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Tell us a little about your training model.
We subscribe to the clinical science model of training (Academy of Psychological Clinical Science, 1995), preparing graduates for careers in clinical science research while insuring competence in the provision and dissemination of scientifically-based clinical services.
Since you have several clinic directors, could you tell us how your training clinic is organized?
We have an Executive Director and 3 Directors for our clinics (Adult and Group Services, Child and Family Services, and Training and Supervision), and a doctoral student Assistant Director. The Directors teach 1-2 courses per semester, and provide direct service and some clinic administration. I am both the DCT and Executive Director of the PSC.
As Exec Director, I oversee personnel, budget, and general management. Day-to-day management of the PSC is divided among the Associate Chair and three Directors, the Assistant Director, and an administrative assistant.
How do you generate income for your clinic?
The PSC is supported through a combination of income from direct service, clinic faculty teaching, and subsidy from the department and university (for one Director position, the administrative assistant position, some summer salary for the Executive Director, two-thirds of the psychiatry resident's salary). Although we take insurance, this applies primarily to services provided by the clinic faculty (Directors). Most of our graduate student clinicians'
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clients receive fee assistance based on their income and most clients are at the low end of this scale (about $10/session).
How long have you been PSC director?
I am just beginning my second 3-year term as Associate Chair (and thus PSC Exec Director). I am tenured and the 3 directors are non-tenure track.
What are you looking forward to developing in your clinic?
The goal of our Psychological Services Clinic (PSC) is to provide training in clinical service delivery that integrates science and practice, training students in the provision, documentation, and dissemination of goal-focused, empirically-supported clinical service. I'd like to increase the research in the PSC. Although we collect some data for clinical purposes, we have not taken advantage of the data's potential to inform larger clinic policy or the clinical science community.
How many students do you have in your clinic?
In 2001-2002, we had 25 students in the program pre-internship. Of these 25, approximately 18 participated in PSC activities in some way.
How many faculty members do you have?
In 2001-2002, we had 10 full-time tenure-track clinical faculty, plus 2 full-time and 1 ¾ time non-regular clinic faculty (the Directors).
What types of services do you offer?
Adults, couples, children, adolescents, and families
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seek services for problems ranging from child and adult depression, anxiety, antisocial behavior, attention deficit/hyperactivity disorder, to trauma reactions, family and marital discord, interpersonal problems, and substance abuse. A psychiatry resident is also on staff to provide medication evaluations, prescriptions, and follow-up to PSC clients.
Do you conduct research at your clinic?
Clinical faculty and graduate students are encouraged to submit proposals to use the PSC as a research site. PSC clients have participated in research projects on personality factors, child anxiety, and divorce adjustment. Currently, the information provided by clients (e.g., assessment batteries) is not used for systematic clinic-wide research. However, plans are underway to capitalize on this untapped resource.
What is the most rewarding part of your job?
I feel like my job is that of a juggler, working to keep my eye and hand on the multiple aspects of clinical science training, keeping the clinical training program and the PSC running smoothly (vs. just staying afloat) . . . oh, and doing my own research and teaching! I think my biggest reward is when it all comes together and we can see the fruits of our efforts in the success of our students as clinical scientists - in the improvements of a single client as well as in the clinical research careers of our graduates.
Debora Bell-Dolan
U-M Columbia
BellDolanD@missouri.edu
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