Questions related to the program’s accredited status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, NE
Washington, DC 20002
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 team-based collaboration between our medical staff and mental health professionals and provide experience working within a medical context through several interdisciplinary treatment teams and our Integrated Behavioral Health program. Specialty programs including the DAY Programs (treatment related to substance use/abuse and other addictions) and the iTEAM (DBT-informed post-hospitalization 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 social justice advocacy and has solid working relationships with the various Student Diversity Programs and Services offices on campus.
The training of clinically-competent, ethical, self-aware, and culturally sensitive psychologists is central to our mission. (Please click here for more information on the training program’s commitment to diversity.) 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 very briefly below.
Our Doctoral Internship in Health Service 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 Internships in Social Work and Counseling are offered to students from CSU and other regional institutions. Advanced Practicum placements are open to third, fourth, and fifth year doctoral psychology graduate students from CSU and nearby universities, and GSA positions are sometimes offered to advanced-level doctoral psychology graduate students in CSU’s Counseling Psychology graduate program. The second year Psychology Practicum (Prac 1) also is offered in conjunction with CSU’s doctoral program in Counseling Psychology and is only open to their students. 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 Programs, Integrated Behavioral Health, and iTEAM).
Statement of Aims:
We aspire to train culturally competent, ethical Health Service Psychology providers who are prepared for clinical work in a variety of multidisciplinary and integrated healthcare settings. We believe that such practitioners must be trained to intervene with individuals and groups at different stages along the intervention spectrum (e.g., crisis management, short-term therapy, long-term therapy, outreach/prevention), transition fluently from case conceptualization to action, function effectively as clinical supervisors, and demonstrate communication skills necessary for working as part of diverse professional teams.
As an agency, we believe that effective and ethical clinical functioning requires self-awareness, a willingness to challenge others and to be challenged about our biases and growth edges, and a constant commitment to personal growth. A second aim of our training is therefore to support clinicians in exploring this integration between the personal and professional. We aspire to train resilient clinicians who are committed to giving and receiving challenging and strengths-focused feedback, to examining their personal identities and how these impact their professional work and interactions with others, and to engaging in continuous self-assessment of their work-life balance and well-being practices to maintain work that is both meaningful and rooted in social justice values.
Expected Career Outcomes:
Interns from our training program follow a variety of career paths. While the majority of our interns pursue careers in university counseling centers, our training program is designed to prepare interns to be competitive applicants for jobs and postdoctoral fellowships in a range of clinical settings. Training in Behavioral Health is a part of each intern’s experience here so interns generally feel well prepared to work in medical settings, including VA hospitals. Private practice is another career option that is pursued by many of our past interns.
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).
We believe that becoming a competent psychologist, social worker or counselor is a developmental process requiring 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.
Our staff members come from an array of theoretical orientations including Existential/Humanistic, Interpersonal, Cognitive Behavioral, Positive Psychology, and Feminist. Close working relationships have been developed with the various Diversity Offices on campus, as well as with other university offices and departments.
Interns can expect to receive a solid base of training in individual and group therapy, crisis intervention, supervision skills, assessment, outreach and prevention, and diversity issues. All interns will complete a semester-long, 8-hour/week rotation with either our on-call counseling (OCC) team or our DBT-informed post-hospitalization program (iTEAM), in order to gain skills in risk assessment and crisis work. Opportunities also exist for interns to receive 8 hours/week of focused training in one of three clinical areas of focus: 1) DAY Programs (treatment of concerns related to substance use), 2) trauma, and 3) eating disorders. Alternatively, interns can select a 3-4 hour/week Special Interest Area (SIA), in areas in which specific staff members have expertise (e.g., assessment, group therapy, supervision). The different components of the internship training program are described in more detail below.
General Clinical Services: Interns spend about 20 hours per week engaging in direct clinical services.
Individual Therapy: Interns devote 8-12 hours per week to providing psychotherapy services to individual clients. Because of the high demand for services, clients are typically assigned to be seen for either very brief counseling support (1-3 sessions) or short-term, semester-bound therapy, with sessions every 2-3 weeks. Longer-term therapy or more frequent therapy is offered to clients under specific circumstances (e.g., as part of one of our treatment teams for clients who are mandated to services by the university, or to provide services to clients with marginalized identities or limited access to appropriate community resources).
Group Therapy: Interns co-lead at least one interpersonal process group each semester (two hours per week). Skill-building groups, theme groups, and workshops are also offered by counseling services; interns who choose to complete an SIA in Group Therapy can co-facilitate these groups. There may be opportunities for additional group facilitation without doing an SIA in this area, based on agency need.
Initial Consultation: Interns are typically responsible for providing approximately two initial consultations (intakes) each week. Interns can generally expect to keep these clients on their caseload.
Psychological Assessment: In addition to conducting initial consultations for new clients and reviewing measures of client progress (e.g., CCAPS), interns participate in the semester-long assessment seminar. Applicants should be aware that they will not administer full assessment batteries on internship at this site. The focus of their assessment training will be on understanding the types of briefer assessment measures and related interventions they can incorporate into a therapy session, and how these can be used to guide diagnosis and treatment planning.
Behavioral Health: The Behavioral Health (BH) rotation, which was formerly a required rotation for our interns, has been temporarily suspended due to restructuring of the Behavioral Health program within the Health Network. We do not plan to require interns in our 2023-2024 intern cohort to complete a BH rotation, and at this time it is unclear whether we will be able to offer it as an optional rotation in 2023-2024.
Crisis Training: All interns will complete a semester-long, 8-hour/week rotation with either our on-call counseling (OCC) team or our iTEAM (DBT-informed post-hospitalization program), to gain skills in risk assessment/documentation and crisis work.
The OCC Team conducts 30-minute screening/triage appointments as well as providing support to clients who are seeking immediate crisis support. Clinicians on OCC may also schedule 30-minute follow up appointments with clients, particularly when they are in need of a bridge to provide support until care can be established elsewhere. Interns on this rotation attend OCC Team meetings as well as a biweekly crisis seminar.
The iTEAM is an innovative program that provides services not commonly offered within a university counseling center. This program takes a collaborative and team-based approach to serving students who are experiencing an acute mental health crisis (particularly immediately post-hospitalization). Interns will work with clients who are mandated by the university to participate in this program, providing individual DBT-informed therapy and co-facilitating a DBT skill group. They will attend weekly clinical staffing meetings as well as a DBT didactic training group.
Rotations and Special Interest Areas: Interns will have the opportunity to select either a Rotation or a Special Interest Area (SIA) during at least one semester of their internship year. Eight-hour per week rotations are currently offered with a focus on 1) AOD treatment (DAY Programs), 2) trauma, and 3) eating disorders.
Our DAY Programs provide unique training opportunities as we offer a range of substance use treatment services that exceeds most other college counseling centers in the country. DAY provides multidisciplinary support to students struggling with substance use, with interventions including one-time educational workshops, individual and group services, and an abstinence-based intensive program. Interns participating in this rotation typically attend weekly multidisciplinary staffing meetings as well as a weekly group supervision.
The trauma rotation includes work with individual clients who are struggling with issues related to trauma (including experiences of collective trauma and or identity-based trauma), co-facilitation of workshops or trauma-focused groups, and participation in a weekly trauma consultation group.
The eating disorders rotation includes work with individual clients, co-facilitation of the Body Positive group, biweekly supervision focused on eating disorders, and participation in the biweekly multidisciplinary Eating Disorders Treatment Team.
Interns not selecting any of the three rotations described above will complete a three-hour per week SIA (four hours during the summer semester). Each SIA must include a minimum of two direct service hours per week. The availability of an SIA in a particular area of clinical focus depends on the availability/expertise of current staff to provide supervision. Past SIA topics have included assessment, group, supervision, gender, and somatic therapy. Interns who do not wish to do a full eating disorders or trauma rotation typically can also do an SIA in one of these areas.
Supervision Training: Each intern will supervise a less advanced trainee at the CSUHN in the fall and spring semesters (a different trainee in each semester). Typically, this supervisee will be a second-year doctoral student in CSU’s Counseling Psychology program who is completing their Practicum 1 training with our agency. Occasionally, interns might also supervise a Masters Intern or Advanced Practicum student. Interns typically meet with their supervisee for two hours of weekly supervision. They receive supervision of their work from their own primary supervisor and through their participation in the Supervision of Supervision seminar.
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. Outreach presentations may occasionally be scheduled outside of normal business hours.
Training Activities: CSUHN’s commitment to training is reflected in the number of seminars and the amount of internship time dedicated to these seminars, supervision, and other professional development activities.
Individual Supervision: The intern’s primary supervisor provides two hours of scheduled supervision each week, as well as being available for impromptu consultations as needed. Supervision focuses on individual and couple psychotherapy, consultation on practicum supervision, and support for the intern’s professional development.
Assessment Seminar: This seminar meets for an hour weekly in the fall semester and is designed to strengthen the psychological assessment skills of the intern. The seminar offers didactic instruction in objective personality assessment and other brief assessment measures that may be incorporated into individual therapy work.
Diversity Seminar: This seminar meets for 90 minutes weekly throughout the year and focuses on the awareness, knowledge, and skills needed to function as a culturally competent psychologist. Although multicultural issues are naturally integrated into all training experiences during internship, this seminar provides a structured space for interns to challenge themselves to explore the impact of their own cultural history and experiences upon their work and to add to their multicultural knowledge base.
Group Seminar: This seminar meets for 90 minutes weekly throughout the year. Its focus is on group therapy philosophy and procedures, co-leader relationships, ethics, and group process dynamics and interventions. 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.
Crisis Seminar: Trainees who are assigned an OCC shift will attend a crisis seminar that meets every other week for an hour during the semester that they have this shift. This seminar focuses on topics relevant to the brief triage and crisis work they will be doing on their OCC shift (e.g., types of interventions that are possible within this time frame, assessment of client needs and referrals) as well as how to address crisis situations (e.g., risk assessment, de-escalation, hospitalization). This seminar will also provide opportunities for the trainees to process challenging experiences on OCC and to receive additional guidance and feedback on these experiences.
Professional Issues Seminar: This seminar meets twice monthly for 90 minutes. It addresses issues of professional growth and development in order to facilitate entry into the field of psychology. 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. Integration of personal/professional growth and job hunting are important foci throughout the year.
Research Seminar: This seminar meets for an hour, once a month. The goal of the seminar is to help interns to stay engaged with current literature and to share current research in areas of interest.
Supervision of Supervision Seminar: This seminar meets weekly for 90 minutes. It balances knowledge with experience in order to develop the basic philosophy, skills, and confidence necessary for creating a productive supervisory relationship. The seminar provides an opportunity for reviewing video recordings of supervision sessions, problem solving, exploring relational dynamics between supervisors and supervisees, and exploring different supervisory styles and interventions in the context of a developmental model of supervision.
Professional Development / Dissertation Time: Interns are allotted approximately 2 hours per week to work on projects and activities that will enhance their professional development. Interns typically use these hours to attend optional multidisciplinary team meetings (e.g., Eating Disorders Team, Transgender Health Team), work on dissertation or other research projects, or engage with seminar readings or other professional reading.
In-service Training: An in-service training with mental health and medical staff (Grand Rounds) is scheduled each month throughout the academic year. Retreats with all CSUHN staff are held in August and January. National conferences and symposia are regularly sponsored at CSU in a wide variety of areas, such as diversity, suicide prevention, and Asperger’s Syndrome.
Clinical Administration: Interns are allotted five hours each week to write clinical notes, make phone calls, respond to emails, and tend to other administrative tasks.
|Special Interest Area||3.0||0|
|DAY or iTEAM Rotation||0||8.0|
|Professional Issues/Outreach Seminar||1.0||1.0|
|In-Service (Grand Rounds)||0.25||0.25|
At mid-semester (October and March/April), the training staff meets as a group to discuss intern progress. This feedback is incorporated into a single evaluation form (the Evaluation of Psychology Intern form), written by the intern’s primary supervisor. The intern’s primary supervisor will review the feedback with the intern during their supervision time, and solicit feedback about the intern’s training experience.
At the end of the semester (January and May), a similar process occurs. The training staff again meets as a group to discuss intern progress. This feedback is incorporated into a single evaluation form (the Evaluation of Psychology Intern form), written by the intern’s primary supervisor. The intern’s primary supervisor will review this feedback with the intern privately before the intern has a scheduled evaluation meeting with their entire training team to discuss their training experience as a whole and so that seminar leaders can give and receive feedback directly.
An abbreviated evaluation is conducted in late July with the intern, their supervisors, and the Training Director.
The areas covered on the written evaluations forms are structured according to the nine competency areas outlined in the Standards of Accreditation (SoA):
- Ethical and Legal Standards
- Individual and Cultural Diversity
- Professional Values, Attitudes, and Behaviors
- Communication and Interpersonal Skills
- Consultation and Interprofessional/Interdisciplinary Skills
Intern Feedback for Supervisors and Training Staff:
At mid-semester and at the conclusion of each semester, interns will have an opportunity to complete formal evaluations of their clinical supervisors and group co-leaders. Anonymous evaluations of training seminars are completed at the end of each seminar. An anonymous Exit Survey is completed online by Interns at the end of the internship and a similar Post Internship Survey is sent to Interns about 18 months after completion. Interns are encouraged to provide on-going feedback to the training staff throughout the year and have a representative on the Training Team.
Date Program Tables Are Updated: September 1
As articulated in Standard I.B.2, programs may have “admission and employment policies that directly relate to affiliationor purpose” that may be faith-based or secular in nature. However, such policies and practices must be disclosed to the public. Therefore, programs are asked to respond to the following question:
Does the program or institution require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution’s affiliation or purpose? Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values.
Internship Program Admissions
Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program’s policies on intern selection and practicum and academic preparation requirements:
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. The training of clinically-competent, ethical, self-aware, and culturally sensitive psychologists is central to our mission. We seek applicants with strong generalist clinical training and a demonstrated passion for working with university students as clinicians and social justice advocates. All of our Psychology Interns receive training and experience working in Primary Care Behavioral Health and receive specialized training in at least one additional area. Training opportunities that are unique to this site include the option of completing a rotation with one of two innovative programs: the DAY Programs (substance abuse & other addictions) and the iTEAM (DBT-informed post-hospitalization program for students experiencing an acute mental health crisis). For more information about the training we offer, please refer to the “Internship Program Description.”
Does the program require that applicants have received a minimum number of hours of the following at time of application? If Yes, indicate how many:
Total Direct Contact Intervention Hours: YES – 500 hrs*
Total Direct Contact Assessment Hours: NO – NA
*This includes both hours completed as part of a terminal master’s degree program and hours completed as part of your doctoral training.
Describe any other required minimum criteria used to screen applicants:
- We only accept applications from students enrolled in APA-accredited programs.
- All coursework toward the doctoral degree must be completed by the end of the academic year prior to the start date of the internship.
- Successful completion of comprehensive exams and approval of dissertation proposal must be reported by the ranking deadline.
- Certification of internship readiness by the candidate’s academic program is required.
- Interns matched to our training program must successfully complete a background check before a final offer of employment is made. Background checks may include, but are not limited to, criminal history, national sex offender search, and motor vehicle history.
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. Additional information can be found at: http://www.hrs.colostate.edu/policies/non-discrimination.html
Financial and Other Benefit Support for Upcoming Training Year
Annual Stipend/Salary for Full-Time Interns: $30,600
Annual Stipend/Salary for Half-Time Interns: NA
- Program provides access to medical insurance for intern? YES
- If access to medical insurance is provided:
- Trainee contribution to cost required? NO*
- Coverage of family member(s) available? YES
- Coverage of legally married partner available? YES
- Coverage of domestic partner available? YES
- Hours of Annual Paid Personal Time Off: 80 hrs (10 days)
- Hours of Annual Paid Sick Leave: 120 hrs (15 days)
- In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns in excess of personal time off and sick leave? YES
*Benefits include a basic medical insurance plan that is provided at no additional cost to the Intern. Interns may elect a higher coverage plan at additional cost.
Other Benefits (please describe):
Interns receive up to a maximum of nine days per year of professional development time for attending conferences, job search interviews and/or dissertation committee meetings, contingent upon the approval of the Training Director. Please note that this time is intended to be used for activities requiring travel or the absence of the intern during a specific time period (e.g., for a meeting or interview); interns often will not use all of the nine days, depending on the professional opportunities and obligations that arise for them over the course of the year. Interns who have not yet completed their dissertations may use up to two of those days for dissertation work; this work is expected to be completed on the premises, unless it requires travel (e.g., for data collection or consultation purposes).
Interns are entitled to the full range of benefits available to all Administrative Professionals working on campus. This includes dental, vision, long-term disability, and optional life insurance. More information about these benefits is available on the CSU Human Resource Services website. 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. They are also entitled to purchase a Faculty parking permit. Interns receive clerical and technical support for client scheduling, business travel arrangements, computing, and general office functions. Each intern has a private, fully furnished office with a computer and video recording equipment.
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.
Initial Post-Internship Positions
(Provide an Aggregated Tally for the Preceding 3 Cohorts)
- Total # if interns who were in the 3 cohorts: 12
- Total # of interns who did not seek employment because they returned to their doctoral program/are completing doctoral degree: 1
|Community mental health center||0||0|
|University Counseling Center||5||0|
|Veterans Affairs Health Care System||0||0|
|Health maintenance organization||0||0|
|Independent practice setting||5||0|
Note: “PD” = Post-doctoral residency position; “EP” = Employed Position. Each individual represented in this table should be counted only one time. For former trainees working in more than one setting, select the setting that represents their primary position.
Senior Staff, General Services
Licensed Psychologist (2008)
PhD (Counseling Psychology) – University of Florida (2005)
Associate Director, Clinical Services
Licensed Professional Counselor (2011)
MA – University of Denver (2007)
Andrew L. Brimhall
Senior Staff, General Services
Licensed Psychologist (2019)
PhD (Counseling Psychology) – Ball State University (2018)
Senior Staff, General Services
Licensed Professional Counselor (2018)
MS – University of Northern Colorado (2015)
Senior Staff, iTEAM
Licensed Clinical Social Worker (2013)
MSW – Colorado State University (2008)
Senior Staff, DAY Programs
Licensed Professional Counselor (1999)
Licensed Addictions Counselor (2014)
MA – University of Missouri (1990)
Senior Staff, Interpersonal Violence Counselor
Licensed Professional Counselor (2018)
M.Ed.—Colorado State University (2015)
Assistant Director, Academic Year Staff
Licensed Psychologist (1993)
PsyD (Counseling Psychology) – University of Northern Colorado (1988)
Licensed Professional Counselor (less than 3 years)
Naropa University – 2013
Associate Director/Training Director
Licensed Psychologist (2011)
PhD (Counseling Psychology) – Colorado State University (2010)
Assistant Director, DAY Programs
Licensed Clinical Social Worker (2009)
MSW – Colorado State University (2006)
Senior Staff, DAY Programs
Licensed Clinical Social Worker (2014)
MSW – University of Kansas (1993)
Senior Staff (team lead), iTEAM
Licensed Psychologist (2016)
PhD (Counseling Psychology) – Colorado State University (2014)
Senior Staff, General Services
Licensed Psychologist (2013 – CO)
PhD (Clinical Psychology) – Fuller Graduate School of Psychology (1989)
Senior Staff, Trauma Psychologist
Licensed Psychologist (2020)
PhD (Counseling Psychology) – University of Northern Colorado (2019)
Assistant Director, Group Program
Licensed Psychologist (2016)
PhD (Counseling Psychology) – Colorado State University (2015)
Senior Staff, iTEAM
Licensed Psychologist (2020)
PsyD (Clinical Psychologist) – William James College (2018)
Senior Staff, DAY Programs
Licensed Professional Counselor (2021)
MA- University of Northern Colorado (2019)
Indiana University Bloomington
University of Florida
Oklahoma State University
Home Programs of Past Interns
University of Iowa
University of Denver – GSPP
University of Denver – GSPP
Palo Alto University
Palo Alto University
University of Northern Colorado
University of Texas, Austin
Iowa State University
Iowa State University
Ball State University
University of Alaska Joint Fairbanks/Anchorage
University of Northern Colorado
University of Texas, Austin
University of North Texas
University of Minnesota
University of North Carolina – Charlotte
University of Oregon
University of Oregon
The CSUHN doctoral internship program is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC). Interns are recruited primarily through APPIC’s national directory on line, supplemented by limited targeted recruitment for groups whose expressed interests indicate a particularly good fit with the site.
As a training site, we seek to both train and provide services to individuals with diverse identities; we encourage prospective applicants to review our statement on the training program’s commitment to diversity prior to applying to see if it is a good fit for their own values and professional goals. As a training site, we are committed to the recruitment, selection, and retention of diverse intern candidates; individuals from diverse backgrounds are encouraged to apply to our site.
The training of clinically-competent, ethical, self-aware, and culturally sensitive psychologists is central to our mission. We seek applicants with strong generalist clinical training and a demonstrated passion for working with university students as clinicians and social justice advocates. We prefer that applicants have had clinical experience working in a college counseling center, though we will consider applicants with other relevant clinical experience. Training opportunities that are somewhat unique to this site include a required rotation working in Primary Care Behavioral Health, as well as the option of completing a rotation with one of two innovative programs: the DAY Programs (substance abuse & other addictions) or the iTEAM (DBT-informed post-hospitalization program for students experiencing an acute mental health crisis).
Applications should be submitted via the on-line APPIC system (www.appic.org). Completed applications must be received by 11:59 pm (Eastern Standard Time) on November 1; please try to avoid submitting your application materials at the last minute as technical problems do sometimes arise with the site, particularly on the last day when many people may be trying to submit materials at once.
Materials you will need to submit via the on-line APPIC system include:
- Curriculum vitae
- APPIC application with essays
- Verification of readiness for internship from your academic program
- Transcripts from all graduate programs you have attended
- Three letters of recommendation
No supplemental application materials are required by the CSUHN.
All interns are selected through the APPIC national match process (National Matching Services, NMS) and we comply with all APPIC Match policies. This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.
Minimum Criteria for Applicants: see tab for “Internship Admission, Support and Initial Placement Data.” Please note that internship applicants who do not meet minimum applicant criteria will not be given further consideration.
Selection Process: The internship selection committee is comprised of four senior staff members, our four current doctoral psychology interns, the Training Director, and (often but not always) our two current postdoctoral fellows. Approximately 40 interview candidates are selected from the initial pool of applicants by the Training Director, in consultation with other members of the selection committee. All applicants are notified of their interview status by email on or before December 15.
Interview candidates will schedule time for a one-hour video interview via Zoom* in late December or early January. Because we are aware that the cost of traveling for in person internship interviews can present barriers for applicants, we do all of our interviews via Zoom or by phone. All interviews are conducted by two members of the internship selection committee: one member of the senior staff and one current intern. Interview candidates also schedule a 20-minute follow-up call with the Training Director.
*We are happy to conduct phone interviews if there are technological or other barriers to the use of Zoom that might impact your interview experience. Please contact Ginny Laahs (Ginny.Laahs@colostate.edu) to make arrangements if you would prefer a phone interview.
All members of the internship selection committee review all written applications of the candidates that we interview. The committee holds a meeting after all applicants are interviewed to discuss strengths/growth edges of the candidates and fit for the training program. All members of the internship selection committee have input into the final ranking decisions, which are submitted to NMS by the Training Director.
The Training Director contacts all matched candidates by phone on Intern Match Day in February, to welcome them into the agency and address any initial questions they might have. This is followed by a formal offer letter, per APPIC requirements.
All interns must pass a criminal background check prior to the first day of internship. Interns are also required to submit immunization records during their first week of orientation in August, and will complete TB testing in August (or submit proof of a negative TB test or negative chest x-ray within the last year). Although interns are engaged in an educational training process, they are also university employees. As such, interns are subject to the laws of the state of Colorado, and therefore their employment is considered “at will.”
Colorado State University strives to provide a safe study, work, and living environment for its faculty, staff, volunteers and students. To support this environment and comply with applicable laws and regulations, CSU conducts background checks. The type of background check conducted varies by position and can include, but is not limited to, criminal history, sex offender registry, motor vehicle history, financial history, and/or education verification. Background checks will also be conducted when required by law or contract and when, in the discretion of the University, it is reasonable and prudent to do so. CSU Policy Library: http://policylibrary.colostate.edu/policy.aspx?id=461
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.
The University’s 2018-2019 resident instruction enrollment was 28,679 with students from every state and more than 110 countries. Approximately 62% of the students are Coloradoans. Our U.S. student population identifies as 27.3% ethnic minority and 72.7% Caucasian. There are over 2300 students and scholars from foreign countries with the highest percentage from Saudi Arabia, China, Oman, and Vietnam. Women represent approximately 51.8% of CSU’s enrollment. Last year, 6084 students (approximately 21% of CSU’s 2018-2019 enrollment) were seen at the CSUHN Counseling Services. We saw primarily undergraduate students, with graduate/professional students making up 19.5% of the population we served. Of the clients who came to the CSUHN Counseling Services, 58.2% identified as female, 41.3% identified as male, and 0.5% identified in another way. In terms of ethnicity, 20.7% of our clients identified as ethnically diverse: American Indian/Alaska Native (0.3%), Asian American/Pacific Islander (2.5%), Black/African American (2.2%), Latinx (11.8%) and multiracial (3.8%). These numbers closely parallel the representation of these populations within the student body. International students comprised 8.5% of the students we served. Many more of these historically underrepresented students were served through outreach programming.
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. 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 – 37% 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.
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 2019
∙ 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: 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: 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 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/.