The CSU Health Network offers Advanced Psychology Practicum placements for doctoral students from Colorado State’s Counseling Psychology Program and other regional institutions. These placements are designed for graduate students who are beyond the beginning stages of training and clinical experience, and who are interested in more advanced training within an APA-accredited counseling center setting. The Advanced Practicum is open to 3rd and 4th year doctoral students in counseling or clinical psychology.
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 Health Service 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 use, and identity development. CSU has a student population of over 33,000 students from every state and 110 foreign countries. Approximately 74% of our students are Coloradoans. Our U.S. student population identifies as 19% ethnic minority and 81% Caucasian.
Clinicians in our counseling center serve the mental health needs of students in a variety of ways. General Services includes individual and couple psychotherapy, a vibrant group therapy program, and crisis intervention services. We work to foster strong collaborations between our medical staff and mental health professionals through our many collaborative interdisciplinary treatment teams and strong Behavioral Health program. Specialty programs including the DAY Program (treatment related to substance use/abuse & other addictions) and the iTEAM (intensive outpatient program providing integrated care to clients experiencing an acute mental health crisis) provide additional opportunities for students to receive specialized care. The 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. All training is provided on site. The CSUHN does not use any distance education technologies for training or supervision. The seven training cohorts that comprise our training program are described below.
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 skills working with one or more specialized areas (DAY, Primary Care Behavioral Health, or iTEAM).
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).
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.
Although there is some flexibility in the weekly time commitment for an Advanced Practicum student, we prefer a commitment of a minimum of sixteen hours per week in both Fall and Spring semesters. Placements are available in General Services (initial consults, individual and couples therapy, and crisis intervention) or DAY (Drugs, Alcohol and You Program, a comprehensive substance use & addictions treatment program for both mandated and voluntary students).
SPECIAL NOTE: Orientation for Fall semester begins August 1 and runs throughout the 3 week period until classes start. Advanced Practicum students must be available to attend approximately 20 hours/week of scheduled training during that time period.
Service Delivery Experiences: Service delivery experiences differ somewhat depending upon whether one is placed within General Services or DAY.
General Services Advanced Practicum Students: Students in the General Services track will have opportunities to work with clients presenting a broad range of problems, including mood disorders, anxiety, eating disorders, relationship difficulties, and family concerns. Students provide intake assessments, as well as individual and couples therapy.
DAY Services Advanced Practicum Students: DAY (Drugs, Alcohol, and You) Programs provide assessment and treatment for students who are both mandated to treatment (by the University, courts, or parents) and those voluntarily seeking treatment. Issues with substances can range from AOD (Alcohol and other drugs) as a poor coping skill to addiction and co-occurring disorders. Interns focus on building a wide range of counseling skills (with special attention paid to Motivational Interviewing) and provide counseling for many other mental health concerns (depression, anxiety, PTSD, relational problems, etc.). Advanced Practicum trainees typically begin counseling students referred for BASICS, a two session program for those with relatively minor violations of University policy. They also function as clinicians and case managers for the Back on TRAC program, a drug court modeled program designed for higher risk students. Trainees typically build a caseload of voluntary students, as well. Trainees have the opportunity to hone group facilitation and presentation skills through leading psycho-educational workshops, case management groups or a relapse prevention group.
Training Activities: CSUHN’s commitment to training is reflected in seminars, supervision, and other professional development activities available to trainees.
Supervision: Individual supervision is provided by senior staff psychologists, social workersand counselors. Advanced practicum students receive 1-2 hours of individual supervision each week, depending on the number of clinical hours for which they contract. Other members of the training staff may also provide clinical supervision of aspects of the student’s work. The Supervisor will work with the student to identify her or his training needs and develop a contract that best fulfills the individual’s training goals, as well as those of the academic program and CSUHN.
Training Seminars: All Advanced Practicum Students participate in the Advanced Practicum/GSA Seminar. The option also exists to increase one’s time in order to participate in the Outreach Seminar and outreach service delivery. The seminars are described below:
- Professional Issues Seminar & Case Conference: This seminar addresses issues of professional growth and development in order to facilitate entry into the field of mental health. A primary focus on this seminar is on identity exploration, and examination of how different aspects of participants’ identities impact their clinical work and professional presentation. The seminar may also include presentations by staff members, community professionals, and trainees on topics of particular interest to the group. It also provides a forum for case presentation and peer supervision in a case conference format.
- Outreach Seminar: The purpose of this seminar is to gain understanding of the role of outreach and prevention services and to develop the skills necessary to deliver effective programming. Special emphasis is placed on using nontraditional services to reach populations that often do not seek mental health services, such as culturally diverse students.
In-service Training: An 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, such as diversity, suicide prevention, and Asperger’s Syndrome. All trainees are invited to attend these activities.
Administrative Time: Depending upon the number of clinical hours provided, Advanced Practicum Students are allotted 1-2.5 hours each week to write clinical notes, make phone calls, respond to emails, and tendto other administrative tasks.
Although the trainees schedule will depend on their assignment in the agency and the number of hours in the placement, a sample weekly schedule for Advanced Practicum students follows:
|Drug & Alcohol Services||11|
|On Call Services (Daytime)||4.5|
|Outreach Add-On||3.0 (Optional)||3.0 (Optional)|
|Ad Prac/GSA Seminar||1.0||1.0|
|Meeting/Inservice||.25 (Optional)||.25 (Optional)|
Evaluation of Advanced Practicum Performance:
At the beginning of each semester, each Advanced Practicum Student and his/her supervisor set goals for the semester. The student is responsible for articulating his/her goals with the input and collaboration of the supervisor. At the end of the semester (December and May), the training staff meets with each student to provide feedback about their respective performances and to solicit feedback about the student’s training experience. The supervisor’s evaluation of the Advanced Practicum student is completed at this time.
Trainee Feedback for Supervisors and Training Staff:
At the conclusion of each semester, trainees will have an opportunity to complete formal evaluations of their clinical supervisors and group co-leaders. Evaluations of training seminars are completed at the end of the seminar. Trainees are encouraged to provide on-going feedback to the training staff throughout the year and have a representative on the Training Team.
Graduate students interested in applying for a 2017-2018 Advanced Practicum position should submit the following materials in Word format to Becca.Romine@colostate.edu by MONDAY, February 13 at 8 am Mountain Time.
- A letter describing your interest in the position
- A resume or C.V.
- A completed “Information Form”
- Names, phone numbers, and email addresses of two academic/professional references.
Please note that students who have received counseling services from the CSUHN within the last two years are not eligible for this position. The eligibility of students who received counseling services from the CSUHN more than two years ago will be reviewed on a case-by-case basis, to avoid potential dual role relationships. Please contact the CSUHN Training Director, Aki Hosoi (Aki.Hosoi@colostate.edu), if you have questions concerning your eligibility.
Interviews will be scheduled at the end of February/early March.
SPECIAL NOTE: Orientation for fall semester begins August 1 and runs through August 18. Trainees must be available to attend approximately 20 hours/week of scheduled training during that time period. Trainings are scheduled at varying times throughout those three weeks, so trainees will need to have the flexibility to attend trainings at varying days/times throughout the orientation period (a schedule of orientation trainings will be sent to selected trainees in early-mid July). Trainees will commit to a regular weekly schedule beginning August 21.
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 work in our agency. Background checks may include, but are not limited to, criminal history, national sex offender search and motor vehicle history. All internship offers are contingent upon successful completion of a background check to be conducted immediately following the match announcement. For more complete information about the Colorado State policy, please see http://www.hrs.colostate.edu/pdfs/form-background-check-disclosure-authorization.pdf.
Colorado State University is an equal opportunity/affirmative action employer and complies with all Federal and Colorado State laws, regulations, and executive orders regarding affirmative action requirements.
2017/2018 Training Staff
Brea Banks, PhD
Illinois State University – 2015
Jenny Brandsma, LPC
Licensed Professional Counselor
University of Denver – 2007
Helen Bowden, PhD
University of Florida – 2005
Ellen Cooney, EdD
Harvard University – 1978
Ainara Echanove, PhD
Pacific University – 2014
Michele Faris, PsyD
University of Northern Colorado – 1988
Lisa Heifner, MS, LPC
Licensed Professional Counselor
Montana State University – 2003
Aki Hosoi, PhD
Associate Director/Training Director
Colorado State University – 2010
Jen Laxague, MEd, LPC
Licensed Professional Counselor
Boston University – 2014
Christopher Leck, LCSW
Assistant Director, DAY Programs
Licensed Clinical Social Worker
Colorado State University – 2006
Susan MacQuiddy, PhD
Director, General Services
Colorado State University – 1985
Pam McCracken, LCSW
Licensed Clinical Social Worker
University of Kansas – 1993
Lisa Miller, PhD
Director, Specialty Programs
Colorado State University – 2009
Stephanie Mora DeRosby, MA, LPC, LAC
Licensed Professional Counselor
Licensed Addictions Counselor
University of Northern Colorado – 2001
Jeff Nepute, PhD
Colorado State University — 2014
Stephen Okiyama, PhD
Fuller Graduate School of Psychology – 1989
Adam Sargent, PhD
Assistant Director, Group Program
Colorado State University — 2015
Jimmy Stewart, LPC
Licensed Professional Counselor
University of New Orleans -1999
Cindy Swindell, PhD
University of Texas at Austin – 1988
Reid Trotter, PhD
Associate Director/Clinical Director
University of Missouri – 2011
Jim Weber, LCSW
Licensed Clinical Social Worker
Colorado State University – 1995
Renee Wieszcholek, LCSW
Licensed Clinical Social Worker
University of Minnesota — 2013
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 5,800 graduates, and this year, it 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 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/.