THE BRITISH COLUMBIA SCHOOL PSYCHOLOGY INTERNSHIP PROGRAM (BCSPIP) MASTER’S INTERNSHIP HANDBOOK 2013 – 2014 (August 2013) Psychoeducational Research & Training Centre Department of Educational & Counselling Psychology, & Special Education Faculty of Education University of British Columbia
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THE BRITISH COLUMBIA SCHOOL PSYCHOLOGY
INTERNSHIP PROGRAM (BCSPIP)
MASTER’S INTERNSHIP HANDBOOK
2013 – 2014
(August 2013)
Psychoeducational Research & Training Centre
Department of Educational & Counselling Psychology,
& Special Education
Faculty of Education
University of British Columbia
BCSPIP Master’s Internship 2
Table of Contents
Topic Page Number
Prologue 4
Part One: The British Columbia School Psychology
Internship Program (BCSPIP)
Philosophy 5
Mission Statement 5
Goals and Objectives: Internship Program Development 5
Organizational Structure
Coordinating Committee 8
Administration 8
Location 9
Authority and Responsibility in Internship Placements 9
Friday Professional Development Program 10
Internship Program Evaluation 11
Part Two: The School Psychology Intern
Applicant Requirements (Pre-Internship) 12
Application Process 12
Recent Internship Program Placement Sites 12
Goals and Objectives: Intern Competencies (Master’s) 13
Intern Activities for Competence Indicators 14
Overview of CPA and BCSPIP Requirements for Interns 15
The Internship Agreement 16
The Supervisor/Supervisee Agreement 17
The Internship Plan 17
The Log of Supervised Professional Experience 17
Intern Evaluation 17
Evaluation of Supervisory Experience 17
Procedures for Due Process, Remediation, and Appeal 18
Competency Remediation Plan 21
Part Three: The Internship Supervisor
Overview of the Internship Supervisor 22
Role Definitions
The Supervision Coordinator 23
Supervisors 23
Primary Supervisors 23
Secondary Supervisors 24
Development of the Internship Plan 24
The Practice of Supervision 24
BCSPIP Master’s Internship 3
Evaluation of Interns 25
The Supervisor as Professional Ambassador 25
Part Four: The Site Administrator
Site-Based Leadership 26
Role Identification as School Psychology Intern 26
The Internship Agreement 27
Informed Consent 27
Contacts with the Internship Program 27
Feedback to the Internship Program 27
Appendices
A. Internship Program Seven-Year Plan 28
B. Internship Program Sample Feedback Request 30
C. Goals and Objectives: Internship Competencies 33
D. Internship Agreement 36
E. Supervisor/Supervisee Agreement 40
F. Sample Master’s Internship Plan 42
G. Master’s Intern Rating Form 51
H. Supervisory Experience Rating Form 59
I. Competence Remediation Plan 64
BCSPIP Master’s Internship 4
Prologue
A new feature of this year’s Internship Program is a clear distinction between the requirements
of the Pre-Doctoral Internship and the Master’s Internship as defined in separate Handbooks.
Readers should ensure that they are referencing the relevant document for their purpose.
In the 2013-2014 academic year, the Internship Program is introducing a substantially revised
Handbook to define our expectations for interns and to present all procedures and documents
associated with the internship year. As we seek ongoing program development, membership in
the Association of Psychology Postdoctoral and Internship Centres (APPIC), and accreditation
of our Pre-Doctoral Internship Program, our orientation and terminology reflect the
accreditation standards of the Canadian Psychological Association (CPA), and are compatible
with the Canadian Council of Professional Psychology Programs (CCPPP), the College of
Psychologists of BC (CPBC), and the BC Association of School Psychologists (BCASP).
A further change is that we have introduced a more thematic curriculum approach in the
didactic portion of our Friday Professional Development Program with an increased focus on
the promotion of mental health and well-being of children, youth, and adults in educational and
other settings in which we work. We have also created a new series of seminar-type activities to
engage all participants in group presentations and discussions, and a series of additional skill-
building sessions to address specific needs in the delivery of school psychology services in the
various internship settings.
Finally, this year we are realizing our goal of including interns from school psychology graduate
training programs in postsecondary institutions other than UBC. In 2013 – 2014 we welcome a
master’s intern from the Ed.S. training program at the University of Northern Colorado.
The Internship Seven-Year Plan outlines our development since 2007 and can be found in
Appendix A.
BCSPIP Master’s Internship 5
PART ONE:
THE BRITISH COLUMBIA SCHOOL PSYCHOLOGY
INTERNSHIP PROGRAM (BCSPIP): MASTER’S LEVEL
PHILOSOPHY
The practice of school psychology spans a broad range of services including prevention,
assessment, and intervention for individuals, group, and systems in educational, health and
social service settings. School psychologists, applying a scientist-practitioner model, are
committed to using empirically-based procedures, and to monitoring the effectiveness of all
aspects of their work as reflected in outcomes for their clients and the systems in which they
work.
MISSION STATEMENT
The learning model for the BC School Psychology Internship Program is based on a
developmental process that supports interns in navigating the critical continuum from
knowledgeable student to competent, autonomous practitioner. We facilitate this transition
drawing on our core commitments to:
dynamic placements and rotations,
guided activities to meet expectations across a comprehensive range of competencies,
supervision by highly qualified and experienced professional psychologists, and
monthly theme-focused professional development.
With successful conclusion of the internship year, and in combination with their graduate
training, interns have the knowledge and skills to render them eligible for registration in
any jurisdiction in Canada.
We recognize the interrelatedness of all participants including site administrators, supervisors,
interns, and university training program faculty members. Our integrated model supports the
vision of school psychology as a team/community-oriented profession with a focus on serving
the diverse needs of children, youth, and adults in multiple settings.
GOALS AND OBJECTIVES: PROGRAM DEVELOPMENT
The Internship Program has two levels of goals: first, goals that define our commitment to the
development and sustainability of the program itself as defined below; and second, goals that
define the work and professional learning outcomes of the intern. The program development
goals and related objectives are detailed below. Those for professional learning for interns are
presented in Part Two of this document.
Program Development Goals and Objectives
1. Continue to promote professional school psychology in educational, health, and social
service settings
BCSPIP Master’s Internship 6
2. Create and sustain dedicated intern positions in multiple settings
3. Support and enhance the work of the intern
4. Provide access to and support for highly qualified supervisors
5. Foster ongoing professional development and dialogue among a growing network of
interns, supervisors, and other experts in areas of practice
6. Recruit and retain a cadre of highly competent, school psychologists for practice in B.C.
The Internship Program endeavours to support achievement of the above goals through the
following objectives:
1. Continue to promote professional school psychology in educational and mental health
settings
The focus of this goal is to seek recognition of the role of the professional school psychologist in
working with interdisciplinary teams and diverse populations where the focus of service
delivery is on preventions, assessment, and interventions that support the educational needs,
mental health, and well-being of clients.
2. Create and sustain dedicated intern positions in school districts and agencies
The viability of an internship program hinges on access to placements for interns. This can be
challenging in terms of building capacity for ongoing access to positions, particularly in school
districts where funding and contractual issues have imposed limits on hiring interns.
Components of this goal include:
soliciting conceptual support for the internship role from relevant administrators
(e.g., Directors of Student Services and Human Resources) and professional groups
(e.g., BC Council of Administrators of Special Education and BC Association of
School Psychologists);
soliciting financial support for program staffing and for school districts seeking to
hire qualified supervisors;
ensuring access for interns to multiple placement sites (rotations); and
creating and sustaining ongoing one-year internship positions within school districts,
post secondary institutions, hospitals, and mental health agencies.
3. Support and enhance the work of the intern
The Internship Program has a broad range of supports in place for interns ranging from
development of an individualized internship plan; daily access to supervisors (primary and
secondary); weekly individual supervision sessions; collegial didactic and group discussion/
supervision activities in the monthly Friday Professional Development Program; structured
formative feedback; and procedures for appeal should conflicts arise.
4. Provide Access to and Support for Highly Qualified Supervisors
The day-to-day work of an intern is guided and supervised by an experienced and qualified
practitioner (Registered Psychologist or Certified School Psychologist) who is identified as the
primary supervisor. In cases where schools or agencies do not have access to qualified
BCSPIP Master’s Internship 7
supervisors among their staff, the Internship Program supports the hiring agency in identifying
a qualified supervisor.
Interns have access to at least two qualified supervisors. The Internship Program formally
identifies secondary supervisors and facilitates access to group supervision experiences that
include both primary and secondary supervisors.
The Internship Program has a strong commitment to professional enhancement and support for
the role of the supervisor. To this end, we have developed the role of Supervision Coordinator
and implemented site visits as well as assigned readings and supervisor group discussions as a
component of the Friday Professional Development Program.
5. Foster Ongoing Professional Development and Dialogue among Interns, Supervisors, and
Other Experts in Areas of School Psychology Practice
Attendance at the Friday Professional Development Program, scheduled monthly from
September through June, is required for all interns and primary supervisors. Invitations are also
extended to secondary supervisors, field-based school psychologists, site administrators, former
interns, students currently enrolled in the school psychology training program at UBC, and
faculty members.
The Friday Program has two components. Half of each day is dedicated to secondary and group
supervision through case presentations and discussion. Interns and supervisors work together
to present interesting or challenging cases and to guide the discussion using a problem-solving,
participation approach. Roundtable discussions are also employed to draw on input from all
participants on topics such as ethical practice and challenges experienced on the job. The second
component is didactic training based on a year-long professional development curriculum with
a focus on the promotion of mental health and well-being of clients in multiple settings, as well
as for practitioners themselves.
All interns participate in a variety of professional development activities, conferences, and
workshops through their internship placements. Interns are also encouraged to attend annual
conferences of relevant professional associations such as the British Columbia Association of
School Psychologists (BCASP), the Canadian Psychological Association (CPA), the Council for
Exceptional Children (CEC), and the National Association of School Psychologists (NASP).
6. Recruit and Retain a Cadre of Highly Competent Doctoral Level School Psychologists for
Practice in B.C.
Both interns and employers benefit from the internship year in terms of skill development for
the intern and exposure to current best practice knowledge in the placement site. The internship
is often an avenue for recruitment for school districts and agencies: in fact, all of those who
completed internships through UBC in the last 10 years and have sought to work in B.C. have
been hired into positions in educational settings in this province.
BCSPIP Master’s Internship 8
ORGANIZATIONAL STRUCTURE
COORDINATING COMMITTEE
Role
The work of the Internship Program Coordinating Committee is guided by the Director of
Training and reviews the development and implementation of documentation and procedures
related to the functioning of the program and the roles of all participants. As we continue to
evolve, the committee serves a critical role in applying and evaluating the effectiveness of all
aspects of the Internship Program. The Coordinating Committee is also the final authority for
the appeal process.
Participants
The Coordinating Committee consists of a representative from each of the participant groups:
supervisors, site-based administrators, and interns; as well as the Director of Training, the
Supervision Coordinator, the Program and Development Coordinator, and the Executive
Director.
Supervisor Representative: Simon Bazett, R. Psych.
Site-Based Administrator Representative: Mitchell Stoddard, R. Psych.
Intern Representative: Alina Lyons and Virginia Tze
ADMINISTRATION
Director of Training
Barbara Holmes, Ed.D., R.Psych., Certified School Psychologist, Primary Supervisor
The Executive Director is a faculty member in the Department of Educational & Counselling
Psychology, & Special Education at UBC. He serves as liaison with relevant ministries, agencies,
and regulatory bodies (e.g., CPA, CPBC,BCTF, BCASP); ensures alignment between Internship
Program standards and training program requirements; coordinates placement sites and intern
assignments; oversees the accreditation process; and works with the Director of Training, the
Supervision Coordinator, and the Program & Development Coordinator to support the
development and functioning of all aspects of the Internship Program, including future needs
and directions.
LOCATION
The Internship Program administration is hosted in the Psychoeducational Research & Training
Centre (PRTC) within the Faculty of Education at the University of British Columbia (UBC).
Neville Scarfe building, 2125 Main Mall, Room 1116
Telephone 604-827-4433 or 604-822-1364: Fax 604-822-9097
AUTHORITY AND RESPONSIBILITY IN INTERNSHIP PLACEMENTS
The internship experience draws on multiple interactive levels of authority and responsibility as
defined below. Both interns and supervisors acknowledge the administrative structures within
the systems in which they work and support the integrity of those systems in a professional
manner. They foster a team approach to the development and implementation of strategies for
planning, prevention, intervention, assessment, and monitoring of student/client progress.
Levels of Responsibility/Authority
The Director of Training is responsible for ensuring that the academic preparation of
applicants meets all criteria for placement through the Internship Program.
Currently, and subject to change in the future, interns are required to enroll in a UBC
training program course for the master’s internship (EPSE 589). The Executive Director is
BCSPIP Master’s Internship 10
responsible for ensuring consistency between the internship program and the
requirements of the UBC training program.
The hiring agency, clinic, school, or school district holds administrative control over the
intern in the role of employee. Such things as working schedules, holiday times, and
financial reimbursement are the domain of the employer. In public school districts, a
Director of Student Services or Special Education is usually the administrative authority
for school psychologists. In independent schools, the principal is the administrative
authority. In other settings, a Director is commonly the relevant administrative officer.
For school-based practice, the school principal maintains operational control of the daily
functioning of the school and holds ultimate responsibility for the instructional
programming and emotional/behavioural welfare of all students. The principal relies on
the shared roles of various staff members in providing the best services for students, but
the final authority is in his/her hands.
Classroom teachers carry broad responsibility for the instructional program and the
evaluation of all students enrolled in their classes. For many students, classroom teachers
rely on the additional help of learning assistance teachers, counselors, speech language
pathologists, school psychologists, special education assistants, child care workers, and
others to support multiple student needs. Because of the nature of teamwork both
within schools and with parents and families, student success is a shared goal between
school and home.
Internship Supervisors have responsibility for the professional work of interns including
caseload, quality of service provision, and any written reports or case notes produced by
interns. The latter responsibility requires approving and countersigning all written
reports, as well as intern activity logs. Primary supervisors work with the Supervision
Coordinator to ensure that interns are meeting program requirements, and that the
supervisors submit two evaluation reports (formative and summative) per intern to the
Director of Training at specified times during the year.
FRIDAY PROFESSIONAL DEVELOPMENT PROGRAM
The Friday Professional Development Program consists of monthly meetings to bring together
all interns and supervisors, both at the doctoral and master’s level. There are three components:
seminar-type activities; a didactic component; and additional skill building sessions.
Seminar-type activities: Seminar type activities are designed to engage participants in
discussions related to professional practice and experiences in the field. Interns engage in case
conceptualization activities and problem focused discussion where they seek feedback from the
larger group. These activities encourage interaction and learning among participants and
presents an opportunity for group supervision. Each intern-supervisor dyad also presents a case
to the larger group in which they focus on client and supervision issues; demonstrate “best
practice” approaches; outline their decision making with regard to diagnosis, identification and
designation; and reflect on ethical/legal issues, where relevant.
BCSPIP Master’s Internship 11
Didactic component: The didactic component features professional development activities with
a strong focus on the promotion of mental health and well-being. Although schools are often the
point of entry for services to promote mental health of students, the Internship Program is
committed to ensuring that interns are exposed to current research, training, and professional
practices that would enable them to play a role in reducing risk, preventing unhealthy
behaviours, and coordinating intervention efforts in multiple and diverse settings.
Examples of topics for 2013/2014:
Promoting mental health in BC
Positive Behavior Support
Crises Intervention –The PREPARE Curriculum
Planning Alternative Tomorrows with Hope (PATH)
Special Education Services: Policies, Procedures and Guidelines
Skill building sessions: The Internship Program is committed to the continuing professional
development of interns in a number of skill areas related to the profession of School Psychology.
In addition to the monthly meetings, interns and supervisors also attend additional 3-hour skill-
building sessions throughout the year.
Examples of topics for 2013/2014:
Reviewing administration and interpretation of the WISC-IV
Developing a student Individual Education Plan (IEP)
Working with background information in psychoeducational reports through
refining the referral question, clarifying developmental histories, summarizing
educational backgrounds, and integrating findings in a concise and meaningful
manner.
INTERNSHIP PROGRAM EVALUATION
(see Appendix B: Sample Feedback Form)
Annually, in May, a request for feedback is solicited from all participants in the Internship
Program: administrators, interns, and supervisors. Results are analyzed and used in program
review and development and reported in the fall issue of the BCSPIP Newsletter.
A measure of program effectiveness is the fact that all graduating interns since the inception of
the program, have been employed in schools, agencies or post-secondary institutions in B.C.
(with the exception of two who left the province), or entered further postsecondary training. All
those employed have been successful in seeking professional registration or certification in B.C.
BCSPIP Master’s Internship 12
PART TWO:
THE SCHOOL PSYCHOLOGY INTERN
APPLICANT REQUIREMENTS (PRE-INTERNSHIP)
School psychology interns who may apply for placement with BCSPIP are enrolled as students in an
APA or CPA accredited training program, or a program with equivalent academic and practical
preparation. To be eligible to begin the internship, students must have:
successfully completed all required academic coursework and practicum experiences in their
training program,
demonstrated an understanding of, and commitment to uphold, the ethical principles of the
Canadian Psychological Association (CPA), the College of Psychologists of British Columbia
(CPBC), the National Association of School Psychologists (NASP), and the BC Association of
School Psychologists (BCASP), and
gained approval of their thesis proposal.
APPLICATION PROCESS
Qualified master’s students, interested in seeking placement through the BC School
Psychology Internship Program for 2014-2015 are required to submit an application to the
Director of Training by January 31, 2014. This applies to UBC School Psychology students
as well as those from other institutions. Please contact the Director of Training for details.
RECENT INTERN PLACEMENT SITES
ABLE Developmental Clinic (North Vancouver)
Adult Assessment Clinic, Faculty of Education, UBC
Catholic Independent Schools Vancouver Archdiocese (Abbotsford, Burnaby, Coquitlam, North
Vancouver, Richmond, Surrey, Vancouver)
Child and Youth Mental Health Centres (Abbotsford, Coquitlam, Langley, Tri-Cities)
Conseil Scolaire Francophone (province wide)
Douglas College, Centre for Students with Disabilities
Island Catholic Schools (Duncan, Victoria)
Jewish Independent Schools (Richmond, Vancouver)
Kenneth Gordon Maplewood School (North Vancouver)
Provincial Outreach Program for Autism and Related Disorders (POPARD)
Public School Districts (Burnaby, Chilliwack, Delta, Langley, Maple Ridge, Sunshine Coast,
Sooke, Surrey)
Simon Fraser University, Centre for Students with Disabilities
Society of Christian Schools of BC (Burnaby, Richmond, Surrey)
The Wishing Star: Lapointe Developmental Clinic (Surrey)
BCSPIP Master’s Internship 13
GOALS AND OBJECTIVES: INTERN COMPETENCIES (MASTER’S)
The goals and objectives for BCSPIP reflect adaptions of the new APA Competency Benchmarks
for Professional Psychology, the Mutual Recognition Agreement of the Regulatory Bodies for
Professional Psychologists in Canada, the former internship evaluation criteria of the UBC
School Psychology Training Program, the Canadian Interprofessional Health Collaborative, and
the National Association of School Psychologists Model for Comprehensive and Integrated
School Psychological Services. They also reflect the Friday Professional Development Program
curriculum focus on promotion of mental health and well-being. The goal statements are listed
here and the accompanying objectives are included in Appendix C.
Foundational Goals
Goal 1 Professional Values and Attitudes: Interns model behaviour and comportment
reflecting the values and attitudes of professional school psychology.
Goal 2 Individual and Cultural Diversity: Interns demonstrate awareness, sensitivity
and skills in working with diverse individuals, groups, and communities
representing varied cultural and personal backgrounds, characteristics, and
values.
Goal 3 Ethical/Legal Standards and Policy: Interns apply ethical concepts and awareness
of legal issues regarding professional activities with individuals, groups, and
organizations.
Goal 4 Reflective Practice/Self-Assessment/Self-Care: Interns demonstrate personal and
professional self-awareness and reflection, and appropriate self-care.
Goal 5 Relationships: Interns practice effective and meaningful interactions with
individuals, groups, and/or communities.
Goal 6 Scientific Knowledge and Methods: Interns demonstrate understanding of
research, research methodology, techniques of data collection and analyses,
biological bases of behavior, cognitive-affective bases of behavior, and
development across the lifespan. Interns incorporate respect for scientifically
derived knowledge throughout their work.
Goal 7 Research and Evaluation: Interns apply and/or generate research that contributes
to the professional knowledge base and/or evaluates the effectiveness of various
professional activities.
Functional Goals
Goal 8 Evidence-Based Practice: Interns demonstrate the ability to integrate research and
clinical expertise in schools and other settings.
Goal 9 Assessment: Interns are skilled in the assessment and diagnosis of problems,
capabilities, and issues for individuals, groups, and organizations.
Goal 10 Prevention and Intervention: Interns develop prevention and interventions
designed to promote the success and well-being of individuals, groups, and/or
systems.
BCSPIP Master’s Internship 14
Goal 11 Consultation: Interns provide professional assistance in response to the needs of
goals of students/clients.
Goal 12 Mental Health and Well-Being: Interns assist in building capacity to support
mental health and well-being through awareness and implementation of
evidence-based programs and strategies.
Goal 13 Supervision: Interns engage in training and supervision in a manner that
enhances and monitors their professional functioning.
Goal 14 Interprofessional Systems: Interns demonstrate knowledge of key issues and
concepts in related disciplines, and the ability to interact effectively with
professionals in multiple disciplines.
INTERN ACTIVITIES FOR COMPETENCE INDICATORS
(see Appendix F: Sample Internship Plan)
The list below defines required activities or projects to ensure that the intern meets the
requirements of all goals and objectives. Interns and their supervisors work together to develop
an internship plan that includes each activity in a manner relevant to the setting(s) in which they
work and the learning needs of the intern.
1. Applied assessment, intervention and consultation practice
2. Case presentation, including reference to relevant identification and diagnostic criteria
and related literature
3. Completion of psychoeducational and/or psychological assessments with diverse clients
and contexts
4. Completion of psychoeducational and/or psychological assessments and diagnoses with
links to intervention and treatment planning with diverse clients and contexts
5. Application of a cross-battery approach in a psychoeducational assessment, including
written report and verbal presentation of assessment results
6. Consultation on and/or implementation of group, class-wide, or school-wide assessment
or screening activity
7. Consultation on and/or implementation of group, class-wide, or school-wide
intervention or prevention activity
8. Consultation on and/or implementation of individual intervention activity
9. Consultation on and/or implementation of small group intervention activity
10. Provision of individual or group consultation
11. Verbal presentation and/or written report of consultation outcomes
12. Contribution to peer case conceptualization and case problem presentation
13. Completion of a Response-to-Intervention consultation case
14. Participation in school-based teams and in school or agency consultation teams
15. Observation and report on a school-based referral, problem-solving or consultation
activity
16. Investigation and report on school district, agency, or community psychological,
educational, or mental health promotion service, program or activity
BCSPIP Master’s Internship 15
17. Attendance and active participation in all Friday Professional Development Program
didactic activities, and assigned peer reporting of district, agency and community
programs and services
18. Collaboration with supervisor in development and implementation of supervision
contract
19. Engagement in supervision, including preparation for and active engagement in
supervision sessions
20. Prompt completion of forms and logs of internship activities
OVERVIEW OF REQUIREMENTS FOR INTERNS
Interns work on a paid contract with host independent schools, public school districts, postsecondary
institutions, health or social service centres, a provincial agency, and/or an assessment or service clinic
under the supervision of qualified psychologists. They are guided by the following requirements and
procedures:
CPBC, BCASP, & EPSE 589
Interns work the equivalent of 4 days per week (0.8 FTE) over the course of one school year
(September 1 to June 30), under the supervision of qualified psychologists
Interns log a minimum of 1200 hours of supervised experience over the course of their
internship. Graduates seeking registration with the College of Psychologists of BC are required
to complete an additional 400 hours supervised practice. This may apply to licensure in other
jurisdictions as well.
Interns spend at least 30% and not more than 50% of their time in any of the primary school
psychologist activities: assessment, prevention/intervention, and consultation. At least 30% of
the intern’s time must be spent in direct professional service to clients.
Interns may spend up to 30% of the total time in secondary professional or support activities: time spent scoring and/or report writing, or time spent gathering information about the client, but not in the actual presence of the client; activities outside direct client contact but still focused on the client/patient (e.g. chart review, writing process notes, consulting with other professionals about cases, video/audio tape review); time spent planning interventions, assessment interpretation and report writing; professional development activities and time spent in didactic training (e.g. case presentations, seminars, or in-service training).
The minimum amount of supervision provided is two hours per week of regularly
scheduled individual supervision.
Because the internship is a training experience, it includes additional structured learning
activities. An average of 2 hours per week (in addition to the 2 hours of individual
supervision) is spent by the intern in scheduled learning or didactic activities. The
Friday Professional Development Program contributes to this requirement. Other
activities include:
o Seminars dealing with professional issues
o In-service training
o Case conferences
BCSPIP Master’s Internship 16
o Observing other agency units in delivery of service
o Meetings with professionals from other disciplines or agencies
o Professional conferences
British Columbia School Psychology Internship Program (BCSPIP)
BCSPIP Goals and Objectives: The work of the intern is guided by the statements of goals and
objectives
Friday Professional Development Program: Interns participate in the monthly Friday
Professional Development Program and associated Skill Building Sessions (pages 10- 11).
Internship Agreement: Interns complete an Internship Agreement in consultation with each site
administrator and primary
Supervisor/Supervisee Agreement: Interns complete a Supervisor/Supervisee Agreement with
each primary supervisor
Competence Indicators: The work of the intern is guided by the competence indicators that
specify the skills and knowledge development required for successful completion of the
internship program
Internship Program Activities: Site administrators, interns, and supervisors collaborate to plan
specific activities to meet BCSPIP requirements and correspond to the competence indicators
Internship Plan: Working with primary supervisors, interns complete an Internship Plan for
each program site that outlines their services through assigned activities designed to meet the
goals and objectives, and competence indicators
Log of Supervised Professional Experience: Interns document their work activities and hours
Intern Evaluation: Interns participate with their supervisors in at least two formal evaluations
using the Master’s Internship Rating Form over the course of the internship year
Supervisor Evaluation: Interns submit a formal evaluation of their supervised experience during
the internship year
With successful completion of the internship year, and in combination with their graduate
training, interns have the knowledge and skills to render them eligible to apply for
registration or certification as professional school psychologists in any jurisdiction in
Canada.
THE INTERNSHIP AGREEMENT
(see Appendix D)
The Internship Agreement outlines the relationship among the placement site administrator, the
intern, and the supervisor. It specifies the time commitments and salaries or stipends provided to
the intern and supervisor, and briefly outlines the core requirements for both roles in order to
meet BCSPIP criteria. It is the responsibility of the intern and supervisor to work together with
the site administrator to complete the document by September 20, 2013 and submit it to the
Director of Training.
BCSPIP Master’s Internship 17
THE SUPERVISOR/SUPERVISEE AGREEMENT
(see Appendix E)
The Supervisor/Supervisee agreement is a statement of the working alliance between supervisor
and supervisee in terms of responsibilities and procedures. Both intern and supervisor sign and
keep a copy of the agreement; a third copy is filed with the Director of Training by September 20,
2013.
THE INTERNSHIP PLAN
(see Appendix F: Sample Internship Plan)
The Internship Plan is completed jointly by the intern and primary supervisor and is a working
document that serves to operationalize the objectives statements in terms of activities to be
undertaken by the intern, and to define competence indicators that represent achievement of each
objective. Interns and supervisors work together to add specific activity plans relevant to the
internship setting and the learning needs of the intern. Due October 18, 2013.