Three primary types of training positions are available in the UGA RCLD clinic: Practicum placements are unpaid part-time (usually 13 hours per week) Graduate assistantships are paid part-time (usually 13 hours per week) Postdoctoral fellowships are paid full-time (40 hours per week). Training opportunities are offered when resources permit. Please contact the RCLD for information on current openings. Supervision by a licensed psychologist is provided to all trainees. Practicum Placements Practicum students have primary assessment responsibilities on one team and will provide additional testing services to a second evaluation team. Practicum placements are usually 13 hours per week and include didactic instruction in test administration, administration of cognitive and achievement testing, scoring and interpretation of measures, participation in diagnostic meetings and report writing. Individual and group supervision is provided by the Head of Training, as well as senior level graduate students if available. Post-intern or senior student supervisors are first-level supervisors for junior practicum students. Practicum students are typically affiliated with the Clinical Psychology Department and enrolled in PSYCH 8500; however, students from other departments are accepted when openings are available on a case by case basis. Student evaluations are submitted to the appropriate departmental training director for each semester of enrollment. General objectives include: Developing competency in administration, scoring, and interpretation of cognitive, achievement, and social-emotional measures. Developing interviewing skills. Learning report-writing skills and gain experience using the RCLD model. Gaining experience working on an evaluation team. Developing case conceptualization, data integration, and diagnostic decision making processes. Understanding characteristics of different learning disorders. Developing knowledge of appropriate accommodations for different disabilities. Understanding different criteria for identifying learning disorders and AD/HD. Gaining Practical experience working with a variety of clients. Developing basic knowledge of assistive technologies available to individuals. Graduate Assistantships Graduate assistants have experience working in the RCLD and wish to continue expanding their assessment expertise while providing services to the clinic. General objectives include: Expanding competency in administration, scoring, and interpretation of cognitive, achievement, and social-emotional measures. Honing interviewing skills. Refining report-writing skills and gain experience using the RCLD model. Gaining experience working on an evaluation team. Further developing case conceptualization, data integration, and diagnostic decision making processes. Developing deeper understanding of characteristics of different learning disorders. Expanding knowledge of appropriate accommodations for different disabilities. Gaining additional practical experience working with a variety of clients. Expanding knowledge of assistive technologies available to individuals. Developing case-management skills, including providing feedback to clients and their families. Developing team leadership and administrative skills. Postdoctoral Fellowships Postdoctoral fellowships are structured to meet guidelines for the Supervised Work Experience required for licensure by the State Board of Examiners of Georgia Psychologists and are designed for newly degreed psychologists who desire highly specialized training in assessment. General objectives include: Developing competency in administration, scoring, and interpretation of cognitive, achievement, and social-emotional measures. Developing diagnostic interviewing skills. Refining report-writing skills and gain experience using the RCLD model. Gaining experience leading an evaluation team. Developing case conceptualization, data integration, and diagnostic decision making processes. Understanding characteristics of different learning disorders. Developing knowledge of appropriate accommodations for different disabilities. Understanding different criteria for identifying learning disorders and AD/HD. Gaining additional practical experience working with a variety of clients. Developing basic knowledge of assistive technologies available to individuals. Gaining experience training and supervising graduate students. Learning to review and edit reports written by others. Developing case-management skills, including providing feedback to clients and their families. Developing team leadership and administrative skills. Preparing for independent practice. Participating in other professional activities (e.g., research, teaching, presentations).
