The mission of the Possibilities Clinic Residency Program in Clinical Psychology is to train residents in culturally responsive clinical psychological care to a diverse population with a wide breadth and depth of clinical presentations. Residents’ skills are developed to ensure they are ready for an early career level of independent practice at the conclusion of the one year program. Underlying all goals in the training program is the development of a solid foundation of ethics and professinal standards of psychological service.
The Residency Program follows a scholar-practitioner training model that is developmental in nature. Training experiences are offered in a principled and organized way so skills and expertise grow systematically, moving residents forward to entry-level supervised practice.
The residency program’s goals are to develop resident competencies in the following areas: Evidence-based assessment and evaluation; evidence-based intervention and consultation, professional standards and ethics; experience in supervision and nterpersonal relationships; program development or evaluation; integration of research into a professional role; professionalism and professional development; and conducting all professional activities in an equitable and inclusive manner with sensitivity to human diversity.
The Residency Program offers an organized and coherent sequence of activities so training experiences and expectations increase in complexity commensurate with residents’ developing knowledge and skills. Assessment and intervention training begins with the resident observing the supervisor, then the supervisor observes the resident. When the supervisor deems the resident is ready, the resident will provide assessment and intervention skills on their own and the cases are discussed in supervision. This developmental structure cultivates and consolidates skills over time.
All clinical activities are clearly informed by science and inform science. Training is provided for assessment as well as intervention with individuals, groups, and families. Training for residents is provided in a sequence of increasingly independent practices, building in complexity as the residents’ skills and knowledge advance towards the level required for professional psychological practice. The resident’s Resident Training Plan is completed by the Director of Psychology Training at the beginning of the program once rotations are chosen. The plan includes training goals and objectives as well as caseload expectations. Residents are given an opportunity to contribute to program planning, development, and evaluation of one service area at the Clinic.
The Possibilities Clinic currently has 2 Clinical Psychology residency positions. Residents can focus on children and adolescents, or adults or both.
Residents have a major rotation in assessment (ADHD and LD) and intervention (major therapies lCBT) in their chosen population (children and adolescents, aduts or both). The major rotation is 3 days a week and there are 2 minor rotations of 1 day a week for 6 months each or half a day each for the year. These minor rotations include Autsim Assessment, Neuropsychological Assessment, Comprehensive Behavioural Assessment for Tics, Acaddemic Therapy in Reading and Group Therapies for ADHD in Adults. The fifth weekday is reserved for didactics, program evaluation, and research or dissertation work. Residents are supervised by Ph.D. level clinical psychologists registered in either Child, Adolescent, Adult, or all populations, depending on the resident’s selected track. In addition to being supervised by registered psychology practitioners, residents will also work with Psychotherapists, Psychiatrists, Paediatricians, Family Physicians, Nurses, Social Workers, Occupational Therapists, Speech-Language Pathologists, and Certified Teachers.
There are weekly Resident Didactic Seminars, Team Meeting rounds and biweekly Psychology Department meetings. Residents learn how to complete both in person and virtual ADHD and LD assessment, including diagnosis of comorbidities.
