Grievance Procedure & Due Process

Procedures for Conflicts Between Intern and Others at the Counseling Center
Interns having a conflict with others at the Counseling Center (another intern, support staff, senior staff, training director or director) should attempt to resolve the issues as follows. If the conflict has already led to a negative evaluation for the intern, the intern can utilize the challenge procedures in the Internship Manual or can initiate formal grievance procedures in the Human Resources Employee Handbook

  1. The intern should make an attempt to work through the conflict with the other party.
  2. If the attempt is unsuccessful, the intern should bring the matter to his or her supervisor who will intervene as appropriate, unless that is the person with whom there is a conflict. In that case, the intern should bring the matter to the training director who will intervene as appropriate.
  3. If the supervisor is unable to intervene successfully, the intern and supervisor should bring the matter to the training director. (This step should be included even when the other party is the training director.)
  4. If the training director is unable to intervene successfully, the training director will bring the matter to the director.
  5. If all of the above have failed, the intern has the right to follow the grievance procedures of the university.

Due Process Procedures
Due process ensures that decisions made by programs about interns are not arbitrary or personally based but requires that programs identify specific evaluative procedures which are applied to all trainees with appropriate appeal procedures available to the intern, so they may challenge the program’s action. General due process guidelines include:

  • Presenting interns, in writing, with the program’s expectations related to professional functioning.
  • Stipulating the procedures for evaluation, including when and how evaluations relate to professional functioning.
  • Articulating the various procedures and actions involved in making decisions regarding impairment.
  • Communicating, early and often, with graduate programs about any suspected difficulties with interns and seeking input from these academic programs on how to address such difficulties.
  • Instituting, with the input and knowledge of the graduate program, a remediation plan for identified inadequacies, including a time frame for expected remediation and consequences of not rectifying the inadequacies.
  • Providing a written procedure to the intern which describes how the intern may appeal the program’s action. These procedures are included in the Internship Manual and are made available to the intern at the beginning of the internship.
  • Ensuring that interns have sufficient time to respond to any action taken by the program.
  • Using input from multiple professional sources when making decisions or recommendations regarding the intern’s performance.
  • Documenting, in writing and to all relevant parties, the action taken by the program and it’s rationale.