Under the direction of the division's Director of Training, the Clinical Faculty member will provide clinical supervision, group and individual, across all levels of training for the trainees in the Doctor of Psychology in Clinical Psychology program and other disciplines as warranted. The Clinical Faculty member acting as the Clinical Supervisor will have direct control and oversight of all the service delivery, supervision and training activities. Clinical faculty provide program development and evaluation services and consultation to the Director of Training to improve clinical services and training program(s). ACHS provides applied learning experiences in trauma-informed practice through multiple theoretical orientations.
The Clinical Faculty member will perform most work duties with assigned trainees on-site at local partner agencies. Clinical Faculty will lead the coordination of clinical services and trainees at their assigned community partner site(s). As a site lead, the Clinical Supervisor will act as a liaison at the partner agency with their team to ensure ACHS trainees provide services that meet the needs of the community served. Through live observation, the clinical faculty will evaluate trainees' clinical skills in engaging with an underserved child and adolescent population, and when clinically indicated, the clinical faculty may also provide direct service. The Clinical Faculty member leverages industry knowledge and best practices to promote the mission and vision of ACHS and the institution. Supports culture development and management efforts.
- Confirmed doctoral degree in psychology or related discipline required.
- Minimum of (5) five years' post licensure experience supervising graduate students' clinical work required.
- Minimum of (3) three years' post licensure experience working with children and/or adolescents preferred.
- Valid Clinical Psychologist license, in good standing, to practice clinical psychology in the state of Illinois required. Will consider Illinois license-eligible candidates from out of state.
- Foundational knowledge of trauma-informed treatment
- Foundational knowledge of clinical supervision
- Foundational knowledge of diverse populations and a strong demonstration of practicing cultural humility
- Foundational knowledge of child, adolescent, and adult treatment
- Demonstrated experience with psychological assessment of children and adolescents
- Commitment to lifelong learning in clinical care delivery and supervision
- Ability to leverage influence to drive change and influence stakeholders
- Ability to consistently identify opportunities for improvement and make recommendations based on observations
- Strong demonstration of alignment with Adler's social justice mission and vision
- Strong critical thinking, problem-solving and visioning acumen
- Ability to proactively identify challenges and barriers to stated objective and employ assistance in addressing these
- Strong commitment to collaboration and teamwork
- Demonstration of Emotional Intelligence and professional maturity
- Proficient and functional knowledge of MS Office (Word, Excel, Powerpoint, and Outlook)
- Strong research acumen and abilities
- Strong communication acumen including written, oral, and listening
- Bilingual (Spanish)
Supervision (if applicable): Trainees, who include Master's and Doctoral Interns and Practicum students, and Post-Doctoral Residents
Work hours/Location: While full-time is preferred, this role may serve in a half or full-time (core) capacity based on the operational needs of the program as outlined by the ACHS division's Director of Training. The hours for this position coincide with the trainees' hours, which may include evening hours, Monday through Friday, which may vary. 70% or more of the work is performed at ACHS contracted community site partners.
Travel: Travel time of 15%. Travel to clinical sites is required locally within the Chicagoland area. Clinical Faculty may be required to travel out of state per year for professional development purposes.
Essential Duties & Responsibilities:
Training Program Responsibilities
- Provides program required group and individual supervision to trainees as assigned by Director of Training
- Provides weekly didactics and seminars to trainees as assigned by the Director of Training
- Delivers verbal and written performance evaluations to the trainees
- Tracks and approves data, such as trainees' hours and treatment outcomes
- Participates in the review, selection, onboarding, and offboarding of trainees
- Clinical supervision includes psychotherapy (individual, couples, family, and group), assessment/testing, and providing weekly didactics, in areas such as supervision and consultation, diversity, ethics and professional development, and evidence-based intervention. Supervision is performed face-to-face, through live observation, and/or tele-supervision when appropriate.
- Works in partnership with site staff to coordinate all services delivered by ACHS trainees
- Attends weekly team meetings and meets regularly with the partner site administrator.
- Provides on-site consultation to trainees through live observation, co-facilitation, and/or debriefing of trainees' work
- Reviews and approves trainees' psychological assessments and clinical documentation
Program Development and Evaluation
- In collaboration with the full clinical team, meets regularly to evaluate and provide recommendations for training program and clinical services improvement
- Assists the Director of Training in evaluation and reporting requirements for accreditation
- Other duties as assigned and/or required by Director of Training, ACHS
Work Environment (Physical Demands): The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling and significant fine finger dexterity. Generally, the job requires 70% sitting, 15% walking, and 15% standing. This job is performed in a generally clean and healthy environment.
Universal Core Behaviors:
- Effectively expresses oneself in all oral and written communications.
- Exhibits good listening and comprehension skills.
- Keeps others informed, as well as responds, in a timely manner.
- Demonstrates match between words and actions.
- Responds with tact, diplomacy, respect, and composure when dealing with others.
- Promotes the spirit and essence of the School's Vision, Mission, Values, and Key Strategies through both verbal and written communication.
Teamwork and Collaboration:
- Cooperates with others toward the achievement of common goals.
- Seeks consensus and win-win solutions to problems and conflicts.
- Contributes actively and participates fully in team initiatives.
- Puts the success of the team above own interests.
- Builds and maintains constructive work relationships.
Responsive to Change:
- Supports changes in the work environment.
- Displays a proactive, problem-solving approach toward work.
- Committed to life-long learning by continuously increasing skills, knowledge, and effectiveness.
- Actively seeks and initiates creative and innovative solutions.
- Exercises sound, accurate, and informed independent judgment when needed.
Quality-Driven and Accountable:
- Results-oriented and committed to quality through continuous process improvement.
- Eliminates ineffective activities and closes performance gaps.
- Anticipates and responds to customer needs.
- Monitors own performance, accept responsibility for actions, and actively seeks feedback.
- Meets deadlines and completes projects and activities in a professional, timely manner.
- Seeks opportunities to increase productivity and/or reduce costs while maintaining the highest quality standards (fiscally responsible).
Support of Vision, Mission, Values, Key Strategies:
- Supports and models the School's Values of social interest, compassion, justice, respect for the individual, honors diversity and difference, intellectual rigor, optimism, and collaboration.
- Articulates the School's Vision, Mission, and Key Strategies in a way to educate others.
- Demonstrates active commitment in advancing the School's Vision, Mission, and Key Strategies.
- Exhibits personal integrity, honesty, zeal, and compassion.
- Aligns work processes to advance the School's strategic plan and key strategies.
Equal Opportunity Employer
It is the policy of Adler University that all persons are entitled to Equal Employment Opportunity (EEO) protection. The University does not discriminate against any individual for employment because of age, religion, race, color, gender, gender identity, sexual orientation, national origin, ancestry, marital status, physical or mental disability, military status (including unfavorable discharge from the military), or any other category protected by federal, state, or local law.
As part of Adler's equal employment opportunity policy, Adler will also take affirmative action to ensure that minority group individuals, females, disabled veterans, recently separated veterans, other protected veterans, Armed Forces service medal veterans, and qualified disabled persons are introduced into our workforce and considered for promotional opportunities.