Presented by Jenny Lybeck-Brown, Ph.D., Associate Director/Training Director, University of Missouri Counseling Center

Friday, December 2, 2022

11am-1:00pm PT/1:00pm-3:00pm CT/2:00pm-4:00pm ET

Event held online via Zoom. Link to access provided upon registration.

This program, when attended in its entirety, offers 2.0 CEs for Psychologists or  2.0 IL CEUs for Counselors and Social Workers

Workshop Description:

Remediation is often a feared topic among trainers and trainees alike. While it can be a time and energy consuming process, adequate preparation for and a skillful approach to remediation and trainee skill deficits in general can lead to favorable outcomes for all involved. This program will provide information about ways training programs can set the stage for favorable outcomes by making sure policies are carefully determined, clearly communicated, culturally sensitive, and consider the requirements of all stakeholders. Important considerations in supervision related to the delivery of challenging feedback will also be discussed including how to determine a concern needs to be elevated to the level of formal remediation.

Given the importance of the actual remediation documents, there will be a focus on writing and delivering remediation plans and other related documentation, and sample plans will be distributed. Related topics of communicating with stakeholders, dealing with ruptures in the supervisory relationship, how and where to consult, and taking care of other trainees and the training staff, as well as self-care will be discussed. Participants will have an opportunity to interact with the material both through a brief, real-time survey, by asking questions, and by applying knowledge to several training vignettes.

Learning Objectives:

After attending this intermediate-level presentation, participants will be able to:

1.Participants will be able to assess their own training programs to ensure they have the appropriate infrastructure to support future remediation efforts.

2. Participants will identify indicators a trainee’s competence may warrant remediation.

3. Participants will be able to list the critical components of a successful remediation plan.

4. Participants will be able to list key stakeholders in the remediation process.

5. Participants will be able to describe the importance of caring for all impacted by the remedial process including the necessity of self-care.

Program Standards and Goals:

This program meets APA’s continuing education Standard 1.3: Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.

This program meets APA’s continuing education Goal 1: Program is relevant to psychological practice, education, and/or science.

Workshop Schedule (shown in CT):

1:00 m – Event Begins

3:00 pm – Event Ends

Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, tuition is nonrefundable.

References:

Bodner, K. E. (2012). Ethical Principles and Standards That Inform Educational Gatekeeping Practices in Psychology. Ethics & Behavior, 22(1), 60–74. https://doi.org/10.1080/10508422.2012.638827

Furr, S., & Brown-Rice, K. (2018). Psychology doctoral students’ perceptions of peers’ problems of professional competency. Training and Education in Professional Psychology, 12(2), 118–124. https://doi.org/10.1037/tep0000184

 Kallaugher, J., & Mollen, D. (2017). Student experiences of remediation in their graduate psychology programs. Training and Education in Professional Psychology, 11(4), 276–282. https://doi.org/10.1037/tep0000175

Kaslow, N. J., Grus, C. L., Allbaugh, L. J., Shen-Miller, D., Bodner, K. E., Veilleux, J., & Van Sickle, K. (2018). Trainees with competence problems in the professionalism domain. Ethics & Behavior, 28(6), 429–449.https://doi.org/10.1080/10508422.2018.1438897

Kimball, P. L., Phillips, L. C., Kirk, K. E., & Harrich and, J. J. S. (2019). Gatekeeping: A counselor educator’s responsibility to the counseling profession and community. International Journal on Responsibility, 3 (2), 54-66.https://commons.lib.jmu.edu/ijr/vol3/iss2/1

Letourneau, J. L. H. (2016). A Decision-Making Model for Addressing Problematic Behaviors in Counseling Students. Counseling and Values, 61(2), 206–222. https://doi.org/10.1002/cvj.12038

Vacha-Haase, T., Elman, N. S., Forrest, L., Kallaugher, J., Lease, S. H., Veilleux, J. C., & Kaslow, N. J. (2019). Remediation plans for trainees with problems of professional competence. Training and Education in Professional Psychology, 13(4), 239–246. https://doi.org/10.1037/tep0000221

CONTINUING EDUCATION:

Target Audience: Mental health professionals (psychologists and other licensed providers) providing clinical training

Psychologists. This program, when attended in its entirety, is available for 2.0 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods. If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.

Counselors/Clinical Counselors. This program, when attended in its entirety, is available 1.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159 

Social Workers. This program, when attended in its entirety, is available for 1.5 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036 

Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.

Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.

*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.

The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content.