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
www.mun.ca/counselling/internship
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
Centre
• 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
assesment
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
clarification
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
Comments:
•
•
•
•
•
•
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
Issues
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
Tasks
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
residents
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
conferences
- 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
References
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
Monograph
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.
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Teaching Pre-Doctoral Psychology Interns to Train