Teaching Pre-Doctoral Psychology
Interns to Train/Supervise First
Year Family Practice Residents on
Behavioral Health Theory and
Issues Through a Half-Day 12
Week Seminar Format
George Hurley, PhD, R Psych
Internship Training Director,
University Counselling Centre, Memorial University of Newfoundland, Canada
History of the Interdisciplinary
Training Program at the MUN
Counselling Centre
• 1981 - First Family Practice Resident at the
Counselling Centre
• 1981 - First interdisciplinary practicum at the
• 1983 - Start of Family Practice Residents’ Training
Program at the Counselling Centre
• 2004 - Doctoral psychology interns begin
teaching/supervising the seminar
• 2009 - About 500 family practice residents have
participated in the seminar at the Centre
Assumptions of the Program
• The helping professions are more alike
than different in a number of areas.
• Trainees, regardless of discipline, struggle
through much the same process of growth
and development . (Hurley and
Schoenberg, 1983)
• Common training experiences promote an
increased understanding of shared as well
as differing perspectives. (Hurley, 1986)
Program Structure
• 1st year Requirement of FPU rotation
• 12 week Wednesday morning seminar
- baseline standardized patient
- review two patient videotapes
- participate in seminar discussion
- pre-post learning goals review
- pre-post interviewing skills self
Standardized Patient Evaluation
Standardized Patient Grading
Scale: 1 = Poor; 2 = Adequate; 3 = Good; 4 = Very Good; 5 = Excellent
Introduced Self and greeted you warmly using your name
Demonstrated courteous and professional behavior
Language: non-jargon; easily understood
Explored your expectations of care
Elicited and responded to the main points of your concerns
Demonstrated active listening by using the techniques of restatement, reflection and
Perceived a sensitive and caring attitude to your needs and
feelings; acknowledged your emotions
Checked your level of understanding of your illness, treatment etc.
Instilled a sense of confidence in their ability and/or desire to help you and eased
your concern
Rate your satisfaction with this Patient-Doctor encounter
Typical SP baseline rating
Seminar Content
Session Topics
New Participants
Introduction to IPR, Session Topics, Participant Record, IPR Inquiry
Leads, Four Active Listening Skills, George Hurley’s IPR Heuristics
Week 1
Transference/Counter transference
Week 2
Stages of Change
Motivational Interviewing I
Week 3
Motivational Interviewing II
Week 4
Solution-Focused Counselling I
Week 5
Solution-Focused Counselling II
Seminar Content: Continued
Week 6
Depression & Cognitive-Behavioural Therapy (CBT) I
Week 7
Depression & Cognitive-Behavioural Therapy (CBT) II
Week 8
Grief & Bereavement
Week 9
Gender & Diversity Issues
Week 10
Couples Counselling
Week 11
Personality Disorders/Difficult Patients
Week 12
Stress Management & Self-Help Resources
IPR Seminar
Participant Record
Participant Name:_________________________________________________
Residency, Practicum, or Internship:
____ Family Medicine ____ MEd in Counselling Psychology ____ MN
____ MSW ____ PhD or PsyD in Psychology ____ Psychiatry
Self-identified areas of interpersonal interviewing strength:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Self-identified growth areas in interpersonal interviewing:
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
Personal education plan for IPR seminars (learning goals for the 12 weeks):
Participant Record: cont.
Participant Summary of 12-Week IPR Seminar
• what I feel that I accomplished vis-à-vis my learning goals
• what I will continue to address as learning growth edges
• how the seminars might be enhanced for future participants
Comments by IPR Facilitator
• Final Appraisal:
____ Satisfactory
• Participant:
• IPR Facilitator:
• Date:
____ Unsatisfactory
Typical Interdisciplinary Training
Unfamiliarity with other disciplines
– Different languages
– Lack of exposure to other trainees
– Assumed power differentials
– Assumed criticisms
– Negative alliances training history
• Us vs. them
Typical Interdisciplinary Training
Finding mutual ground & developing
empathy for one another
– Role struggles
• Work hours
• Salaries
• Trainee status
– Complementary perspectives synergies
– Mutual problem solving
Interdisciplinary Training Goals
Forging Positive Alliances
– Short term alliances
• Socializing together
• Informal consultations
– Medium term alliances
• Referrals to one another
– Long term alliances
• Setting up multidisciplinary practices
Competencies required by
psychology interns to train FP
Supervision experience
– Supervise practicum students
UCC experience
– Comfort with interdisciplinary environment
• Working with other residents one-on-one
Practical strategies for training
interns to supervise residents
Agency Factors:
- Model a positive interdisciplinary
environment with faculty/staff hirings.
- Develop interdisciplinary case
- Cross refer and consult regularly with
interdisciplinary colleagues
Training Strategies
• Get psychology interns facilitating medical
students’ learning
• Let interns see medical students as clients
• Have interns supervise graduate students
• Have interns initially co-facilitate residents’
seminars with faculty/senior staff
• Have interns train/supervise residents
towards the end of internship
Hurley, G., & Garland, J. (Eds.). (1988). Introduction to Medical
Interviewing, St. John's, Newfoundland: University Counselling
Centre, Memorial University of Newfoundland.
Hurley, G. (Ed.) (1986). Teaching family practice residents
counseling skills in a university counseling centre.
International Association of Counselling Services
Series, No. 2. Alexandria, VA: IACS.
Hurley, G. and Schoenberg, B. M. (1983). Interdisciplinary
practicum training at a university counselling centre [Summary].
Proceedings of the 1983 Canadian Association of College and
University Student Services National Conference, 20.

Teaching Pre-Doctoral Psychology Interns to Train