Rights and Responsibilities


This segment of the Trainee Policies and Procedures is designed to delineate the procedures used by the training program to: a) evaluate trainee performance, b) respond to problematic, inadequate or impaired trainee performance, and c) ensure that due process is accorded all parties during the evaluation and review process.

This information is divided into: 1) Definition of Professional Impairment, 2) General Guidelines for Due Process, 3) CAPS Trainee Evaluation, Review, and Due Process Procedures, 4) Remediation Options, and 5) Trainee Grievance Procedures.  Included also are minimal requirements, the Statement of Nondiscrimination and ethical guidelines.

This section has been adapted from materials developed by the Texas State University Counseling Center, Texas A&M Counseling Center, Illinois State University Counseling and Psychological Services, the Northern Illinois University Counseling and Student Development Center, the University of Iowa Counseling Services and the University of Memphis Center for Student Development.

One of the primary tasks of the training program at CAPS is to assess the progress of each trainee. The purpose of this assessment is to facilitate professional and personal growth. Towards this end, feedback will be provided in an ongoing and timely fashion.

Training staff and supervisors have a duty and responsibility to evaluate the competence of trainees in a comprehensive manner. In addition to performance in the areas of therapy, assessment, supervision and other program requirements, other aspects of performance, development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will also be evaluated.

The training program recognizes that developmental stressors are inherent in the transition from graduate school to a clinical training setting, as well as during the course of the trainee’s participation in the program. During the training program, trainees are exposed to clinical practice, typically involving a full and challenging caseload, (based on developmental level), as well as responding to client crises and agency requirements. Furthermore, trainee supervision is often very intense, concentrated and frequent. This may increase the trainee’s sense of personal and professional vulnerability. Thus, while the training program represents a critical professional opportunity for trainees to learn and refine skills, increase their professional confidence and enhance professional identity, it is also a time of increased stress and vulnerability.

Since trainees make significant developmental transitions during the training program and may need special types of assistance during this time, it is the responsibility of the training program to provide activities, procedures and opportunities which can facilitate growth and minimize stress. Such measures include, but are not limited to, extensive orientation meetings, individualized programs, clear and realistic expectations, clear and timely evaluations which include suggestions for positive change, and contact with support individuals (e.g., supervisors, more senior trainees).