Student Annual Evaluation and Feedback
At the beginning of their first year in the program, an Academic Advisor is assigned to each student. The main objective of the academic advising process is to help students with their academic and/or educational needs and to offer guidance and support while progressing through their training program. The academic advisor seeks and receives information from the student and from other faculty members regarding the student’s academic performance and the professional roles expected for the student’s developmental level. Based on such information, the advisor evaluates the student’s performance each year using the “Standard form for student end of year evaluation”.
Every student signs an “Advisory Contract” during their first year in the program. Advisor and advisee will meet at least once per semester. Any faculty member who has any concerns or comments about a student’s academic or clinical performance or professional behavior should present these in written form to the student’s assigned advisor. In case of a serious deficiency or concern, the advisor will refer the situation to the program coordinator for analysis and remedial action. The program procedures and institutional policies are used in cases of academic problems, unprofessional behavior, or other concerns related to the student’s performance. At the end of year each student meets with his/her advisor to discuss and to complete the “Standard Form for Student End of the Year Evaluation”.
Evaluation of Student Professional Behavior
Our program has adopted the complete statement on evaluation of student non-academic competence developed by the Council of Chairs of Training Councils. At the beginning of their first year, every PhD- PSY students acknowledge with their signature the receipt of this statement.
Students in psychology training programs (at the doctoral, internship, or postdoctoral level) should know-at the outset of training-that their faculty, training staff, and supervisors have a professional, ethical, and potentially legal obligation to: (a) evaluate the interpersonal competence and emotional well- being of student trainees who are under their supervision, and who provide services to clients and consumers, and (b) ensure-insofar as possible-that the trainees who complete their programs are competent to manage future relationships (e.g., client, collegial, professional, public, scholarly, supervisory, teaching) in an effective and appropriate manner. Because of this commitment, professional psychology education and training programs, faculty, training staff, and supervisors strive not to “pass along” students with issues or problems (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) that may interfere with professional competence to other programs, the profession, employers, or the public at large.
Therefore, within a developmental framework and with due regard for the inherent power difference between students and faculty, students and trainees should know that their faculty, training staff, and supervisors will evaluate their competence in areas other than coursework, seminars, scholarship, comprehensive examinations, or related program requirements. These evaluative areas include, but are not limited to, demonstration of sufficient: (a) interpersonal and professional competence (e.g., the ways in which students relate to clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (b) self- awareness, self-reflection, and self-evaluation (e.g., knowledge of the content and potential impact of one’s own beliefs and values on clients, peers, faculty, allied professionals, the public, and individuals from diverse backgrounds or histories); (c) openness to processes of supervision (e.g., the ability and willingness to explore issues that either interfere with the appropriate provision of care or impede professional development or functioning); and (d) resolution of problems or issues that interfere with professional development or functioning in a satisfactory manner (e.g., by responding constructively to feedback from supervisors or program faculty; by participating in personal therapy in order to resolve problems or issues).
Faculty members or supervisors will attempt to assist any student who presents difficulties in professional behavior. If this assistance is not accepted or fails to produce the desired results the SBBS faculty, clinical supervisors, or administrators will follow the following procedure:
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Report the concern to the students’ academic advisor. If the situation is not resolved, the academic advisor moves to step #2
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Report the situation to the Program Director. If the situation is not resolved, move to step #3
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The program director discusses the situation with SBBS Dean for Students Affairs (DSA) and decide if he/she should be referred to the Professional Behavior and Ethics Committee (PBEC). The DSA and Program Director may refer the student to the PBEC, using the “Unprofessional Behavior Referral Form”
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The student will be notified that he/she was referred to the PBEC.
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The PBEC will:
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Familiarize with the complaint through interviews or documents
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Consult with legal advisor if necessary
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Meet with the student and identify his/her needs
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Advise student on the concerns presented
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Recommend follow up actions through a report to the Dean
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The SBBS Students Affairs Dean will discuss the case and the recommendations with the SBBS Dean, who will make a final decision that may include referral to the institutional students’ promotions committee.
Professional Behavior and Ethics Committee (PBEC)
The main goal of the PBEC is to support the SBBS mission of developing a new generation of well-rounded clinical psychologists capable of performing excellently in different clinical settings, to a higher standard of competency.
At the individual level, professional behaviors include, but are not limited, to personal and professional characteristics, interpersonal relationships and ethical/moral decisions. Expected professional behavior comprise motivation to progress in the program and initiative to address new challenges, responsibility, commitment, teamwork, professional image, response to authority, response to criticism, recognition of limitations, empathy, consideration of other’s roles and rights, relation to peers and to non-faculty members, and confidentiality, among other behaviors.
Unprofessional behaviors may be recognized as: limitations in assuming responsibility for ones actions and duties, poor initiative to change and to assume ones role as student and future professional, not following instructions or recommendations for improvement, impaired relationships with students and faculty, impaired relationship with other allied health professionals, bullying, plagiarism, problems with moral character (differentiate right from wrong), poor judgment, not handling well transference/countertransference, among others. The PBEC is consonant with the PHSU institutional catalog, American Psychological Association and Puerto Rico Psychology Association (APPR) code of ethics.
Identification
Students will identify themselves to patients, to the public and to any other person both verbally and in electronic (e.g. emails) and written form by using the designation “Clinical Psychology Doctoral Student”. This designation will change when the student enters an internship program at which time the following title must be used “Clinical Psychology Pre-Doctoral Intern”.
Students will use whichever title is assigned or customary in internship site outside our program or our institution. Students will not present themselves as “doctor” and will not allow others to address them with such title. Failure to follow this rule will be considered as an ethical violation.
Use of cellular phones
While attending lectures or any other official activity of the program cellular phones will be turned off or changed to vibration mode. Students need to inform the professor when he/she is expecting an important call during class.
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