• The Feeling Good Handbook, David Burns
• Schema Therapy: A Practitioner’s Guide, Jeffrey Young
• Utah Administrative Code (can be accessed online)
• Other assigned readings will be posted in the shared Google Drive folder

This course is designed to introduce and practice the following Profession Wide Competencies (PWCs) in Health Services Psychology as outlined by the American Psychological Association.

1. PWC ii (Ethical & Legal Standards)
   • Be knowledgeable of and act in accordance with the current version of the APA Ethical Principles of Psychologists and Code of Conduct; relevant laws, regulations, rules, and policies governing health service psychology at multiple levels; and relevant professional standards and guidelines.
   • Recognize ethical dilemmas as they arise, and apply ethical decision-making processes to resolve them.
   • Conduct oneself in an ethical manner in all professional activities.
2. PWC iii (Individual & Cultural Diversity)
   • Demonstrate an understanding of how one’s own personal/cultural history, attitudes, and biases may affect understanding and interactions with people different from oneself.
   • Demonstrate knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
   • Integrate awareness and knowledge of individual and cultural differences, including intersectionality, in articulating an approach to working effectively with diverse individuals and groups.
   • Work effectively with individuals whose group membership, demographic characteristics, or worldviews differ from one’s own.
3. PWC iv (Professional, Values, Attitudes, & Behavior)
   • Behave in ways that reflect the values and attitudes of psychology, including integrity, deportment, the integration of science and practice, professional identity, accountability, and concern for the welfare of others.
   • Engage in self-reflection regarding personal and professional functioning; engage in activities to maintain and improve performance, well-being, and professional effectiveness.
   • Actively seek and demonstrate openness and responsiveness to feedback and supervision.
4. PWC v (Communication & Interpersonal Skills)
   • Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
   • Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
   • Manage difficult communication well.
5. PWC vi (Assessment)
   • Demonstrate current knowledge and application of diagnostic classification systems and of functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
   • Select and apply assessment methods that draw from the best available empirical literature and reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the goals and questions of the assessment as well as relevant diversity considerations and contextual influences.
   • Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases and distinguishing subjective from objective aspects of assessment.
   • Communicate orally and in written documents the findings and implications of the assessment accurately and effectively for a range of audiences.
6. PWC vii (Intervention)
   • Establish and maintain effective relationships with the recipients of psychological services.
   • Develop and implement evidence-based intervention plans specific to service delivery goals informed by the current scientific literature, assessment findings, diversity considerations, and contextual variables, including the ability to modify and adapt evidence-based approaches effectively when a clear evidence base is lacking.
   • Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing progress evaluation.

• A, A-, B+: Exhibits consistent and/or exemplary competence for a doctoral student at their current level of training and experience, as indicated by the Practicum Competency Evaluation Form.
• B: Exhibits regular/acceptable competence for a doctoral student at their current level of training and experience, as indicated by the Practicum Competency Evaluation Form.
• B-: Exhibits minimally acceptable competence for a doctoral student at their current level of training and experience, as indicated by the Practicum Competency Evaluation Form.
• C: Fails to exhibit competence for a doctoral student at their current level of training and experience, as indicated by a score of “2” or below on the Practicum Competency Evaluation Form.

• Attend scheduled group supervision meetings.
• If unable to attend supervision for any reason, notify the instructor immediately. Because of the difficulty of making up in-person supervision content and training, absences are expected to be for program-related or emergency situations, and the student will be expected to complete tasks associated with supervision.
• Shadow/observe 10 therapy hours of peers over the course of the semester.
• Participate in discussion of assigned readings during group supervision.

• Review of group members’ literature reviews and application to cases
• Follow-up on supervision assignments
• Identification, review, and discussion of ethical dilemmas or clinical questions related to multicultural competence
• Review of technique, role-play, and case conceptualization

• Operates within practicum expectations outlined in the graduate and CCAC handbooks.
• Oversees and monitors client case (assessment, conceptualization, treatment planning and intervention) within ethical/regulatory standards.
• Reviews and signs off on all reports, case notes, and communications in a timely manner.
• Develops and maintains a respectful and collaborative supervisory relationship that includes describing the supervisor’s theoretical orientations for supervision and therapy, and maintaining a distinction between supervision and psychotherapy.
• Assists the supervisee in setting and attaining goals and provides feedback anchored to goals, objectives, and competencies.
• Provides formative and summative evaluation using benchmark rating forms.
• Informs supervisee when competence criteria are not met and implements remediation plan.
• Reschedules missed supervision session(s).
• Maintains documentation of the clinical supervision and services provided.

• Operates within practicum expectations outlined in the graduate and practicum handbooks.
• Implements supervisor directives and discloses clinical issues, concerns, and errors as they arise; seeks immediate supervision on emergent situations.
• Identifies to clients their training status as supervisee, the name of the clinical supervisor, and the supervisory structure; obtains informed consent for this structure.
• Attends supervision sessions on time and prepared to discuss client cases.
• Takes advantage of training opportunities and supervision, records all sessions, follows through on supervision assignments, and keeps documentation up to date.
• Adheres to ethical/regulatory and professionalism standards including those established by APA and the training program (e.g., timeliness in all aspects of clinical work, professional dress, respectful interactions with clients, supervisors, and colleagues).

1. Week 1: The Feeling Good Handbook, chapter 6
2. Week 2: The Feeling Good Handbook, chapter 8
3. Week 3: The Feeling Good Handbook, chapter 9
4. Week 4: The Feeling Good Handbook, chapter 10
5. Week 5: The Feeling Good Handbook, chapter 11
6. Week 6: The Feeling Good Handbook, chapter 12
7. Week 7: Schema Therapy, chapter 3
8. Week 8: Schema Therapy, chapter 4
9. Week 9: Schema Therapy, chapter 5
10. Week 10: Schema Therapy, chapter 7
11. Week 11: Schema Therapy, chapter 8
12. Week 12: Craske article
13. Week 13: Craske article
14. Week 14: Craske article
15. Finals Week

• Missed, late, or incomplete assignments will result in lowered ratings on professional values and will subsequently affect letter grades.
• If unable to attend supervision for any reason, notify the instructor immediately. Absences are expected to be for program-related or emergency situations, and students will be expected to complete tasks associated with supervision to address missed content.
• When group supervision is canceled or rescheduled due to an instructor scheduling conflict, alternative supervision or other developmental activities will be arranged.

Use of Artificial Intelligence Tools

Students are welcome to experiment with AI interfaces to generate ideas and examples for hypothetical treatment notes and plans. Do not enter any sensitive or potentially identifying information into any AI generator. AI may not be used to write actual treatment notes or assessment reports; a key objective of the course is for students to practice generating this content independently.

Students must attend at least 80% of classes/expected activities to pass the course.

More than 2 absences in a semester in either context will result in a failing grade, consistent with the program manual, as students cannot demonstrate competence in the course unless they attend at least 80% of expected activities.

• Attend scheduled group supervision meetings; due to the difficulty of making up content and training that occurs in in-person supervision, absences are expected only for program-related or emergency situations.
• If an absence is unavoidable, notify the instructor immediately and complete any tasks associated with supervision to address missed content.

Supervisor and student-therapist understand that limits of confidentiality exist for supervisee disclosures in supervision. While the supervisor is there to help promote development of broad professional identity, they also serve in an evaluative role. In the program, faculty supervisors regularly meet and review students’ progress in clinical practicum. In addition to these normative disclosures, supervisors may share information regarding student-therapist functioning or performance (including student disclosures to the supervisor) if it is determined to be significantly impacting their functioning within clinical practicum and/or the program more broadly.