circle. The Church and its people are the circle, and in the center is us, the priests, to guide them to get closer to God, always working together. I do not support the pyramid model where the priest is on the very top level and the people are below him. We are all one, united in the Body of Christ.
For me people are the best teachers of life and God’s love. I believe that every human life vocation is worthy, God loves equally those who are called to the married life to those called to priesthood and/or religious life. God has tasks to do for every person. It is a joy to see how many people are willing to give their time and talents and help the Church mission. It is a joy to work all together!
When it comes to ministry work, I feel comfortable to serve in a variety of ministries. I have had experience working as a teacher for the Youth, working with troubled Youth, as well working in the ministries to the prison, the sick, the elderly and with the police forces and their families. Because of my trust in God I welcome any challenges.
I enjoyed helping young people seeking meaning of their lives. It is always a joy to see how God works in helping young people to come to a better understanding of themselves as well as of God, to discover that there is something very real about God and life-giving about being a Catholic. During my assignments, I have learned patience and the importance of team work with the laity. Like the saying says, “a drop of water pierces a rock not by the force of it but by the persistence.” Patience, love, and understanding are the foundation of any team work. When one is patient, has time for the people and truly love them, then one can do a lot with and for them.
I enjoy spending my day off walking, listening to music and reading books especially in the Psychology field. This passion comes from my deep belief that understanding the how and the why of human behavior is essential for me to accomplish my priestly ministry. For any human being their individual family (biological or adoptive family) can be the most influential component that shapes his or her behaviors and beliefs. Therefore, having a more profound knowledge of all the different human behaviors that arise within the context of a family dynamic will empower me to make a real difference in the lives of the many people I would encounter in my different priestly ministries. Without further enhancing my knowledge in the Psychology field I feel I would be in “crutches” when it comes to understanding and motivating people. It is why, therefore, my interest in completing another Doctorate degree in Psychology (besides the Ph.D. degree I obtained in Poland) with the ultimate goal of becoming a licensed psychologist in New Jersey and utilize these skills in my priestly ministry.
My desire to understand people behaviors and feelings, has always being close to my heart. In fact, my desire to study psychology dates back to my own childhood in my native Poland. Furthermore, this desire to study psychology was the reason that I set for myself additional academic goals to study psychology besides my seminary studies. When it came for me to choose in Poland my dissertation topics for my MA and PhD’s thesis I choose topics related to human behavior and their correlation to the family unit.
At a very young age I developed a natural desire to understand people which included wanting to understand how my father’s work affected his relationship and actions towards our family and consequently impacting our family dynamics. My father was the chief of police of a medium sized city in Poland (Szczecinek) and as such he had to deal with many difficult workplace stresses on a daily basis. Just as many police officers do, my father let some of these work stresses creep into our family time. Having this experience with my father made me realize how any behaviors from one family member can affect directly, or indirectly, the whole family unit. It was clear to me since a young age that although a family is composed of different members, because of the interconnectedness among these members, what one member does can play a significant role in each other individual behaviors. It was this realization that led me later on in my life to choose my dissertation topic for my master’s degree, “Attitudes and Behaviors of Police Academy Students.” My research for my dissertation was not only limited in understanding the students themselves, but rather, on the impact being in the police academy and working as a police officer would have on their current and, God-willing, future families.
To properly research my masters’ thesis topic in an analytical way I designed a test (under the supervision of my thesis’ mentor) that helped me evaluate the ongoing behaviors of the police officers and candidates. I studied the qualities that I believed would impact the most the police officers’ ability to handle stress and avoid creating an unhealthy situation when he would go back to his family at the end of his work day. Among some of the behaviors I studied in my research (for brevity reasons I am not including all that that were included in my research) were the police officers’ ability to learn from prior mistakes, their ability to be a team player, their flexibility in their thought patterns, how easily these officers and candidates were manipulated by others or by external events, and how well they accepted their own limitations as a human being.
While I was doing my analytical research with the police officers and candidates I helped them develop, or improve, skills such as: better communication skills, finding ways to increase their tolerance and sensitivity towards other people of different beliefs and faiths, and being more open and equipped to handle any major change in their jobs (such as position or new location). My main goal in working with the police officers and candidates, was not just about helping them, but rather to help improve their families’ dynamics when they would come home after a stressful day at work, an attempt to understand the same dynamic which I experienced at home when I was a child.
I completed the above work simultaneously with my seminarian formation in Poland, where I believed God was calling me to be a priest. Responding to God’s call could not be adequately explained or understood through reason and God had other plans for me and brought me to become a Priest under the Diocese of xxxxxx. Leaving my beloved Poland, my family and everything behind was certainly not easy, not only for me but for my family as well. Seeing the strains of moving to another culture and moving away from the family, and the personal toll it takes, it is that I became interested in the impact that immigration takes in an individual and the unavoidable impact in the families when members are separated. This major experience in my life led me to focus my doctoral thesis on Polish immigrants in the United States.
The goal of my doctoral thesis was to analyze the attitudes and behaviors of recent (1990-2012) Polish immigrants to the United States, especially those in the NY/NJ area. My thesis was particularly concerned with the impact of the immigration in the immediate family, and especially on the parent-children relationship. I wanted to better understand the problems and needs of these immigrant families, who have been without professional help due to a lack of Polish speaking psychologist or therapist in this area. The findings of my thesis were so influential that parts of it were published in English in a Polish-Slovakian Journal that recognizes the most influential current works in psychology and sociology.
My PhD dissertation proved that one cannot just help a single member of a family, but showed a need to understand that for any genuine psychological improvement, the work done with an individual needs to be interconnected with work done with the family. This doesn’t mean that family therapy sessions are always needed as part of an individual therapy treatment, but, rather that it is important to understand that a human being is part of a family, and it is the family that forms the building blocks for psychological health. If a child grows up in a dysfunctional home, they will be psychologically affected and if not helped through professional work, he or she will continue the cycle with his or her future children.
My prior academic experience in psychology and sociology has greatly helped me in my priestly ministry as a Vocations Director and as the Rector of our Diocesan House of formation and discernment for seminarians. I currently work closely with many immigrant seminarians coming primarily from Poland, Colombia, Mexico, and Dominican Republic etc. These young men leave everything behind to come to the United States and without a doubt there is a tremendous psychological impact in them as individuals and their families back home. My job with our foreign seminarians is to help them get acquainted with both culture and language. I have become sort of a surrogate Father for them while they live at our House waiting to transition into their seminary studies. In addition, I try to help the seminarians’ families be at ease understanding the transition of their sons into a new country that most probably they will never get to live in.
For me the study of human behavior and family psychology is a lifelong endeavor. To continue my studies in Psychology means to open many more doors of possibilities to help people in many different ways under my pastoral care. This is one of the main reasons I would like to pursue my degree of Psychology at The College of st. Elizabeth and to pursue the licensure in Counseling Psychology in the state of New Jersey. My areas of interests are Psychospirituality, Psychodynamic Theories, Humanistic/ Existential Theory and Practice, Multicultural Psychology, Therapy and Counseling of immigrants.

Your theoretical orientation.

I’m primarily psychodynamic /psychoanalytic , but it really depends on the patient, and their level of functioning. I’ve found that in actual patient interaction, I’m more open to things like CBT (which, on a purely theoretical/intellectual basis, I think is inadequate), depending on the needs and “modes” of the patient. One thing that is overriding any treatment modality, though, is a decidedly humanistic /existential approach to therapy, whereby the integrity of the relationship and the focus on the phenomenology of the patient, are primary. The goal of therapy being to restore some sense of meaning in the face of (death, illness, interpersonal strife, etc.), and to facilitate individuation. Here I’m very much like Yalom or May.

In my theoretical/academic work, I am very psychoanalytic, with a healthy mix Freud, Fromm, Becker, Jaspers, and Rank thrown in.
I like also Family therapy, sometimes called family systems therapy; , working with couples, families, and/or children and looks at problems in the context of a family system, viewing the entire family as the therapy client. Usually the family comes in together, although different subsets of the family may come in separately or together, over time, in order to improve the overall functioning of the family unit. There are many different models of family therapy that utilize different approaches .
My work is in religion, emigrants, family, culture, and psychopathology, and so it makes sense to be psychoanalytically orientated (the “deep” origins of culture, the sense in which culture and mind “make each other up”, etc.).

And, if was experiencing distress, I would most certainly seek out a psychoanalyst or existential therapist. I’m not interested in scratching the surface of my cognitions, attempting to “re-write” them, but rather in seeking the source of their fertility. Psychoanalysis, when adequately understood and modified (as in Rank or Fromm’s analysis), is wonderful for high functioning clients in helping them to dissolve the boundaries between their neurosis and the potential for meaningful, creative output.
Should I say about myself as integrative, meaning that I use a number of different theories and interventions with the clients I see. Probably I Could. But I thought it will be important to explain which specific theories I integrate into my practice.
II. Review the learning objectives for this course. At this point in your doctoral training and this course, indicate which objectives you have “fully achieved,” “partially achieved,” “have not achieved.” It is sufficient to just list the ones under each category. You do not have to give an explanation. Remember since you are the person who will mainly be using this information you can go into more or less detail based on what you need to remember to understand in the future why you rated yourself at this level at this point.

FOUNDATIONAL COMPETENCIES:
1. Professional Identity; Achieved, but need to continue

1a. Core Professional Identity – Achieved, but need to continue

( knowledge of the program and profession (training model, core competencies); demonstrate knowledge that counseling psychology is based in and informed by psychological science; member of 7 Psychological, Psychiatrist and Sociological organization in Poland, Germany, Slovac; attend colloquia, workshops, conferences, symposiums, some of them I delivered; Consults literature relevant to client care (I`m an active member of Scientist Professors Editorial Team of Spoleczenstwo Kultura Wartosci , ISSN 2300-3030); I can identify and explore research questions of relevance to counseling psychology; I keep up with advances in profession; demonstrate attention to healthy development across the lifespan, including academic, work, and career domains, in addition to remediation of emotional and behavioral concerns; Promote well-being and prevents development of problems ; communicate values of inclusion, equity, social justice, and celebrating cultural and individual diversity; demonstrate ongoing development of self-awareness, an understanding of impact of self on others, and an authentic relational perspective in professional interactions; can articulate how science forms the basis of our professional practice)
1b. Holistic and Contextual Worldview – Achieved, but need to continue

(I can recognize when theories address or fail to address contextual issues; I can recognize when theory and research have limited applicability across cultural groups and identities; I can consider social factors when selecting research populations and questions; Respond flexibly to multiple client and environmental characteristics)
1c. Developmental, Strength-Based Focus – Achieved, but need to continue
(Demonstrates knowledge of core counseling psychology history and values; Demonstrates importance of working with developmental issues; Can identify client strengths and resources; Can place client concerns into developmental context; Gives appropriate weight to diagnosis and symptomology while not adopting a deficit perspective; Encourages developmental and strength-based approaches among colleagues and agencies)
1d. Recognizes value of Prevention – Achieved, but need to continue

(Demonstrates knowledge of core counseling psychology history and values; Demonstrates understanding of prevention as a valuable activity; Can identify and make use of empirical support of prevention interventions; begun experience with group outreach or consultation activities that emphasize prevention; completed at least one practical experience that is related to prevention: stopping, delaying, or reducing the impact of a problem and increasing well-being among individuals and groups through direct intervention or contributing to policy; Implements prevention strategies to minimize negative consequences for individuals and groups; Integrates prevention interventions into treatment planning)
1e. Integrates Vocational Approaches – Achieved, but need to continue

(Displays awareness of the role of work transitions across the lifespan; Articulates beginning understanding and knowledge of the way culture and context shape the vocational behavior of others; Seeks understanding of how clients negotiate multiple life and work roles in their contexts; Displays understanding of how economic and social factors provide opportunities for and barriers to employment, which in turn shapes client’s career trajectory ; Demonstrates knowledge, awareness, and understanding of the way culture and context shape the behavior of other individuals, including work behavior; Recognizes reciprocal influences of health on work and work on health (behavioral, emotional, and physical); Integrates understanding of how multicultural, sociopolitical, and other contextual factors influence the client’s pursuit and experience of work)

1f. Oriented toward Social Justice – Achieved, but need to continue

(Articulates social, political, economic or cultural factors that may impact on human development and functioning; Understands the need to consider these factors as part of the therapeutic process; Identifies specific barriers to client improvement, e.g., lack of access to resources; Assists client in development of self-advocacy plans; Able to identify scientific and research questions that would inform policy and help to alleviate barriers; Promotes client self-advocacy; Assesses implementation and outcome of client’s self-advocacy plans )

2. Relationships – Achieved, but need to continue

2a. Interpersonal Relationships- Achieved, but need to continue
(Listens and is empathic with others, Respects and shows interest in others’ cultures, experiences, values, points of view, goals and desires, fears, etc.; Demonstrates interpersonal skills verbally and non-verbally ; Receives feedback; Works cooperatively and collaboratively with peers; Demonstrates the need to support the work of others and seek support from others; Understands the empirical evidence that supports the importance of relationship for therapeutic change; Forms effective working alliances with most clients; Engages with supervisors to work effectively; Involved in departmental, institutional, or professional activities or governance; Demonstrates respectful and collegial interactions with those who have different professional models or perspectives; Seeks out and integrates feedback; Demonstrates the ability to support the work of others and seek support from others; Effectively negotiates conflictual, difficult and complex relationships including those with individuals and groups that differ significantly from oneself; Maintains satisfactory interpersonal relationships with clients, peers, faculty, allied professionals, and the public; Independently seeks out, integrates, and provides constructive feedback)

2b. Affective Skills – Achieved, but need to continue

(Demonstrates affect tolerance; Tolerates interpersonal conflict; Demonstrates awareness of inner emotional experience; Demonstrates emotional maturity; Listens to and acknowledges feedback from others; Notices and expresses feelings; Demonstrates comfort with a range of emotions; Affect does not overwhelm judgment; Is flexible when things don’t go according to plan; Demonstrates active problem-solving; Makes appropriate disclosures regarding problematic interpersonal situations; Acknowledges own role in difficult interactions; Initiates discussion regarding disagreements with colleagues or supervisors ; Efforts to resolve disagreements do not escalate negative affect among the parties involved; Seeks clarification in challenging interpersonal communications; Demonstrates understanding of diverse viewpoints in challenging interactions; Provides feedback to supervisor regarding supervisory process; Provides feedback to peers regarding peers’ clinical work in context of group supervision or case conference; Accepts and implements supervisory feedback non-defensively; Maintains affective equilibrium and focus on therapeutic task in face of client distress; Tolerates ambiguity and uncertainty; Demonstrates emotional regulation ability to connect and remain present with clients’ difficult affective experiences; Accepts, evaluates and implements feedback from others
Uses affective reactions in the service of resolving disagreements or fostering growth in others; Tolerates patient’s/client’s feelings, attitudes, and wishes, particularly as they are expressed toward the therapist, so as to maintain and/or promote therapeutic dialogue; Allows, enables, and facilitates the patient’s/client’s exploration and expression of affectively difficult issues, while remaining emotionally engaged; Works flexibly with patients’/clients’ intense affects which could destabilize the therapeutic relationship)

2c. Expressive Skills- Achieved, but need to continue

(Written work is organized, easy to understand, and conveys the main points; Shares opinions with others using language that others can understand; Non-verbal behavior is consistent with verbal communications; Uses professional terms and concepts appropriately and clearly in discussions, case reports, etc.; Understands terms and concepts used in professional texts and in others’ case reports; Communication is understandable, consistent across expressive modalities; Prepares clearly written assessment reports; Presents clinical process to supervisor in a succinct, organized, well-summarized way; Provides verbal feedback to client regarding assessment and diagnosis using language the client can understand; Presents clear, appropriately detailed clinical material; Recognizes potential oppression inherent in verbal and non-verbal expressions; Demonstrates descriptive, understandable command of language, both written and verbal; Communicates clearly and effectively with clients; Uses appropriate professional language when dialoguing with other healthcare providers; Prepares sophisticated and compelling case reports; Treatment summaries are concise, yet comprehensive ; Independently monitors and takes responsibility for potential oppression inherent in verbal and non-verbal expressions)

3. Individual and Cultural Diversity – Achieved, but need to continue

3a. Self as shaped by Individual and Cultural – Achieved, but need to continue
(Articulates how ethnic group values influence who one is and how one relates to other people; Articulates dimensions of diversity (e.g., race, gender, sexual orientation); Uses knowledge of self to monitor effectiveness as a professional; Initiates supervision about diversity issues ; Uses knowledge of self to monitor and improve effectiveness as a professional; Seeks consultation or supervision when uncertain about diversity issues)
3b. Others as shaped by Individual and Cultural Diversity – Achieved, but need to continue

(Demonstrates knowledge, awareness and understanding of the way culture and context shape the behavior of other individuals; Articulates beginning understanding of the way culture and context are a consideration in working with clients; Demonstrates understanding that others may have multiple cultural identities; Initiates supervision about diversity issues with others; Uses knowledge of others to monitor and improve effectiveness as a professional; Seeks consultation or supervision when uncertain about diversity issues with others)

3c. Interaction of self and others as shaped by Individual and Cultural Diversity and Context – Achieved, but need to continue

(Demonstrates knowledge, awareness and understanding of the way culture and context shape interactions between and among individuals; Articulates beginning understanding of the way culture and context are a consideration in the therapeutic relationship; Understands the role that diversity may play in interactions with others; Initiates supervision about diversity issues in interactions with others; Uses knowledge the role of culture in interactions to monitor and improve effectiveness as a professional; Seeks consultation or supervision when uncertain about diversity issues in interactions with others

3d. Applications based on Individual and Cultural Context – Achieved, but need to continue

(Uses knowledge the role of culture in interactions to monitor and improve effectiveness as a professional; Seeks consultation or supervision when uncertain about diversity issues in interactions with others; Demonstrates knowledge of ICD literature and APA policies, including guidelines for practice with diverse individuals, groups, and communities; Works effectively with diverse others in professional activities; Demonstrates awareness of effects of oppression and privilege on self and others; Demonstrates knowledge of the role of work across different cultural groups; Adapts professional behavior in a manner that is sensitive and appropriate to the needs of diverse others; Articulates and uses alternative and culturally appropriate repertoire of skills and techniques and behaviors ; Seeks consultation regarding addressing individual and cultural diversity as needed; Uses culturally relevant best practices)

4. Professional Values and Attitudes – Achieved, but need to continue

4a. Integrity: – Achieved, but need to continue
(Demonstrates honesty, even in difficult situations; Takes responsibility for own actions; Demonstrates ethical behavior and basic knowledge of APA Ethical Principles and Code of Conduct; Identifies situations that challenge professional values, and seeks faculty/supervisor guidance as needed; Demonstrates ability to discuss failures and lapses in adherence to professional values with supervisors/faculty as appropriate; Takes independent action to correct situations that are in conflict with professional values; Addresses situations that challenge professional values)
4b. Deportment- Achieved, but need to continue
(Demonstrates appropriate personal hygiene and attire; Distinguishes between appropriate and inappropriate language and demeanor in professional contexts; Demonstrates awareness of the impact behavior has on client, public and profession; Utilizes appropriate language and demeanor in professional communications; Verbal and non-verbal communications are appropriate to the professional context, including in challenging interactions; Flexibility shifts demeanor to effectively meet requirements of professional situation and enhance outcomes)
4c. Accountability- Achieved, but need to continue

(Turns in assignments in accordance with established deadlines; Demonstrates personal organization skills; Plans and organizes own workload; Follows policies and procedures of institution; Follows through on commitments; Completes required case documentation promptly and accurately; Accepts responsibility for meeting deadlines; Available when “on-call”; Acknowledges errors; Utilizes supervision to strengthen effectiveness of practice; Enhances own professional productivity; Holds self accountable for and submits to external review of quality service provision)

4d. Concern for welfare of others – Achieved, but need to continue

(Displays initiative to help others; Articulates importance of concepts of confidentiality, privacy, and informed consent; Demonstrates compassion (awareness of suffering and the wish to relieve it) for others; Displays respect in interpersonal interactions with others including those from divergent perspectives or backgrounds; Determines when response to client needs takes precedence over personal needs; Communications and actions convey sensitivity to individual experience and needs while retaining professional demeanor and deportment; Respectful of the beliefs and values of colleagues even when inconsistent with personal beliefs and values; Demonstrates compassion for others who are dissimilar from oneself, who express negative affect (e.g., hostility), and/or who seek care for proscribed behavior, such as violence, predation, or dangerousness)
5. Reflective Practice

5a. Reflective Practice – Partially Achieved – need to work on this more
(Demonstrates openness to: considering own personal concerns and issues; recognizing impact of self on others articulating attitudes, values, and beliefs toward diverse others; self-identifying multiple individual and cultural identities; systematically reviewing own professional performance with supervisors/teachers; Is able to articulate attitudes, values, and beliefs toward diverse others; Recognizes impact of self on others; Self-identifies multiple individual and cultural identities ; Is able to describe how others experience him/her and identifies roles one might play within a group; Responsively utilizes supervision to enhance reflectivity Reviews own professional performance via video or audiotape with supervisors; Displays ability to adjust professional performance as situation requires; Demonstrates a commitment to training/education as a process of personal change; Monitors and evaluates attitudes, values and beliefs towards diverse others; Systematically and effectively monitors and adjusts professional performance in action as situation requires; Independently recognizes and addresses own problems, minimizing interference with competent professional functioning; Consistently demonstrates self motivation to continue lifelong development and improvement)

5b. Self-Assessment – – Partially Achieved – need to work on this more

(Demonstrates awareness of competencies for professional training; Develops initial competency goals for early training (with input from faculty); Self-assessment comes close to congruence with assessment by peers and supervisors; Identifies areas requiring further professional growth; Writes a personal statement of professional goals ; Identifies learning objectives for overall training plan; Systemically and effectively reviews own professional performance via videotape or other technology; Accurately identifies level of competence across all competency domains; Accurately assesses own strengths and weaknesses and seeks to prevent or ameliorate impact on professional functioning; Recognizes when new/improved competencies are required for effective practice; Writes a personal statement of professional goals identifying areas for further professional growth, with extended plans to achieving the goals)

5c. Self-care- – Achieved, but need to continue
(Articulates benefits of engaging in self-care; Makes use of opportunities to engage in self-care; Takes action recommended by supervisor for self-care to ensure effective training; Maintains/alters weekly schedule to allow for self care activities; Anticipates and self-identifies disruptions in functioning and intervenes at an early stage with minimal support from supervisors)

5d. Participates in Supervision – n/a
(Demonstrates willingness to admit errors and accept feedback; Acknowledges supervisor’s differing viewpoints in supervision; Seeks supervision to improve performance; presents work for feedback, and integrates feedback into performance; Initiates discussion with supervisor of own reaction to clients in session; Seeks supervisor’s perspective on client progress; Seeks supervision when personal problems may interfere with professional activities; Seeks supervision when working with client problems for which he/she has had limited experience to ensure competence of services)
6. Scientific Knowledge and Methods

6a. Scientific Mindedness – Achieved, but need to continue
(Questions assumptions of knowledge; Evaluates study methodology and scientific basis of findings; Presents own work for the scrutiny of others; Uses literature to support ideas in case conferences and supervision; Formulates appropriate questions regarding case conceptualization; Generates hypotheses regarding own contribution to therapeutic process and outcome; Recognizes the potential of research to be both emancipatory and oppressive; Independently accesses and applies scientific knowledge and skills appropriately to the solution of problems; Implements appropriate methodology to address research questions)
6b. Scientific Foundations of Psychology and Counseling Psychology – Achieved, but need to continue
(Demonstrates understanding of core scientific conceptualizations of human behavior; Demonstrates basic knowledge of the breadth of scientific psychology; Cites scientific literature to support an argument when appropriate; Evaluates scholarly literature on a topic as needed; Demonstrates openness to multiple forms of scientific inquiry; Critically evaluates scientific literature; Demonstrates understanding of intersections across core areas of psychological science; Can formulate scientific questions and research inquiries emerging from existing knowledge base; Accurately evaluates scientific literature regarding clinical issues; Identifies multiple factors and interactions of those factors that underlie pathological behavior)

6c. Scientific Foundation of Professional Practice – – Partially Achieved – need to work on this more

(Understands the development of evidence based practice in psychology (EBP) as defined by APA; Displays understanding of the scientific foundations of the competencies; Cites scientific literature to support an argument when appropriate; Evaluates scholarly literature on a practice-related topic as needed; Recognizes and able to use the evidence that supports both specific counseling psychology practices and broad professional psychology practices; Applies EBP concepts in case conceptualization, treatment planning, and interventions in consultation with supervisor; Works with supervisor to compare and contrast EBP approaches with other theoretical perspectives and interventions in the context of case conceptualization and treatment ; Demonstrates ability to link concepts of therapeutic process and change to intervention strategies and tactics based on scientific scholarship; Demonstrates ability to both critique and use EBP approaches in professional practice; Reviews scholarly literature related to clinical work and applies knowledge to case conceptualization; Independently applies EBP concepts in practice; Independently compares and contrasts EBP approaches with other theoretical perspectives and interventions in the context of case conceptualization and treatment planning)

7. Ethical and Legal Standards and Policy – Achieved, but need to continue

7a. Knowledge of ethical, legal and professional standards and guidelines – Achieved, but need to continue
(Demonstrates beginning knowledge of typical legal issues, including child and elder abuse reporting, confidentiality, and informed consent; Identifies key documents/policies that guide the practice of psychology (e.g., APA Ethical Principles and Code of Conduct); Identifies key documents/policies that guide the implementation of counseling psychology emphases in vocational psychology, social justice, and prevention; Identifies ethical dilemmas effectively ; Actively consults with supervisor to act upon ethical and legal aspects of practice; Addresses ethical and legal aspects within the case conceptualization; Discusses ethical implications of professional work; Recognizes and discusses limits of own ethical and legal knowledge; Demonstrates intermediate knowledge of typical legal issues, including child and elder abuse reporting, confidentiality, and informed consent; Addresses complex ethical and legal issues ; Articulates potential conflicts in complex ethical and legal issues; Seeks to prevent problems and unprofessional conduct; Demonstrates advanced knowledge of typical legal issues, including child and elder abuse reporting, HIPAA, confidentiality, and informed consent)

7b. Awareness and Application of Ethical Decision Making- – Achieved, but need to continue

(Recognizes the importance of basic ethical concepts applicable in initial practice (e.g. child abuse reporting, Informed consent, confidentiality, multiple relationships, and competence); Demonstrates awareness of an ethical decision making model applied to case vignettes; Uses an ethical decision-making model when discussing cases in supervision; Identifies ethical implications in cases and understands the ethical elements present in ethical dilemma or question; Discusses ethical dilemmas and decision making in supervision, staff meetings, presentations, practicum settings; Applies applicable ethical principles and standards in professional writings and presentations; Applies applicable ethics concepts in research design and subject treatment; Applies ethics and professional concepts in teaching and training activities; Develops strategies to seek consultation regarding complex ethical and legal dilemmas; Takes appropriate steps when others behave unprofessionally; Identifies potential conflicts between personal belief systems, APA Ethics Code and legal issues in practice)

7c. Ethical Conduct- – Achieved, but need to continue

(Evidences desire to help others; Shows honesty and integrity; values ethical behavior; Demonstrates personal courage consistent with ethical values of psychologists; Displays appropriate boundary management; Is able to articulate knowledge of own moral principles and ethical values in discussions with supervisors and peers about ethical issues; Is able to spontaneously discusses intersection of personal and professional ethical and moral issues; Demonstrates adherence to ethical and legal standards in professional activities; Takes responsibility for continuing professional development )
FUNCTIONAL COMPETENCIES:

8. Advocacy:

8a. Empowerment – – Achieved, but need to continue

(Articulates social, political, economic or cultural factors that may impact on human development and functioning; Demonstrates the recognition of the importance of consideration of these factors as part of the therapeutic process; Able to identify ways in which a psychologists can act as an agent of change in systems; Identifies specific barriers to client improvement, e.g., lack of access to resources; Assists client in development of self-advocacy plans; Able to plan and assess impact of advocacy efforts; Promotes client self-advocacy; Assesses implementation and outcome of client’s self-advocacy plans; Able to implement advocacy activities that impact groups or social level, as well as individual-level change)

8b. Systems Change – – Achieved, but need to continue

(Articulates role of therapist as change agent outside of direct patient contact; Demonstrates awareness of institutional and systems level barriers to change; Recognizes systems of privilege and oppression that influence institutional/organizational functioning: Identifies target issues/agencies most relevant to specific issue; Formulates an action plan; Implements plan to appropriately promote change; Demonstrates understanding of appropriate boundaries and times to advocate on behalf of client; Develops alliances with relevant individuals and groups; Engages with groups with differing viewpoints around issue to promote change; Helps groups understand how institutionalized norms can be oppressive and is capable of helping groups act on that understanding to facilitate positive change)

9. Intervention

9a. Intervention Planning – – Partially Achieved – need to work on this more

(Articulates a basic understanding of how intervention choices are informed by assessment (e.g., clinical intake, testing); Articulates a basic understanding of how assessment guides the process of intervention; Identifies basic strengths and weaknesses of different assessment and intervention approaches; Articulates a theory of change and identifies interventions to implement change, as consistent with the AAPI (APPIC Application for Psychology Internships); Writes case conceptualization reports and collaborative treatment plans incorporating EBP; Demonstrates knowledge of interventions and explanations for their use based on EBP; Demonstrates the ability to select interventions, assessment tools, and consultation methods for different problems and populations related to the practice setting; Investigates existing literature related to problems and client issues; Writes a statement of own theoretical perspective regarding intervention strategies; Creates a treatment/intervention plan that reflects successful integration of empirical findings, clinical judgment, and client preferences in consultation with supervisor; Accurately assesses presenting issues taking in to account the larger life context, including diversity, vocational, and developmental issues; Conceptualizes cases independently and accurately; Independently selects intervention(s) appropriate for the presenting issue(s); Presents rationale for intervention strategy that includes empirical support; Independently creates a treatment plan that reflects successful integration of empirical findings, clinical judgment, and client preferences; Knows when to seek consultation and refer to other health care professionals for problems outside one’s training and experience)

9b. Skills – – Partially Achieved – need to work on this more

(Demonstrates helping skills, such as empathic listening, framing problems; Uses non-verbal communication such as eye-contact and body positioning with clients to convey interest and concern; Develops rapport with clients; Develops therapeutic relationships; Demonstrates appropriate judgment about when to consult supervisor; Effectively provides interventions supported by evidence; able to implement and use EBP; Develops rapport and relationships with wide variety of clients; Uses good judgment about unexpected issues, such as crises, use of supervision, confrontation; Effectively delivers intervention)

9c. Intervention Implementation – – Partially Achieved – need to work on this more

(Is able to articulate awareness of theoretical basis of intervention and some general strategies; Is able to articulate awareness of the concept of evidence-based practice; Case presentations demonstrate application of evidence based practices; Discusses evidence based practices during supervision; Effectively delivers a typical range of psychological interventions appropriate to practice setting in the prevention, treatment and rehabilitation of common health and mental health problems; Independently recognizes and manages special circumstances; Terminates treatment/intervention successfully; Collaborates effectively with other providers or systems of care)

9d. Progress Evaluation – – Partially Achieved – need to work on this more

(Identifies measures of treatment progress and outcome by name: Is able to articulate an understanding of the use of repeated assessment to guide treatment: Appropriately administers and scores treatment progress and outcome measures; Describes instances of lack of progress and actions taken in response; Demonstrates ability to evaluate treatment progress in context of evidence based interventions; Critically evaluates own performance in the treatment/intervention role; Seeks consultation when necessary)

10a. Expectations and Roles – – Partially Achieved – need to work on this more

(Demonstrates knowledge of the process of supervision; Articulates components of effective supervision such as the working alliance; Identifies roles and responsibilities of the supervisor and supervisee in the supervision process; Demonstrates understanding of supervisor and supervisee roles in relation to client; Demonstrates understanding of vicarious liability of the supervisor; Demonstrates understanding of the strengths and limitations of the evidence base for effective supervision practice; Articulates a model of supervision and reflects on how this model is applied in practice; Integrates contextual, legal, and ethical perspectives in supervision vignettes; Writes supervisory contract that accurately reflects roles and expectations of supervisor and supervisee)

10b. Processes and Procedures – – Partially Achieved – need to work on this more

(Presents goals and related tasks of supervisee’s growth and development; Demonstrates ability to monitor and communicate progress on goals; Considers supervisee characteristics, including the influence of sociocultural factors, in the selection and setting of supervision goals; Prepares supervision contract; Assesses supervision competency; Constructs plans to deal with areas of limited competency; Articulates range of supervision methods available and the utility of such methods; Demonstrates knowledge of the scholarly literature on supervision; Identifies the basic tenets of specific model of supervision)

10c. Skills Development- – Partially Achieved – need to work on this more

(Completes self-assessment (e.g., Hatcher & Lassiter, 2006); Integrates faculty/supervisor feedback into self-assessment; Successfully completes coursework on supervision; Demonstrates formation of supervisory relationship integrating theory and skills including knowledge of development, educational practice, and rsearch on multicultural supervision relationship formation; Articulates how supervisory relationships may enhance the development of supervisees and their clients; Elicits evaluation from supervisee about supervisory relationship and uses feedback to improve quality of supervision)

10d. Supervisory Practices – n/a

(Identifies core skills on which to provide feedback to peers; Demonstrates ability to provide constructive criticism to peers; Helps supervisee develop evidence based treatment plans; Directs supervisee to literature that may inform case; Provides supervision input according to developmental level of supervisee; Encourages supervisee to discuss reactions and helps supervisee develop strategies to use reactions in service of clients; presents supervisor of supervision with accurate account of case material and supervisory relationship, seeks input, and utilizes feedback to improve outcomes)
10e. Supervisory relationships – n/a

(Establishes effective relationships with supervisors; Seeks out feedback from supervisors, faculty, and peers; Is respectful of supervisor’s role while also being appropriately assertive in seeking supervision and assistance; Peers seek out and trust feedback in group supervision; Support and challenge less advanced students in their development; Demonstrates openness to new perspectives and challenges of own assumptions, particularly as they may be related to privilege and oppression; Supervisees report a positive working alliance through instruments such as the Supervision Working Alliance Inventory; Capable of managing supervisee self-disclosure in a way that facilitates growth and improved competency)
11. Assessment

11a. Knowledge of Measurement and Psychometrics – – Partially Achieved – need to work on this more

(Demonstrates awareness of the benefits and limitations of standardized assessment; Demonstrates knowledge of the construct(s) being assessed; Evidences understanding of basic psychometric constructs such as validity, reliability, and test construction; Identifies appropriate assessment measures for cases seen at practice site; Consults with supervisor regarding selection of assessment measures; Demonstrates awareness and competent use of culturally sensitive instruments, norms; Seeks consultation as needed to guide assessment; Describes limitations of assessment data reflected in assessment reports)

11b. Knowledge of Assessment Methods — Partially Achieved – need to work on this more

(Accurately administers and scores various assessment tools in non-clinical (e.g. course) contexts; Demonstrates knowledge of initial interviewing methods(both structured and semi-structured interviews, mini-mental status exam); Demonstrates intermediate level ability to accurately select, administer, score and interpret assessment tools with client populations; Collects accurate and relevant data from structured and semi-structured interviews and mini-mental status exams; Independently and accurately selects, administers, and scores and interprets assessment tools with clinical populations; Selection of assessment tools reflects a flexible approach to answering the diagnostic questions; Comprehensive reports include discussion of strengths and limitations of assessment measures as appropriate; Interview and report lead to formulation of a diagnosis and the development of appropriate treatment/intervention plan)

11c. Application of Assessment Methods – – Partially Achieved – need to work on this more

(Demonstrates awareness of need to base diagnosis and assessment on multiple sources of information; Demonstrates awareness; Selects assessment tools that reflect awareness of patient population served at a given practice site; Demonstrates ability to adapt environment and materials according to client needs (e.g., lighting, privacy, ambient noise); Independently selects assessment tools that reflect awareness of client population served at practice site; Interprets assessment results accurately taking into account limitations of the evaluation method; Provides meaningful, understandable and useful feedback that is responsive to client need)

11d. Assessment/Diagnosis in Sociocultural Context – – Partially Achieved – need to work on this more

(Identifies DSM criteria; Describes normal development consistent with broad area of training; Recognizes the influence of socio-cultural variables on determining what is “normal” or “abnormal” and is able to think critically about historical and current bias in making such judgments; Articulates relevant developmental features and clinical symptoms as applied to presenting question; Demonstrates ability to identify problem areas and to use concepts of differential diagnosis; Integrates sociocultural factors as an essential part of case formulation and treatment planning; Treatment plans incorporate relevant developmental features and clinical symptoms as applied to presenting problem; Demonstrates awareness of DSM and relationship to ICD codes; Independently identifies problem areas and makes a diagnosis; Recognizes limitations of diagnoses and treatment planning in terms of addressing sociocultural factors and takes action to address these limitations through culturally informed intervention planning)

11e. Conceptualizations and Recommendations – – Partially Achieved – need to work on this more
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(Discusses diagnostic formulation and case conceptualization in courses; Prepares basic reports which articulate theoretical material; Presents cases and reports demonstrating how diagnosis is based on case material; Makes clinical decisions based on connections between diagnoses, hypotheses and recommendations; Independently prepares reports based on case material; Accurately administers, scores and interprets test results; Formulates case conceptualizations incorporating theory and case material)

11f. Communication of Assessment Findings – – Partially Achieved – need to work on this more

(Demonstrates knowledge of content of test reports and progress notes; Demonstrates knowledge of organization of test reports and progress notes; Writes complete psychological reports
Works with supervisor to prepare and provide feedback regarding findings; Reports reflect data that has been collected via interview; Writes an effective, comprehensive report; Effectively communicates assessment results verbally to clients; Reports reflect data that has been collected via interview and its limitations)

12. Research and Evaluation

12a. Scientific Approach to Knowledge Generation – – Partially Achieved – need to work on this more

(Demonstrates understanding that psychologists evaluate the effectiveness of their professional activities; Open to scrutiny of one’s work by peers and faculty; Writes literature review as part of course requirement; Assists faculty with research projects; Critically assesses the cultural relevance of research findings; Demonstrates understanding of research methods and techniques of data analysis; Demonstrates research and scholarly activity, which may include presentations at conferences; participation in research teams; submission of manuscripts for publication; Demonstrates being a critical consumer of research; Engages in systematic efforts to increase the knowledge base of psychology through implementing and reviewing research ; Uses methods appropriate to the research question, setting and/or community ; Consults and partners with community stakeholders when conducting research in diverse communities)

12b. Application of Scientific Method to Practice¬- Partially Achieved – need to work on this more

(Describes how outcomes are measured in each practice activity; Demonstrates knowledge of program evaluation; Evaluates practice activities using accepted techniques; Compiles and analyzes data on own clients (outcome measurement); Uses findings from outcome evaluation to alter intervention strategies as indicated; Participates in program evaluation)

13. Teaching:

13a. Knowledge – – Partially Achieved – need to work on this more

(Observes differences in teaching styles and need for response to different learning skills; Is able to articulate awareness of body of knowledge to inform teaching and learning; Demonstrates knowledge of one learning strategy; Demonstrates clear communication skills)
13b. Teaching skills – Partially Achieved – need to work on this more

(Demonstrates example of application of teaching method; Organizes and presents information related to a topic; Identifies and differentiates factors for implementing particular teaching methods; Demonstrates accommodation to diverse others (e.g., cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status) and context; Introduces innovation/creativity into application of teaching method)

13c. Role of Evaluator – Partially Achieved – need to work on this more

(Can recognize impact of multiple relationships on objectivity in teaching; Monitors impact of multiple relationships on objectivity in teaching and corrects as appropriate; Able to assess own competency as a teacher and make corrections as necessary to maximize student learning outcomes)

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