A primary goal of the evaluation process is to enhance performance of the fellow. In support of this goal, we conduct regular evaluations of the fellow, the supervisors, the program and the program director. The program director meets monthly with each fellow to review progress and discuss any concerns with training, supervision, the program, and adjustment to the program and community. The program strives to provide formative feedback throughout training, such that the summative feedback provided semiannually by the Clinical Competency Committee is consistent with feedback that fellows have received throughout training.
Each fellow is assigned a primary supervisor and clinical supervisor(s) throughout the duration of the fellowship. Supervisors may change over the course of the fellowship. Quarterly evaluations are completed by all supervisors. These are done via assessment of performance linked to core
competencies. The purpose of the evaluations is to provide feedback, guidance, and directed remediation as needed. Supervisors review completed evaluations directly with the fellow. Evaluations are designed to be consistent with and in support of the program goals and in reference to each fellow's Individualized Fellowship Plan (IFP). Additional evaluation may be conducted by supervisors overseeing specific rotations based on expectations for clinical skill development and professional functioning outlined for the rotation. The overall goal is for the fellow to reach a level of skill and proficiency to function in an autonomous manner and be ready to lead a similar service at an advanced level upon graduation.
The Psychology Fellowship Program's Clinical Competency Committee (CCC), comprised of all supervisors and the Program Director, comprehensively reviews the progress the fellows in the program. The CCC serves the important function to synthesize the quantitative and qualitative assessments of each fellow. The committee meets on a semiannual basis to conduct an overall performance assessment of each fellow based on both the functional and foundational competencies of professional psychology practice. The committee is also responsible for providing a recommendation about graduation for the fellow in the later part of the second year of training.
Semiannual evaluations are completed by the fellows on their primary and clinical supervisors. The purpose of these evaluations is to provide feedback on ways to enhance the clinical supervision. The evaluation is designed to facilitate adjustments in the supervisory interaction and to facilitate the fellow's successful pursuit of their IFP and the program's goals. The evaluation addresses supervision logistics, the supervisory relationship and process, and specific skills training.
Semiannual evaluations are completed by the fellow on the Fellowship Program. The purpose of these evaluations is to provide a structured, systematic way of obtaining feedback regarding strengths and areas of recommended improvement in the program. These evaluations are reviewed directly by the fellow with the primary supervisor and the Program Director. Program evaluation reviews general characteristics of the program, specific training opportunities, and how they support pursuit of the fellow's IFP.
Program Director Evaluation
Semiannual evaluations are completed by the fellow on the Program Director. The purpose of these evaluations is to structure a process for fellows to provide feedback to the Program Director about their interaction and about program concerns. This evaluation activity is designed to facilitate adjustments in the interaction and to facilitate the fellow's successful pursuit of their IFP and the program's goals. The evaluation assesses the Program Director's availability and support to the fellows, leadership, contributions to training and support for self-care.
The faculty of the Adult Clinical and Health Psychology Postdoctoral Fellowship Program value open communication and strong working relationships with the fellows. If a disagreement arises between a fellow and a faculty member over the evaluations/feedback, the optimal outcome would be that the disagreement be resolved directly between the individuals in a professional manner, such that the resolution process itself becomes a learning opportunity for conflict management among colleagues. Division of Education policies related to due process, grievances, and professional behavior are followed throughout this process.
If a situation cannot be resolved in the above manner, the fellow is encouraged to utilize the sequence noted below:
1. Talk with primary supervisor; if unresolved,
2. Talk with the Program Director; if unresolved,
3. Talk with the Director of the Division of Education and implement a Grievance/Due Process procedure through the Division of Education.
4. At any point, a fellow may directly consult the Program Director or the Director of the Division of Education if circumstances preclude using the aforementioned sequence.