TRAINING PHILOSOPHY
Six core principles reflect our training philosophy and serve as a foundation for our model of training at the CSU Health Network. The following statements address our beliefs about the nature of training and our expectations for the treatment of others.
Broad-based training is essential for developing professionals.
We value the contributions of our own and others’ professional disciplines to the training program, recognizing that a diverse set of knowledge and skills are essential for effective practice.
Psychological theory and research are the foundation for competent practice.
The training staff believes that psychological theory and scientific research provide a foundation for conceptualization and intervention. The practice of mental health professionals should be grounded in theories relevant to their discipline and the supporting scientific literature.
An optimal learning environment is supportive and challenging.
We believe that learning is facilitated by an environment in which challenge is balanced with support. We value an open environment in which ideas can be explored and it is safe to make mistakes. We encourage trainees to honestly assess their professional strengths and limitations so that we may collaboratively establish training goals.
A commitment to self-awareness and a willingness to monitor the impact of personal needs on professional behavior are expected of all members of the staff.
Effectiveness as a mental health professional is not simply the result of skills acquisition, but rather the successful synthesis of competence and personal maturity that results in self-regulated, ethical behavior. Self-knowledge, self-care, and the ability to balance one’s personal and professional lives are essential to being an effective role model and instrument of change.
Each trainee and staff member has the right to be treated with respect.
Respect, honest communication, cooperation in meeting goals, and the support of one’s colleagues are central to a productive work environment.
Respect for human diversity is a fundamental component of all activities.
The CSU Health Network bases all its programs and services, including training, on a philosophy that affirms the dignity of all people. We expect staff and trainees to be committed to the social values of respect for diversity, inclusion and equity. Both trainers and trainees should demonstrate a willingness to examine their own assumptions, behaviors, and values so that they may work effectively with “cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status” (APA Ethics Code, 2002, Principle E).
MODEL OF TRAINING
Our training program is based on the values inherent in the practitioner-scholar model. As practitioners, we value the learning that comes through direct experience with others and thoughtful self-reflection. As scholars, we recognize the importance of theory, research and critical thinking. We believe that both practice and scholarship are essential in preparing new mental health professionals to work effectively with diverse individuals and groups in a rapidly-changing world. We value a lifelong commitment to the integration of self-reflective practice and scholarly examination.
We believe that becoming a competent psychologist, social worker or counselor is a developmental process requiring graduated experiences and training. Consequently, the CSU Health Network offers training experiences from beginning practicum through internship. The didactic instruction and supervised practice opportunities vary according to the level of training and the readiness of the individual student. As trainees gain experience, expectations for more advanced professional skills, greater self-awareness and autonomous functioning increase.
We place a high value on the integration of one’s personal and professional identities. We strive to tailor each student’s experience to their individual needs within the structured activities of our training program. Ongoing self-assessment of one’s strengths and limitations is encouraged. When coupled with the supervisory feedback of multiple staff members who are committed to training new professionals, there is great opportunity for personal and professional development.
PSYCHOLOGY INTERNSHIP TRAINING GOALS
Our training goals are based on the foundational and functional competencies typically required of an entry-level psychologist in a university setting (see 2008 Competency Benchmarks document produced by the Assessment of Competency Benchmarks Work Group). The objectives and competencies which follow each goal delineate the knowledge and skills we believe necessary for practice. The following eleven goals form the basis of our psychology internship training program:
Goal 1 – To encourage the further development of professional values and identity as reflected in the practice of psychology.
Goal 2 – To value and refine the skills
required for self-assessment and self-
care.
Goal 3 - To further one’s own understanding of scientific knowledge and practice within the field of professional psychology.
Goal 4 – To develop effective and meaningful relationships with colleagues, groups, communities, and university staff.
Goal 5 – To develop the awareness, knowledge, and skills required to work professionally with individuals, groups, and communities who represent diverse cultural backgrounds.
Goal 6 – To promote a climate that values and upholds the profession’s ethical and legal standards.
Goal 7 – To develop the knowledge and skills to work effectively with professionals in multiple disciplines.
Goal 8 – To develop the knowledge and skills required to accurately assess the psychological concerns of individuals and communicate findings to others.
Goal 9 – To develop the clinical knowledge and skills to function as entry level practitioners in diverse modalities across a variety of settings.
Goal 10 - To develop the knowledge and skills necessary to design and deliver outreach services aimed at preventing psychological problems, promoting the culture of wellness, and reaching populations who typically do not seek therapy.
Goal 11 - To develop the knowledge and skills necessary to supervise and facilitate the professional development of psychologists-in-training.
INTERNSHIP PROGRAM DESCRIPTION
Clinical Services: Interns devote a minimum of 16 hours per week to clinical activities. These include the following:
· Individual/Couple Therapy: Interns devote a minimum of ten hours per week to providing psychotherapy services to individual clients and couples. Some of these hours may be provided within a rotation.
· Group Therapy: Interns co-lead at least one therapy group each semester [two hours per week]. Most groups are process-focused and/or theme oriented. Structured groups with a skill-building focus are also offered.
· Intake Assessment: Interns are responsible for providing one or two intake assessments each week. Many of these will be non-emergent requests for services, while some will be with students in crisis.
· Psychological Assessment: : In addition to conducting initial assessments for new clients, interns are required to administer, interpret, and write reports for a minimum of two personality and one psycho-educational assessment batteries during the year.
· After Hours Emergency Coverage: To provide the hours required for a 2000 hour internship and allow for personal leave time, interns will complete a minimum of 192 hours of emergency service. Although the University does not allow supplemental pay for this service, interns who choose to provide these hours during the fall or spring semesters will have an opportunity to “bank” money to pay for attendance at conferences.
Supervision of Practicum Students: Each intern will engage in a clinical supervision experience. Two hours per week will be allotted to this experience. Although the intern’s level of readiness will determine the actual supervision experience, most interns typically supervise a second year doctoral practicum student during the fall and spring semesters.
Outreach Services: Interns participate in a variety of outreach activities such as presentations, university-wide fairs, and programming targeted at populations who typically do not seek counseling services. Interns will make at least two presentations per semester and participate in other campus events. During the summer, when available, interns may facilitate a group for first generation students transitioning to college in the Bridge Scholarship Program.
Rotations and Special Interest Areas: Interns will choose either a rotation or special interest area (SIA) each semester. Eight-hour per week rotations are currently offered in Drugs, Alcohol and You (DAY) Programs, the Stress Management Program (SMP), and the Sport Performance Program (SPP). Interns not selecting a rotation will choose a three-hour per week SIA for the semester (four hours during the summer semester). SIAs are offered in a variety of areas or may be designed by the intern in consultation with the staff. Each SIA must include a minimum of two direct service hours each week.
Training Activities: Interns participate in multiple training activities each week.
· Individual Supervision: The intern's primary supervisor will provide two hours of supervision each week. Supervision will focus on individual and couple psychotherapy, consultation on practicum supervision, and support for the intern’s professional development.
· Assessment Seminar: This seminar is designed to strengthen the psychological and psycho-educational assessment skills of the intern. The seminar will offer didactic instruction in and group discussion about objective personality assessment and psycho-educational assessment, as well as experience in administering these measures. This seminar meets weekly during the fall and spring semesters.
· Crisis Intervention Seminar: The purpose of this seminar is for the intern to become acquainted with and skilled in dealing with crises that may arise with students. Initially, the seminar will focus on training the intern on the policies and procedures of the CSU Health Network emergency system. This includes both the overnight and walk-in aspects of crisis. As the intern becomes more comfortable and familiar with crises and procedures, interns are encouraged to discuss emergency situations that arise. This seminar meets three hours per month.
· Diversity Seminar: This seminar focuses on the awareness, knowledge, and skills needed to function as a culturally competent psychologist. Although multicultural issues are naturally integrated into other training experiences during internship, this seminar provides an opportunity for interns to safely explore the impact of their own cultural history and experiences upon their work and to add to their multicultural knowledge base. This seminar meets for three hours per month during fall and spring semesters.
· Group Seminar: This seminar supplements interns’ experiential learning by providing additional information and opportunities for reflection and dialogue. The seminar’s initial focus is on our agency’s group philosophy and procedures, co-leader relationships, ethics, and group process dynamics and interventions. Subsequently, the seminar provides an opportunity for case conference type reflection and dialogue, for brainstorming alternative interventions, and for enhancing knowledge about group stages and processes and group therapy ethics. The Group Seminar meets weekly throughout the year.
· Outreach Seminar: The purpose of this seminar is to encourage the exchange of outreach ideas among interns and facilitate the completion of outreach projects. The seminar meets monthly during the fall and spring semesters.
· Professional Issues Seminar: Interns will address issues of professional growth and development and entry into professional psychology in this seminar. Presentations by staff members, community professionals, and interns cover a wide range of topics based on the intern group’s needs and special topics that are of interest to them. This seminar also provides interns with an opportunity to discuss agency or training concerns with the Director of Training and Professional Development. This seminar meets weekly throughout the year.
· Supervision of Supervision Seminar: This seminar trains interns in effective clinical supervision. The seminar will balance knowledge with experience in order to develop the basic philosophy, skills, and confidence necessary for creating a productive supervisory relationship. The seminar will incorporate didactic information, modeling, role playing, and review of video recordings of supervision sessions between interns and practicum students. This seminar meets weekly during the fall and spring semesters. The Seminar will continue during the summer semester if supervision opportunities are available.
· Case Conference: Case conferences occur bi-monthly in the multidisciplinary integrated care team meetings with mental health and medical providers.
Professional Development / Dissertation Time: During the fall, spring, and summer semesters, interns may use three hours per week to work on projects and activities that will enhance their professional development or facilitate progress on their dissertations. In the past, interns have used these hours for such activities as dissertation or other research projects, professional reading, or additional training experiences.
· In-service Training: Multiple in-service training opportunities are scheduled each month throughout the year.
Administrative Time:
· Integrated Care Team Meeting: Interns will participate on a multidisciplinary team that meets bi-monthly.
· Case Management: Interns are allotted five hours each week to write clinical notes, make phone calls, respond to emails, and tend to other administrative tasks.
INTERN WEEKLY SCHEDULE
|
Activity
|
Counseling/SIA
|
Counseling/Rotation
|
|
Clinical Service
|
|
|
|
Individual/Group
|
14.0
|
10.0
|
|
Intake Assessment
|
2.0
|
1.0
|
|
Special Interest Area
|
3.0
|
0
|
|
DAY or SMP Rotation
|
0
|
8.0
|
|
|
|
|
|
Practicum Supervision
|
2.0
|
2.0
|
|
|
|
|
|
Outreach/Advocacy
|
.75 (3 hrs/mo)
|
.75 (3 hrs/mo)
|
|
|
|
|
|
Training
|
|
|
|
Individual Supervision
|
2.0
|
2.0
|
|
Assessment Seminar
|
1.0
|
1.0
|
|
Diversity/Outreach Seminar
|
1.0
|
1.0
|
|
Crisis Intervention Seminar
|
.75 (3 hrs/mo)
|
.75 (3 hrs/mo)
|
|
Group Seminar
|
1.5
|
1.5
|
|
Professional Issues Seminar
|
1.5
|
1.5
|
|
Supervision Seminar
|
1.5
|
1.5
|
|
|
|
|
|
Administrative
|
|
|
|
Integrated Care Meeting/In-service
|
1.0
|
1.0
|
|
Case Management
|
5.0
|
5.0
|
|
|
|
|
|
Professional Development
|
3.0
|
3.0
|
EVALUATION PROCEDURES
Intern Evaluations: At the beginning of each semester, each intern and his/her supervisor meet to set goals for the semester. The intern is responsible for articulating his/her goals with the input and collaboration of the supervisor. At mid-semester (October and March), the training staff meets with each intern to provide feedback about their performance in the following areas:
· Professional Values and Identity
· Self-Assessment and Self-Care
· Scientific Knowledge and Practice
· Professional Relationships
· Diversity Awareness, Knowledge, and Skills
· Ethical and Legal Standards
· Interdisciplinary Awareness and Collaboration
· Psychological Assessment Skills
· Clinical Skills
· Outreach Skills
· Supervision Skills
Intern Feedback for Supervisors and Training Staff: At the conclusion of each semester, interns will have an opportunity to complete evaluations of the clinical supervisor and group co-leaders. Evaluations of training seminars are completed at the end of the seminar.
INTERN STIPEND, LEAVE, AND BENEFITS
The internship at Colorado State University is a full-time, one year, paid internship. The internship begins August 1, 2010 and concludes July 31, 2011. Interns are currently paid $20,559. Under Colorado State University policy, temporary employees do not receive annual or sick leave. Because interns provide emergency on call coverage, however, ten days of leave is available. Additionally, all University employees receive ten holidays each year. Sick leave will be provided as needed. Should an extended illness or other situation necessitate excessive use of sick leave, arrangements will be made to insure that an adequate number of days are worked in order to complete the 2000-hour internship. This could involve taking additional overnight emergency shifts or extending the internship. Professional development time is also provided (up to nine days per year) for attending conferences, job search interviews and/or dissertation committee meetings, contingent upon the approval of the Director of Training and Professional Development.
Interns are entitled to the full range of benefits available to all Administrative Professionals working on campus. This includes major medical, dental, vision, long-term disability, and optional life insurance. More information about these benefits is available on the CSU Human Resource Services website.
The State of Colorado currently insures itself against litigation and will provide legal counsel and indemnification for employees (both paid and unpaid) in civil suits. Additional malpractice insurance is not required by Colorado State University.
Interns receive a faculty I.D. card which allows them to use the CSU library and check out materials for an extended length of time. Interns are also entitled to purchase a Faculty parking permit.
Each intern has a private, fully furnished office. A computer and video recording equipment are also available in each office.
CURRENT INTERNS
2009-2010
Josephine Cooke – University of Southern Mississippi
Kylin Lee – Texas A & M University
Joselyne Sulzner – University of California, Santa Barbara
Marie Worsham – Brigham Young University
PAST INTERNS
2008-2009
RD Boardman – Brigham Young University
Kelli Moran-Miller – University of Missouri, Columbia
Jeffrey Rings – University of Denver
Cheryl Stolz – University of North Dakota
2007-2008
Elena Estanol – University of Utah
Ann Ingala – University of Northern Colorado
Walker Peacock – Alliant International University
Svenja Zander – University of Oklahoma
2006-2007
Timothy Beecher - Univerisy of North Dakota
Heidi Bemowski - Colorado State University
Deniz Canel Cinarbas - Ball State University
Sidney Cooke - Baylor University
2005-2006
Parvonae Fernandez - University of Denver
Julie Kellaway - Colorado State University
Allison Rottini - University of Northern Colorado
Joanna Stratton - University of Denver
2004-2005
Lisa Beavers - Tennessee State University
Jane Larson - Pacific University
Carolyn Mohler - Colorado State University
Rick Pongratz - Arizona State University
2003-2004
Marcy Palmer - Washington State University
Michelle Pride - Michigan State University
Lee Shefferman - Texas A&M University
AJ Williams - Utah State University
2002-2003
David Cummins - West Virginia University
Zacahry Tureau - University of North Texas
Renee Woodall - Colorado State University
Camilla Williams - Michigan State University
2001-2002
Katie Cougevan - Pacific Graduate School of Psychology
Suzette Lamb - Our Lady of the Lake University
Ryan Elizabeth Spokes - University of Oregon
Chris Michael Spera - Texas Tech University
EMPLOYMENT STATUS OF FORMER INTERNS
CSU interns completing their training in the last five years have found initial employment in a variety of settings. These include the following: counseling centers (30%); research (15%); consulting (15%); community agencies (10%); independent practice (10%); academic faculty (5%); community colleges (5%), VA Hospital (5%); and Indian Health Service (5%). Fifteen percent of these were postdoctoral positions and 85% were entry-level psychologist positions.
Securing a full-time permanent position seems to be strongly associated with factors such as completion of the dissertation and flexibility with regard to geographic location. Interns who hope to settle in Colorado can expect very strong competition and a tight job market in seeking post-internship employment.
QUALIFICATIONS OF APPLICANTS
We seek high-energy individuals who are open to learning, able to balance multiple roles and responsibilities, receptive to feedback, and motivated to develop a wide range of skills that may be requested of a psychologist. We accept applications from students enrolled in APA-accredited counseling and clinical psychology programs. Beyond this, we also require the following qualifications:
1. All coursework toward the doctoral degree must be completed by the end of the 2009-2010 academic year.
2. A minimum of 500 hours of direct clinical contact (face to face hours in individual/couple, group, and/or test administration) must be accrued by November 6, 2009.
3. Successful completion of comprehensive exams must be reported by December 11, 2009.
4. Certification of internship readiness by the candidate's academic program is required.
APPLICATION FORMS, PROCEDURES, AND DEADLINES
Internship applicants must complete the AAPI Online. This will include your cover letter, curriculum vitae, application form with essays, verification of readiness for internship from your academic program, all graduate transcripts, and three letters of recommendation. No supplemental materials are required by Colorado State University. The AAPI Online may be accessed at http://www.appic.org/.
Completed applications must be received by November 6, 2009.
COLORADO STATE UNIVERSITY
Situated in Fort Collins, the 833-acre main campus of Colorado State University is virtually a city within itself, with a student population of over 25,000. Included among its nearly 100 buildings are administrative offices and facilities, classroom buildings, laboratories, residence halls, library, student activity and recreational facilities, bookstore, cafeterias, and theaters.
The birth of Colorado State University began in 1870 when the Territorial Council and House of Representatives of the Territory of Colorado created the Agricultural College of Colorado. When the Territory became a State in 1876, the College was placed under the governance of the State Board of Agriculture. The College admitted its first students in 1879 and received designation that same year as Colorado's land-grant college under the Morrill Act of 1862. Subsequent federal legislation led to the establishment of an agricultural experiment station and extension service, while state legislation added responsibility for the Colorado State Forest Service. Following several name changes, the College became Colorado State University in 1957 and earned recognition by the North Central Association of Colleges and Schools as a mature university in 1974.
Colorado State University has a unique mission in the State of Colorado. The land-grant concept of a balanced program provides the foundation for the University's teaching and research programs, Agricultural Experiment Station, Cooperative Extension, and Colorado State Forest Service. The University continues to make education and training accessible to deserving applicants from all classes and groups, and maintains a wide-range of research, extension, and public service programs in response to the needs of the people of Colorado, the nation, and the world.
For more information on Colorado State University, please visit the Colorado State University history page.
To take a virtual tour of the CSU campus, visit http://www.tour.colostate.edu.
FORT COLLINS
Fort Collins, a city with approximately 126,000 residents, is located 65 miles north of Denver and 45 miles south of Cheyenne, Wyoming. Transportation between Fort Collins and Denver International Airport is provided by both bus and limousine service.
At the foot of the Rocky Mountains, Fort Collins is within a one-hour drive of such major recreational areas as Estes Park, Red Feather Lakes, Horsetooth Reservoir, and several national parks, including the 790,000 acre Roosevelt National Forest and Rocky Mountain National Park. A wide variety of recreational activities is fostered not only by the presence of such areas but also by the climate in the Fort Collins region. Located at an elevation of 5,000 feet, Fort Collins has a clear, dry atmosphere, over 300 days of sunshine, and generally pleasant temperatures throughout the year. The summer temperature ranges from an average high of 82 to an average low of 52 degrees; the winter temperature ranges from an average high of 41 to an average low of 13 degrees.
Indicative of the cultural life of Fort Collins is the museum, public library, Lincoln Center, and Civic Symphony. An active University calendar -- guest speakers, art exhibits, theater, cinema, concerts -- adds to community life. This broad spectrum of cultural and outdoor recreational facilities, the excellent climate, and the mountain surroundings contributes to the ideal university setting of Fort Collins.
For more information on Fort Collins, please visit http://visit.colostate.edu/index.asp?url=ftc00.