Specifically, the training program focuses on the development of the intern as a competent generalist practitioner by identifying, refining and expanding: (1) clinical and supervisory practice skills, (2) professional identity,(3) psycho-educational programming and delivery skills, (4) and honoring of diversity throughout its many dimensions through supervised experience, didactic instruction, engaged dialogue, modeling and mentoring. The supervision model embraced by the training staff focuses on use of self as instrument or self-reflection in action, learning by doing and receiving feedback, and use of a developmental approach to learning and practice. Transitions are viewed as critical growth periods for the intern which need to be explored, understood and integrated into the evolving professional identity of the intern.

Mutuality is reflected in the assumption that the greatest growth is facilitated when learning and feedback are reciprocal and ongoing between interns and staff in a supportive atmosphere of honest self-appraisal. Evaluative and informational feedback processes are structured both formally and informally to be reciprocal.

Integration is reflected in the underlying assumption that different theoretical orientations are needed and valued for their varying contributions to the effective treatment of different psycho-social problems. In addition, all training processes and programming are aimed at fostering and integrating into practice an appreciation of diversity, including an appreciation for the dignity and worth of the individual. This program value is reflected in the program's policies for the recruitment, retention and development of staff’s and interns’ cultural identities and in didactic and experiential training that fosters respect for and an understanding of cultural and individual diversity as they relate to professional psychology.

Throughout the program, the training staff attempt to maintain an atmosphere of openness in which interns can freely explore and discuss attitudes, values, feelings and reactions in relation to clients who are similar to and different from themselves.  Staff themselves model this process of increasing one’s self awareness whether through individual supervision, group supervision and/or in seminars.

Finally, the training program is informed by science and models the integration of science and practice in a number of ways. For example, the clinical staff demonstrate this integration by incorporating published articles and books based on recent research into formal supervision and seminar structure.

Equal Opportunity and Affirmative Action Policy

It continues to be the policy of Georgia State University to implement affirmative action and equal opportunity for all employees, students and applicants for employment or admission without regard to race, color, religion, national origin, sex, age, sexual orientation, veteran status or disability.

The university's affirmative action program and related policies are developed in compliance with Executive Orders 11246 and 11375, as amended; the Rehabilitation Act of 1973 (Sections 503 & 504) and the Americans with Disabilities Act of 1990 (Title 11) and their implementing regulations; the Age Discrimination in Employment Act of 1967; and the Vietnam Era Veterans Readjustment Assistance Act of 1974, as it amends 38 U.S.C. 4212.

In conformance with the federal regulations listed above, Georgia State University does not discriminate against any employee or applicant for employment or against any student or applicant for admission with regard to any opportunity for which the employee or student is qualified. Persons wishing to file complaints under the provisions of this policy should contact the Director of Affirmative Action at Ten Park Place South-Suite 460, Atlanta, GA 30303-3083, 404-413-2567.
To view the complete Equal Opportunity and Affimative Action Policy please visit http://www.gsu.edu/oddep/30760.html