Postdoctoral Psychology Fellowship – PCB & IIOP

Postdoctoral Psychology Fellowship - PCB & IIOP

The Postdoctoral Fellowship in Primary Care Behavioral Health and Integrated Intensive Outpatient Program (PCBH & IIOP) is a full-time, 12-month position requiring both graduation from an APA-accredited doctoral program in Counseling or Clinical Psychology and completion of an APA-accredited Doctoral Internship. The program is designed to meet or exceed all requirements for licensure in the state of Colorado and is modeled to be in compliance with APPIC guidelines for postdoctoral training sites.

Description of the Site

The Colorado State University Health Network is an integrated mental health and medical service serving both undergraduate and graduate students within a large land-grant university. It is accredited by the American Psychological Association (APA) for the doctoral internship in Professional Psychology and by the Accreditation Association for Ambulatory Health Care (AAAHC). The training of clinically-competent, ethical, self-aware, and culturally sensitive psychologists is central to our mission. Presenting issues range from the expected developmental concerns of college students to severe mental health diagnoses, including psychoses and personality disorders. The most common presenting concerns are: stress & anxiety, mood disorders, relationship issues, eating disorders, sexual concerns, substance abuse, and identity development. CSU has a student population of over 31,000 students from every state and 90 foreign countries. General Services includes individual and couples psychotherapy, a vibrant group therapy program, and crisis intervention services. Specialty programs include the DAY Program (substance abuse & other addictions), Primary Care Behavioral Health, and the iTEAM (intensive outpatient program providing integrated care to clients experiencing an acute mental health crisis). CSUHN has a strong commitment to multiculturalism and has solid working relationships with the various Cultural and Resource Centers on campus.

 

The training of clinically-competent, ethical, self-aware, and culturally sensitive mental health professionals is central to our mission. We provide training to as many as thirty graduate students from diverse disciplines each year. Our Doctoral Internship in Psychology has been accredited by the American Psychological Association since 1973 and was one of the first university counseling services to earn this recognition. Our Master’s Internship in Social Work and Counseling is offered to students from CSU and other regional institutions. Advanced Practicum placements are open to third, fourth, and fifth year psychology graduate students from CSU and nearby universities. The second year Psychology Practicum program is offered in conjunction with CSU’s doctoral program in Counseling Psychology and is only open to their students. Graduate Student Assistantships are typically awarded to CSU Counseling Psychology doctoral students with advanced standing or students with special expertise in substance abuse or outreach. Students from the University’s Student Affairs in Higher Education program also sometimes work with the Drugs, Alcohol and You (DAY) Programs. We also offer Post-Doctoral and Post-Masters Fellowships. These fellowships provide opportunities to continue to build skills as a generalist clinician while also developing specialized skills working with one or more of our specialty programs (DAY Program, Primary Care Behavioral Health, or iTEAM).

Fellowship Program Description

The CSUHN Postdoctoral Fellowship is a transitional training experience between that of a Doctoral Intern and that of a licensed Staff Psychologist. A fairly unique aspect of the Fellowship is the close collaboration with medical, psychiatry, social work, and other professions afforded by this integrated site. Staff members come from an array of theoretical orientations, including Existential/Humanistic, Interpersonal, Cognitive Behavioral, Positive Psychology, Feminist, and Multicultural. Close working relationships have been developed with the various Diversity Offices on campus, as well as with other university offices and departments.

Basic Competency Foci:

Focus 1 – Clinical Services:

Goal: Fellows will consolidate traditional clinical skills through work in the General or Specialized Services branches of CSUHN Counseling Services.

Service Experiences: Services that Fellows may provide in this area include individual and couples therapy, group therapy, initial consultations, and day-time on-call (triage). Commensurate with their advanced training status, Fellows typically have the opportunity to work with more challenging clients and to be the senior co-leader in therapy groups. Fellows provide a minimum of 4 weeks of after-hours emergency service in exchange for “annual leave.”

Focus 2 – Training:

Goal: Fellows will develop skills related to the training of emerging mental health professionals, which is one of the essential functions of a well-rounded psychologist.

Service Experiences: Fellows extend their experiences in the training arena by engaging in the individual supervision of developing mental health professionals. Fellows may also serve on the Training Team. Opportunities to co-facilitate training seminars can sometimes be negotiated on a case-by-case basis.

Focus 3 – Outreach & Prevention Services:

Goal: Fellows will develop the ability to design and deliver prevention-oriented and psycho-educational interventions on a university campus.

Service Experiences: Fellows engage in university-based outreach and prevention services adapted for both the general student population and those targeted at underrepresented groups on campus, including the need for advocacy and social justice interventions. Fellows may develop an ongoing working relationship with at least one of the Diversity Offices on campus, such as the Asian/Pacific American Cultural Center, the Black African American Cultural Center, Native American Cultural Center, El Centro, the GLBT Resource Center, Resources for Disabled Students, or Veteran’s Services.

Focus 4 – Administration & Program Development:

Goal: Fellows will learn about administrative aspects of university counseling centers and integrative care.

Service Experiences: Fellows attend weekly Counseling Service Staff Meetings to participate in policy discussion and decision-making. They will also participate in staff meetings specific to their speciality (i.e., DAY Programs). Fellows may have the opportunity to serve on committees involved in the selection of next year’s trainees. They may work on developing additional programs that are consistent with both the mission of the CSUHN and with their professional interests.

Specialized Competency Focus:

Primary Care Behavioral Health and Integrated Care:

Goal: The Primary Care Behavioral Health and Integrated Intensive Outpatient Program Postdoctoral Psychology Fellowship at the CSU Health Network is designed to prepare individuals for a staff psychologist position in a university counseling service, with particular emphasis on psychologists wishing to work at universities which have integrated their mental health and medical services.

Service Experiences:  One focus of the fellowship is on obtaining specialized training in the area of primary care behavioral health.  The second focus includes working as part of the CSU Health Network’s newly developed “iTEAM,” an intensive outpatient program for students who are experiencing an acute mental health crisis. The Fellow will also have the opportunity to consolidate traditional clinical skills in the areas of individual and group therapy, crisis intervention (both daytime and after-hours), triage, and initial consultations (intakes). Additionally, the fellow may participate in university-based outreach and prevention services including advocacy and social justice interventions, and may acquire administrative and program development skills.

Basic Training Activities:

Individual Supervision: The Fellow’s primary supervisor provides one hour of scheduled supervision each week, as well as being available for impromptu consultations as needed. Supervision focuses on individual and couples psychotherapy, consultation on the fellow’s work as a supervisor, and support for the intern’s professional development. Primary supervisors for Postdoctoral Fellows are all licensed psychologists. Primary supervisors are rotated each semester, so that the Fellows have the opportunity to be exposed to a variety of theoretical orientations and professional styles.

Case Conference: Fellows participate in the monthly case conferences attended by both Counseling and Psychiatry Services staff.

CSUHN Staff Trainings: A joint in-service training with mental health and medical staff is scheduled each month throughout the academic year. Retreats with all CSUHN staff are held in January and August. National conferences and symposia are regularly sponsored at CSU in a wide variety of areas, including diversity, suicide prevention, and Asperger’s Syndrome.

Opportunities for participation in additional training seminars (e.g., Group, Supervision of Supervision, Outreach) and opportunities to co-facilitate a training seminar are available, depending on the Fellow’s experience and training needs.

Specialized Training Activities:

Behavioral Health Group Supervision: Fellows attend a weekly group supervision meeting that is attended by Behavioral Health staff and trainees. This group supervision meeting is focused on case consultation, discussion of challenging issues related to Behavioral Health, and review of policies and procedures.

iTEAM Group Supervision: Fellows will attend a two-hour weekly staffing meeting for multidisciplinary collaborative discussion of iTEAM clients. Fellows may also attend a one hour weekly meeting of the DBT consultation group, and participate in group supervision with other iTEAM clinicians and trainees every other week.

Administrative Time:

Clinical Administration: Fellows are allotted five hours each week to write clinical notes, make phone calls, respond to emails, and tend to other administrative tasks.

Staff Meetings: Fellows participate in the weekly Staff Meeting with senior staff.

Training Philosophy

Six core principles reflect our training philosophy and serve as a foundation for the model of training at the CSUHN. 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 other 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. Evidence of bias, stereotyped thinking, and prejudicial beliefs and attitudes will not go unchallenged, even when such behavior is rationalized as a being a function of ignorance, joking, or cultural differences.

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 (as clinicians, teachers, mentors, and advocates) 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 processrequiring graduated experiences and training. Consequently, the CSUHN offers training experiences from beginning practica through postdoctoral fellowships. 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.

Evaluation Procedures

Evaluation of Fellow Performance:

At the beginning of each semester, each Fellow and his/her supervisor work together to set individual goals for the Semester. At the end of Fall and Spring Semesters (January & May), the training staff meets with each Fellow to provide feedback about their respective performances and to solicit feedback about the Fellow’s training experience. The Supervisor’s Evaluation of Postdoctoral Psychology Fellow form is completed at this time. An abbreviated evaluation is conducted in July during the Exit Interview with the Fellow, individual supervisor, and Training Director. The content areas covered on the written evaluations forms match the five foci of the postdoctoral program:

  • Clinical Functioning
  • Behavioral Health, Interdisciplinary & Collaboration Functioning
  • Outreach, Prevention, and Advocacy Functioning
  • Training Functioning
  • Administrative Functioning

In addition, broader aspects of professional behavior that are reviewed are:

  • Professional Values and Identity
  • Self-Assessment and Self-Care
  • Professional Relationships
  • Diversity Awareness, Knowledge, and Skills
  • Ethical and Legal Standards

Fellow Feedback for Supervisors and Training Staff:

At the conclusion of each semester, Fellows will have an opportunity to complete formal evaluations of their clinical supervisors and group co-leaders. Evaluations of training seminars/group supervision are completed at the end of the seminar. An Exit Survey is completed online by Fellows at the end of the Fellowship and a similar Post Fellowship Survey is sent to Fellows two years after completion. Fellows are encouraged to provide on-going feedback to the training staff throughout the year and as members of the Training Team have input into all aspects of the training program.

Fellow Stipend, Leave, and Benefits

The Postdoctoral Fellowship at Colorado State University is a full-time, one year, paid position. The Fellowship begins August 3, 2014 and concludes July 31, 2015. Fellows are currently paid $34,628 plus a benefits package.

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.

Fellows receive a faculty I.D. card which allows them to use the CSU library and check out materials for an extended length of time. They are also entitled to purchase a Faculty parking permit. Fellows receive clerical and technical support for client scheduling, business travel arrangements, computing, and general office functions. Each Fellow has a private, fully furnished office with a computer and video recording equipment.

Qualification 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 university-based psychologist.

Minimum qualifications for applicants include:

  1. Completion of doctoral degree by August 24, 2015 (i.e., by the first day of CSU fall classes) from an APA-Accredited program in Counseling or Clinical Psychology. This is defined as having either the diploma in hand or a letter from the director of graduate studies verifying the completion of all degree requirements pending institution graduation ceremony. Applicants from programs with a current status of “Accredited, on contingency” are eligible to apply.
  2. Applicant must be available to begin full-time employment August 1, 2015 to complete intensive 3 week orientation and training.
  3. Completion of APA-accredited doctoral internship by August 24, 2015. Applicants from programs with a current status of “Accredited, on contingency” are eligible to apply. Applicants who will finish their internship after August 1 must negotiate leave time with their internship training director in order to be able to attend our three week orientation and training period, from August 1-21.

 

Preferred qualifications for applicants include:

  1. Clinical experience in a University Counseling Center or similar setting.
  2. Strong interpersonal skills as demonstrated by written and oral communication, awareness of impact of self on others, and commitment to personal growth and self-reflection.
  3. Personal and/or professional commitment to diversity as demonstrated by persistent effort, active planning, allocation of resources and/or accountability for diversity outcomes.
  4. Experience working on a multidisciplinary team (preferably including psychiatry providers, primary care providers, and mental health providers).
  5. Ability to work in a fast-paced, team-oriented setting.
  6. Professional commitment to and interest in serving high acuity students as demonstrated through active participation, intentional professional development, reading articles/research, and/or participating in other opportunities for further learning.
  7. Experience providing behavioral health services to adults in a primary care setting.
  8. Experience working with students in crisis e.g. suicidality, self-harming, gravely disabled, who may or may not need psychiatric hospitalization.
  9. Demonstrated competency in risk assessment, including facilitating psychiatric hospitalization for students meeting that threshold of risk.
  10. Experience working with or knowledge of Dialectical Behavioral Therapy.

Application Forms, Procedures, & Deadlines

For full consideration, completed applications must be received before midnight, Mountain Time, on Sunday, November 30, 2014.  Incomplete applications will not be considered.

 

Fellowship applicants should submit the following materials via the Colorado State University jobs portal: https://jobs.colostate.edu. Questions regarding the position can be directed to Brenda Duffy (Brenda.Duffy@colostate.edu).

  1. A cover letter stating interest in the program specifically addressing ALL minimum and preferred qualifications;
  2. A curriculum vitae;
  3. All graduate transcripts (unofficial versions of transcripts printed from a school’s website are acceptable);
  4. The names, phone numbers, and email addresses of three references who are familiar with the applicant’s clinical work;
  5. Written responses to the following two questions (3 pages maximum – see below):
    1. Describe your work with a client who you found interpersonally challenging. In your response, please include both how you worked with that person clinically, and how you made sense of your internal response to that client.
    2. Describe a meaningful experience working in a team environment. What were some of the benefits and challenges of working with people whose perspectives and training were different than yours?

Please restrict the total length of your response (i.e., your response to BOTH questions combined) to three double spaced pages. You may allocate this space in whatever way you deem appropriate (e.g., it is acceptable to write 2 pages in response to the first question and one page in response to the second question, so long as the TOTAL does not exceed three pages).

Applicants who are invited for phone interviews will be required to submit the following two additional pieces of information:

  1. Letter verifying anticipated doctoral degree completion date before August 24, 2015 from the Department Chair, Training Director, or other administrative official in your APA-accredited academic program;
  2. Letter from Internship Training Director verifying an anticipated internship completion on or before August 24, 2015. The letter should also verify that the applicant has been cleared to attend training activities beginning August 1, 2015, if internship completion date is not prior to August 1.

 

Please note that applicants wishing to apply for both the CSU Health Network’s Postdoctoral Psychology Fellowship in DAY Programs and the CSU Health Network’s Postdoctoral Psychology Fellowship in Primary Care Behavioral Health and Integrated Intensive Outpatient Program must submit a separate complete application for each position. Please see the website for the Postdoctoral Fellowship in Primary Care Behavioral Health and Integrated Intensive Outpatient Program for information on the application process for that position.

 

Colorado State University does not discriminate on the basis of race, age, creed, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, gender identity or expression, or pregnancy. Colorado State University is an equal opportunity/equal access/affirmative action employer fully committed to achieving a diverse workforce and complies with all Federal and Colorado State laws, regulations, and executive orders regarding non-discrimination and affirmative action. The Office of Equal Opportunity is located in 101 Student Services.

Colorado State University is committed to providing a safe and productive learning and living community. To achieve that goal, we conduct background investigations for all final candidates being considered for employment. Background checks may include, but are not limited to, criminal history, national sex offender search, and motor vehicle history.

Training Staff

2014/2015 Training Staff

Mark Benn, PsyD 
Licensed Psychologist
University of Northern Colorado – 1986

Helen Bowden, PhD 
Licensed Psychologist
University of Florida – 2005

Ellen Cooney, EdD 
Licensed Psychologist
Harvard University – 1978

Michele Faris, PsyD 
Licensed Psychologist
University of Northern Colorado – 1988

Carrie Haynes, MEd, LPC 
Licensed Professional Counselor
Colorado State University – 2006

Lisa Heifner, MS, LPC 
Licensed Professional Counselor
Montana State University – 2003

Aki Hosoi, PhD
Licensed Psychologist
Colorado State University – 2010

Christopher Leck, LCSW 
Licensed Clinical Social Worker
Colorado State University – 2006

Lisa Lively, PhD
Licensed Psychologist

Auburn University – 2012

Susan MacQuiddy, PhD 
Licensed Psychologist
Colorado State University – 1985

Pam McCracken, LCSW 
Licensed Clinical Social Worker

University of Kansas – 1993

Lisa Miller, PhD 
Colorado State University – 2009

Stephanie Mora DeRosby, MA, LPC, LAC
Licensed Professional Counselor
Licensed Addictions Counselor
University of Northern Colorado – 2001

Stephen Okiyama, PhD
Licensed Psychologist
Fuller Graduate School of Psychology – 1989

Nara Samuels, LCSW
Licensed Social Worker
Colorado State University – 2010

Adam Sargent, MS
Colorado State University -2009

Jimmy Stewart, LPC
Licensed Professional Counselor

University of New Orleans -1999

Cindy Swindell, PhD 
Licensed Psychologist
University of Texas at Austin – 1988

Reid Trotter, PhD
Licensed Psychologist
University of Missouri – 2011

Jim Weber, LCSW 
Licensed Clinical Social Worker
Colorado State University – 1995

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 27,000. Included among its nearly 100 buildings are administrative offices and facilities, classroom buildings, laboratories, residence halls, library, student activity and recreational facilities, bookstore, and performing arts venues.

Colorado State University is one of our nation’s leading research universities with world-class research in infectious disease, atmospheric science, clean energy technologies, and environmental science. It was founded in 1870 as the Colorado Agricultural College, six years before the Colorado Territory became a state. Last year, CSU awarded degrees to 6,173 graduates, and attracted more than $300 million in research funding. Colorado State is a land-grant institution and a Carnegie Doctoral/Research University-Extensive.

Colorado State University is a “university of choice” for Colorado residents – 30% of all of Colorado’s science, math, engineering and technology majors pursue degrees at CSU. In addition to its excellent programs in those areas, CSU offers among the very best professional programs in the United States in veterinary medicine, occupational therapy, journalism, agriculture and construction management. Colorado State faculty are researching and tackling critical global issues, such as the reemergence of tuberculosis, air pollution in Asian cities, severe weather forecasting, nutrition and wellness, and bioterrorism. CSU’s faculty provides an enriched student learning experience by offering laboratory and field experiences from a major research university. This approach – combining the intellectual experience of the classroom with the practical experience of the field and laboratory – is based on the land-grant philosophy.

Colorado State’s Student Leadership, Involvement and Community Engagement office hosts some of the strongest community-service programs in the country, allowing more than 6,000 students to participate in the university’s proud tradition of public outreach. CSU faculty played a significant role in the founding of the Peace Corps, and CSU remains one of the primary sources of Peace Corps volunteers today.

Colorado State is ranked in the top tier of universities in U.S. News and World Report’s rankings of “America’s Best Colleges and Universities,” while Kiplinger’s Personal Finance Magazine named CSU one of the top public universities in the United States in terms of educational quality and affordability. For more information on Colorado State University, please visit http://www.colostate.edu. To take a virtual tour of the CSU campus, visit http://www.tour.colostate.edu.

Fort Collins

Fort Collins is a city that has garnered an array of honors:

  • One of the Top 10 Best College Towns: Small-Sized Cities Category, USA Today – September 2010
  • One of the top six ‘Smarter Cities’ for Energy: Natural Resources Defense Council, (population 100,000-249,999) – August 2010
  • 6th Best Place to Live in the Nation: Money Magazine – July 2010
  • One of the Most Underrated Cities in the West: Life.com – June 2010
  • One of the Greatest Places to Live in the West: American Cowboy magazine – April 2010
  • Ranked 4th Best Places for Business and Careers: Forbes – April 2010
  • One of a Dozen Distinctive Destinations: National Trust for Historic Preservation – February 2010
  • Ranked 3rd ‘Smarter City’ for sustainability: Natural Resources Defense Council – July 2009
  • One of America’s 20 Most Economically Vibrant College Towns: TheAtlanticCities.com – September 2011
  • Ranked First, Safest Drivers in America: Allstate Insurance Company – 2011
  • Ranked 3rd on the Best Bicycle Cities list: League of American Bicyclists and TheStreet.com – August 2011
  • One of the top 15 Best Places for triathletes to live and train: Triathlete Magazine – August 2011
  • Ranked 1st Best Place to Live and Work for Young Professionals (pop. 100,000-200,000): Next Generation Consulting – March 2009

Fort Collins has more than 300 days of sunshine per year (rivaling Miami or San Diego), so Colorado State University students can sample the city life and a variety of recreational opportunities throughout the year. Fort Collins, a city with approximately 141,000 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 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://www.fcgov.com/visitor/.