External Clinical Practicum consists of supervised provision of clinical services and is intended as a primary context for students to integrate principles learned in Years 1 and 2 of the PsyD program and extend their training in clinical competencies in preparation for more advanced clinical placements. In this course, students will provide assessment and therapy services community partners.

The main goals of this course are to:

1. Help students continue conceptualizing the delivery of basic clinical services.
2. Continue building the foundation they are using in their work with clients.
3. Help students accept constructive feedback related to their own clinical efforts.

• Utah Administrative Code can be accessed from
• Other assigned readings will be posted in 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 each of the following:
     • 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 the organizational, local, state, regional, and federal levels; and
     • Relevant professional standards and guidelines.
   • Recognize ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve the dilemmas.
   • Conduct self in an ethical manner in all professional activities.
2. PWC iii (Individual & Cultural Diversity):
   • Demonstrate an understanding of how their own personal/cultural history, attitudes, and biases may affect how they understand and interact with people different from themselves;
   • 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; and
   • Demonstrate the ability to integrate awareness and knowledge of individual and cultural differences, including intersectionality, in articulating an approach to working effectively with diverse individuals and groups.
   • Demonstrate the ability to work effectively with individuals whose group membership, demographic characteristics, or worldviews differ with their 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 one’s 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 knowledge of diagnostic classification systems, 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 that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity considerations and contextual influences (e.g., family, social, societal, and cultural) of the service recipient.
   • Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
   • Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to 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 the service delivery goals informed by the current scientific literature, assessment findings, diversity considerations, and contextual variables. This includes 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 their Practicum Competency Evaluation Form
• B: Exhibits regular/acceptable competence or a doctoral student at their current level of training and experience, as indicated by their Practicum Competency Evaluation Form
• B-: Exhibits minimally acceptable competence for a doctoral student at their current level of training and experience, as indicated by their Practicum Competency Evaluation Form
• C: Fails to exhibit competence in this area for a doctoral student at their current level of training and experience, as indicated by a score of “2” or below on their Practicum Competency Evaluation Form

• Each student will be expected to maintain a weekly caseload of 5-7 therapy hours after completing all training activities, unless otherwise discussed with the faculty supervisor. Students are responsible for monitoring and requesting new cases as needed to maintain their clinical load.
• All activities and deadlines should be in adherence with CCAC policy manual. Students are responsible for knowing and following policies.
• Students are expected to have identified training goals each semester, to be reviewed as part of supervision.

• All case notes completed
• All assessment measures scored
• Tape reviewed and tagged
• Questions identified and written
• 30 minutes of research documented in shared document
• Other assignments as discussed/assigned in supervision (e.g., completion of initial training sequences, case conceptualizations, etc)

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

1. Week 1: Obtain 7-10 hours a week of clinical intervention with the community
2. Week 2: Obtain 7-10 hours a week of clinical intervention with the community
3. Week 3: Obtain 7-10 hours a week of clinical intervention with the community
4. Week 4: Obtain 7-10 hours a week of clinical intervention with the community
5. Week 5: Obtain 7-10 hours a week of clinical intervention with the community
6. Week 6: Obtain 7-10 hours a week of clinical intervention with the community
7. Week 7: Obtain 7-10 hours a week of clinical intervention with the community
8. Week 8: Obtain 7-10 hours a week of clinical intervention with the community
9. Week 9: Obtain 7-10 hours a week of clinical intervention with the community
10. Week 10: Obtain 7-10 hours a week of clinical intervention with the community
11. Week 11: Obtain 7-10 hours a week of clinical intervention with the community
12. Week 12: Obtain 7-10 hours a week of clinical intervention with the community
13. Week 13: Obtain 7-10 hours a week of clinical intervention with the community
14. Week 14: Obtain 7-10 hours a week of clinical intervention with the community
15. Finals Week

• 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.
• Develops and maintains a respectful and collaborative supervisory relationship that includes describing 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 that is anchored to these 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 out and receives immediate supervision on emergent situations.
• Identifies to clients his/her training status of supervisee, name of clinical supervisor, supervisory structure, and obtains client’s 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.
• The student-therapist is expected to adhere to ethical/regulatory and professionalism standards including those established by APA and the training program. These include (but are not limited to) timeliness in all aspects of clinical work, professional dress, and respectful interactions with clients, supervisors, and colleagues.

• Students are required to attend scheduled group and individual supervision meetings. If students are unable to attend supervision for any reason, they need to notify the instructor immediately. Because of the difficulty of making up any content and training that occurs in in-person supervision, any absences are expected to be for program-related or emergency situations and the student will be expected to complete tasks associated with supervision.
• Consistent with the program manual, more than 2 absences in a semester in either context will result in a failing grade, as students cannot demonstrate competence in the course unless they attend at least 80% of expected activities.
• Students must attend at least 80% of classes or they will not pass the course.

Grievance Policy

Should a grievance occur during the semester, students are directed to the Grievance Policy to guide the process of resolution (see program Grievance policy for additional information).

Psychology Department Mental Health Statement

The Southern Utah University Psychology Department values our students irrespective of race, age, gender, sexual orientation, culture, religion, nationality, capabilities, or disabilities. Our faculty and staff are committed to the intellectual, physical, and emotional health of all members of the campus community. Should anyone experience problems or issues with depression, anxiety, grief, discrimination, alienation or marginalization, helplessness or hopelessness, or thoughts of suicide, we implore you to seek us out. Our commitment is to listen, and help you find the resources you need.