Psychology Training Program

The program offers three tracks and various specialized rotation opportunities, depending on the trainees’ clinical interests and degree program. Doctoral students may elect to pursue the Generalist Outpatient Track or the Neuropsychology Track. Master’s students may choose the Generalist Outpatient Track or the Inpatient Track based on preceptor availability.

Depending on the trainee’s chosen track and rotations, clinical experiences will differ from one environment to another. Doctoral trainees will complete a required outpatient rotation (generalist or neuropsychology), in addition to two supplemental rotations associated with our specialty service lines. The Director of Education and Training and primary clinical supervisors maintain ongoing contact with the clinical staff at the supplemental sites to provide guidance as needed. Elective rotations and additional shadowing opportunities are also available where schedules and supervision allow.

GENERALIST OUTPATIENT TRACK—the generalist track focuses on provision of outpatient psychological treatment in an integrated healthcare setting. During the first semester, students spend majority of their time (approximately one and one-half days per week, including didactics and supervision) in their required primary rotation. Trainees also dedicate one day to a supplemental rotation of their choice to experience different modes of treatment and patient populations in the healthcare setting. Students select one supplemental rotation per semester. As the student progresses into the second semester, they will independently conduct clinical interviews, implement therapeutic interventions, administer assessments (doctoral), and enhance note-writing skills.

ROTATIONS

• Outpatient Behavioral Health – Primary Rotation (all levels)
• Bridge Program/Intensive Outpatient (IOP) – Primary Master’s Rotation and Elective Doctoral Rotation
• Inpatient Consultation/Liaison – Elective Doctoral Rotation

SUPPLEMENTAL CLINICAL EXPERIENCES

• Baptist Crisis Management (BCM) – Elective Shadowing
• Inpatient Behavioral Health – Elective Shadowing
• Spiritual Care Consultation/Liaison – Elective Shadowing
• Behavioral Sleep Medicine – Elective Doctoral Shadowing
• Geropsychology – Elective Doctoral Shadowing
• Applied Behavior Analysis (ABA) – Elective Doctoral Shadowing
• Hematology/Oncology – Elective Doctoral Shadowing

Generalist clinical experiences include providing individual therapy, facilitating/co-facilitating group therapy, administering psychological assessments (doctoral), conducting crisis intervention/risk assessment, shadowing interdisciplinary staff, engaging in consultation, discharge planning, and inputting clinical documentation into the electronic health record (EHR).

NEUROPSYCHOLOGY TRACK—the neuropsychology track is designed for doctoral students and focuses on provision of outpatient neuropsychological assessment services for patients across the lifespan. During the first semester, students spend majority of their time (approximately one and one- half days per week, including didactics and supervision) in their required primary rotation alongside their clinical supervisors. Trainees initially observe staff administer assessment batteries. Students then develop battery formulation skills and practice test administration. Trainees also dedicate one day to a supplemental rotation of their choice to experience different modes of treatment and patient populations in the healthcare setting. Students select one supplemental rotation per semester. As the student progresses into the second semester, they will perform clinical interviews/evaluations, feedback sessions, and report-writing activities more independently.

ROTATIONS

• Outpatient Neuropsychology – Primary Doctoral Rotation – Pediatric/Adolescent Neuropsychology – Adult/Geriatric Neuropsychology
• Inpatient Consultation/Liaison – Elective Doctoral Rotation

SUPPLEMENTAL CLINLICAL EXPERIENCES

• Baptist Crisis Management (BCM) – Elective Shadowing
• Inpatient/Bridge Program (PHP/IOP) – Elective Shadowing
• Spiritual Care Consultation/Liaison – Elective Shadowing
• Applied Behavior Analysis (ABA) – Elective Doctoral Shadowing
• Hematology/Oncology – Elective Doctoral Shadowing
• Geropsychology – Elective Doctoral Shadowing

Neuropsychological clinical experiences include observing supervisors perform intake interviews and staff administering various assessments, shadowing interdisciplinary staff, engaging in consultation, conducting interviews and assessment batteries, interpreting test data, drafting assessment reports, developing diagnostic and treatment recommendations using assessment data, and participating in testing feedback sessions.

INPATIENT TRACK—this track focuses on provision of inpatient psychological treatment in an integrated healthcare setting, either on locked inpatient units or as a consult/liaison psychological service (doctoral). During the first semester, students spend majority of their time (approximately one and one-half days per week, including didactics and supervision) in their required primary rotation. Trainees also dedicate one day to a supplemental rotation of their choice to experience different modes of treatment and patient populations in the healthcare setting. Students select one supplemental rotation per semester. As the student progresses into the second semester, they will independently conduct clinical interviews, implement therapeutic interventions, administer assessments (doctoral), and enhance note-writing skills.

ROTATIONS

• Inpatient Consultation/Liaison – Primary Doctoral Rotation
• Inpatient Psych/IOP/PHP – Primary Master’s Rotation
• Baptist Crisis Management (BCM; Emergency Department) – Primary Master’s Rotation and Elective Doctoral Rotation
• Outpatient Behavioral Health – Elective Rotation
• Neuropsychology – Elective Doctoral Rotation

SUPPLEMENTAL CLINICAL EXPERIENCES

• Baptist Crisis Management (BCM) – Elective Shadowing
• Inpatient/Bridge Program (PHP/IOP) – Elective Shadowing
• Spiritual Care Consultation/Liaison – Elective Shadowing
• Behavioral Sleep Medicine – Elective Doctoral Shadowing
• Geropsychology – Elective Doctoral Shadowing
• Applied Behavior Analysis (ABA) – Elective Doctoral Shadowing
• Hematology/Oncology – Elective Doctoral Shadowing

Inpatient clinical experiences include providing individual therapy, facilitating/co-facilitating group therapy, administering psychological assessments (doctoral), conducting crisis intervention/risk assessment, shadowing interdisciplinary staff, engaging in consultation, discharge planning, treatment team meetings, and inputting clinical documentation into the electronic health record (EHR).

Students are introduced to Baptist Behavioral Health through a comprehensive orientation to the hospital system and training program during their first few weeks. Students receive provider EHR training in addition to didactics reviewing key components and standards of documentation. Students are provided a tour of facilities and introduction to their clinical supervisors. Following this initial onboarding, trainees shadow supervisors, psychologists, and other clinical staff throughout their daily routines. This period of observation serves to develop students’ familiarity with the department prior to engaging in any independent clinical work.

POSTDOCTORAL FELLOWSHIP REFERENCE SCHEDULE

Selected fellows commit to a yearlong postdoctoral experience consisting of a minimum of 2,000 hours. Training aligns closely with the academic calendar:

• Commences early September annually
• Minimum of 40 hours each week to fulfill supervised hours requirements (2,000 hours total)
• Approximately 50% of time spent in direct contact (minimum of 900 hours)
• Group supervision and didactic seminar occur when the entire cohort is on-site (or via zoom) every Wednesday
• Minimum of 20 hours each week to fulfill degree requirements
• Block scheduling format in an effort to adhere to social distancing recommendations
• Group supervision and didactic seminar occur when the entire cohort is on-site (or via zoom) every Wednesday

POST-MASTER’S (RMHCI/RCSWI/RMFTI) REFERENCE SCHEDULE

Selected RMHCIs commit to a two-year experience consisting of a minimum of 1,500 hours face-to-face contact. Training aligns closely with the academic calendar:

• Commences early September annually
• Minimum of 40 hours each week to fulfill supervised hours requirements
• Approximately 50% of time spent in direct contact (1,500 hours)
• 1 hour of individual supervision every two weeks under the supervision of a Board approved qualified supervisor
• At least 100 hours of supervision (obtained in no less than 100 weeks)
• Group supervision and didactic seminar occur when the entire cohort is on-site (or via zoom) every Wednesday

PRE-GRADUATE REFERENCE SCHEDULE

Selected pre-doctoral and pre-Master’s trainees commit to a yearlong placement consisting of a minimum of two full semesters. Training aligns with the academic calendar:

• Commences with Fall semester (tentative start date late August/early September annually)
• Concludes at the end of Spring semester (late April); optional Summer rotation for CMHC trainees on internship
• Minimum of 20 hours each week to fulfill degree requirements
• Group supervision and didactic seminar occur when the entire cohort is on-site (or via zoom) every Wednesday

Supervision is an essential training component emphasized throughout the practicum, across tracks and rotations. The Baptist Health Psychology Training Program adheres to a developmental and experiential model of supervision, which may be characterized as a “mentor–mentee” approach. Within this framework, clinical supervisors are professional role models that allow students to observe their clinical practice, afford various training experiences matched to student’s developmental level, and provide feedback on related performance. Whenever possible, supervision is enhanced through direct observation of students’ clinical work and Socratic questioning. The supervisor also encourages the growth of trainees’ individual strengths and autonomy over the course of the year. Accordingly, training is structured to promote increasing independence during the academic year to enrich students’ evolution as future practitioners.

INDIVIDUAL SUPERVISION

Trainees will receive at least one hour of individual supervision weekly with a primary clinical supervisor either on-site or virtually (Zoom). In practice, students are often afforded more than one supervision hour each week, as a result of the program’s training model and teaching philosophy. Trainees have access to supervisors with varied areas of expertise and theoretical orientations. The number of supervisors and time spent in supervision depends on the established caseload of trainees and chosen supplemental rotation, as well as on developmental need. Primary clinical supervisors are paired with practicum students by considering various factors, such as the students’ clinical interests, skillset, and availability. The supervision process involves a combination of direct and indirect observation of student responsibilities (e.g., performing intake interviews, individual/group treatment, or assessment administration). Trainees seek regular consultation with supervisors to guide clinical decisions. The supervision hour may take on various forms, such as discussing conceptualizations or treatment recommendations, incorporating process-style dialogue, rehearsing clinical interventions, practicing test administration (doctoral), and reviewing documentation. Where indicated and feasible, supervision may incorporate observing sessions en vivo or on recording (audio or video), to allow a thorough understanding of the trainee’s work and guide the provision of feedback. This direct observation of students provides essential information regarding their development of competencies. As the semester continues, students gradually function with less executive oversight; however, the minimum level of supervision is maintained. The program acknowledges the significance of establishing quality supervisory relationships and the impact of such interpersonal dynamics on learning outcomes. Baptist Behavioral Health staff seek to foster an open and safe training environment, in which candid feedback from supervisees is welcomed and integrated into their clinical experiences.

GROUP SUPERVISION

Trainees will participate in one hour of group supervision each week. This meeting is conducted by the Director of Education and Training and held on-site or virtually (Zoom). Group supervision is a valuable teaching and mentoring experience for trainees. Students practice observational learning, perspective taking, and modeling professionalism. Further, this unique structure of supervision provides opportunities to build upon critical professional skills such as peer feedback/supervision, public speaking/presenting, and interpersonal effectiveness. Through a group format, students may also participate in an active dialogue about ethical issues and case conceptualization. During group discussions, trainees are asked to consider peer and multidisciplinary perspectives in order to maximize the effectiveness of social learning opportunities.

The training program’s group supervision primarily focuses on:

• Orientation to Baptist Behavioral Health
• Acclimation to Practicum
• Training Questions/Concerns
• Ethics in Psychology/Counseling
• Culture and Diversity
• Empirical Literature Review
• Clinical Case /Assessment Presentations
• Trainee Wellness
• Professional Development

Group supervision includes informal presentations that review treatment and assessment cases. The meeting also address updates related to the hospital/department and current events that may affect clinical practice. Possible professional development topics to be covered are preparing for next steps in training or education, careers in psychology/counseling, and balancing work/health as a mental health professional. In line with Baptist Health’s appreciation for culture and individual difference, diversity discussions regarding current EBPP and students’ personal experiences/insights may occur.

Group meetings are held on Wednesdays from 2:00 PM to 3:00 PM in a Baptist Health conference room, a private office, or virtually (Zoom) unless otherwise noted. This schedule is subject to change trainees are provided advanced notice of any scheduling adjustments

Didactics and related trainings are an integral part of the Baptist Health practicum. This curriculum provides trainees a strong foundation of scientific knowledge that may be integrated into their clinical training. Students participate in a weekly, hour-long didactic seminar, held either on-site or virtually (Zoom). This educational forum provides an overview of both psychological theory and related clinical applications.

Didactic subjects survey a range of evidence-based practice and case material in the fields of health psychology, neuropsychology, and counseling. Particular attention is given to specialty psychological services provided within Baptist Behavioral Health. In addition, topics related to culture, diversity, and multidisciplinary professions are presented.

Students are required to attend all didactics, as well as any supplemental training opportunities the hospital system requires. Trainees who are unable to attend a didactic will inform the Director of Education and Training in advance. If the didactic is not rescheduled, students will complete an alternative activity to supplement missed material. To ensure pedagogical quality and relevance, following each scheduled didactic, trainees complete an electronic survey, which is submitted to the Director of Education and Training.

A list of guest presenters can be found in the Psychology Program Brochure.

Ongoing evaluation of trainees occurs informally and formally, through regular supervision, review of written work, feedback from multidisciplinary staff, patient report, self-evaluations, direct observation data, and summative evaluations. In collaboration with trainees’, Baptist Health’s clinical supervisors identify training goals at the beginning of the year and discuss evaluation processes. Consistent evaluation practices serve to address specific training needs that may arise and encourage the student’s overall professional growth.

FORMATIVE, SUMMATIVE, & PROGRAMMATIC EVALUATIONS

Students are evaluated throughout each semester rotation to ensure their performance levels match Baptist Health quality expectations and patient needs. Areas of evaluation include the nine domains of profession-wide competencies as outlined by the American Psychological Association Standards of Accreditation for Health Service Psychology (2015).

Formative evaluations are less structured means of skill appraisal and occur across rotations. These include making documentation revisions, supervision dialogue focusing on training goal progress, and informal feedback following indirect or direct observation (e.g., one-way mirror observation of client contact, in room during an intake or test feedback session). Additionally, an ongoing discourse with the student’s program is sought throughout the year, as appropriate, to inform evaluations.

Summative evaluations are the formal and measurable assessments of trainee competencies, which occur at the end of each semester. This is a benchmark rating for overall progress and serves as an opportunity to highlight areas of potential growth. Summative evaluations are informed by multiple sources of data (e.g., direct observation, supplemental rotation performance, case/research presentations, supervision participation, professionalism, and competency rating scales). The evaluation rating measure uses a 5–point Likert scale, ranging from “0” (“Unsatisfactory”) to “4” (“Exemplary”). The scale requires that raters objectively assess the relationship between a competency area and the trainee’s observable behavior.

The training program conducts regular programmatic evaluations to inform annual quality performance assessments. Trainees are asked for feedback regarding their training experience throughout the academic year, during regular supervision and summative reviews of competency. At each formal evaluation period, students complete summative evaluations of their primary clinical supervisors, supplemental rotations, and the overarching training program. Students also complete an electronic survey rating form at the end of each didactic.

Supervisors will review summative evaluations with trainees. In addition, the trainee’s supervisor and/or the Director of Education and Training communicate with academic departments regarding student progress as indicated. Records of all completed evaluations are then provided to the Director of Education and Training, trainee, primary supervisor, and the university’s clinical training director. The Director of Education and Training compiles all evaluations and reports these findings to the System Administrator. This quality performance assessment serves to provide data for continual improvement and enhancement of the training program.

CASE PRESENTATIONS

Students engage in formal case presentations at the end of the academic year. Presentations focus on an assessment case (doctoral) or individual treatment conducted during their rotations. Additional guests, including staff psychologists, counselors, administrators, and other multidisciplinary staff may be invited to attend. Trainees are provided written feedback on their presentations through clinical supervisors’ completion of the presentation rating form. Areas of evaluation include content, organization, and delivery. Specifically, oration style, knowledge base, presentation structure, effectiveness of visual aids/supplementary materials, use of empirical literature to support assessment/intervention choices, and ease of answering discussion questions will be assessed.

Program Acceptance Criteria

The postdoctoral fellowship is designed for individuals who have successfully completed their internship, defended their dissertation, and have a doctoral degree in clinical or counseling psychology that is conferred prior to the start of training. It is preferred that applicants have completed at least one practicum/internship year in a hospital setting; however, relevant professional experience will also be considered. Appropriate candidates for this fellowship have completed intensive coursework in psychopathology, clinical interviewing, and psychological assessment. Applicants’ writing skill level will be evaluated though a review of de-identified documentation (e.g., sample integrative assessment reports, progress notes, or treatment plans) of their choice. Fellows must also demonstrate the capacity and willingness to actively participate in intensive training and supervision. Furthermore, trainees will be required to obtain additional Professional Liability (Malpractice) Insurance through the Trust (APA - Pre-Licensure Liability). Fellows are not permitted to begin independent clinical work without verification of coverage.

Overall, it is preferred that candidates demonstrate:

• Successful completion of relevant coursework surveying ethics, diagnosis, and intervention
• Relevant professional experience or clinical interest in health psychology
• Effective written/oral professional communication

Additional information regarding start date, salary, and benefits may be found on our UPPD listing Baptist Health Psychology Postdoc.

The Post-Master’s Internship is designed for candidates that already hold a Master’s Degree in a relevant field of study (Mental Health Counseling/Social Work/Marriage and Family Therapy) and are a registered intern under the Florida Board. It is preferred that applicants have completed practical and pre-graduate internships in a healthcare setting; however, relevant professional experience will also be considered. Appropriate candidates for this two-year internship have completed coursework in risk assessment, clinical interviewing, and counseling. Trainees’ writing skill level will be evaluated though a review of de-identified documentation (e.g., progress notes or treatment plans) of their choice. Trainees must also demonstrate the capacity and willingness to actively participate in intensive training and supervision.

The Doctoral Advanced Practicum is designed for graduate psychology trainees who have completed two years of coursework in their current doctoral program or already hold a Master’s Degree in a relevant field of study. It is preferred that applicants have completed at least one practicum year prior to applying; however, relevant professional experience will also be considered. Appropriate candidates for this practicum placement have completed coursework in psychopathology, clinical interviewing, and psychological assessment. Trainees’ writing skill level will be evaluated though a review of de-identified documentation (e.g., sample integrative assessment reports, progress notes, or treatment plans) of their choice. Trainees must also demonstrate the capacity and willingness to actively participate in intensive training and supervision.

Furthermore, trainees will be required to obtain additional Professional Liability (Malpractice) Insurance through the Trust (The Trust - Trainee Liability). Trainees are not permitted to begin the practicum year without verification of coverage.

The Master’s Practicum/Pre-Master’s Internship is designed for graduate trainees who have completed one year of coursework in their current program and already hold a Bachelor’s Degree in a relevant field of study. Appropriate candidates for this practicum/Pre-Master’s Internship placement have completed coursework in human development, ethics, as well as individual and group counseling skills. Trainees must demonstrate the capacity and willingness to actively participate in intensive training and supervision. Trainees will be required to obtain additional Professional Liability (Malpractice) Insurance through their university, the American Counseling Association (ACA), National Association of Social Workers (NASW), or the Healthcare Providers Service Organization (HPSO). Trainees are not permitted to begin the training year without verification of coverage.

The training program also accepts medical trainees (MD/DO) and individuals enrolled in Psychiatric Mental Health Nurse Practitioner (PMHNP) programs for visiting trainee-learning opportunities throughout the academic year. Trainees are placed in either four-week or semester-long rotations that survey the field of psychology, counseling, or psychiatry, depending on their program requirements. PMHNP candidates are encouraged to apply by late March of each year to be included in interviews for Fall psychotherapy rotations.

For all pre-graduate candidates, it is preferred that they demonstrate:

• Successful completion of relevant coursework surveying ethics, diagnosis, and intervention
• Relevant professional experience or clinical interest in health psychology
• Effective written/oral professional communication

APPLICATION REQUIREMENTS

Inquiries and applications are encouraged from all qualified individuals. Suitable fellowship applicants must be in good academic standing at their university/internship and have degree-in-hand upon commencement of postdoctoral training.

Fellowship Application Process

The following application materials are to be provided electronically via email to the Director of Education and Training by midnight (Eastern Time), January 7, 2022:

• Unofficial Graduate transcript
• Curriculum Vitae
• Cover Letter including postdoctoral training goals and reasons for applying to this site
• Two letters of recommendation stating your eligibility/readiness for training
• One writing sample of choice (e.g., redacted comprehensive psychological assessment report with case conceptualization and integrated findings; progress note, treatment plan)

Qualified applicants are selected for interviews after a thorough review of application materials. Those candidates under consideration will be contacted by e-mail to schedule a Zoom interview. These virtual meetings are conducted by the Director of Education and Training and Clinical Training Committee.

Inquiries and applications are encouraged from all qualified individuals. Suitable applicants must be in good academic standing at their university. Students must be cleared for training by their program’s Director of Clinical Training prior to applying.

Doctoral Practicum and Post-Master’s Application Process

The following application materials are to be provided electronically via email to the Director of Education and Training by midnight (Eastern Time), March 7, 2022.

• Unofficial Graduate transcript
• Curriculum Vitae
• Cover Letter including training goals and reasons for applying to this site
• One letter of recommendation stating your eligibility/readiness for training
• One writing sample of choice (e.g., redacted comprehensive psychological assessment report with case conceptualization and integrated findings; progress note, treatment plan)

Master’s Practicum/Pre-Master’s Internship/PMHNP Psychotherapy Application Process

The following application materials are to be sent electronically via email to the Director of Education and Training by midnight (Eastern Time), March 21, 2022.

• Unofficial Graduate transcript
• Curriculum Vitae
• Cover Letter including training goals and reasons for applying to this site
• One letter of recommendation stating your eligibility/readiness for training
• One writing sample of choice (e.g., redacted progress note, treatment plan)

All applications and training-related questions should be sent to Francesca Varallo Sims, Psy.D., Director of Education and Training:

francesca.varallosims@bmcjax.com

Qualified applicants are selected for interviews after a thorough review of application materials. Those candidates under consideration will be contacted by e-mail to schedule a Zoom interview. These virtual meetings are conducted by the Director of Education and Training and Clinical Training Committee.

The interview process is multifaceted and includes:

• Structured interview questions to assess clinical competencies

• Inquiry of clinical areas of interest, training/career goals, and theoretical orientation(s)

• Completion of a sample case conceptualization addressing diagnostic impressions and treatment recommendations (directions provided within initial interview scheduling email; conceptualization submitted via email prior to interview date)

In addition to a review of various application materials and interview screenings, trainee placement at Baptist Health is contingent on the results of background and employee health screenings. If chosen, candidates are connected with the Baptist Health Graduate Medical Education (GME) department to complete additional onboarding requirements. For practicum and internship trainees, GME requires all students to be processed through myClinicalExchange (mCE). Students will receive an email detailing the instructions for sending a rotation request via mCE and creating an account. GME cannot start processing trainees until this request is approved by mCE. Of note, there is an annual fee of approximately $40 for the use of myClinicalExchange. When you are cleared to start your scheduled rotation, you will be notified (typically the week before) of your approval by GME. This approval communication will contain all of your check-in and orientation information that pertains to the training program.