Meet Our Supervision Team
Little Oaks Edmonton is a Teaching & Learning Clinic. We offer internal practice opportunities inclusive of supervision for provisionals and interns. We also provide limited external supervision for provisionals and registered psychologists looking to add competency with neurodiversity, formal assessment, and/or specific counselling modalities (clinical/counselling). To contact us for more information and/or to apply, please complete the form a the bottom of this page after reviewing the following information.
Please note that Formal Assessment Competency varies in its requirements for training and experience and so may look different for different individuals. We offer supervision in two domains of formal assessment: mental health or psychoeducational/psychological. Please see our eligibility requirements for each below.
Programs of Training & Supervision at LOP
Formal Assessment Practicum or Internship in School & Applied Child Psychology
(for Masters & Doctoral student interns currently enrolled in a School or Clinical Psychology Program at an accredited University)
NASP and the Canadian Psychological Association (CPA) accreditation standards require that students complete many hours of supervised practice within their training. Our placement offers 6-52 week placements in assessment, intervention, and consultation.
Students complete supervised psychoeducational assessments using cognitive, academic, & behavioural measures, and build skills in process, interpretation, report writing, and sharing of results. In the practicum, students focus more concretely on the acquisition of specific skills through close supervision and instruction.
The internship in School & Applied Child Psychology includes 1200-1600 hours in which graduate students work full time and are expected to integrate the theoretical, practical, and scientific learning to their emergent roles as independent professional psychologists.
Students may also work with clients following the assessment to help bridge the recommendations into the home and school settings across follow-up sessions after the results meeting.
Supervisors are Registered Psychologists with Masters or Doctoral level training.
Counselling & General Assessment Internship
(for Masters & Doctoral student interns currently enrolled in a School, Child, or Counselling Psychology Program at an accredited University)
We offer various internship streams based on your training and educational experience, as well as your program requirements. General assessment is an important part of treatment at Little Oaks and is integrated into all training.
In the Counselling Psychology Internship graduate students typically work part time (15-20 hours per week) and apply various perspectives and evidence based techniques to promote empowerment and hope. An integrative approach draws from positive psychology and various therapeutic approaches, including brief person-centred, solution-focused, cognitive behavioural, T.E.A.M., ACT, and behaviourism, as well as play therapy activities. Supports also consider family systems and attachment principles.
Supervisors are Registered Psychologists with Masters or Doctoral level training.
Placements may begin in September, January, or May each year. Applications are continuously received and successful applicants are contacted for an interview if space is available and you are a good fit.
CAP Supervision for Provisional Psychologists & Continuing Competencies for Registered Psychologists
(External Supervision)
Supervision is available at a 1:15 hour ratio for clinicians responsible for finding their own clients. This may be through a position they hold or their own practice. Fee is $220/hour for direct supervision; $220 for 1.5 hours of report review; and pro-rated ($300/half-day) for direct observation/training.
Monthly rates are also offered to allow a more immersive supervisory support option. Contact us for details.
The supervisor-supervisee relationship is an important one. Supervision of psychological services is a distinct professional activity provided by a registered regulated member of the College. Its goal is to ensure that psychological services meet the standards of practice and standards for supervision of the profession in Alberta. For supervision of provisional psychologists, the relationship develops the provisional psychologist’s knowledge and skills through instruction, modeling, problem solving and ongoing evaluation.
Thorough interviewing between the supervisor and supervisee is required to determine whether the pair is a good fit and certain criteria must be met by the supervisee before the supervisor will accept them.
Supervisors are Registered Psychologists with Masters or Doctoral level training.
Considerations for Practice in Psychological Assessment
The College of Alberta Psychologists (CAP) provides the following important distinctions in competency and definitions of assessment practice:
Assessment that occurs within the context of clinical/counselling or psychotherapy is typically focused on General Assessment.
School/educational and clinical psychology, emphasize the use of psychological measures and multi-method theoretical and empirical approaches for diagnosis, differential diagnosis and decision-making (Formal Assessment).
Mandatory competencies to be a psychologist in Alberta require either General and/or Formal Assessment.
Training & Supervision Eligibility
Competency as a psychologist includes having the defined “requisite knowledge, skills, judgement and diligence acquired through a developmental process of education, training, and supervised experience to engage in psychological assessment activities.” Psychologists have achieved graduate level (i.e., Masters and, in some cases, Doctoral) coursework, supervised practicums, and eventual provisional licensure during which time they receive supervision for 1600 hours of practice before they are approved for independent practice (i.e., Registered Psychologist).
In order to practice in the area of assessment and diagnosis, psychologists must have received education, training, and supervised practice with a variety of reliable and valid methods of assessment. Not all psychologists in Alberta are able to assess or diagnose. Additional specializations are also required to assess and diagnose several diagnostic categories (e.g., learning and intellectual disabilities, ADHD, autism, schizophrenia, personality disorders, parent capacity, and more).
At Little Oaks, supervision and competency development place a great deal of emphasis and high expectations for exceptionality in direct skill development as well as theory and knowledge of differential diagnostic profiles and assessment methods.
To be considered for LOPs supervision/training in General Assessment, at any stage of practice, trainees must demonstrate:
theoretical, empirical, and contextual awreness of assessment theory.
knowledge and understanding of areas of psychopathology.
awareness of temperament and personality theory.
foundational knowledge (biological, cognitive, affective, social bases, individual differences of behaviour) and acknowledgement of how these may be applied in evaluative contexts.
prior use of or awareness of treatment-related measures for client progress, outcome, and feedback.
To be considered for LOPs supervision/training in Mental Health - Formal Assessment, at any stage of practice, trainees must demonstrate:
prior experience and training psychometric theory/concepts.
deep awareness of and/or familiarity with various mental disorders.
willingness and interest in diagnosis and differential diagnosis.
awareness of developmental and environmental factors that affect test selection and testing performance (e.g., undergraduate psychology degree or equivalent).
To be considered for LOPs supervision/training in Psychoeducational & Psychological Direct Testing - Formal Assessment (e.g., learning and intellectual disabilities, ADHD), at any stage of practice, trainees must demonstrate all of the above criteria and have:
prior experience and training with standardized testing, psychometric theory/concepts, and test/measurement theory.
experience and/or training in cognitive theory and scientific measurement.
deep awareness of and/or familiarity with various developmental disorders or other assessment referral concerns.
