Application and Selection Requirements
Our program requires applicants to have completed an APA/CPA-accredited doctoral program as well as an APA/CPA-accredited doctoral internship. We accept applicants from clinical, counseling, and school psychology programs, and prefer candidates who have clinical experience working with children, adolescents, and families.
Postdoctoral trainees must complete all requirements for their doctoral degree prior to the start of the fellowship. This includes completion of all coursework, successful defense of the dissertation, and completion of the internship. Postdocs may begin the program with confirmation that all degree requirements have been met and the doctoral degree has been conferred.
Applications are accepted each fall, with review beginning in November. Interviews are conducted in January and February. Our program participates in the APPIC selection process and adheres to the Common Hold Date, which typically falls in late February.
Applicants should submit their materials through the AAPA CAS (APPIC Psychology Postdoctoral Application) application system, which is the preferred method of application, or by emailing all documents directly to the Training Director, Dr. Allison Ventura, at Allison.Ventura@jax.ufl.edu. Required materials include a cover letter, curriculum vitae (CV), graduate transcripts (unofficial transcripts are acceptable), one de-identified psychological testing evaluation, and three letters of recommendation. In addition, applicants should provide a letter from their graduate program confirming they are expected to receive their doctorate prior to the start date of the fellowship. This letter is not required for those who have already been awarded their PhD or PsyD.
Evaluation Processes
Formative Assessment Process
Formative assessment processes are the primary mechanism for supporting postdocs’ attainment of more advanced levels of competence through learning and performance improvement. Therefore, multiple strategies are incorporated as part of the ongoing formative assessment process.
Individualized Development Plan (IDP)
At the outset of the postdoctoral training year, postdoctoral fellows complete an IDP. Postdocs, in collaboration with their primary supervisors, are asked to delineate their learning goals and specific learning activities associated with the competencies being addressed by each of the four learning experiences (Delivery Direct Service, Participating in Research, Providing Supervision, Engaging in Professional Development). At the six-month mark, postdocs and their supervisors indicate the learning activities completed to date and any changes in learning goals and specific learning activities going forward. At the end of the training year, postdocs use the IDP to reflect upon their success in meeting their learning goals. The IDP process is designed to be a collaborative endeavor, one that includes in-depth discussion of the residents’ strengths and areas for competency development.
Informal Supervisor Feedback
At the start of each training year, the postdoctoral leadership team emphasizes the importance of providing ongoing, frequent, and meaningful informal feedback. This type of feedback is an essential component of the formative assessment process and plays a vital role in supporting the fellow’s professional development.
Summative Assessment Process
The summative assessment process is designed not only to serve as an endpoint or outcome measure of training but also to support the ongoing development of the postdoc’s professional competence. Formal summative evaluations will be conducted quarterly—in September (Month 3), December (Month 6), March (Month 9), and June (Month 12)—to provide structured feedback and support the fellow’s professional growth and development. Additional evaluations may be conducted if concerns about professional competence arise. The process includes multiple assessment strategies to provide a comprehensive evaluation of the fellow’s progress and performance.
Supervisor Assessment
The Competency Assessment Tool is used for supervisors to provide quantitative ratings on the essential components associated with each of the core competency domains along with an overall rating for each of these competency domains. It also includes opportunities for supervisors to address strengths and areas for improvement associated with each of the core competency domains.
Postdoctoral fellows are expected to receive average competency domain ratings of at least 3 (i.e., at the expected level of competence) from their supervisors at the mid-year evaluation, indicating on-target progress toward advanced competence. By the end-of-year evaluation, postdoctoral fellows are expected to achieve average ratings of at least 4 in each competency domain, reflecting advanced competence and readiness for licensure and independent practice as a health service psychologist. Failure to achieve the expected minimum rating in one or more competency domains is considered indicative of a competence problem and will activate the program’s Grievance and Due Process Guidelines and Procedures.
Self Assessment
In alignment with our emphasis on self-reflection and the belief that accurate self-assessment is essential for lifelong learning and competent professional practice, postdocs are required to complete the Competency Assessment Tool quarterly. As part of the summative assessment process, the postdoc and supervisor are expected to review and discuss any discrepancies between self-ratings and supervisor evaluations to promote insight, growth, and shared understanding of developmental goals.
Supervisee Assessment
The psychiatry fellows supervised by postdocs complete an assessment form evaluating the supervision provided by the postdoc. Psychiatry supervisees are also given the opportunity to offer feedback on the postdoc’s strengths and provide recommendations for improvement. The data from these assessments are discussed during each summative evaluation meeting.
Postdoc Assessment of Supervisors and the Program
Postdoctoral fellows complete formal evaluations of their clinical supervisors at midyear and at the end of the year using the University of Florida’s Office of Graduate Medical Education (OGME) Supervisor Evaluation Form. This assessment allows fellows to provide structured feedback on various aspects of supervision, including the supervisor’s availability, teaching effectiveness, supportiveness, and ability to foster professional development. The feedback is reviewed as part of ongoing quality improvement efforts and is used to enhance the training experience for both fellows and faculty. Postdocs also provide formal evaluations of the postdoctoral fellowship didactics/seminars and their overall experience in the program. In addition to these two formal evaluation periods, informal and verbal feedback is encouraged and occurs on an ongoing basis.
Policy on Due Process and Grievance Procedures
Postdoctoral fellows will receive the complete Due Process and Grievance Procedures policies from both the University of Florida College of Medicine and the Clinical Child and Adolescent Postdoctoral Fellowship Program. The UF policies are provided electronically below, while the fellowship program’s policies will be distributed in a handbook during the orientation process. Fellows are required to review these policies annually and acknowledge receipt through electronic signature. Additionally, the fellowship program’s policies may be requested electronically at any time by contacting the training director. Below are the links for the procedures policies from the University of Florida College of Medicine:
- University of Florida College of Medicine – Jacksonville Due Process Policy
- University of Florida College of Medicine – Jacksonville Grievance Policy
UF Fellow Stipend, Support and Policies
The University of Florida College of Medicine – Jacksonville provides fellows with a 12-month stipend of approximately $60,000, in line with industry standards and regional market trends. Stipend amounts are subject to adjustment over time.
The college also maintains a dedicated website for all residents and fellows that provides essential information and resources relevant throughout the training period. This includes details on the selection process, non-discriminatory hiring and employment practices, background screening, workspace and administrative support, financial assistance, support services, and benefits. The site also features a confidential and secure platform for reporting concerns within the program. Fellows are encouraged to familiarize themselves with these policies and available resources.
Opportunities Related to Diversity
Delivering high-quality child psychology services requires postdoctoral fellows to develop cultural competence and the ability to work sensitively and effectively with individuals and communities from diverse backgrounds. Fellows are expected to demonstrate knowledge, awareness, and skills to engage respectfully with differences across age, ability, ethnicity, gender, sexual orientation, socioeconomic status, religion, and other important sociocultural dimensions.
We embrace a broad definition of diversity that includes—but is not limited to—ability status, culture, education, employment, immigration status, language, national origin, race, spirituality, veteran status, and more. Diversity and inclusion are fundamental to the science and practice of psychology, and they are deeply integrated into our educational mission, advocacy efforts, and clinical training environment.
The University of Florida College of Medicine – Jacksonville’s Psychiatry Program is committed to fostering a diverse and inclusive community. We strive to create a supportive culture that values and respects diverse identities and experiences across all students, staff, residents, fellows, and faculty, promoting inclusivity throughout the hospital and patient care settings.