Training Activities - Clinical and Didactics

Core Didactic/Experiential Learning

• Welcome to Rochester (6 hours). The overall goals of this two-part required learning activity are to: a) learn the story of the Haudenosaunee and honor their legacy and the contributions they have made over the last 2000 years to the arts, culture and society; b) enhance trainees’ understanding of the city of Rochester and the University of Rochester Medical Center’s historical context and how past and current policies have differently impacted members of our community; and c) appreciate and honor the range of ways that individuals with varied backgrounds, identities, and lived experiences have contributed to and continue to contribute to the community or Rochester. Trainees visit the Ganondagon historic site for a guided tour with reflection. Trainees also view a video and complete readings regarding the history of Rochester, differential experiences of healthcare among current members of the community and about influential Rochesterians and then participate in a group meeting to share reflections.
• Psychotherapy Seminar (1.5 hours/week, Aug-June). The goal of this seminar is to enhance general therapy skills and build competency in the delivery of select empirically based treatments for children and adolescents (e.g. ACT, SPACE, Parent Management Training, Collaborative and Proactive Solutions). Most sections of the seminar include a didactic component and a supervision component, which utilizes recordings of therapy sessions.
• Department of Psychiatry Grand Rounds, (weekly 1-2 hours). This weekly forum features research and clinical presentations by local, regional, and national experts in selected areas of psychiatry and psychology. In addition, our Office of Consumers, Communications and Community Affairs hosts several presentations to build a community where everyone feels seen, heard, and empowered. Occasionally, the speaker will meet with interdisciplinary trainees for an extra discussion session. Interns may also choose to attend other Grand Rounds relevant to their training goals (e.g., Pediatrics, Internal Medicine and Public Health Sciences).
• Professional Development Seminar (approx. 25 hourly meetings). An overarching goal of this seminar is to provide information and discussion that will be useful in the overall development of each trainee's identity as a psychologist and support their socialization into the profession of psychology. The seminar meets these goals by offering didactic opportunities and consultation with well-established  professionals in the field. The seminar has the the following learning objectives: 
  -Trainees will increase their awareness of various roles that psychologists perform within academic medical centers and community settings and pathways to those roles.
  -Trainees will refine skills (i.e., job-search strategies, interviewing and negotiating) related to success in obtaining future professional positions and increase their knowledge of requirements for independent practice (licensure).
  -Trainees will increase their awareness of ethical and legal practices for psychologists, particularly related to court-related experiences psychologists may encounter in practice.
  -Facilitation of group cohesion among trainees to promote collaboration/peer support and future networking
• Wellness Wednesdays. The Chief Fellow organizes quarterly Wellness Wednesdays (2 hours) where interns and fellows share a meal and engage in an activity (i.e., board games, crafting, picnic) at the medical center or at a nearby location such as a park or restaurant
• Multicultural Case Conference (8-10 sessions, 1 hour). The overall goal of this seminar is to increase cultural awareness and sensitivity of psychology trainees via the lens of the APA Cultural Formulation Interview, with trainees presenting clinical case conceptualizations using the APA Cultural Formulation Interview framework. Trainees will be able to (a) recognize their own cultural identities, (b) increase their knowledge, awareness, and skills in multiculturalism, and (c) better meet the needs of a patient population representing a range of identities and lived experiences.. This seminar will help trainees become more aware of how culture impacts clinical work, research, and teaching. 
• Amplification and Allyship (6 hours). The overall goals of this learning activity are to: (a) increase appreciation and awareness for how different policies and systems have differential impact on members of our local and national community (b) amplify the broad range of voices/perspectives of members of our local, national, and international community and (c) provide ongoing opportunities for reflection on action and allyship. Trainees will view/listen to media that highlight differential impacts of historical and current policies, systems, actions, and movements in response to them as well as content that highlights the vital importance of cultural joy and then share reflections related to amplification and allyship in sharing/connecting circles. Content experts may also be invited to participate in the seminar.
• "SafeSide"(Suicide Prevention) Workshop (5 hours). The overall goal of this video-based education is to prepare trainees with the knowledge and skills needed to conduct person-centered, standard-of-care interviews, risk assessments, safety planning, documentation, and decisions with suicidal patients. 
• CPI: Verbal Intervention w/disengagement skills (Tier 4) (8 hours). This trauma-informed Verbal Intervention training equips staff with the knowledge and skills to identify a person in crisis and verbally de-escalate disruptive behaviors. In addition to verbal de-escalation training, this curriculum includes training on disengagement skills and the safe implementation of restrictive interventions (i.e. temporary holds).
• Intimate Partner Violence and HEAL Collaborative (1 hour). This presentation reviews definitions of intimate partner, interpersonal, and domestic violence and summarizes biopsychosocial correlates.  It reviews special considerations related to telehealth, confidentiality,  documentation, safety, and provider wellness/self-care. Finally, it reviews community and URMC specific resources including the HEAL collaborative, the services provided, and how clinicians can access these services for their patients and themselves.
• Leadership Projects, 1-2 hrs/wk (10 months). Each intern, in conjunction with a faculty mentor, completes a leadership project focused on developing tailored approaches for education, intervention, prevention and evaluation initiatives in Psychology. Past projects have included: “Developing a brief curriculum on trauma, caregiver stress, and resilience of kinship caregivers,” and “Identifying an adaptation framework for a diabetes prevention program for individuals with severe mental illness”. Trainees present their leadership projects in June at the Department's interdisciplinary Education Poster Day. Please go to our Scholarly Activities page to view current and past projects.
• OPTIONAL: Assessment and Treatment of Eating Disorders (4 meetings, 12 hours). This elective opportunity is an interdisciplinary didactic series focusing on evaluation and evidence-based treatment of eating disorders, with a particular emphasis on interdisciplinary treatment team functioning and planning.