The Post-Master’s Fellowship at the CSU Health Network is designed to prepare individuals for a staff position in a university counseling service, with particular emphasis on social workers or counselors wishing to work at universities that have integrated their mental health and medical services. The training of clinically skilled, ethical, self-aware, and culturally competent mental health professionals is central to our mission.
A primary focus of the fellowship is the consolidation of clinical skills, to prepare Fellows for licensure and independent practice. In the first year of the fellowship, Fellows will obtain specialized training in the treatment of issues related to alcohol and other drug use through the DAY (Drugs, Alcohol, & You) Programs. During this year, they will work with both mandated and voluntary students as part of a multidisciplinary treatment team. The Fellow’s clinical hours will be divided between facilitation of psycho-educational workshops, national best practice programs such as BASICS (Brief Alcohol Screening and Intervention for College Students), individual therapy with a focus on Motivational Interviewing, harm reduction groups, and participation in the DAY Program’s multidisciplinary treatment team called Open to Change (OTC). OTC is the first treatment model of its kind, adapting components of the “Drug Court Model” for college students. Fellows may also work with group and individual clients through General Services, and provide crisis and triage services during a weekly shift as a member of our OCC (On Call Counseling) team.
In the second year of the fellowship, Fellows will work primarily in General Services, where they will have the opportunity to provide individual/group therapy, and initial consultations (intakes). Fellows will gain practice in offering behavioral health consultations, obtain experience working in a medical clinic, and develop skills to prepare for professional opportunities in integrated settings, including VA hospitals, federally qualified health centers (FQHC’s), or universities that have integrated their mental health and medical services. Fellows can expect to gain skills in functional assessment, brief intervention, team-based interdisciplinary treatment, and experience in triage and crisis intervention during a weekly Behavioral Health (BH) shift as part of a collaborative, multidisciplinary medical team. Fellows will also have time on their schedules for Behavioral Health follow up sessions with clients. BH often provides opportunities for Fellows to work with students from more diverse backgrounds during this component of their training, including students who would benefit from mental health or wellness support but, due to stigma or other reasons, would not seek out therapy through the main counseling services office.
Fellows also are expected to commit to the development of cultural competence through self-examination and participation in university-based outreach and prevention services for both the general student population and underrepresented groups on campus. The CSU Health Network has a strong commitment to multiculturalism and has solid working relationships with the various Diversity Programs and Services Offices on campus.
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).
Focus 1 – General Clinical Services:
Goal: Fellows consolidate traditional clinical skills in the General Services branch of CSUHN Counseling Services.
Service Experiences: Services in this area include individual and couples therapy, group therapy, initial consultations, and daytime on-call (triage). Commensurate with their advanced training status, Fellows typically have the opportunity to work with more challenging clients and to be the senior co-leader in therapy groups. Fellows will also occasionally be asked to participate in after-hours crisis or outreach work.
Focus 2 – Alcohol and Other Drug Use:
Goal: Fellows gain specialized skills working with individuals who are experiencing problems related to their use of alcohol and other drugs.
Service Experiences: Fellows will work as part of our DAY (Drugs, Alcohol, and You) Team. The Fellow’s clinical hours may be divided between facilitation of psycho-educational workshops, national best practice programs such as BASICS (Brief Alcohol Screening and Intervention for College Students), individual therapy with a focus on Motivational Interviewing, harm reduction groups, and participation in the Open to Change (OTC) multidisciplinary treatment team. OTC is an innovative program, designed for working with students who are in need of substance use treatment and includes two tracks. Track A is a shorter amount of time and less intensive. Track B includes multiple phases and an aftercare component. The Fellow may have the unique opportunity to participate in all aspects of this multidisciplinary program, which uses a combination of sanctions and incentives to encourage positive change, while providing individualized treatment, psycho-education, and compliance monitoring. Approximately 75-85% of students in the DAY Program are typically mandated through the university conduct system; however, the Fellow will also work with a growing voluntary population of students whose goals are abstinence or decreased use.
Focus 3 – Integrated Behavioral Health:
Goal: Fellows gain specialized skills working within a Behavioral Health model.
Service Experiences: Fellows will provide daytime Behavioral Health services to walk in clients referred by medical providers. This will include providing brief interventions and screenings, assessing for client safety, assisting with hospitalizations when necessary, and meeting with clients for follow up appointments. Fellows will also be part of a medical team that meets monthly.
Focus 4 – Cultural Competence:
Goal: Fellows develop as culturally competent clinicians through self-examination and participation in university-based outreach and prevention.
Service Experiences: Fellows are encouraged to engage in self-examination through individual supervision and possible participation in the Diversity Seminar. Fellows also engage in university-based outreach and prevention services adapted for both the general student population and underrepresented groups on campus, including the need for advocacy and social justice interventions. Fellows may have the opportunity to develop an ongoing working relationship with one of the Diversity Offices on campus, such as the Asian/Pacific American Cultural Center, the Black African American Cultural Center, Native American Cultural Center, El Centro, the GLBTQQA Resource Center, Resources for Disabled Students, or Veteran’s Services.
Individual Supervision: The Fellow’s primary supervisor provides 1.5 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 supervision, and support for the intern’s professional development. Primary supervisors for Post-Master’s Fellows are all licensed mental health professionals. Primary supervisors are rotated each semester, so that the Fellows have the opportunity to be exposed to a variety of theoretical orientations and professional styles.
Group Supervision of Group Therapy: Depending upon their level of previous group therapy experience, the Fellows may participate in a group therapy seminar or group supervision. Both of these group experiences provide 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, as well as the opportunity to discuss co-leader relationships.
Seminars: Fellows may participate in additional seminars depending on their level of experience and current training interests/needs. Fellows attend a Professional Development seminar that meets every other week for one hour, with the goal of providing support for the Fellows as they negotiate the transition from trainee to emerging professional.
In-service Training: A joint in-service training with mental health and medical staff is scheduled each month throughout the academic year. Retreats with all CSUHN staff are held in January and August. National conferences and symposia are regularly sponsored at CSU in a wide variety of areas, including diversity, suicide prevention, and Asperger’s Syndrome.
Clinical Administration: Fellows are allotted five hours each week to write clinical notes, make phone calls, respond to emails, and tend to other administrative tasks.
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.
Evaluation of Fellow Performance:
At the beginning of each semester, each Fellow and his/her supervisor work together to set individual goals for the semester. At mid-semester and at the end of Fall and Spring Semesters (January & May), the training staff meets with each Fellow to provide feedback about their respective performances and to solicit feedback about the Fellow’s training experience. The Supervisor’s Evaluation of Post-Masters Social Work or Counseling Fellow form is completed at this time. An abbreviated evaluation is conducted in July during the Exit Interview with the Fellow, individual supervisor, and Training Director. The content areas covered on the written evaluations forms match the two foci of the post-master’s program:
- Clinical Services
- Cultural Competence
In addition, broader aspects of professional behavior that are reviewed include:
- Professional Values and Identity
- Self-Assessment and Self-Care
- Professional Relationships
- Ethical and Legal Standards
Fellow Feedback for Supervisors and Training Staff:
At mid-semester and at the conclusion of each semester, Fellows will have an opportunity to complete formal evaluations of their clinical supervisors and group co-leaders. Evaluations of training seminars/group supervision are completed at the end of the seminar. An Exit Survey is completed online by Fellows at the end of the Fellowship and a similar Post Fellowship Survey is sent to Fellows two years after completion. Fellows are encouraged to provide on-going feedback to the training staff throughout the year.
The State of Colorado currently insures itself against litigation and will provide legal counsel and indemnification for employees (both paid and unpaid) in civil suits. Additional malpractice insurance is not required by Colorado State University.
Fellows receive a faculty I.D. card which allows them to use the CSU library and check out materials for an extended length of time. They are also entitled to purchase a Faculty parking permit. Fellows receive clerical and technical support for client scheduling, business travel arrangements, computing, and general office functions. Each Fellow has a private, fully furnished office with a computer and video recording equipment.
- Completion of a Master’s degree between May 1, 2021 and August 22, 2022 from an accredited program in either Counseling or Social Work. This is defined as having either the diploma in hand or a letter from the graduate program director verifying the completion of all degree requirements pending institution graduation ceremony.
- Completion of either an Internship or Field Placement at a university counseling service or community agency. This clinical experience must be completed before beginning the fellowship, except as described below.
- Applicants whose Internship or Field Placement is scheduled to be completed after August 1, 2022 should discuss this conflict with the supervisor of that field placement prior to applying for this fellowship position, to see if the internship can be completed sooner (i.e., by working extra hours or using vacation or professional development time).
- Applicants who are able to negotiate an earlier completion of their internship in this way will be given full consideration for the Post-Master’s Fellowship.
- Applicants who are scheduled to complete their Internship/Field Placement in August are still eligible for the Post-Master’s Fellowship, provided they can attend the majority of the orientation training period (August 1-19, 2022) and make up the remainder of their Internship/Field Placement hours following completion of the orientation. Such applicants should include an anticipated schedule of Internship/Field Placement completion in their verification letter. Leave time for completion of Internship/Field Placement will then be negotiated on a case-by-case basis.
- Strong interpersonal skills as demonstrated by written and verbal communication, awareness of impact of self on others, and commitment to personal growth and self-reflection
- Demonstrated knowledge, ability, and commitment to working with culturally diverse communities
- Strong clinical skills including working with complex clinical presentation, students in crisis, and completing risk assessments
- Experience providing clinical services to a college student/young adult population
- Experience providing group psychotherapy, including experience facilitating interpersonal process groups
- Professional commitment to serving clients whose substance use has resulted in negative consequences as demonstrated through active participation, intentional professional development, reading articles/research, engaging in the exploration of various treatment modalities (e.g., Twelve Step meetings, Rational Recovery, Smart Recovery, etc.) and/or participating in other opportunities for further learning
- Experience working on a multidisciplinary team (preferably including psychiatry providers, primary care providers, and mental health providers)
- Ability to work in a fast-paced, team-oriented setting
- Outreach and prevention programming experience
- Clinical experience incorporating the Stages of Change and utilizing Brief Motivational Interviewing
Fellowship applicants should submit applications online at:
Applicants needing assistance to submit materials may contact Ginny Laahs,
Complete applications must include:
- A cover letter that addresses your interest in the program and the ways in which you meet the Required Job Qualifications and the Preferred Job Qualifications (uploaded under Cover Letter).
- A Curriculum Vitae (uploaded under Curriculum Vitae).
- A copy of your diploma OR a letter verifying anticipated completion of your master’s degree by August 22, 2022from the Department Chair or Training Director of your graduate program. This letter should also verify the anticipated completion of your Internship or Field Placement at a university counseling service or equivalent clinical experience by August 22, 2022 (uploaded under Other).
- All graduate transcripts (unofficial copies are acceptable) (uploaded under Unofficial Transcripts).
- Names, email addresses, and phone numbers of three (3) professional references, two of whom must be familiar with the applicant’s clinical work (uploaded under List of Professional References). References will not be contacted without prior notification of candidates.
- A completed Summary of Clinical Hours form(uploaded under Special Required Documentation).
- A brief DE-IDENTIFIED clinical writing sample from your most recent clinical placement. This could be an intake report, case summary, or similar piece of clinical writing. Following HIPAA guidelines, copies of Electronic Health Records (EHR) will not be accepted (uploaded under Writing Samples).
Colorado State University does not discriminate on the basis of race, age, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, or gender identity or expression. Colorado State University is an equal opportunity/equal access/affirmative action employer fully committed to achieving a diverse workforce and complies with all Federal and Colorado State laws, regulations, and executive orders regarding non-discrimination and affirmative action. The Office of Equal Opportunity is located in 101 Student Services.
Colorado State University 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.
Senior Staff, General Services
Mental Health Clinician for Cultural & Resource Centers
Licensed Professional Counselor (2018)
MA (Community Counseling) – Seattle University (2015)
M.Ed. (Higher Education & Student Affairs Administration) – University of Vermont (2007)
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Licensed Psychologist (2008)
PhD (Counseling Psychology) – University of Florida (2005)
Associate Director, Clinical Services
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MA – University of Denver (2007)
Andrew L. Brimhall
Senior Staff, General Services
Licensed Psychologist (2019)
PhD (Counseling Psychology) – Ball State University (2018)
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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)
Senior Staff, Behavioral Health Team Lead
Licensed Clinical Social Worker (2015)
MA/MSW – Boston College (2007
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)
Director, Specialty Programs
PhD (Student Affairs in Higher Education) – Colorado State University (2009)
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)
Director of Counseling Services
Licensed Psychologist (2012)
PhD (Counseling Psychology) – University of Missouri (2011)
Senior Staff, iTEAM
Licensed Psychologist (2020)
PsyD (Clinical Psychologist) – William James College (2018)
Senior Staff, General Services
PsyD (Counseling Psychology) – University of Northern Colorado (2018)
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/.
- All clinical services are currently being offered remotely, with group and individual therapy provided via HIPPA-compliant Zoom software (and phone in some instances). Our groups continue to fill and you can see a list of the groups that are currently being held via Zoom
- All Counseling Services staff are working from home, with the exception of a skeleton crew of two counseling staff per day, who are available on site for emergency on-call services. Postdoctoral fellows may be scheduled to work on site one day per week; no other trainees are working on site. On-site staffing decisions have taken into account risk factors and personal preferences.
- Our services continue to be heavily utilized by students. Trainees can expect to have a full caseload even while working remotely. For trainees who are concerned about hour requirements, only one of our 21 trainees in the 2019-2020 training year reported not completing the direct service hours required by their program by the expected end of their training year. (This individual was able to complete these hours over the summer.) All of our 2019-2020 cohort of doctoral psychology interns completed our 2000-hour internship with well over 500 direct service hours. Please contact the Training Director (firstname.lastname@example.org) if you have questions or concerns about specific hour requirements of your home program.
- Live and pre-recorded outreach services continue to be provided via Zoom and various social media platforms.
- All supervision and training seminars are being conducted via Zoom or Microsoft Teams videoconferencing software.
- Supervisors are conducting periodic live observation of trainee Zoom therapy sessions; we are not currently video recording therapy sessions for training purposes.
- Postdoctoral fellows and doctoral psychology interns continue to provide supervision to less advanced trainees and video record all supervision sessions.
- All trainees participate in telehealth training during orientation; each training cohort will meet for additional telehealth training 3-6 times in their first semester of training (depending on prior telehealth training of the training cohort).
- All of our orientation training this year was conducted remotely, with the exception of an in-person meeting with Human Resources and the Immunizations Clinic on the first day of orientation.