fellowship-manual

UC Davis Medical Center, located in Sacramento, California, is an integrated, academic health system that is consistently ranked among the nation’s top medical schools. Within the UC Davis School of Medicine, the Department of Psychiatry and Behavioral Sciences has a strong collaborative relationship with Sacramento County’s Department of Health Services, UC Davis Health, and the MIND Institute. Our postdoctoral fellowship program in clinical child and adolescent psychology offers fellows the best of both worlds: training from a strong academic approach that emphasizes evidence-based treatment across complex clinical settings. Alongside UC Davis Clinical Psychology and Psychiatry Faculty and psychiatry residents and fellows, our post-doctoral fellows will receive their training and provide direct psychological services at their primary rotation at a county-operated community mental health clinic. Secondary rotations provide exposure to providing care in UC Davis’s teen intensive outpatient program as well as social skills group therapy and management with a neurodiverse population at the MIND Institute.

UC Davis Clinical Faculty

Training Director (TD)
Lindsey Overstreet, Psy.D.

Associate Training Director (ATD)
Olivia Briceño Contreras, Psy.D.

Additional Supervising Psychologists and Psychiatrists
Tanya Holland, Psy.D.
Danielle Haener, Psy.D.
Richelle Long, Ph.D.

• Lead person-centered care in the best way, at the best time, in the best place, and with the best team.
• Reimagine education by cultivating diverse, transdisciplinary, life-long learners who will lead transformation in health care to advance well-being and equity for all.
• Accelerate innovative research to improve lives and reduce the burden of disease through the discovery, implementation, and dissemination of new knowledge.
• Improve population health through the use of big data and precision health.
• Transform our culture by engaging everyone with compassion and inclusion, by inspiring innovative ideas, and by empowering each other.
• Promote sustainability through shared goals, balanced priorities, and investments in our workforce and in our community.

Our Mission
To provide a culturally competent system of care that promotes holistic recovery, optimum health, and resiliency.

Our Vision
We envision a community where persons from diverse backgrounds across the life continuum have the opportunity to experience optimum wellness.

Our Values

• Respect, Compassion, Integrity
• Client and/or Family Driven
• Equal Access for Diverse Populations
• Culturally Competent, Adaptive, Responsive and Meaningful
• Prevention and Early Intervention
• Full Community Integration and Collaboration
• Coordinated Near Home and in Natural Settings
• Strength-Based Integrated and Evidence-Based Practices
• Innovative and Outcome-Driven Practices and Systems
• Wellness, Recovery, and Resilience Focus

The UC Davis Department of Psychiatry and Behavioral Sciences is located in Sacramento, California, approximately 20 miles east of the main UC Davis campus, in Davis, California. The MIND Institute is located on the Medical Center campus, as is the Children’s Behavioral Health Center, where the Intensive Outpatient Program is housed.

The CAPS Clinic is located at the Granite Regional Park (GRP), which is less than 5 miles away from the UC Davis Medical Center campus. The GRP provides a fishing pond, nearby walking paths, outdoor benches, soccer fields, and a newly constructed skate park. The CAPS Clinic is also located near a light rail station that provides frequent shuttle services. Business hours are from 8:00am – 5:00pm, therefore interns are not expected to work outside business hours, unless other arrangements have been made with the intern’s supervisors.

As a training program, the UC Davis Heath Clinical Child and Adolescent Psychology (CCAP) Post-Doctoral Fellowship stands for diversity, inclusion, equity, and justice. We are committed to creating a welcoming training and teaching environment that respects individual differences while supporting the attainment of nationally recognized competencies for becoming a health service psychologist. To this end, we commit to: recognizing and addressing unconscious bias within our training organization, making efforts to recruit and retain diverse trainees and faculty from historically underrepresented groups in the field, engaging our team to create a more just and inclusive environment, developing the space for all team members to gather, share, and learn from one another, and to increase our awareness for inequality, power and privilege, discrimination, and various forms of oppression across clinical, professional, and personal settings to better engage in respectful and inclusive practices.

The CAPS Clinic is staffed by three full-time UC Davis faculty psychologists and three board-certified child psychiatrists. It is the primary training site for our post-doctoral psychology fellows, as well as UC Davis’ doctoral psychology interns and psychiatry fellows. Medical students also complete rotations at the CAPS Clinic. At our training site, there is a strong collaborative atmosphere and emphasis on interdisciplinary teamwork with the psychiatry team, county-employed clinicians, and psychiatric nurses. Our trainees develop strong working relationships with a number of professionals within the community that last beyond their training year.

The CAPS Clinic is a county-operated outpatient community mental health clinic for roughly 275 infants, children, adolescents, and transitional-aged youth (ages 0 to 21-years-old), who receive therapy, psychological testing, and/or medication management services. The CAPS Clinic solely serves children and adolescents who have mental health coverage through California’s state-funded health care program, Medi-Cal/EPSDT.   These clients present with a wide range of complex diagnostic concerns.  Most of our clients and their families struggle with multiple environmental stressors including low income, unemployment, poor social support, and/or family history of mental health or 
alcohol/substance abuse problems.  Oftentimes, our clients and their family members have also experienced complex developmental trauma, maltreatment, exposure to other adverse childhood experiences, and may be involved with Child Protective Services (CPS).  Clients may also be involved with the juvenile justice system and are on probation. In addition, many of our clients experience difficulties in the learning environment and are provided special educations services (i.e., 504 Behavior Plan or IEP).  Clients represent diverse backgrounds and identities. 

The Children’s Behavioral Health Center at UC Davis has a team of experienced psychiatrists, psychologists, nurse practitioners, and trainees who provide psychiatric evaluations and evidence-based mental health treatment to children and adolescents. We provide academically-informed care for mood and anxiety disorders, psychotic disorders, neurodevelopmental disorders, and trauma disorders, among other conditions. Clients at the CBHC generally have traditional health insurance and come from all over Sacramento and beyond. The intensive outpatient program (IOP), specifically, sees adolescents who need more acute stabilization after a hospitalization or to avoid a hospitalization. The ten-week program consists of 11 hours per week of therapy services, which include both parent and teen skills groups, family therapy, and individual therapy. The IOP team is made up of psychologists, psychiatrists, social workers, and both psychology and psychiatry trainees. Post-doctoral fellows will conduct individual and family therapy with IOP clients, as well as co-lead group therapy. They also attend weekly rounds and consultation team meetings as well as supervision.

The UC Davis MIND Institute is a collaborative international research center, committed to the awareness, understanding, prevention, and treatment of autism spectrum disorders, fragile X syndrome, and other neurodevelopmental disorders. The MIND Institute employs a consortium of scientists, educators, physicians, psychologists, undergraduate and graduate level trainees, and parents. As part of their rotations, post-doctoral trainees will have an opportunity to co-lead a social skills group for children with autism spectrum disorder at the MIND Institute. The group is an evidence-based, manualized treatment that typically runs for 25 sessions (November through June) for school-aged children (ages 8-17). It largely utilizes CBT principles with a focus on helping the children have positive and successful social interactions. This rotation also provides additional opportunities for learning about group therapy development and management, as well as the supervision of other MIND trainees. Responsibilities include: assisting with lesson planning, leading activities, providing supervision to volunteers who assist with the group, attending didactic seminars, and interfacing with parents. 

The primary goal of the one-year UC Davis Health Clinical Child and Adolescent Psychology (CCAP) Post-Doctoral Fellowship Training Program is to provide advanced training to promote professional development and prepare fellows for independent practice as health service psychologists with specialized experience in child and family populations. We firmly believe that it is our responsibility to train interns and fellows who will exercise strong clinical judgment and contribute both to the welfare of society and to the profession. Our clinical child and adolescent psychology training program is committed to the lifelong learning process and aims to create an environment that supports trainees to develop across different competency areas by recognizing their strengths and areas for growth. We also respect each trainee’s unique cultural identity that the trainee brings to the team, clinic, and community. The CCAP fellowship is challenging and dynamic. It provides advanced training in the areas of direct evidence-based, developmentally appropriate, and culturally sensitive clinical service, professional development, ethical decision-making, and scholarly inquiry. We support fellows in reflecting on their self-care practices to increase their longevity and effective engagement in the field. Successful fellows are actively open to the learning process, adaptable, flexible, culturally curious, and collaborative.

Over the course of the one-year UC Davis Health CCAP Post-Doctoral Fellowship Program, the fellows will receive training and supervised experience in therapeutic interventions (e.g., individual and group therapy, possibly dyadic), psychological testing (e.g., comprehensive psychological evaluations, intake assessments, and brief psychological screening), and consultation (e.g., to fellow providers and to local agencies/schools). They also participate in training and supervision in secondary rotations (Intensive Outpatient Care and Neurodevelopmental Group Therapy Management), lateral supervision of doctoral interns, and teaching. It is expected that the fellows will develop competencies in a range of areas outlined by the Association of State and Provincial Psychology Boards (ASPPB), the Association of Psychology Postdoctoral and Fellowship Centers (APPIC), the American Psychological Association (APA), the APA Standards of Accreditation (SoA) for Health Service Psychology (HSP). We also include a program-specific competency of Self-Care. These competencies include:

Level 1 Competencies

1)    Integration of Science and Practice

1. Demonstrates the substantially independent ability to critically evaluate and disseminate research or other scholarly activities (e.g., case conference, presentation, publications) at the local (including the host institution), regional, or national level.
2. Seek out scholarly literature to inform and guide clinical decisions, treatment selections and questions to supervisors.
3. Understand problems and/or diagnostic categories within an evidence-based theoretical conceptual framework that guides hypothesis generation regarding appropriate assessment and/or treatment strategies.
4. Understands how to adapt and apply research principles in a community mental health setting.

2)    Individual and Cultural Diversity

1. Displays sensitivity to and respect for diversity by working flexibly and effectively with clients and families.
2. Demonstrates awareness of the impact of culture on the client’s view of therapy and/or assessment.
3. Considers all areas of diversity in selecting and interpreting test data, selecting appropriate diagnoses, selecting appropriate treatments, and in making referrals to resources in the community.
4. Considers the impact of diversity and is able to address differences with clients and families in a constructive manner.
5. Demonstrates self-awareness of own culture and potential impact on clients and families.

3)    Ethical and Legal Standards

1. Demonstrates good judgment when faced with ethical decisions and seeks information and/or consultation to consistently follow local, California State, and federal laws, regulation, rules, and policies relevant to health service psychologists.
2. Demonstrates knowledge of and acts in accordance with APA Ethical Principles and Code of Conduct.
3. Conducts self in an ethical manner in all professional activities.
4. Knows and follows specific and appropriate procedures for assessing danger to self or others, and reports child, elder, dependent adult, and/or spousal abuse if necessary.
5. Keeps timely, clear, relevant documentation that is compliant with county and funding source (e.g. Medi-Cal) requirements.

Level 2 Competencies

4)    Intervention

1. Demonstrates an ability to establish rapport, demonstrate empathy, elicit participation and cooperation from clients, and attend to the content and process of clinical interactions.
2. Establish and maintain effective relationship with the recipients of psychological services and maintain therapeutic boundaries by separating own issues from those of the client.
3. Develop evidence-based intervention plans specific to the service delivery goals utilizing client input and identified goals of treatment.
4. Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
5. Demonstrates intervention skills in a range of modalities (i.e., individual, family, dyadic, and group therapy).
6. Demonstrates the ability to seek out and apply the relevant research literature to inform clinical decision making, treatment modalities, and intervention skills to successfully assist the client in reaching treatment goals.
7. Modify and adapt evidence-based approaches effectively when a clear evidence-base is lacking.
8. Evaluate intervention effectiveness and adapt intervention goals and methods consistent with ongoing evaluation.
9. Assesses high risk behaviors and recommend interventions to maintain the safety of clients and others.
10. Develop ability to provide clinical case management as appropriate and link client and client’s family to available resources in the community.

5)    Assessment

1. Gain flexibility in conducting different types of clinical interviews (i.e., structured, semi-structured, unstructured), behavioral observations, and mental status examinations to gather necessary information to reach a differential diagnosis and a clear understanding of the dynamics sustaining the presenting problem.
2. Develop competency in selecting and applying socio-cultural and age-appropriate assessment methods that draw from the best available empirical literature and that reflect the science of measurement and psychometrics; collect relevant data using multiple sources and methods appropriate to the identified goals and questions of the assessment as well as relevant diversity characteristics of the service recipient.
3. Interpret assessment results, following current research and professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
4. Communicate orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.
5. Write a sufficient number of integrated psychological assessment reports in a timely fashion to demonstrate ability to synthesize testing data and developmental knowledge with patient history, family SES, and cultural background and lead to a clear conceptualization and thoughtful treatment and school-specific recommendations.
6. Demonstrate current knowledge of diagnostic classification systems, functional and dysfunctional behaviors, including consideration of client strengths and psychopathology.
7. Demonstrate understanding of human behavior within its context (e.g., family, social, societal and cultural).
8. Demonstrate the ability to apply the knowledge of functional and dysfunctional behaviors including context to the assessment and/or diagnostic process.

6)    Professional Values, Attitudes, and Behaviors

1. Behave in ways that reflect the values and attitudes of psychology, including integrity, conduct, professional identity, accountability, lifelong learning, and concern for the welfare of others.
2. Challenge self and demonstrate a sincere desire to learn by engaging in self-reflection, participating in trainings, seeking out additional input and knowledge, and actively applying learning from both supervision and seminars to maintain and improve performance, well-being, and professional effectiveness.
3. Develop awareness of own strengths, limitations, and personal stress level and seek out needed assistance to behave in a professional manner.
4. Respond professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.

7)    Interprofessional and Interdisciplinary Consultation

1. Become familiar with multidisciplinary settings and demonstrate knowledge and respect for the roles and perspectives of other professions.
2. Apply this knowledge in direct (or simulated) consultation with individuals and their families, other health care professionals, interprofessional groups, or systems related to health and behavior.
3. Develop productive working relationships with other disciplines involved in treatment of clients including members of multi-disciplinary team, clinicians, medical consultants, psychiatrists, school staff, and CPS workers.
4. Educate other disciplines on the value and limitations of psychological test data and research.

8)    Supervision

1. Develops and demonstrates knowledge of different theories and practices of supervision models.
2. Apply supervision knowledge in direct or simulated practice with other health professionals. Examples of direct or simulated practice of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.
3. Routinely approach supervision with a list of topics to discuss, prepare to present cases with needed supporting materials (e.g., completed charts, reports, notes, raw assessment materials) and use feedback to improve clinical effectiveness.
4. Actively seek and demonstrate openness and responsiveness to feedback and supervision.
5. Seek out immediate supervision in response to clinical risks appropriately.

9)    Communication and Interpersonal Skills

1. Develop effective communication and interpersonal skills in order to work well as a team member, by demonstrating appropriate professional demeanor and boundaries.
2. Develop and maintain effective relationships with a wide range of individuals, including colleagues, communities, organizations, supervisors, supervisees, and those receiving professional services.
3. Produce and comprehend oral, nonverbal, and written communications that are informative and well-integrated; demonstrate a thorough grasp of professional language and concepts.
4. Demonstrate an ability to effectively manage difficult communication (e.g., discuss issues as they arise and resolve conflict directly, quickly, and appropriately with internal staff, external providers, peers, and supervisors).

10)    Self-Care

1. Develop awareness of personal stress and/or emotional responses and is open to discuss the impact of burnout, vicarious traumatization, and compassion fatigue.
2. Actively integrates self-reflective practice and feedback to manage personal stress and/or emotional responses in a way that does not result in inferior professional services to the client or interfere with job responsibilities.
3. Demonstrates ability to explore and refine time management skills in order to prioritize clinical, administrative, and training duties.

Following a developmentally appropriate, culturally sensitive, and trauma-informed systems approach to client care, fellows develop competencies throughout the training year in order to coordinate and collaborate with several professionals involved in the client’s care, including those working in the mental health, medical, academic, and legal domains.  

Fellows provide short-term and long-term individual, dyadic, and family therapy (in-person or via telehealth). Fellows also complete intake services for psychotherapy cases and psychological testing referrals. In addition, fellows conduct extensive psychological assessments that typically involve school observations, interviews with caregivers, treatment providers, and teachers, and the administration of objective and projective personality measures. During the course of their training year, fellows also participate in and lead the Comprehensive Multidisciplinary Assessment Team (CMAT) that is facilitated by our supervising psychologist at the CAPS Clinic.  In addition, fellows will have opportunities to provide consultation and/or brief psychological screening within the CAPS Clinic and with outside providers. Lastly, our fellows develop advanced professional skills in teaching and supervising.

Average 40 – 44 hours per week for about 50 weeks (1800 fellowship hours total)

a)    10 -15 Hours/Week: Direct Clinical Service (Face-to-Face; Telehealth)

•  8 to 10 Individual, Dyadic and/or Family Psychotherapy cases over the course of the year
• 1 to 3 Collateral cases over the course of the year
• Case Management (ongoing)
• 1 to 2 Intake Assessments (as available)
• 4 to 8 Psychological Testing cases over the course of the year
  • 2 to 4 Consultation and/or Brief Psychological Screening cases
• 1 to 2 Comprehensive Multidisciplinary Assessment Team (CMAT) case(s) and/or CMAT Consult Cases

b)    10 -14 Hours/Week: Indirect Clinical Service (Not Face-to-Face)

• Psychological Screening and Testing (scoring, interpretation, report-writing)
• Case Management, Consultation, and Family Collateral Services (via phone)
• Clinical Documentation (progress notes, psychosocial assessments)

c)    5-8 Hours/Week: Indirect Service

• 2 to 7 hours: Training Seminars/Didactics/Case Conferences
• 2 to 3 hours: Non-billable services (i.e., documentation, managing appointments, emails, literature reviews, administrative duties)
• 2 hours/month: Staff meetings

d)    4 Hours/Week: Supervision

• 2-3 hours: Individual Supervision (Primary, Therapy, Assessment)
• 1-2 hours: Group Supervision (MIND, IOP)

e)    Additional Fellow Training Activities

• Lateral Supervision of Doctoral Interns
• Teaching and Presentations
• Department Grand Rounds and Other Training Activities
• Participate in Faculty’s Research Opportunities (based on availability)

*Please note that fellows may have adjustments to their therapy caseload (individual and group therapy) based on the additional clinical training they receive at the MIND Institute or the CBHC.

While the UC Davis Health CCAP Fellowship Program encourages work/life balance, there may be weeks in which a fellow works more than 40 hours/week. The CA Board of Psychology will count a maximum of 44 hours/week towards your licensure requirements, therefore the program strongly supports fellows to average working 40-44 hours/week. Please note that the fellows’ clinical training and supervision is the primary priority, and the billing percentage is calculated to determine if the fellow is receiving sufficient clinical hours as part of completing a clinically focused fellowship program.

Fellows are expected to complete clinical documentation using an online documentation system (i.e., progress notes within 72 hours, treatment plans, psychosocial assessment paperwork, etc.) in a timely manner consistent with both professional expectations and specific county/clinic guidelines.

Long-Term Therapy (Community Mental Health)

There are only a few clinics in Sacramento County in which psychologists, doctoral interns, and post-doctoral fellows in psychology are employed.  As such, the CAPS Clinic often receives referrals for therapy cases that are considered more complex and in need of clinicians with a higher level of training.  

In general, each fellow is expected to maintain a workload of approximately 10 to 12 therapy clients throughout the training year who are seen on roughly a weekly basis. Sacramento County Medi-Cal/EPSDT does not restrict therapy providers to using specific theoretical orientations or techniques in their work with clients.  As such, providers can determine the type of treatment modality (individual, family, dyadic, group) and intervention (i.e., Family Systems, ARC, TF-CBT, CBT, DBT, ACT, Interpersonal, etc.) that will fit best with each client. Fellows need to balance their therapy caseload with their assessment caseload, therefore, supervisors encourage fellows to provide 45-50 minute sessions per client weekly to bi-monthly. If clinically appropriate and approved by the fellow’s supervisor, fellows can determine where it would be best to meet with their clients (i.e., CAPS Clinic, community, etc.). However, they are not expected to have more than two field appointments in a given week. At this time, UC Davis staff are not reimbursed for mileage when they use their personal vehicles to deliver clinical care in the community. If staff provide proof of insurance, they can utilize county vehicles for field-based appointments. 

Fellows also provide case management to coordinate care and link their clients to available resources in the community. Typically, fellows spend 1-2 hours engaged in the following case management activities:

• Coordinate care with caregivers, family members, teachers, family/youth advocates, CPS case managers, juvenile justice staff, pediatricians, psychiatrists, and other mental health providers.
• Attend school meetings (i.e., I.E.P.’s).
• Attend medication management sessions.

Group Therapy (MIND Institute)

As part of their secondary rotations, fellows will also have an opportunity to co-lead a social skills group for children with Autism Spectrum Disorder with Danielle Haener at the UC Davis MIND Institute. The group is an evidence-based, manualized treatment that typically runs for 25 sessions (November through June). The group is offered in-person. It largely utilizes CBT principles with a focus on helping the children have positive and successful social interactions. Responsibilities include: assisting with lesson planning, leading activities, providing supervision to volunteers who assist with the group, attending didactic seminars, and interfacing with parents.

Intensive Outpatient Program (CBHC)

As part of their secondary rotations, fellows will participate in the intensive outpatient program at the Children’s Behavioral Health Center. In this rotation, the fellows will attend patient rounds and weekly IOP consultation team meetings with a collaborative interdisciplinary team. The fellows will be expected to hold one individual therapy and family therapy case, and depending on experience, fellows may have an opportunity to do co-therapy and/or supervise psychiatry trainees in family therapy. Fellows will co-lead DBT skills groups, parenting skills groups, as well as a weekly process group for teens. Fellows will receive weekly individual and group supervision for IOP services with Lindsey Overstreet. If interested, fellows may have research opportunities within the IOP.

Psychological Assessment

The CAPS Clinic is one of two clinics in Sacramento County that has the ability to conduct psychological testing for clients ages 0 to 21 with Medi-Cal. As such, the CAPS clinic’s psychological assessment services are in high demand. Our program aims to deliver client-focused, strength-based assessments. Training and supervision are provided to support fellows in acquiring skills in Collaborative/Therapeutic Assessment (C/TA). Our psychological testing services fall on a continuum based on level of need. We offer psychological screening, psychological testing, and comprehensive multidisciplinary testing (see CMAT description). Tanya Holland, Psy.D. manages the CAPS Assessment Program, including the CMAT Program. Depending on the referral question and level of need, assessments conducted at the CAPS Clinic can be quite extensive and often include:

• Interviews with the caregiver(s), client, therapist, psychiatrist, teachers, and/or CPS worker.
• Review of records regarding the client’s mental and medical health, academic, and CPS involvement history.
• Observation of client at another setting (i.e., school).
• Observation of client with caregiver(s).
• Administration of self-report measures to the caregiver(s), teachers, or other adults who know the client well.
• Administration of projective and objective personality measures to client.
• Administration of cognitive, academic, and neuropsychological measures to client
• Feedback session with client, caregiver(s), and mental health providers and sometimes school staff and CPS case workers.
• Completion of a comprehensive psychological report and school summary report.

Due to their variable and complex nature psychological assessments, the following are anticipated:

• Each assessment case can require approximately 8-12 hours of work per week.  
• Fellows are expected to complete roughly 4 to 8 assessments within the post-doctoral training year.
• Fellows are typically assigned 1 to 2 assessment cases at a time for the first third of the year, and then will be assigned 2 to 3 assessments cases at a time for the remainder of the year.
• Although the Child ACCESS team authorizes us to work on an assessment for 4 months, it is anticipated that fellows complete each assessment within about 3 to 4 months. 

Based upon the referral question, measures we typically use include:

• Academic Achievement (WRAT, KTEA, WIAT)
• Caregiver/Teacher rating forms (BASC, BRIEF, Conners, ABAS, ECBI)
• (Neuro)Developmental (ADOS, BAYLEY)
• Drawings (Kinetic Family, House-Tree-Person, D-A-P)
• Executive Functioning, Memory and Attention (D-KEFS, CEFI, BRIEF, Conners [K-CPT, CPT, CATA], CMS, CVLT, WMS, WRAML)
• Intellectual/Cognitive Functioning (WISC, WASI, WAIS, WPPSI, KBIT, TONI)
• Neurodevelopmental Delay Screeners (ASRS, ASDS, ASQ, CARS, SCQ)
• Personality Measures (M-PACI, MACI, MCMI, MMPI-A, MMPI, PAI-A)
• Relational Measures (MIM, Parenting Stress Inventory, Stress Index for Parents of Adolescents, Parenting Relationship Questionnaire)
• Risk (Jeness Inventory, Risk Inventory and Strengths Evaluation, Hare PCL:YV)
• Self-Report Symptom Checklists (BASC, Beck Youth Inventory, CDI, RCMAS, MASC, POMS, RSI, ARES, ADES, EQ-i:YV)
• Sensory Processing Screeners (Sensory Profile Questionnaire)
• Social Problem Solving (Roberts-2)
• Trauma (TSCC, TSCYC, UCLA-PTSD-RI, Trauma and Attachment Belief Scale)
• Projective (Rorschach, Rotter Incomplete Sentences Blank)
• Neuropsychological Measures (NEPSY, RBANS, Beery’s VMI)
• Receptive/Expressive Language (CELF, PPVT, EVT)
• Occupational/Career Interest (Self-Directed Search, Strong Interest Inventory)

Comprehensive Multidisciplinary Assessment Team (CMAT)

This team is based out of the CAPS Clinic. Members of the team include psychologist(s), a child psychiatrist, psychology interns and fellows, psychiatry fellows, and rotating medical students. One of the team’s psychologists or psychology fellows successively take the lead for 5-6 weeks conducting live, comprehensive psychological assessments behind a one-way mirror. These assessments are conducted with children and adolescents with extremely complex presentations who are referred to the team by mental health and medical professionals within the community. Oftentimes these clients’ clinical presentations are complicated by serious medical problems and/or severe environmental stressors.

• Each assessment can require approximately 30 hours of work, with completion of the majority of testing in 5-6 weeks.  
• Included in their overall total of psychological testing cases, fellows are expected to complete roughly 1 to 2 cases in CMAT within the post-doctoral training year.

Consultation and/or Brief Psychological Screening

Fellows will receive specific training prior to providing brief screening and consultation services with internal providers (clinicians and psychiatrists) in order to clarify diagnostic questions or to monitor treatment progress. The fellows are responsible for scoring and interpreting a range of self-report measures (i.e., BASC, Beck Youth Inventories) that the trained clinician and/or fellow administered. The fellow then completes a summary progress note before meeting with the referring clinician (and/or client and their family) to review test results and recommendations. This service is currently supervised by Tanya Holland.

• Each brief screening and/or consultation assessment can require approximately 4-8 hours of work per week.  
• Fellows are expected to complete roughly 2 to 4 brief screening assessments within the post-doctoral training year.

All primary supervisors of fellows are University of California Davis, Health clinical faculty who have doctoral degrees in Clinical or Counseling Psychology and are licensed to practice in the state of California. They are required to be free of any disciplinary action with the California Board of Psychology. The supervising licensed psychologists are professionally responsible for the fellows’ cases. In accordance with regulations set by APPIC, APA, SoA, and the California Board of Psychology, our training program provides post-doctoral fellows a minimum of 4 to 4.5 hours of supervision per week or 10% of direct service time for a 40 to 44 hour work week (2-2.5 hours of individual supervision and 2-2.5 hours of group supervision).  Recurring, protected time is scheduled for supervision to ensure consistency and predictability of the supervision time, as well as the availability of supervisors. When in-person supervision is not feasible, video supervision will be utilized as an alternative. Fellows are required to seek out supervision and/or consultation outside of the designated supervision hour for emergent and urgent issues (see Orientation-Specific Manual for further detail). In accordance with CA regulation, supervisors are available at all times the fellow is accruing Supervised Professional Experience (SPE), therefore the fellows’ schedule is expected to fall between typical business hours (8:00am-5:00pm). Fellows can only provide services in California, which is the state their supervisors’ are licensed to provide SPE. Please note that supervision must be provided in a private, confidential space, however, the content in supervision is not considered confidential and supervisors regularly communicate and consult with one another to support the trainees’ growth and acquisition of skills. Supervisors will be available to address more informal trainee concerns, although they are required to communicate with the Training Director about these concerns to ensure issues are properly understood and addressed from a programmatic level. 

Primary Therapy Supervision
Post-doctoral fellows are assigned one of the supervising psychologists as their primary supervisor, with whom they meet on an individual and weekly basis for 1 hour. This supervision time allows the fellow to further develop their professional identity, as well as review the acquisition of their training goals across the training program rotations. They will also oversee administrative duties (documentation timeliness, submitting time-off requests, completing timecard, etc.). 

CAPS Assessment Supervision
Post-doctoral fellows are assigned one of the supervising psychologists as their CAPS Clinic supervisor, with whom they meet on an individual and weekly basis to discuss their therapy and assessment clients for 1-1.5 hours. CAPS supervisors will be responsible for reviewing therapy and assessment client documentation (i.e., notes, initial/annual clinical bundle, client treatment plans, etc.). The fellows are also expected to use this time to learn new measures and discuss various issues (e.g., responsibility, expectations, ethical concerns, interprofessional relationships, etc.) that pertain to the role of a provider of psychological testing to further develop this area of professional development. Lastly, participation in CMAT provides the unique opportunity for live supervision of psychological testing. During the last quarter of the training year, the fellow may be assigned a different supervisor to supervise 1 to 2 assessment cases in order to widen the fellow’s exposure to different assessment supervision and report-writing styles.

Delegated Supervision/Secondary Rotation
Our fellows have the opportunity to do secondary rotations in Group Therapy Management and Intensive Outpatient care. They will each receive a minimum of 1 hour of supervision per week for their secondary rotation.

• Group Therapy Management
  • Fellows will co-lead a social skills group for children with autism spectrum disorder under the live supervision of Dr. Danielle Haener at the UC Davis MIND Institute.
  • The group is an evidence-based, manualized treatment that runs for 25 sessions (typically from November through June). It largely utilizes CBT principles with a focus on helping the children have positive and successful social interactions. It provides additional opportunities learning about group therapy development and management, as well as the supervision of other MIND trainees.
• Intensive Outpatient Program
  • Fellows will co-lead parent DBT skills groups, teen DBT skills groups, and a teen process group in a 10-week intensive outpatient program at the Children’s Behavioral Health Center, supervised by Lindsey Overstreet, Psy.D.
  • Fellows will also see one patient for individual and family therapy in this program and be expected to complete documentation in a timely fashion.
  • Fellows will attend a weekly interdisciplinary consultation team for the IOP.
  • Fellows may have the opportunity to conduct research within the intensive outpatient program, if interested. Fellows may also have program development opportunities, as we hope to expand and develop this intensive outpatient program into multiple tracks.

DBT Group Supervision
The purpose of this group supervision is to learn to implement and consult on practicing dialectical behavior therapy and DBT-informed treatment. Dr. Lindsey Overstreet facilitates the DBT Group Supervision, which allows interns and fellows to dive deeply into this evidence-based treatment and provide case conceptualizations from a DBT framework.

Professional Development Group Supervision
In this monthly supervision, along with the MIND trainees, fellows will develop their professional identity and acquire competencies to support their growth across the training year. This group supervision space, facilitated by Danielle Haener, will focus on a range of professional issues, including setting professional goals, learning time management skills, understanding the licensure process, and applying for jobs. The second half of the supervision will be facilitated by Lindsey Overstreet and focuses on developing their supervision skills. Fellows will provide group supervision for the interns for 30 minutes twice a month. Their supervision of the interns will develop over the year based on the experience and goals of the fellows.

Some of our required seminars meet on a regular basis throughout the entire training year, while others are time-limited.  As part of the fellowship, we are committed to providing our fellows with opportunities to learn from psychologists who have experience with a wide range of clients in a variety of treatment settings. As such, our seminars are facilitated by the program’s attending psychologists as well as several volunteer clinical faculty members who are employed throughout the Sacramento area. Didactic seminars and cases conference aim to provide additional training in:

• Theories and effective methods of psychological assessment, diagnosis, and therapeutic interventions
• Consultation, program evaluation, supervision, and/or teaching
• Strategies of scholarly inquiry and integrating science with practice
• Professional conduct, ethics, law, and related standards
• Issues of cultural and individual diversity 

Family Therapy Seminar Series
Led by Lindsey Overstreet, Psy.D., interns and fellows will attend a bi-monthly seminar series from October-July, reviewing the history, theories, and practice of family therapy. All participants will receive a textbook and have assigned reading for each class. Trainees will engage in role-play practice of different family therapy techniques during most sessions. The end of the series will culminate in live observation of the trainees engaging in family therapy via one-way mirror. 

Identity Seminar
Meg Tudor leads this seminar twice per month throughout the training year (September- June), which provides an environment to bravely explore different aspects of individual diversity and discuss cases (Arao & Clemens, 2013). During the last two training years, the Diversity Seminar has been attended by the CCAP interns and fellows, as well as the trainees from the MIND Institute training programs in order to further enrich and diversify the discussions. A primary goal for interns will be to improve their understanding of individual and cultural diversity, the role it plays in client interactions, and how to replace fear and mistrust with cultural humility, mutual understanding, and respect.

Assessment Fundamentals Seminar (only over the Summer)
This bi-monthly seminar is provided to fellows to allow them the opportunity to gain skills in the administration, scoring, interpretation, and report-writing for a number of more complex assessments. 

• Neurodevelopmental and Neuropsychological Functioning (Danielle Haener, MIND Institute)

Neurodevelopmental Seminar
Through the MIND Institute’s Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Program, fellows receive specialized training in understanding, treating, and assessing for neurodevelopmental disabilities. The LEND Program provides the opportunity to learn from experts in this area, while also participating in interdisciplinary trainings with professionals from various disciplines (e.g., social work, child psychiatry, developmental pediatrics, speech/language, physical therapy). By participating in these trainings, fellows are considered “medium-term” LEND trainees. 
Seminar topics may include:

• Attention-Deficit/ Hyperactivity Disorder
• ADOS-2
• Early Intervention for ASD
• Panel of Adults with Autism
• Neurodiversity
• Comorbid Mental Health Challenges and NDDs

Evidence-Based Practices for Children and Adolescents
Fellows will attend a weekly intervention seminar hosted between the MIND, EDAPT and CCAP programs that will focus on evidence-based interventions with children and adolescents. Topics will include:

• Trauma-based care series
• DBT Series
• CBT for Anxiety series
• Parent coaching
• ABA and other approaches for neurodevelopmental disorders
• Social Skills

Advanced Topics Seminar (variable, as able)
In line with APA’s Level 1 competencies for post-doctoral fellows, our training program provides additional training at the end of the year to further prepare them for independent practice as licensed psychologists. These seminars primarily allow fellows to demonstrate their acquired skills, knowledge, and attitudes across the following advanced topics:

• Collaborative Problem Solving
• Skills in Teaching
• Diversity-Related Issues
• Ethical and Legal Issues
• Integration of Science and Practice

There are additional educational opportunities for fellows to attend trainings at UC Davis, as well as experiential and teaching experiences within the Department. Based on the fellow’s interest and ability to meet clinical expectations, fellows may be able to gain clinical exposure to these various educational opportunities.  

Teaching and Training
Some of our training faculty teach seminars for the general psychiatry residents as well as the child and adolescent psychiatry fellows (e.g. Introduction to Psychological Assessment, Family Therapy, Cognitive Behavioral Therapy, Group Therapy, etc.). Fellows are invited to shadow and possibly co-facilitate or provide a guest lecture in one of these seminar series, depending on availability, interest, and experience.

During the last three months of the training year, fellows will have the opportunity to co-facilitate and develop training seminars for incoming doctoral interns. Fellows complete final projects, with an emphasis on trauma-informed care, which are presented to the interns to prepare for providing intervention and assessment services with CAPS Clinic clients. Other seminars series that fellows can participate in, include Orientation Seminar, Intervention Seminar, and Assessment Seminar.

UC Davis School of Medicine Grand Rounds
Fellows can attend the Department’s bimonthly grand rounds.  In addition to attending grand rounds, every year our fellows are invited to present a topic at grand rounds. Typically, fellows have presented on their dissertation research.  Our fellows’ presentations have been well-received by the Department and typically draw in professionals from other departments and the community, as well. Visit our events page for a list of upcoming trainings.

M.I.N.D. Institute Speaker Series
The UC Davis MIND Institute’s Distinguished Lecturer Series offers public lectures by nationally and internationally recognized researchers in neurodevelopmental disorders. These monthly presentations are intended for both specialists and community members.  All lectures are free and open to the public and no reservations are necessary (seating is limited).

Two applicants will be accepted for the 2026 - 2027 training year. Clinical fellowship appointments are full-time (average 40-hour week) for one year. Our post-doctoral fellows acquire a total of 1800 supervised hours during the training year in order to fulfill licensure requirements for the state of California and qualify for various states’ licensure requirements. Clinical moonlighting is not permitted. 

2026 – 2027 Training Year: September 1, 2026 – August 31, 2027

Fellows receive a stipend of $58,000 (gross amount) for the training year, which is paid on a monthly basis. This stipend is competitive with other community mental health/academic medical center fellowship stipends in the area. Applicable taxes, social security deductions, and benefits-related costs are also withheld. 

Fellows receive approximately 40 days of paid time off (including 20 vacation days and 12 days of sick time per year) and paid holidays (approximately 12 days off per year for county and federal holidays). In addition, interns receive 4 educational/professional leave days, which they can use for training, dissertation release time, and/or licensure preparation. At this time, we are pleased to offer our interns UC Davis Resident and Fellow benefits. Active fellows working at least 20 hours a week are eligible for coverage in the UC medical, dental, vision, life and disability insurance plans.

Our fellows have a private office with each having their own designated workspace, personal computer, voicemail, email (UC Davis and Sacramento County), administrative assistance, and full access to the UC Davis libraries and associated services. The fellows also have access to art/play therapy materials. In addition, fellows can reserve a number of therapy offices, observation rooms (with one-way mirror and audio/visual equipment), and the psychological testing office to provide confidential, direct services with CAPS Clinic clients.

Postdoctoral fellows who satisfactorily complete the postdoctoral fellowship will acquire a total of 1800 supervised hours during the training year to fulfill licensure requirements for the state of California. The post-doctoral clinical child and adolescent psychology fellow will be awarded a certificate of post-doctoral fellowship completion from the UC Davis School of Medicine.

Applicants must have attended an APA-accredited doctoral graduate university preferably in clinical or counseling psychology. Applicants from educational psychology with a strong emphasis in clinical training will be considered. Applicants must have attended an APA-accredited doctoral internship program. Applicants must have completed all requirements for their doctoral degree prior to August 1, 2026. Successful applicants will have acquired doctoral level experience with children and adolescents and have written at least five child or adolescent integrated psychological assessment reports.

Our application deadline is Monday, December 1, 2025 (11:59PM, EST). Early application is encouraged, and applications will be reviewed as they are received. If you have any questions, please contact the Training Office at 916-734-7523 or at ucdhchildpsychfellowship@health.ucdavis.edu.

Please submit your application to ucdhchildpsychfellowship@health.ucdavis.edu. Your application will be considered complete upon receipt of the following:

• A completed UC Davis Health CCAP application (please email to request an application)

• A cover letter

• A current curriculum vitae

• A psychological evaluation of a child or adolescent with all identifying information removed

• Three letters of recommendations- preferably two from internship and practicum placement supervisors and one from current graduate school faculty

Fellow selection is made by a committee comprised of the training director, the associate training director, and the supervising training psychologists. Applicants are rated on the basis of their clinical training (i.e., assessment and therapy), academic coursework, letters of recommendation, clinical and research interests, progress toward dissertation completion, and stated goals for fellowship. Strong writing skills are also favorably evaluated, as evidenced by the Fellowship Application essays and redacted psychological report. Those prospective candidates assessed by the committee to hold interests and goals most closely matching those opportunities offered by our program will be asked to participate in a virtual interview (via Zoom).

Prospective candidates will be notified via email by Monday, December 22, 2025, whether or not they will be granted an interview with the training staff and supervisors. Candidates will also have the opportunity to virtually meet with the current post-doctoral fellows, clinical staff, and tour the clinic. Interviews would tentatively take place January 5 and 6, 2026. Interviews are required and weigh heavily in the selection process, as this provides an opportunity for program staff and applicants to determine fit. In addition, the program values applicants who demonstrate an ability to balance strong interpersonal skills with professionalism.  Should economic or other reasons interfere with a highly ranked candidate’s ability to engage in a video interview, a case-by-case decision will be made by training staff to arrange an alternative phone interview. Interviews will only be offered to applicants who have submitted a complete application and only after these applications have been screened by the faculty. Applicants who wish to be considered for interviews should submit application materials prior to December 1, 2025.

The post-doctoral fellowship training program agrees to abide by the APPIC guidelines for Common Hold Date on February 24, 2026. Information regarding APPIC Post-doctoral Selection Guidelines can be found at: https://www.appic.org/Postdocs/Postdoctoral-Selection-Standards. 

The evaluation process is approached in a manner to provide timely feedback to and from the fellow in order to ensure training goals and expectations are being met. At the beginning of the fellowship year, fellows complete a self-assessment of their experience relative to training objectives of the fellowship. The initial self-assessment opens a dialogue about the fellow’s strengths and specific training areas of growth. Progress is monitored throughout the fellowship year; however, more formal verbal and written feedback is provided at the mid-year (December) and end of the training year (June). During these biannual evaluations, the fellow will meet with the supervisory team to review the Fellow Performance Evaluation completed jointly by the supervisors, then time is spent in individual supervision to discuss more specific aspects of the evaluation. These evaluations are used to provide an opportunity to communicate the fellow’s progress. At the end of the fellowship year, formal summative feedback is provided to the fellow. The Training Director will participate in all performance evaluations.

In addition, the mid-year Supervisor Evaluation allows the fellow to informally specify what the fellow would like more (or less of) from the supervisor, while the end of year Supervisor Evaluation provides more specific feedback about the fellow’s perspective and experience of the supervisor meeting supervisory standards and competencies defined by ASPPB Supervision Guidelines for Health Service Psychologists (February 2020). At the end of the fellowship year, formal summative feedback is provided to the fellow. The Training Director will participate in the final performance evaluation.

Lastly, the fellow is given the opportunity to provide informal feedback throughout the training year during the Training Committee meetings, when acting as a fellow representative (see p. 51 for further detail).  In addition, the fellow is responsible for providing formal feedback about the training program by completing the Program Evaluation at the end of the training year (September). Postdocs will be provided an opportunity to meet with the Training Director and the Associate Training Director to provide verbal feedback in addition to their written feedback.

Serious concerns regarding a fellow’s performance will be addressed through due process procedures. Fellows are strongly encouraged to address grievances related to training, supervision, or evaluation with their primary supervisor first and resolve concerns informally. Supervisors will inform the Training Director of issues that arise in order to determine if additional programmatic support/response is required to maintain the integrity of the program.

Our fellowship training program is currently a member of the Association of Psychology Postdoctoral and Fellowship Centers (APPIC). At this time, we are not accredited by the American Psychological Association (APA). Any questions about accreditation may be addressed to: Office of Accreditation, American Psychological Association, 750 First Street, NE, Washington, DC 20002. Telephone: 202-336-5979.

The University of California, Davis, does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, pregnancy (including pregnancy, childbirth, and medical conditions related to pregnancy or childbirth), physical or mental disability, age, medical condition (cancer related or genetic characteristics), ancestry, marital status, citizenship, sexual orientation, or service in the uniformed services (includes membership, application for membership, performance of service, application for service, or obligation for service in the uniformed services) status as a Vietnam-era veteran or special disabled veteran, in accordance with all applicable state and federal laws, and with university policy.  As required by Title IX, the University of California, Davis, does not discriminate on the basis of sex in its educational programs, admissions, employment or other activities.

Inquiries related to Title IX and to Section 34 CFR § 106.9 may be referred to the Title IX coordinator:

Wendi Delmendo
Mrak Hall, Fourth Floor
One Shields Ave., Davis,
California, 95616
530-752-9466

Inquiries may also be directed to:

Assistant Secretary for Civil Rights of the Dept of Education
San Francisco Office
U.S. Department of Education
50 Beale St., Suite 7200
San Francisco, California, 94105-1813
415-486-5555

For additional information, please contact:
University of California, Davis Health
Department of Psychiatry and Behavioral Sciences
Clinical Child and Adolescent Psychology (CCAP) Training Program
2230 Stockton Blvd. Sacramento, CA 95817-1419
Monica Mercado, Training Office: 916-734-7865, mmercado@health.ucdavis.edu  
Lindsey Overstreet, Training Director: 916-734-3291 loverstreet@health.ucdavis.edu  

The UC Davis Clinical Child and Adolescent Psychology (CCAP) Fellowship requires that fellows demonstrate minimum levels of achievement across all training competencies and training elements. Fellows are formally evaluated by their primary supervisor (with input from their other supervisors) twice during the training year (March and September). Written evaluations are conducted using a standard rating form that is sent electronically via UC Davis MedHub. The evaluation form includes information about the fellows’ performance regarding all of the expected training elements. Primary and assessment supervisors are expected to review these evaluations in-person with the fellows and provide an opportunity for discussion if the fellow has questions or concerns about the feedback. The Training Director attends the fellows’ final performance evaluation review. The UC Davis CCAP Fellowship requires that fellows receive a minimum of 4 total hours of supervision each week, with 2 of those hours being individual, face-to-face with a licensed psychologist. During supervision, fellows have a chance to receive informal feedback to communicate progress and areas for growth. 

A minimum level of achievement (MLA) on each evaluation is defined as a minimum rating of “6” for each competency for the mid-year evaluation period (nearly all learning elements must be at a “6”, and no more than one learning element can be rated at a “5”, per competency area) and a minimum rating of “7” for each competency for the final evaluation period (across all competency areas and learning elements). Fellows who achieve this level of competence are considered prepared for independent, entry level practice, which means the fellow has demonstrated:
1)    The ability to independently function in a broad range of clinical and professional activities;
2)    The ability to generalize skills and knowledge to new situations; and,
3)    The ability to self-assess when to seek additional training, supervision, or consultation.

The developmental rating scale for each evaluation is on an 8-point Likert scale, however fellows can only achieve ratings between 3 and 8. The following rating values are included in the table below. If a fellow receives a score less than the MLA (“6” on the mid-year evaluation or a “7” on the final evaluation) on an overall area of competency, or if supervisors have reason to be concerned about the fellow’s performance or progress, the program’s Due Process procedures will be initiated. The Due Process guidelines can be found in the Fellowship Manual (p. 44).  Fellows must receive a rating of 7 or above on all learning elements across each competency area during their final end-of-year evaluation to successfully complete the program.      

Additionally, all UC Davis CCAP fellows are expected to complete 1800 hours of training during the fellowship year. Meeting the hours requirement and obtaining sufficient ratings on all evaluations demonstrates that the fellow has progressed satisfactorily through and completed the fellowship program. Fellow evaluations and certificates of completion are maintained indefinitely by the Training Director.  

In addition to the evaluations described above, fellows must complete a self-evaluation form at the beginning of the training year and during the two evaluation periods throughout the training year. Additionally, fellows will complete an evaluation of their individual and group supervisor(s) formally at the end of the training year. They have an opportunity to provide informal feedback to their individual supervisors at mid-year. A program evaluation will also be completed at the end of the training year (September), to provide feedback that will inform any changes or improvements in the training program. The Training Director and Associate Training Director will meet with the fellow to discuss feedback given on the program evaluation.

Fellows have access to these evaluation forms, which are stored electronically in the program shared drive.

Procedures for Identifying and Managing Performance and/or Competency-Related Issues
(Adapted from APPIC Due Process Guidelines)

Introduction
This form provides UC Davis Health-CCAP trainees and staff with an overview of the identification and management of trainee problems and concerns. Whenever a supervisor becomes aware of a trainee’s problem area that does not appear resolvable by the usual supervisory support and intervention, the following procedures will be followed. These procedures provide the trainee (fellow) and staff with a definition of competence problems, a listing of possible sanctions, and an explicit discussion of the due process procedures. Also included are important considerations in the remediation of performance-related and/or competency-based problems.
This Due Process Document is divided into the following sections:

I.    Definitions: Provides basic or general definitions of terms and phrases used throughout the document.
II.   Due Process General Guidelines: Provides an overview of how the program informs trainees about our Due Process procedures and other general expectations.
III.  Procedures for Responding to a Trainee’s Problematic Behavior: Provides the rights and responsibilities of the program and the fellow, including our basic procedures, notification process, and the possible remediation or sanction interventions.

• Summary of Procedures
• Notification: Provides notification to trainee that a problem has been identified.
• Hearing: The formal process by which the trainee has a chance to respond to identified concerns.
• Appeals Procedures: Provides the steps for an appeal process related to a staff-initiated Due Process procedures.

Definitions

Trainee
Throughout this document, the term “trainee” is used to describe any person in training who is working in the agency including a postdoctoral fellow.

Training Coordinator (TC)
Throughout this document, the term “training coordinator” is used to describe the staff members who oversee that specific training group’s activities.  For the postdoctoral fellows this is the Training Director (TD) and may also include the Associate Training Director (ATD).  In certain circumstances the TCs may consult with the Vice Chair of Psychology for additional guidance.

Staff Member
Throughout this document, the term “staff member” is used to describe staff that are not directly involved in the trainees’ training but interact with them within a professional capacity. This typically includes other clinic staff (i.e., clinical and administrative staff), but may also include other professionals with whom the trainees engage on a semi-regular basis (i.e., social workers, clinicians from other agencies, etc.).

Training Staff
Throughout this document the term “training staff” is used to describe staff directly involved in the trainees’ training. This can include TCs, supervising psychologists, other contributors (Volunteer Clinical Faculty who provide recurring didactics and case conferences), and the Vice Chair of Psychology. 

Training Committee
Throughout this document the term “training committee” is used to describe the formal meeting that occurs once per month, in which the TCs and supervising psychologists meet to discuss training and programmatic-related issues. 

Due Process
The basic meaning of due process is to inform and to provide a framework to respond, act or dispute. Due process ensures that decisions about trainees are not arbitrary or biased.  It requires that the Training Program identify specific procedures which are applied to all trainees’ complaints, concerns and appeals.

Performance and/or Competence Problems 
Performance and/or competence problems are defined broadly as an interference in professional functioning which is reflected in one or more of the following ways:

1. An inability and/or unwillingness to acquire and integrate professional standards into one’s repertoire of professional behavior;
2. An inability to acquire professional skills in order to reach an acceptable level of competency; and/or
3. An inability to control personal stress, interpersonal difficulties, psychological problems, and/or excessive emotional reactions that interfere with professional functioning. 

Trainees may exhibit behaviors, attitudes or characteristics which, while of concern and requiring remediation, are not unexpected or excessive for professionals in training. Professional judgment is applied to determine when a trainee’s behavior becomes problematic rather than a concern (based on the profession’s standards). Such problems are typically identified when they include one or more of the following characteristics:

1. The trainee does not acknowledge, understand, or address the problem when it is identified;
2. The problem is not merely a reflection of a skill deficit which can be rectified by academic or didactic training or additional supervision;
3. The quality of services delivered by a trainee is sufficiently negatively affected;
4. The problem is not restricted to one area of professional functioning;
5. A disproportionate amount of time and attention by training personnel is required; and/or,
6. The trainee’s behavior does not change as a function of feedback, remediation efforts, and/or time. 

Due Process: General Guidelines

Due process ensures that decisions about trainees are not arbitrary or biased. It requires that the training program identify specific evaluative procedures, which are applied to all trainees, and provide appropriate appeal procedures available to the trainee. All steps need to be appropriately documented and implemented. Both the program (UC Davis Health-CCAP) and the fellow (also referenced as trainee) hold responsibilities and rights in this process. General due process guidelines include:

1. During the orientation period, trainees will receive in writing UC Davis Health-CCAP’s expectations related to professional functioning.  The TC will discuss these expectations in both group and individual settings.
2. The procedures for evaluation, including when and how evaluations will be conducted will be described.  Such evaluations will occur at meaningful intervals in a timely manner.
3. The various procedures and actions involved in decision-making regarding the problem behavior or trainee concerns will be described and provided in writing. Such procedures are included in the trainee handbook. The trainee handbook is provided to the trainees and reviewed during orientation.
4. UC Davis Health-CCAP will communicate early and often with the trainee if any suspected difficulties that are significantly interfering with performance are identified.
5. The TCs will institute, when appropriate, a remediation support plan for identified issues, including a time frame for expected remediation and consequences of not rectifying the issues.
6. If a trainee wants to institute an appeal process, this document describes the steps of how a trainee may officially appeal this training program's action(s).
7. UC Davis Health-CCAP due process procedures will ensure that trainees have sufficient time (as described in this due process document) to respond to any action taken by the program before the program’s implementation.
8. When evaluating or making decisions about a trainee’s performance, UC Davis Health-CCAP staff will use input from multiple professional sources.
9. The TCs will document in writing and provide to all relevant parties, the actions taken by the program and the rationale for all actions.

Procedures to Respond to Problematic Behavior

A.  Summary
If a fellow receives a “Developing Competency” rating (3) at any point of the training year, or a “Competent” rating (4) during the mid-year, or a “High Competence” rating (5) at the end-of-year evaluation period from any of the evaluation sources in any of the major categories of evaluation, or if a staff member has concerns about an fellow’s behavior (e.g., ethical or legal violations, professional incompetence), some or all of the procedures below will be initiated in the following order:

1. In some cases, it may be appropriate for the staff member or training staff to speak directly to the trainee about his or her concerns. In other cases, a consultation with the TCs will be warranted. This decision is made at the discretion of the staff member, training staff, or trainee who has concerns.  
2. Once the TCs have been informed of the specific concerns, they will determine if and how to proceed with the concerns raised. The TCs will communicate their decision in writing to the training staff or trainee who has concerns within 5 business days.
3. If the staff member or training staff who brings the concern to the TCs is not the trainee’s supervisor, the TD will discuss the concern with the trainee’s supervisor(s).
4. If the TD and primary supervisor determine that the alleged behavior in the complaint, if valid and/or proven, would constitute a serious violation, the TCs will inform the staff member who initially brought the complaint.
5. The TDs will meet together or with the Training Committee to discuss the performance rating in the evaluation or the concern and possible courses of action to be taken to address the issues within 10 working days.
6. The TCs, supervisor(s), and/or Vice Chair of Psychology may meet to discuss possible courses of action.
7. The trainee will be provided an opportunity to meet with the TCs to address raised concerns regarding the trainee’s behavior (e.g. ethical, legal, and/or professional competence) and/or “4” or “5” ratings during mid-year or end-of-year evaluation periods on the evaluation form.
8. Any time a decision is made by the TCs about a trainee’s training program or status in the agency, the TCs will inform the trainee in writing and will meet with the trainee to review the decision within 5 working days. This meeting may include the fellow’s supervisor(s) and/or Vice Chair of Psychology.
9. The fellow may choose to accept the conditions or may choose to challenge the action. The procedures for challenging the action are presented below in section IV.
10. If the fellow accepts the decision, any formal action taken by the Training Program will be communicated in writing to the department. This notification indicates the nature of the concern and the specific actions implemented to address the concern.

B. Notification Procedures to Address Problematic Behavior or Performance

It is important to have meaningful ways to address competence problems once they have been identified. In implementing remediation or sanction interventions, the training staff must be careful to balance the needs of the trainee, the clients involved, other members of the training cohort, the training staff, and other agency personnel.  Once the concern has been brought to the attention of the TCs, and/or a supervisor, the trainee will meet with the TCs and their supervisor(s) within 10 working days to discuss the concern. Within 5 working days of the meeting, one of the following will be issued to the trainee.

Verbal warning to the trainee emphasizes the need to discontinue the inappropriate behavior under discussion. No record of this action is kept. 

Written acknowledgement (Remediation Support Plan) to the trainee formally acknowledges:

1. That the TCs are aware of and concerned with the performance or competence problem;
2. That the concern has been brought to the attention of the trainee;
3. That the TCs will work with the trainee to rectify the problem or skill deficits by identifying goals and objectives, and;
4. That the behaviors associated with the problem are not significant enough to warrant more serious action.

The written acknowledgement will be removed from the trainee’s file when the trainee adequately addresses the concerns and successfully completes the fellowship training program. Written warning (Remediation Plan) to the trainee indicates the need to discontinue an inappropriate action or behavior. Depending on the specific performance or conduct-related issue, a Remediation Plan may follow a Remediation Support Plan if the outlined goals and objectives are not completed within a reasonable or agreed upon amount of time. This letter will contain:

1. a description of the trainee’s unsatisfactory performance or problematic behavior;
2. actions that must be taken by the trainee to correct the unsatisfactory performance or problematic behavior;
3. the timeline for correcting the problem;
4. what action will be taken if the problem is not corrected; and,
5. notification that the trainee has the right to request a review of this action (see Due Process: Appeals Procedures). 

A copy of this written warning will be kept in the trainee’s file. Consideration may be given to removing this letter at the end of the fellowship by the TCs in consultation with the trainee’s supervisor(s) and/or Vice Chair of Psychology. If the letter is to remain in the file, documentation should contain the position statements of the parties involved in the dispute.

C. Hearing Procedures

Following notification of the problematic behavior, the trainee will be provided the opportunity to respond to the concern.

1. The postdoctoral fellow will be given advance notice of a date, time and location to meet with the Training Director to respond to the performance concerns raised.
2. If the Training Director raised the concern or, after meeting with the Training Director, the TD and trainee are unable to reach an understanding, an impartial panel will be convened (typically including faculty members or administrators not involved in the situation) to hear the trainee’s response to the allegations.
3. The trainee will be allowed to present their side of the case, including any evidence or documentation that supports their position.
4. The trainee has a right to have an advisor present, such as a mentor or other trusted individual. That advisor is not able to speak on behalf of the trainee.
5. The TD or impartial panel will have the opportunity to ask questions.
6. A formal record of the hearing will be kept, including evidence presented and questions asked. This record shall remain confidential and accessible only to those involved in the process and the trainees’ supervisors.
7. The hearing will be deliberated privately, resulting in a written decision that will be communicated to the trainee.
8. Timelines for follow-up will be clearly communicated.
9. Any available support resources, regardless of the outcome, will be shared.

Including these elements ensures that the hearing process is fair, transparent, and in line with due process principles, providing the postdoctoral fellow with a fair opportunity to present their case and ensuring that the decision-making process is thorough and unbiased.

D. Remediation and Sanction Alternatives

The implementation of a Remediation Support Plan or a Remediation Plan with possible sanctions should occur only after careful deliberation and thoughtful consideration of the TCs, relevant members of the training staff and/or the Vice Chair of Psychology.  The remediation and sanctions listed below may not necessarily occur in that order. The problematic behavior's severity plays a role in remediation or sanction.

Schedule modification is a time-limited, remediation-oriented closely supervised period of training designed to return the trainee to a more fully functioning state. Modifying a trainee’s schedule is an accommodation made to assist the trainee in completing outlined goals and/or responding to personal reactions to environmental stress, with the full expectation that the trainee will complete the fellowship training program. This period will include more closely scrutinized supervision conducted by the regular supervisor in consultation with the TCs. Several possible and perhaps concurrent courses of action may be included in modifying a schedule. These include:

a) increasing the amount of supervision, either with the same or different supervisors;
b) changing the format, emphasis, and/or focus of supervision;
c) recommending personal therapy;
d) reducing or redistribution of the trainee’s clinical or other workload;
e) requiring specific academic coursework. 
The length that a schedule modification will be in effect will be determined by the TCs in consultation with the supervisor(s) and/or the Vice Chair of Psychology. The termination of the schedule modification period will be determined, after discussions with the trainee, by the TCs in consultation with the supervisor(s) and/or the Vice Chair of Psychology.

Probation is also a time limited, remediation-oriented, more closely supervised training period. Its purpose is to assess the trainee's ability to complete the fellowship and return them to a more fully functioning state. Probation defines the relationship that the TCs systematically monitor for a specific length of time the degree to which the trainee addresses, changes and/or otherwise improves the performance of competency-related problematic behavior. The trainee is informed of the probation in a written statement, which includes: 

a)  the specific behaviors associated with the “1” or “2” rating and/or raised concern; 
b)  the recommendations for rectifying the problem; 
c)  the time frame for the probation period during which the problem is expected to be ameliorated, and; 
d) the procedures to ascertain whether the problem has been appropriately rectified.

If the TCs determine that there has not been sufficient improvement in the trainee’s behavior to remove the probation or modified schedule, then the TCs will discuss with the supervisor(s) and/or the Vice Chair of Psychology possible courses of action to be taken. The TCs will communicate to the trainee in writing that the conditions for revoking the probation or modified schedule have not been met. This notice will include the course of action the TCs have decided to implement. These may include continuation of the remediation efforts for a specified time period or implementation of an alternative action. Additionally, the TCs will communicate to the Vice Chair of Psychology that if the trainee’s behavior does not change, the trainee will not successfully complete the fellowship training program.

Suspension of Direct Service Activities requires a determination that the welfare of the trainee’s    client or consultee has been jeopardized. Therefore, direct service activities will be suspended for a specified period of time as determined by the TCs in consultation with the Vice Chair of Psychology.  At the end of the suspension period, the trainee’s supervisor in consultation with the TCs and Vice Chair of Psychology will assess the trainee’s capacity for effective functioning and determine when direct service can be resumed.

Administrative Leave involves the temporary withdrawal from all responsibilities and privileges in the agency. If the Probation period, Suspension of Direct Service Activities, or Administrative Leave interferes with the successful completion of the required supervised hours needed for completion of the fellowship training program, this will be noted in the trainee’s file and the trainee’s academic program will be informed. The TCs will inform the trainee of the effects the administrative leave will have on the trainee’s stipend and accrual of benefits. 

Dismissal from the fellowship program involves the permanent withdrawal of all agency responsibilities and privileges. When specific interventions do not, after a reasonable time period and/or agreed upon time period, rectify the competence problems and the trainee seems unable or unwilling to alter her/his behavior, the TCs will discuss with the Vice Chair of Psychology the possibility of termination from the training program or dismissal from the agency. Notice of dismissal from the program will be provided to the trainee in a timely manner and will allow the trainee 8 business days to exercise his/her appeals rights. If the final decision made by the TCs, supervisor(s), and Vice Chair of Psychology is to dismiss the trainee from the program, this dismissal becomes effective immediately following notice of the final decision.  although the trainee Either administrative leave or dismissal would be invoked in cases of severe violations of state jurisprudence regulations, the APA Code of Ethics, or when imminent physical or psychological harm to a client is a significant concern, or when the trainee is unable to complete the fellowship program due to physical, mental or emotional illness. When a trainee has been dismissed, the TCs will communicate to the trainee’s academic program that the trainee has not successfully completed the fellowship program.

Immediate Dismissal involves the immediate permanent withdrawal of all agency responsibilities and privileges. Immediate dismissal would be invoked but is not limited to cases of severe violations of the APA Code of Ethics, or when imminent physical or psychological harm to a client is a major factor, or the trainee is unable to complete the training program due to physical, mental or emotional illness.  In addition, in the event a trainee compromises the welfare of a client(s) or the campus community by an action(s) which generates grave concern from the TCs, the supervisor(s), or the Vice Chair of Psychology may immediately dismiss the trainee from CAPS.  This dismissal may bypass steps identified in notification procedures (Section IIB) and remediation and sanctions alternatives (Section IIC). When a trainee has been dismissed, the Vice Chair of Psychology and TCs will communicate to the trainee's academic department that the trainee has not successfully completed the training program.

E. Appeals Procedures

If a trainee does not agree with any of the aforementioned notifications, remediation, or sanctions– the following appeal procedures should be followed: 

1. The trainee should file a formal appeal in writing with all supporting documents, with the Vice Chair of Psychology. The trainee must submit this appeal within 5 working days from their notification of any of the above (notification, remediation, or sanctions).
2. Within three working days of receipt of a formal written appeal from a trainee, the Vice Chair of Psychology will consult with the TCs and/or the members of the Training Committee and then decide whether to implement a Review Panel or respond to the appeal without a Panel being convened.
3. In the event that a trainee is filing a formal appeal in writing to disagree with a decision that has already been made by the Review Panel and supported by the Vice Chair of Psychology, then that appeal is reviewed by the Vice Chair of Psychology in consultation with the Management Team.  The Vice Chair of Psychology will determine if a new Review Panel should be formed to reexamine the case, or if the decision of the original Review Panel is upheld. See below for further detail of the Review Panel process.

Review Panel and Process 

If the formal decision made by the TCs or members of the training staff is challenged by the trainee, the Review Panel process will begin as delineated below.  The Review Panel is the final step in the decision-making process and members of this panel have final discretion of the outcome of the appeal.

a) When needed, a Review Panel will be convened by TCs. The Panel will consist of two staff members selected by the TCs, the TCs, and the trainee involved in the dispute. The Review Panel will also extend at least one step beyond the TCs by including the Vice Chair of Psychology. The trainee has the right to hear all facts with the opportunity to dispute or explain the behavior of concern. 
b) Within five (5) workdays, an appeals hearing will be conducted in which the challenge is heard and relevant material presented. Within three (3) workdays of the completion of the review, the Review Panel submits a written report to the TCs, including any recommendations for further action. Recommendations made by the Review Panel will be made by majority vote. 
c) Within three (3) workdays of receipt of the recommendation, the TCs will either accept or reject the Review Panel’s recommendations. If the TCs reject the Panel’s recommendations, due to an incomplete or inadequate evaluation of the dispute, the TCs may refer the matter back to the Review Panel for further deliberation and revised recommendations or may make a final decision. 
d) If referred back to the Panel, the Panel will report back to the TCs within five (5) workdays of the receipt of the TCs’ request of further deliberations. The TCs then make a final decision regarding what action is to be taken. 
e) The TCs inform the trainee and if necessary the training program of the decisions made. 
f)  If the trainee disputes the Review Panel’s final decision, the trainee has the right to contact the Department of Human Resources at UC Davis to discuss the situation.

Due Process Procedures for Handling Fellow Grievances

Grievance Procedures are implemented in situations in which a fellow raises a concern about a supervisor or other faculty member, trainee, or any and all situations that may arise during the fellowship training. Both the program (UC Davis Health-CCAP) and the fellow (also referenced as trainee) hold responsibilities and rights in this process. These guidelines are intended to provide the trainee with a means to resolve perceived conflicts or grievances about the training program. Trainees who pursue grievances in good faith will not experience any adverse professional consequences. For situations in which a trainee raises a grievance about a supervisor, staff member, trainee, or the training program: 

Informal Review
First, the trainee has the responsibility to raise the issue as soon as feasible with the involved supervisor, staff member, other trainee, or TCs in an effort to resolve the problem informally. Informal grievances related to supervisory related concerns will require an individual meeting with the TD. The purpose of this meeting is to gather information related to the concern. The TD has the responsibility to also have an individual meeting with any staff that are involved. These meetings are required in order for the TD to develop an informal plan to address the concern. Subsequent group meetings (with the trainee, supervisor(s), and TD) may be considered depending on the situation. 

Formal Review
If the matter cannot be satisfactorily resolved using informal means, the trainee has the right to submit a formal grievance in writing to the TCs. If the TCs are the object of the grievance, the grievance should be submitted to another member of the Training Committee and/or the Vice Chair of Psychology. The individual being grieved will be asked to submit a response in writing. The TCs (or Training Committee member or Vice Chair of Psychology, if appropriate) will meet with the trainee and the individual being grieved within 10 working days. In some cases, the TCs or Training Committee member or Vice Chair of Psychology may wish to meet with the trainee and the individual being grieved separately first. The goal of the joint meeting is to develop a plan of action to resolve the matter. The plan of action will include:
a)    the behavior associated with the grievance;
b)    the specific steps to rectify the problem; and, 
c)    procedures designed to ascertain whether the problem has been appropriately rectified. 

The TCs or Training Committee member or Vice Chair of Psychology will document the process and outcome of the meeting. The trainee and the individual being grieved will be asked to report back to the TCs or Training Committee member or Vice Chair of Psychology in writing within 10 working days regarding whether the issue has been adequately resolved. If the plan of action fails, the TCs or Training Committee member or Vice Chair of Psychology will convene a review panel consisting of him/herself and at least two other members of the Training Committee within 10 working days. The trainee may request a specific member of the Training Committee to serve on the review panel. The review panel will review all written materials and have an opportunity to interview the parties involved or any other individuals with relevant information. The review panel has final discretion regarding outcome. 

If the review panel determines that a grievance against a staff member cannot be resolved internally or is not appropriate to be resolved internally, then the issue will be turned over to the employer agency in order to initiate the due process procedures outlined in the employment contract. If the review panel determines that the grievance against the staff member potentially can be resolved internally, the review panel will develop a second action plan that includes the same components as above. The TCs or Training Committee member or Vice Chair of Psychology will document the process and outcome of the panel meeting. The trainee and the individual being grieved will again be asked to report back in writing regarding whether the issue has been adequately resolved within 10 working days. The panel will reconvene within 10 working days to again review written documentation and determine whether the issue has been adequately resolved. If the issue is not resolved by the second meeting of the panel, the issue will be turned over to the employer agency in order to initiate the due process procedures outlined in the employment contract.

As a smaller training program, the Training Director serves in programmatic, training/teaching, and supervisory roles. In addition, supervising psychologists also contribute to the development of training seminars and other opportunities. Volunteer Clinical Faculty (VCF) are a vital part of the training program by providing professional development supervision or ongoing instruction of the program’s didactics and case conferences. The primary members of the training staff are listed below:

Vice Chair of Psychology 
Meghan Miller, Ph.D.

Training Director
Lindsey Overstreet, Psy.D.

Associate Training Director
Olivia Briceño Contreras, Psy.D.

Additional Supervising Psychologists
Richelle Long, Ph.D.
Danielle Haener, Psy.D.
Tanya Holland, Psy.D.

As a commitment to strengthening the training program and fostering growth in the staff as training directors, supervisors, and/or teachers/trainers, the UC Davis Health staff participate in monthly meetings. Once a month, the four staff psychologists (not including VCF) participate in a one-hour Training Committee. The Training Committee meetings ensure consistent communication between programmatic and supervisory staff about all matters related to the trainees and the training program. The meeting is chaired by the TD and minutes are taken by our program administrator, Monica Mercado. In addition, the agenda is set by the TD, however, other supervisory staff are encouraged to raise any issues that are relevant to discuss together. A/The fellow representative has the opportunity to provide written (prior to) or verbal (during) feedback about the program or raise any issues/concerns/questions that they would like the training staff to discuss during the Training Committee. Following the discussion, the TD provides Program response (via email and saved on the share drive) to representative-set agenda items that warrant a follow-up response.

Additionally, depending on resources, the primary supervising psychologists may attend a Supervisor Consultation Meeting to communicate about the observed strengths and/or challenges that arise in the supervisory relationship. This time also aims to develop and maintain competence as supervisors by reviewing the various values, standards, and legal requirements for supervisors of doctoral level trainees. 

Richelle Long, Ph.D.
Long is a child clinical psychologist and assistant professor at the UC Davis Medical Center, Department of Psychiatry and Behavioral Sciences, Child and Adolescent Psychiatry. She completed her graduate training in counseling psychology at The University of Memphis and received specialized training in trauma informed care as a postdoctoral fellow at Children’s Hospital Los Angeles where she also completed a Leadership Education in Neurodevelopmental and Related Disabilities (LEND) fellowship. Long provides comprehensive psychological services to children from 0-21 and their families at the Sacramento County Children’s Mental Health Clinic. In addition to providing therapy, psychological assessment, screening, and consultation, she also provides training opportunities and supervision for the postdoctoral psychology fellows in the Clinical Child and Adolescent Postdoctoral Psychology Program at UC Davis. 

Through Long’s education and training, she has gained specialized training in working with children of all ages who have experienced various forms of psychological trauma including working with infants and young children. Her clinical, teaching, and research interests include: the impact of early adversity on child development; interventions for complex trauma disorders in children and adolescents; training psychologists in developing basic competence in treating psychological trauma; risk for abuse in children with developmental disabilities; providing services to fostered and adopted children; comprehensive treatment for survivors of human trafficking; incorporating culture and diversity into therapeutic practice; therapeutic assessment; and program evaluation. Long has received specialized training and supervision in several evidence-based practices including Child-Parent Psychotherapy, Trauma-Focused CBT, Parent-Child Interaction Therapy, Incredible Years, and Seeking Safety.

Olivia Briceño Contreras, Psy.D.
Olivia Briceño Contreras is a bilingual, bi-cultural clinical psychologist and serves as the Associate Training Director of the Clinical Child and Adolescent Psychology internship and fellowship programs. She completed her graduate training in clinical psychology at Alliant International University, Sacramento, with an emphasis on infant mental health and her internship at the California Pacific Medical Center (CPMC) in San Francisco where she received clinical training experience in an outpatient clinic and primary care clinic within the tenderloin neighborhood. She completed her post-doctoral fellowship within our very own, UC Davis Clinical Child and Adolescent Psychology program at the CAPS community mental health clinic. Contreras provides a range of direct clinical services to the diverse population of children, adolescents, and families between the ages of 0-21 years, including individual, dyadic therapy and conducts psychological assessments for children and adolescents in both English and Spanish languages. In addition, she co-leads the TEAM Program, which is a foster care clinic contracted with CDSS, systems of care branch, serving counties across the state of CA. She has extensive experience in working with youth who have experienced various forms of complex trauma, through providing evidenced based treatments and culturally informed care. Her clinical, teaching and research areas include focus on improving treatment outcomes with children and adolescents through providing culturally informed care, family engagement and involvement in treatment, risk and resilience factors and early intervention treatment with young children.

Tanya Holland, Psy.D.
Tanya Holland is a licensed clinical psychologist and serves as the Psychologist Supervisor. She graduated with Honors from UC Davis with a BA in Psychology. She went on to pursue her graduate degree in Clinical Psychology from Rutgers, The State University of New Jersey. During her training years she gained experience working in school-based, foster care, and infant mental health programs. She completed her internship and postdoctoral fellowship at the UC Davis CAARE Center where she specialized in working with children who experienced trauma and was trained in Parent-Child Interaction Therapy and Trauma Focused Cognitive Behavioral Therapy. She now has 20 years of experience conducting diagnostic, child welfare, risk, and competency evaluations for both youth and adults. She currently provides brief dyadic treatments to children and their caregivers, conducts psychological assessments for children with Medi-Cal, and supervises trainees in conducting assessments.  Her interest areas include children with incarcerated parents or who are systems involved themselves, helping parents understand and respond to the impacts of trauma on their children, and suicide risk assessment.

Lindsey Overstreet, Psy.D.
Lindsey Overstreet is a licensed clinical psychologist and serves as the Training Director for the Clinical Child and Adolescent Psychology internship and fellowship programs. She graduated with honors from Tufts University with a B.A. in Clinical Psychology, and she received her M.S. and Psy.D. in Clinical Psychology from the PGSP-Stanford Psy.D. Consortium. Overstreet completed her postdoctoral training at McLean Hospital in the 3East Adolescent DBT girls’ residential unit. Following her fellowship, Overstreet was hired on at McLean to help open their first outpatient adolescent DBT clinic and two years later, she helped to open the 3East DBT boys’ residential unit. In 2018, Overstreet moved to Houston, Texas, to be near her family and began working at The Dialectical Behavior Therapies Center of Houston. She became the training director of the DBT Center in 2021. Overstreet has a strong passion for working with adolescents who struggle with chronic suicidality, self-harm, and other risky behaviors, as well as those who have experienced trauma. She is a firm believer that family therapy and parent work are essential when working with children and adolescents. Overstreet has advanced training and supervision in dialectical behavior therapy, prolonged exposure, DBT-PE, DBT-PTSD, TF-CBT, and DBT adherence. As the newly appointed training director for the UC Davis CCAP programs, she aims to enhance training in the areas of DBT, trauma therapies, and family therapies.