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 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 Programs (treatment related to substance use/abuse and 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 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. 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 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. 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. 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, 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.
All interns 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, 7-hour/week rotation in Behavioral Health. Opportunities also exist for interns to individualize their training with rotations in Substance Abuse (DAY Program), intensive outpatient treatment of high needs clients (iTEAM), or by selecting a Special Interest Area (SIA), such as Eating Disorders, Sexual Issues, Assessment, Couple Therapy, or Group Therapy. A fairly unique aspect of the internship is the close collaboration with medical, social work, counseling, and other professions afforded by this integrated site.
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.
Clinical Services: Interns spend about 20 hours per week engaging in direct clinical services, as described below.
Individual & Couple Therapy: Interns devote 8-12 hours per week to providing psychotherapy services to individual clients and couples.
Group Therapy: Interns co-lead at least one interpersonal process group each semester (two hours per week). In addition to traditional process-focused groups, structured groups with a skill-building focus are also offered; interns who choose to complete an SIA in Group Therapy can co-facilitate these.
Initial Consultation: Interns are generally responsible for providing approximately two initial consultations each week. Many of these will be non-emergent requests for services, while some will be with students in crisis.
Psychological Assessment: In addition to conducting initial consultations for new clients and reviewing measures of client progress (e.g., CCAPS), interns learn to administer and interpret psychological tests through the Assessment Seminar.
Behavioral Health and On Call Coverage: Interns will complete a Behavioral Health rotation during either the fall or spring rotation. This rotation is required in order to provide interns with training and experience in triage and crisis intervention. This rotation will also provide interns with the opportunity to engage in multidisciplinary consultation, gain experience working within a Behavioral Health model, and build closer relationships with our medical providers.
Supervision of Practicum Students: Each intern will engage in a two-hour per week clinical supervision experience. As interns assume the role of clinical supervisor, the agency strives to balance competing needs. Our first priority must be the welfare of the practicum students’ clients. Additionally, we are committed to the training of both our practicum students and the intern supervisors. Finally, we must attend to the expectations of the Colorado State University Counseling Psychology Department and our relationship with the graduate program.
As a result, it is important to assess each intern’s readiness to supervise. The facilitator of the Supervision of Supervision Seminar will review the intern’s clinical and supervisory experience during August orientation. In most cases, interns will be assigned one of the beginning practicum students for supervision. However, if an intern is not developmentally ready to supervise a practicum student during the fall semester, another type of supervisory experience will be developed.
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. Each intern is encouraged to 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, the Native American Cultural Center, El Centro, the Pride Resource Center, Resources for Disabled Students, the Women and Gender Advocacy Center, International Student Services or Adult Learners and Veteran’s Services. Outreach presentations may occasionally be scheduled outside of normal business hours.
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 in the Drugs, Alcohol and You (DAY) Programs and the Intensive Outpatient Program (iTEAM).
Our DAY Programs provide services for both mandated and voluntary students. Time in this service is divided between services geared for mandated and voluntary students through facilitation of psycho-educational workshops, national best practice programs such as BASICS (Brief Alcohol Screening and Intervention of College Students), individual therapy, harm reduction groups, and participation on the Back on TRAC (BOT) or Open To Change (OTC) multi-disciplinary treatment teams. BOT and OTC provide unique training opportunities; the programs adapt components of the Drug Court Model for a college student population while allowing students to continue their education. BOT was the first treatment model of its kind within a university counseling center and serves as a model for other university drug and alcohol treatment approaches nationwide.
The iTEAM is a similarly innovative program, providing services that are not commonly offered within a university counseling center. This intensive outpatient program is based on a DBT model, and takes a collaborative and team-based approach to serving students who are experiencing an acute mental health crisis (particularly immediately post-hospitalization). Interns who complete this rotation can expect to gain training and experience in risk assessment and DBT, and will work with clients who are participating in this program both individually and through co-facilitation of DBT skills groups.
Interns not selecting a Rotation with DAY or iTEAM will contract for a three-hour per week SIA for the semester (four hours during the summer semester). SIAs are currently offered in Assessment, Eating Disorders, Sexual Issues, and Group Therapy. Additional SIAs may occasionally be designed by the Intern in consultation with the staff, if senior staff have the interest, availability, and expertise to offer training in an area of interest. Each SIA must include a minimum of two direct service hours each week.
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 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 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’s 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.
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.
Professional Issues Seminar: This seminar 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.
Supervision of Supervision Seminar: This seminar 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 for such activities as completion of dissertation or other research projects, professional reading, or additional training experiences.
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 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 BH Rotation||0||8.0|
|Crisis Intervention/Outreach Seminar||1.0||1.0|
|Professional Issues Seminar||1.0||1.0|
|In-Service (Grand Rounds)||0.25||0.25|
- 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
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 (intensive outpatient 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 – 600 hrs*
Total Direct Contact Assessment Hours: NO – NA
*This includes doctoral and terminal masters hours, combined; all hours must be accrued by the application deadline. Please note that applicants who have not completed at least 600 intervention hours by the applicant deadline will not be given further consideration. We understand that this can be frustrating for applicants who have excellent training and skills and are close to the 600-hour cutoff. Unfortunately, we have found that if we start making exceptions it is impossible to determine where to set the cutoff for the exceptions! We also have found that the interns who are happiest at our site are those who have had at least this level of clinical experience. We have therefore made the decision to adhere to this requirement strictly, in order to be fair to all applicants.
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: $29,274
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||1||0|
|Federally qualified health care||0||0|
|Independent primary care facility/clinic||0||0|
|University counseling center||5||2|
|Veterans Affairs medical center||2||0|
|Academic health center||0||0|
|Other medical center or hospital||0||0|
|Academic university/ department||0||0|
|Community college or other teaching setting||0||0|
|Independent research institution||0||0|
|Independent practice setting||1||0|
|Not currently employed||0||0|
|Changed to another field||0||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.
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
Christopher Leck, LCSW
Assistant Director, DAY Programs
Licensed Clinical Social Worker
Colorado State University – 2006
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
Director of Counseling Services
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
Rachel Brenner – Iowa State University
Andrew Brimhall – Ball State University
John Herman – University of Alaska Joint Fairbanks/Anchorage
Chloe Hinton – University of Northern Colorado
Shari Black – Auburn University
Ashley Boynton – University of Texas, Austin
Melissa Connally – University of North Texas
Olivia Rios – Indiana University
Mica Adesso – University of Minnesota
Laura Lovato – University of North Carolina – Charlotte
Audrey Medina – University of Oregon
Kelsey South – University of Oregon
Sonia Carrizales – Texas Women’s University
Wei-Cheng (Wilson) Hsiao – University of Toledo
Emily McCann – University of Iowa
Jasmine Tilghman – University of Missouri-Columbia
Susan Chamberlain – West Virginia University
Ainara Echanove– Pacific University
Sara Mitchell – University of North Texas
Jeff Nepute – Colorado State University
Camille Curry – Pacific University
Elizabeth Legg – University of Northern Colorado
Kasey Schultz-Saindon – Colorado State University
Canzi Wang – University of Denver
Matthew Atkins – University of North Texas
David Colorossi – University of Denver
Cassie Comeau – University of Northern Colorado
Rebecca Klinger – Lehigh University
Lisa Lively – Auburn University
Jeri Newlin – University of Illinois
Adam Sargent – Colorado State University
Reid Trotter – University of Missouri, Columbia
Josephine Cooke – University of Southern Mississippi
Kylin Haedge Lee – Texas A & M University
Joselyne Sulzner – University of California, Santa Barbara
Marie Worsham – Brigham Young University
RD Boardman – Brigham Young University
Kelli Moran-Miller – University of Missouri, Columbia
Jeffrey Rings – University of Denver
Cheryl Stolz – University of North Dakota
Elena Estanol – University of Utah
Ann Ingala – University of Northern Colorado
Walker Peacock – Alliant International University
Svenja Zander – University of Oklahoma
Timothy Beecher – Univerisy of North Dakota
Heidi Bemowski – Colorado State University
Deniz Canel Cinarbas – Ball State University
Sidney Cooke – Baylor University
Parvonae Fernandez – University of Denver
Julie Kellaway – Colorado State University
Allison Rottini – University of Northern Colorado
Joanna Stratton – University of Denver
Lisa Beavers – Tennessee State University
Jane Larson – Pacific University
Carolyn Mohler – Colorado State University
Rick Pongratz – Arizona State University
Marcy Palmer – Washington State University
Michelle Pride – Michigan State University
Lee Shefferman – Texas A&M University
AJ Williams – Utah State University
David Cummins – West Virginia University
Zacahry Tureau – University of North Texas
Renee Woodall – Colorado State University
Camilla Williams – Michigan State University
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 Diversity Statement (“Our Commitment to You”; https://health.colostate.edu/about-counseling-services/) 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-based intensive outpatient 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 (Mountain 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 phone interview 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 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. Candidates who are interested in seeing the site in person can contact the Training Director to arrange for an in person visit; please be aware that we offer this option in order to help candidates who are unfamiliar with the site and the area to make their own site ranking decisions. A visit to the site will not impact the committee’s ranking decisions.
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 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
The University’s 2016-2017 enrollment was 28,297 with students from every state and more than 110 countries. Approximately 74% of the students are Coloradoans. Our U.S. student population identifies as 19% ethnic minority and 81% 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% of CSU’s enrollment. Last year, 5385 students (approximately 19% of CSU’s 2016-2017 enrollment) were seen at the CSUHN Counseling Services. We saw primarily undergraduate students, with graduate/professional students making up 12.7% of the population we served. Of the clients who came to the CSUHN Counseling Services, 59.7% identified as female, 38.1% identified as male, 0.8% identified as transgender, 1.0% self-identified in another way, and 0.4% did not provide a gender identity. In terms of ethnicity, 21.5% of our clients identified as ethnically diverse: American Indian/Alaska Native (0.6%), Asian American/Pacific Islander (2.2%), Black/African American (3.1%), Latinx (11.7%) and multiracial (3.9%). These numbers closely parallel the representation of these populations within the student body. International students comprised 4.5% of the students we served, and 21.6% were first generation college students. In terms of sexual orientation, 10.1% of the students we served identified as lesbian, gay, or bisexual, with an additional 4.5 % identifying as questioning or self-identifying in a way other than heterosexual. 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 – 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.
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: 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/.