Clinical Program Area - Training Model
The Apprentice Junior Colleague Model
The small size of the clinical psychology program is conducive to interaction, and students are encouraged to collaborate with multiple faculty and with other students. Students and faculty interact closely in all aspects of the program, particularly in research activity, but also socially. All faculty participate in the administration of the program and in teaching at all levels. Most also participate in clinical practicum supervision.
We are a hard working collegial program, that promotes an apprentice / junior colleague training model. The basis of this model usually begins with more focal apprenticeship training in the early years and culminates in the development of students as fully functioning junior colleagues. This model reflects values and goals of our training program, and reflects our shared commitment to positive and productive relations between faculty and graduate students. What follows is a sample of the features of this model, and the activities, conditions, or arrangements entailed therein.
1. Faculty are expected to behave in a respectful, collegial manner with one another, students, supervisees, and other staff and professionals. Graduate students are expected to do the same.
2. Graduate students are encouraged to participate in decisions affecting the Department, the clinical program, and areas affecting quality of life. While students are encouraged to communicate any problems or concerns to the faculty via conversations with individual supervisors or instructors, there is a formal mechanism for student input into the program. Graduate students elect class representatives to facilitate such involvement. For instance, each class of students elects a class representative to meet with the Clinical Director on a regular basis throughout the academic year. This arrangement provides an opportunity for students to be sure that their concerns are heard and for open communication between faculty and students. On occasion, (e.g., to discuss Qualifying exam procedures, internship applications, etc.) the faculty as a whole may meet with the entire student population or appropriate year groups.
3. Graduate students are encouraged to participate in Departmental, program, and University social functions (both formal and informal), and community and professional activities. Graduate students routinely participate in planning and coordinating Interview Weekend activities, regularly attend National and International professional meetings, program and lab social events, and take an active role in helping select graduate applicants and new faculty members. Others have taken leadership roles in clinical and research settings, including within professional organizations (e.g., holding office within the Student Special Interest Group of the Association for Advancement of Behavioral and Cogntive Therapy). These and other activities reflect a shared interest in building a sense of community and in fostering relationships.
4. Graduate student input is considered whenever possible when faculty members make decisions that affect graduate student training (such as making changes in requirements, assigning office or research space, implementing new policies, making teaching and practicum assignments). Such input can be directed to individual faculty, the Director of Clinical Training, or the Chair of the Department.
5. Graduate students are involved in faculty evaluations at several levels, including evaluating individual and classroom faculty performance.
Links and Documents
American Psychological Association
Clinical Student Handbook