Interns engage in an organized sequence of activities under supervision. Interns arrive on site in early August approximately one to two weeks before the rest of the staff. They proceed first through induction by Human Resources, which orients them to the organization and to the policies and procedures of the district as related to employment. Then, the interns are oriented to Psychological Services (PS) policy and procedures, special education policies and procedures, and the expectations of interns and their supervisors. Training plans are reviewed individually with each intern and adjustments are made as needed.

The interns receive three days of training in suicide risk assessment, violence risk assessment, and crisis management.

When the departmental staff returns from summer vacation, they and the interns engage in three-to-four days of staff development. Staff development covers the direction of the department, current issues, various skill building topics, and acquaintance with services available in the community. A specialized agenda is established for new staff and interns. Finally, one-to-two days are set aside to check out test kits, meet with team members, and set an initial schedule/structure for working in the schools.

Experienced team members or supervisory staff accompany interns to their schools. Interns are introduced to key personnel at each building and their role is explained to the principal. Interns also observe supervisors conduct ARD/IEP meetings, participate in Student Support Team (SST) meetings, and other typical functions. After an orientation period, the intern engages in these activities under the observation of an experienced staff member until the intern is judged competent to conduct these activities on his/her own.

Within the first two weeks, interns receive additional training in the SST process, as previously described in Objective 2C. Inherent in the SST process is the problem solving approach. Depending upon entry-level competencies, interns begin addressing referrals for direct and indirect services and also referrals for special education assessment (SST Level III). A progressive mode of training and similar case assignment is used at the Youth and Family Centers. Initially the interns assume the role of intake workers, progressing to consultation with the psychiatrist and/or clinic manager about diagnosis and treatment plan, and culminating in counseling and intervention assignments.