Clinicians in our counseling center serve the mental health needs of students in a variety of ways. General Services includes individual and couple psychotherapy, a vibrant group therapy program, and crisis intervention services. We work to foster strong collaborations between our medical staff and mental health professionals through our many collaborative interdisciplinary treatment teams and strong Behavioral Health program. Specialty programs including the DAY Program (treatment related to substance use/abuse & other addictions) and the iTEAM (intensive outpatient program providing integrated care to clients experiencing an acute mental health crisis) provide additional opportunities for students to receive specialized care. The CSUHN has a strong commitment to multiculturalism and has solid working relationships with the various Cultural and Resource Centers on campus.
The training of clinically-competent, ethical, self-aware, and culturally sensitive mental health professionals is central to our mission. We provide training to as many as thirty graduate students from diverse disciplines each year. All training is provided on site. The CSUHN does not use any distance education technologies for training or supervision. The seven training cohorts that comprise our training program are described below.
Our Doctoral Internship in Psychology has been accredited by the American Psychological Association since 1973 and was one of the first university counseling services to earn this recognition. Our Master’s Internship in Social Work and Counseling is offered to students from CSU and other regional institutions. Advanced Practicum placements are open to third, fourth, and fifth year psychology graduate students from CSU and nearby universities. The second year Psychology Practicum program is offered in conjunction with CSU’s doctoral program in Counseling Psychology and is only open to their students. Graduate Student Assistantships are typically awarded to CSU Counseling Psychology doctoral students with advanced standing or students with special expertise in substance abuse or outreach. Students from the University’s Student Affairs in Higher Education program also sometimes work with the Drugs, Alcohol and You (DAY) Programs. We also offer Post-Doctoral and Post-Masters Fellowships. These fellowships provide opportunities to continue to build skills as a generalist clinician while also developing skills working with one or more specialized areas (DAY, Primary Care Behavioral Health, or iTEAM).
Basic Competency Foci:
Focus 1 – Clinical Services:
Goal: Fellows will consolidate traditional clinical skills through work in the General or Specialized Services branches of CSUHN Counseling Services.
Service Experiences: Services that Fellows may provide in this area include individual and couple therapy, group therapy, initial consultations, and day-time on-call (triage). Commensurate with their advanced training status, Fellows typically have the opportunity to work with more challenging clients and to be the senior co-leader in therapy groups.
Focus 2 – Training:
Goal: Fellows will develop skills related to the training of emerging mental health professionals, which is one of the essential functions of a well-rounded psychologist.
Service Experiences: Fellows extend their experiences in the training arena by engaging in the individual supervision of developing mental health professionals. Fellows may also serve on the Training Team. Opportunities to co-facilitate training seminars can sometimes be negotiated on a case-by-case basis.
Focus 3 – Outreach & Prevention Services:
Goal: Fellows will develop the ability to design and deliver prevention-oriented and psycho-educational interventions on a university campus.
Service Experiences: Fellows engage in university-based outreach and prevention services adapted for both the general student population and those targeted at underrepresented groups on campus, including the need for advocacy and social justice interventions. Fellows may develop an ongoing working relationship with at least one of the Diversity Offices on campus, such as the Asian/Pacific American Cultural Center, the Black African American Cultural Center, Native American Cultural Center, El Centro, the Pride Resource Center, Resources for Disabled Students, or Adult Learners and Veteran’s Services.
Focus 4 – Administration & Program Development:
Goal: Fellows will learn about administrative aspects of university counseling centers and integrative care.
Service Experiences: Fellows attend weekly Counseling Service Staff Meetings to participate in policy discussion and decision-making. They will participate in additional staff meetings specific to their specialized foci (i.e., DAY and Behavioral Health). Fellows will also serve on committees involved in the selection of next year’s trainees. They may work on developing additional programs that are consistent with both the mission of the CSUHN and with their professional interests.
Specialized Competency Foci:
Focus 1 – Alcohol and Other Drugs:
Goal: Fellows will obtain specialized skills for working with clients struggling with alcohol and drug use, by functioning as part of a multidisciplinary team providing an array of services and programs for student’s whose substance use has resulted in negative consequences. This will include the development of strong expertise in Motivational Interviewing.
Service Experiences: DAY Programs provides 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 (Treatment, Responsibility, and Accountability on Campus) multi-disciplinary treatment team. Participation in Back on TRAC is a unique training opportunity for fellows, because this is the first treatment model of its kind and serves as a model for other university drug and alcohol treatment approaches nationwide. The program adapts components of the Drug Court Model for a college student population while allowing students to continue their education. Fellows will participate in all aspects of this program, which uses a combination of sanctions and incentives to encourage positive change, while providing individualized treatment, psycho-education, and compliance monitoring.
Focus 2 – Primary Care Behavioral Health
Goal: Fellows will obtain specialized skills working in Primary Care Behavioral Health, with particular emphasis on training psychologists wishing to work at universities that have integrated their mental health and medical services.
Service Experiences: Fellows will provide on-call daytime Behavioral Health services to students who request to meet with a mental health provider directly through the front desk at Hartshorn Health Services or are referred to Behavioral Health by a medical provider. Fellows can expect to gain skills in crisis intervention, risk assessment, and brief therapy interventions. Fellows will also have time on their schedules for Behavioral Health follow up sessions with clients. This is an opportunity to work with clients who would benefit from mental health interventions but, due to stigma or other reasons, would not seek out therapy through the main counseling services office.
Basic Training Activities:
Individual Supervision: The Fellow’s primary supervisor meets with them for scheduled individual supervision each week, as well as being available for impromptu consultations as needed. Supervision focuses on individual and couple psychotherapy, consultation on the Fellow’s work as a supervisor, and support for the Fellow’s professional development. Primary supervisors for Postdoctoral Fellows are all licensed psychologists. Primary supervisors are rotated each semester, so that the Fellows have the opportunity to be exposed to a variety of theoretical orientations and professional styles.
Case Conference: Fellows participate in the monthly case conferences attended by both Counseling and Psychiatry Services staff.
CSUHN Staff Trainings: A joint in-service training with mental health and medical staff is scheduled each month throughout the academic year. Retreats with all CSUHN staff are held in January and August. National conferences and symposia are regularly sponsored at CSU in a wide variety of areas, including diversity, suicide prevention, and Asperger’s Syndrome.
Postdoctoral Professional Issues Seminar: This seminar meets once monthly to address issues of professional growth and development. Seminar topics depend on the needs of each year’s Fellows, but may include EPPP preparation, job talks and searches, and exploring professional identity.
Opportunities for participation in additional training seminars (e.g., Group, Supervision of Supervision, Outreach) and opportunities to co-facilitate a training seminar are available, depending on the Fellow’s experience and training needs.
Specialized Training Activities:
DAY Group Supervision: DAY Program Fellows attend a weekly group supervision meeting that is attended by all DAY core staff and trainees. The DAY group supervision is focused on case consultation, discussion of challenging issues related to substance use, and review of policies and procedures.
Clinical Administration: Fellows are allotted five hours each week to write clinical notes, make phone calls, respond to emails, and tend to other administrative tasks.
Staff Meetings: Fellows participate in the weekly Staff Meeting with senior staff. In addition, the Drugs and Alcohol (DAY Program) Fellow will attend two hours of weekly meetings focused on staffing clients who are mandated to participate in the DAY Program.
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.
Evaluation of Fellow Performance:
At the beginning of each semester, each Fellow and his/her supervisor work together to set individual goals for the Semester. At the end of Fall and Spring Semesters (January & May), the training staff meets with each Fellow to provide feedback about their respective performances and to solicit feedback about the Fellow’s training experience. The Supervisor’s Evaluation of Postdoctoral Psychology Fellow form is completed at this time. An abbreviated evaluation is conducted in July during the Exit Interview with the Fellow, individual supervisor, and Training Director. The content areas covered on the written evaluations forms match the five foci of the postdoctoral program:
- Clinical Functioning
- Behavioral Health, Interdisciplinary & Collaboration Functioning
- Outreach, Prevention, and Advocacy Functioning
- Training Functioning
- Administrative Functioning
In addition, broader aspects of professional behavior that are reviewed are:
- Professional Values and Identity
- Self-Assessment and Self-Care
- Professional Relationships
- Diversity Awareness, Knowledge, and Skills
- Ethical and Legal Standards
Fellow Feedback for Supervisors and Training Staff:
At the conclusion of each semester, Fellows will have an opportunity to complete formal evaluations of their clinical supervisors and group co-leaders. Evaluations of training seminars/group supervision are completed at the end of the seminar. An Exit Survey is completed online by Fellows at the end of the Fellowship and a similar Post Fellowship Survey is sent to Fellows two years after completion. Fellows are encouraged to provide on-going feedback to the training staff throughout the year and as members of the Training Team have input into all aspects of the training program.
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.
Minimum qualifications for applicants include:
- Anticipated completion of doctoral degree by August 20, 2018 (i.e., by the first day of CSU fall classes) from an APA-Accredited program in Counseling or Clinical Psychology. This is defined as having a letter verifying anticipated doctoral degree completion date before August 20, 2018 from the Department Chair, Training Director, or other administrative official in your APA-accredited academic program. Applicants from programs with a current status of “Accredited, on contingency” are eligible to apply.
- Applicant must be available to begin full-time employment August 1, 2018 to complete intensive 3 week orientation and training.
- Completion of APA-accredited doctoral internship by August 20, 2018. Applicants from programs with a current status of “Accredited, on contingency” are eligible to apply. Applicants who will finish their internship after August 1 must negotiate leave time with their internship training director in order to be able to attend our three week orientation and training period, from August 1-17.
Preferred qualifications for applicants include:
- Clinical experience in a University Counseling Center or similar setting.
- Strong interpersonal skills as demonstrated by written communication, awareness of impact of self on others, and commitment to personal growth and self-reflection.
- Personal and/or professional commitment to diversity as demonstrated by persistent effort, active planning, allocation of resources and/or accountability for diversity outcomes.
- Experience working on a multidisciplinary team.
- 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.
- Clinical experience incorporating the Stages of Change.
- Clinical experience utilizing Brief Motivational Interviewing.
- Clinical experience with substance use disorders and co-occurring disorders.
Fellowship applicants should submit the following materials via the Colorado State University jobs portal: https://jobs.colostate.edu. Questions regarding the position or the application process can be directed to Becca Romine (Becca.Romine@colostate.edu). Please refer to the section called “Special Instructions to Applicants” in the jobs portal for additional information on uploading the required documents listed below.
- A cover letter stating interest in the program and specifically addressing ALL minimum and preferred qualifications;
- A curriculum vitae;
- Letter verifying anticipated doctoral degree completion date before August 20, 2018 from the Department Chair, Training Director, or other administrative official in your APA-accredited academic program;
- Letter from Internship Training Director verifying an anticipated internship completion on or before August 20, 2018. The letter should also verify that the applicant has been cleared to attend training activities beginning August 1, 2018, if internship completion date is not prior to August 1;
- All graduate transcripts (unofficial versions of transcripts printed from a school’s website are acceptable);
- The names, phone numbers, and email addresses of three references who are familiar with the applicant’s clinical work;
- Written responses to the following two questions (3 pages maximum – see below):
- Please describe your values in working with clients who struggle with issues related to substance use. How do you understand these clients, the choices they make, and the role that substance use plays in their lives?
- Describe a meaningful experience working in a team environment. What were some of the benefits and challenges of working with people whose perspectives and training were different than yours?
Please restrict the total length of your response (i.e., your response to BOTH questions combined) to three double spaced pages. You may allocate this space in whatever way you deem appropriate (e.g., it is acceptable to write 2 pages in response to the first question and one page in response to the second question, so long as the TOTAL does not exceed three pages).
Please note that applicants wishing to apply for both the CSU Health Network’s DAY Programs and Primary Care Behavioral Health Postdoctoral Psychology Fellowship and the CSU Health Network’s Integrated Intensive Outpatient Program and Primary Care Behavioral Health (IIOP and PCBH) Postdoctoral Psychology Fellowship must submit a separate complete application for each position. Please see the website for the IIOP and PCBH Fellowship for information on the application process for that position.
Colorado State University is committed to providing an environment that is free from discrimination and harassment based on race, age, creed, color, religion, national origin or ancestry, sex, gender, disability, veteran status, genetic information, sexual orientation, gender identity or expression, or pregnancy and will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. 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 (CSU) 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 (felony and misdemeanor) history, sex offender registry, motor vehicle history, financial history, and/or education verification. Background checks will be conducted when required by law or contract and when, in the discretion of the university, it is reasonable and prudent to do so.
Brea Banks, PhD
Illinois State University – 2015
Jenny Brandsma, LPC
Licensed Professional Counselor
University of Denver – 2007
Helen Bowden, PhD
University of Florida – 2005
Ellen Cooney, EdD
Harvard University – 1978
Ainara Echanove, PhD
Pacific University – 2014
Michele Faris, PsyD
University of Northern Colorado – 1988
Lisa Heifner, MS, LPC
Licensed Professional Counselor
Montana State University – 2003
Aki Hosoi, PhD
Associate Director/Training Director
Colorado State University – 2010
Jen Laxague, MEd, LPC
Licensed Professional Counselor
Boston University – 2014
Christopher Leck, LCSW
Assistant Director, DAY Programs
Licensed Clinical Social Worker
Colorado State University – 2006
Susan MacQuiddy, PhD
Director, General Services
Colorado State University – 1985
Pam McCracken, LCSW
Licensed Clinical Social Worker
University of Kansas – 1993
Lisa Miller, PhD
Director, Specialty Programs
Colorado State University – 2009
Stephanie Mora DeRosby, MA, LPC, LAC
Licensed Professional Counselor
Licensed Addictions Counselor
University of Northern Colorado – 2001
Jeff Nepute, PhD
Colorado State University — 2014
Stephen Okiyama, PhD
Fuller Graduate School of Psychology – 1989
Adam Sargent, PhD
Assistant Director, Group Program
Colorado State University — 2015
Jimmy Stewart, LPC
Licensed Professional Counselor
University of New Orleans -1999
Cindy Swindell, PhD
University of Texas at Austin – 1988
Reid Trotter, PhD
Associate Director/Clinical Director
University of Missouri – 2011
Jim Weber, LCSW
Licensed Clinical Social Worker
Colorado State University – 1995
Renee Wieszcholek, LCSW
Licensed Clinical Social Worker
University of Minnesota — 2013
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/.