Teach the first-year Professional Seminar Courses for Ph.D. students to orient them to the foundational and functional aspects of the program in regard to clinical training for practicum and internship and the accompanying timeline, protocol, and expectations
Maintain timely communication with students, staff, and administration regarding training issues.
Keep students and faculty informed of the changes in clinical training at the state and national levels.
Review and address student concerns regarding training and offer active support to students regarding their training needs
Maintain timely paperwork review and processing related to training.
Build and maintain relationships with external training sites and agencies.
Serve as the liaison between Pacifica and the practicum and internship agencies.
Is available for consultation with agencies wishing to develop training programs for Pacifica’s students.
Provide both students and training agency representatives with a comprehensive set of guidelines that furnish details regarding the Institute's expectations for clinical training. Through oversight of the off-site visit process, the DCT also monitors compliance with these guidelines (site visit travel may be required).
Approve and monitor all practicum and internship arrangements on behalf of the program.
Oversee and address concerns regarding student training needs and behaviors, including working with students on clinical probation.
Provide yearly review and revision of the Training Office documents, including the Training Handbook and materials on the Desire to Learn website and Pacifica’s website.
Support students in facilitating high standards of clinical practice, including in their ethical and professional behavior.
Maintain a training calendar of presentations and communication with students regarding clinical policies, procedures, timing, and concerns.
Collaborate with other offices regarding training issues and concerns.
Maintain data collection related to accreditation and licensure-based student training.
Hold quarterly information and advisement meetings for each cohort to allow an opportunity for students’ questions and to review requirements and procedures.
Maintain regular, weekly office hours to meet with students individually as needed.
Establish and monitor standards for student readiness for placement.
Oversee the maintenance of a current database containing available practicum and internship opportunities in real-time (quarterly basis).
Oversee the maintenance of students’ descriptions of their experience at training sites for student perusal upon request.
Work with first-year students to identify and select a practicum site,and ensure that they proceed through training in a timely manner as they enter into practicum placement by Fall of their second academic year.
Prepare advanced Ph.D. students for the internship application process, which results in their internship placements beginning in the Fall of their post-coursework academic year. This involves a series of educational and preparatory meetings.
Establish ongoing weekly meetings with Clinical Training Coordinator and collaborate on the revision of forms and clinical administrative procedures as well as website content.
Interact with organizations that oversee the clinical training of doctoral students in clinical psychology such as SCAPTP, CAPIC, ASPPB, and possibly NCSPP.
Serve as a liaison for alumni who are in the process of applying for licensure in their particular states and whose boards of psychology request DCT approval of documents.
Participate in Clinical Psychology program faculty/program meetings to share updates on Clinical Office information.
Coordinate with PsyD Counseling Program and its DCT on issues relevant to both licensure- based programs, such as developing similar evaluation rubrics and contract forms for coherent and streamlined engagements with practicum and internship sites at which both programs may seek to place students.
Actively seeks to expand practicum and internship sites for students.
The DCT cultivates, implements, maintains, and reports ongoing relationships with current students.
The DCT works with program chair to organize and maintain program clinical training resources, including webinars, materials, online library, and recordings.
Interpret policy and recommend change as needed.
Execute all other duties as assigned including committee work and special projects.
Typical Qualifications:
**EDUCATION and/or EXPERIENCE**
To qualify for the position of Director of Clinical Training (DCT), candidates will have earned a Doctoral Degree in Clinical Psychology from an APA or regionally accredited Clinical Psychology Program. The candidate must be licensed in the state of California or licensed in another state and eligible for license in California. The candidate should have at least 2 years professional training experience and is expected to have teaching experience at the graduate level. The candidate is expected to work in a collaborative manner and to demonstrate the capacity to be calm and objective in the guidance of students and in relationships with others.
- Degree in Clinical Psychology from a Regionally Accredited or APA accredited academic program
- California-licensed psychologist or be a post-doctoral individual who is licensed-eligible and completes licensure while in this position.
**Preferred Qualifications**
- Preference will be given to candidates with demonstrated successful teaching and mentoring experience in a doctoral level graduate program.
- Strong evidence of attention and sensitivity to, and experience in working with diverse students and clientele, demonstrating cultural humility.
- Exceptional interpersonal, teamwork, and collaborative skills.
- Knowledge of and training in depth psychological theory and clinical application.
- Excellent administrative and organizational skills.
- Experience with Tevera.
- Experience in clinical supervision.
**COMPUTER SKILLS**
PC literate; MS Office (including Word and Excel).
PowerCampus preferred.
DocuSign preferred.
Desire2Learn preferred (or comparable online learning platform)
General office equipment.
**LANGUAGE AND MATHEMATICAL SKILLS**
Ability to read, write, speak, and receive instruction in English. Intermediate math required.
**REASONING ABILITY**
The ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists is required, along with the ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
Ability to mediate and resolve issues; ability to determine issues and creatively problem-solve; ability to engage other departments in meaningful dialogue and articulate issues faced by the department; and ability to analyze the complex and make simple.
**QUALIFICATIONS**
To perform the job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above and below are representative of the knowledge, skill, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Ability to read and comprehend complex instructions, correspondence and data; strong organizational, administrative, and time-management skills; strong verbal and written communication skills; ability to identify issues and creatively problem-solve on a variety of issues; effective presentation and interpersonal skills; strong ability to exercise sound and experienced judgment based on a thorough knowledge; and ability to engender respect from staff.
**PHYSICAL DEMANDS**
This position requires the ability to perform a range of physical activities, which may include standing, walking, using hands and fingers to handle or feel objects, reaching with hands and arms, and communicating effectively (speaking and hearing). The role may occasionally require sitting, climbing, balancing, stooping, kneeling, crouching, or crawling. Visual acuity at both close and long distances may be necessary to perform job-related tasks.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job.
