External Practicum Manual Counseling Psychology University of Northern Colorado 2014 вЂ“ 2015 Revised 12/13 1 Table of Contents Introduction Criteria for Selecting a Site Practicum Policies Timeline for EP Paperwork External Practicum Application Form Affiliation Agreement for Clinical Training Through an External Practicum EP Site Agreement External Practicum Site Review Form Practicum Supervisor Evaluation of Student Form: Competency Benchmarks in Professional Psychology Readiness for Internship Level Rating Form Additional Information about Specific Practicum Sites External Practicum Sites and Contact Personnel 3 4 4 5 6 7 8 9 13 17 29 2 Counseling Psychology Doctoral Program External Practicum Manual Introduction Eligible students (i.e., successful completion of practica sequence through APCE 712 and approval of the External Practicum Coordinator) may apply for an external practicum placement by enrolling in APCE 795 External Practicum. While the onus of initiative falls on the individual student, the faculty, the individual site supervisor and the External Practicum Coordinator determine final approval of external practicum placement. All External Practicum sites are approved by the faculty during a regular program meeting. The External Practicum Coordinator must also approve of the individual site (i.e., developmentally appropriate experiences available, student/site goal alignment, and weekly onsite supervision from a licensed psychologist or other mental health professional). When the supervisor is not a licensed psychologist (LP) on going weekly opportunities exist for students to be supervised by faculty on campus who are LPs. The objective is for students to gain diverse supervised experience in clinical and/or assessment practice in a clinical site outside of the UNC Psychological Services Clinic while furthering their communal networking skills; ideally the type of setting will align with student internship goals. Ongoing placement evaluation will be conducted through: student self-report, site supervisor evaluation, regular meetings with the External Practicum Coordinator, and in-class discussion of any issues that arise during the fieldwork experience (e.g., evidence-based practice treatment manuals, ethical, multicultural, supervisory, clinical, critical issues currently impacting the field). Students attend bi-monthly group supervision meetings. The External Coordinator will make site visits. Each site will be visited once per academic year. The site must provide a wide range of training and educational experiences through applications of evidence-based practice procedures. Students are a) encouraged to apply to sites that have an APA accredited internship and be supervised by an LP, b) sites that have an APPIC internship and be supervised by a licensed psychologist, c) other sites under the supervision of a licensed psychologist, and d) other sites supervised by a mental health professional. Students typically complete a minimum of two semesters of this course. В This manual includes information about external practica sites and requirements and procedures to be followed. The practicum activities and requirements are based on standards from the American Psychological Association (APA), Colorado licensure requirements, and Counseling Psychology program faculty recommendations. В We realize that a practicum site may not be able to provide access to all the activities desired by the student because of the differences that exist between individuals and institutions. The practicum agreement will document the activities that can be provided at that site and supervised by the signatory. The purpose of the practicum agreement is to provide a uniform practicum experience for students, as well as guidance for supervisors entrusted with providing clinical and administrative supervision. 3 Criteria for Selecting a Site External practicum sites must be able to accommodate the following minimum requirements: вЂў Minimum of 60 direct client contact hours (i.e., counseling, assessment, consultation, program evaluation) вЂў Minimum of 8 hours per week onsite and maximum of 20 hours per week on site вЂў Minimum of 1 hour per week of individual supervision, performed by the on-site supervisor who must be a licensed mental health professional. Process for Evaluating Students If a student is not meeting the siteвЂ™s expectations, the Counseling Psychology program faculty will make a remediation plan with the site and give the student a deadline to demonstrate improvement. If the student does not improve, the Counseling Psychology program faculty will work with the site to remove the student. Policies in the Event a Site Does Not Meet Expectations If a site is not meeting the Counseling Psychology programвЂ™s expectations, the student is to inform the external practicum instructor. The instructor will work with the student to resolve the issue. If the issue cannot be resolved at the instructor/site level, the Counseling Psychology program faculty will work with the site to dissolve our operating agreement in an ethical and professional manner. Practicum Policies Sequence and Schedule Requirements An external practicum is a field-based experience, which students have the option to take part in after successful completion of two on campus doctoral practica (APCE 702 and APCE 712). See course catalog for more information about the prerequisites courses. External practica require at least a semester-long commitment to the practicum site. The number of hours spent at the site will depend on the weekly hours agreed upon in the Site Agreement. (See p. 19) Qualifications The Counseling Psychology program must approve all external practicum positions. In order for a position to be approved, a student must be academically prepared to work at the proposed site, as evidenced by successful completion of APCE 702: Doctoral Practicum in Individual Counseling and APCE 712: Advanced Practicum in Individual Counseling. Ethical Behavior Students are expected to demonstrate the highest level of ethical behavior, as set forth by the American Psychological Association (APA). Unethical behavior will not be tolerated and will be considered cause for dismissal at any time during the student's program. If students encounter ethical dilemmas or ethically questionable behaviors, they are to address concerns with their site supervisor and university supervisor. Withdrawing from a Site Occasionally students want to withdraw from a practicum site prior to completing their time commitments. Given that sites make a commitment to our students when they offer them an EP 4 position, and early departures by our students need to be approved prior to leaving the site. Students should submit a written request to their advisor explaining why they want to terminate their EP placement early. They should clearly outline who they will ensure current clients are appropriately transferred within their agency, how completion of paperwork will be ensured, etc. The request to terminate an EP will then be brought to the CP faculty and discussed during a regularly scheduled faculty meeting. The faculty may request additional information and clarification before granting approval. Requests for EP withdrawal will be approved on a caseby-case basis and a studentвЂ™s overall performance in the program will also be taken into consideration. Completion of these procedures in no way guarantees that a student will be permitted to withdraw from an EP practicum site. If a studentвЂ™s application for EP Withdrawal is approved prior to that universityвЂ™s add/drop date, no grade will be assigned for that semester. If it is after the universityвЂ™s add/drop date, the grade of вЂњIncompleteвЂќ will be assigned for that semester. Students will need to be cognizant of the universityвЂ™s policy for removal of an incomplete and the possible financial aid ramifications of decision to withdraw from an EP. Verbal agreements to complete an EP with sites are considered to be just as binding as written agreements. Timelines for EP Paperwork 1. After reviewing sites, complete the External Practicum (EP) Application Form (see form). Your request for an EP will be reviewed by faculty. 2. If you r site has never had a UNC student there before, you will need to work with Dr. Johnson to complete an Affiliation Agreement (see form). 3. Once an Affiliation Agreement has been completed, you will need to develop a Site Agreement with your EP site which outlines expectation for you and for the site (see form). 4. Begin working at your EP. 5. At the end of each academic semester, you will need to give the practicum instructor copies of your supervisorsвЂ™ evaluations of your work (Competency Benchmarks in Professional Psychology Readiness for Internship Level Rating Form) and your evaluation of the site (UNC Student External Practicum Site Review Form) see forms. In addition a clinical hours log should be completed and signed by your EP supervisors as well as the EP instructor. Failure to turn in these evaluations by the end of the semester will result in an incomplete grade. 5 External Practicum (EP) Application Form (policy developed January 2010, updated October, 2012) Please consult with the instructor before seeking or accepting external practicum experiences. You must enroll in APCE 795 when partaking in an external practicum. If you would like to seek an external practicum please complete this form and e-mail back to me ([email protected]) as an attachment. Your name phone number and e-mail address: Proposed setting(s), address, phone number, etc.: Proposed Supervisor (IF YOU KNOW) name, degree, type of license; contact information. Must be a licensed mental health professions i.e., psychologist, psychiatrist, LPC, LCSW. For example the CSU Health Network primary supervisor is Akai Hosoi, PhD, Licensed Psychologist Is supervisor on site? If not, who will oversee your clinical work on site? Description of practicum (length of time you will be engaged in setting, number of hours per week (we suggest no more than 15), duties, activities engaged in (therapy, assessments, outreach, etc.) What do you hope to gain from this practicum? After this application has been reviewed by the Counseling Psychology faculty and your placement request has been granted and you have been offered a position you will complete and have signed by your site supervisor: the a) Site Agreement For Clinical Training through an External Practicum, b) The Affiliation Agreement for Clinical Training through an External Practicum, & c) provide evidence of malpractice insurance (APAIT or ACA) if required by your site. 6 Affiliation Agreement for Clinical Training Through an External Practicum (January, 2010) This Affiliation Agreement is made between the agency: _____________________, (herein after referred to as вЂњthe agencyвЂќ) located at_________________________________________________, and the Counseling Psychology Program at the University of Northern Colorado (UNC). Purpose The agency and the Counseling Psychology faculty at UNC wish to collaborate in providing graduate students in Counseling Psychology applied fieldwork experiences. These experiences may include: psychological assessment, therapeutic services to clients, program development, program assessment and evaluation, outreach, and other related clinical services and learning opportunities. Responsibilities of the Counseling Psychology (CP) Program at UNC 1. CP will collaborate with the agency in ensuring that the graduate student or students assigned to the agency receive proper supervision. 2. CP will be responsible for maintaining the educational standards that satisfy relevant requirements for the clinical training of graduate students in counseling psychology. 3. The student will adhere to all of the field agencyвЂ™s relevant policies and procedures and will complete an evaluation of their EP experience at the end of every semester for which they are enrolled in the EP. 4. CP and the agency will confer as needed to ensure that the graduate student is receiving adequate supervision and training. Responsibilities of the Agency 1. For the purpose of clinical training, the agency will provide qualified personnel (a licensed mental health professional) who will provide the student with at least one (1) hour of weekly supervision. 2. The agency will make available aids as needed to provide students with training opportunities. 3. The agency will inform CP of policy changes that affect the graduate student or faculty. 4. Copies of relevant written policies and procedures will be provided to CP. 5. The agency will provide evaluative feedback to CP concerning student progress. 6. A practicum placement will total 10-15 hours per week for all activities unless special arrangements are made. 7. The agency agrees to follow APA ethical principles, Colorado mental health statues, and confidentiality requirements, as specified by HIPAA. _____________________________________________________________Date _______ (Agency Field Supervisor) Approved by: _________________________________________________Date______ (Counseling Psychology Faculty Supervisor) THE COUNSELING PSYCHOLOGY PROGRAM, UNIVERSITY OF NORTHERN COLORADO. 7 Site Agreement For Clinical Training through an External Practicum (EP) (effective January 2010) Student name and phone number:___________________________________________________ Site: __________________________ Duration of EP dates: ___/___/____ to ___/___/____ This agreement specifies the assumptions, conditions and responsibilities of the Counseling Psychology Program at UNC, the Agency site and the student regarding the practicum experience. The purpose of an external practicum in Counseling Psychology is to provide students with a variety of experiences regarding clinical assessment and treatment in a variety of settings relevant to their training needs. External Practicum hours are additional to hours students are required to complete in UNCвЂ™s Psychological Services Clinic according to the studentsвЂ™ degree requirements and progress in their program. Experiences are organized by a plan specific to each student's needs and to site requirements. The student will dedicate following activities: hours per week to the Agency and participate in the The student will receive _____hour(s) of individual supervision and ____hour(s) of group supervision weekly with (name, title, and license) ______________. UNC and the AgencyвЂ™s professional staff, credentialed appropriately according to the Colorado Department of Regulatory AgenciesвЂ™ provisions and professional guidelines, supervise all experiences. Supervising staff at UNC and the Agency are responsible for all services and activities of students with clients. Appropriate contact is maintained between the UNC practicum supervisor and the designated Agency supervisor, throughout the experience. Evaluation of the practicum experience is conducted by agency supervisor(s) and by the practicum student. Formal evaluation occurs at the end of each semester. The UNC faculty member coordinating the external practicum experience assigns a grade of Satisfactory or Unsatisfactory every semester for which the student is enrolled in an EP. Students are required to carry professional liability insurance relevant to practicum experiences and will provide evidence of current insurance attached to this form before can accepting this external practicum arrangement. 8 UNC, Agency supervisors, and students abide by Professional/Ethical/Legal standards of behavior as set forth by the American Psychological Association and the Colorado Department of Regulatory Agencies, and all are compliant with HIPAA standards. In signing below I acknowledge reading the above and agree to all policies set forth by UNC as discussed here. Date __________ (External Practicum Student, print and sign your name) ________________________________________________ (EP Supervisor, name, title, license and number Date __________ _______________________________________________ (Faculty Supervisor, Counseling Psychology, UNC) Date __________ 9 UNC Student External Practicum Site Review Form В Please answer the following questions in review of your practicum site. This information is anonymous (unless you give your name at the bottom of this form) and will be provided to future practicum applicants as an informal review of the site. Please continue writing on the back of this page if you need additional room. Name of Site: What were the strengths of your particular practicum site? What were the challenges of your site? Would you recommend this site based on this yearвЂ™s experience? Please explain 10 Please rate using the following scale: 1 = poor, 2 = adequate, 3 = good, 4 = very good, 5 = outstanding SITE INFORMATION 1. Site provides appropriate resource and reference materials. 1 2 3 4 5 2. Site provides an adequate forum for discussing intervention issues. 1 2 3 4 5 3. The practices, services, and professionals at the site follow ethical guidelines. 1 2 3 4 5 4. This practicum experience helped me learn to apply what I have learned in the program. 1 2 3 4 5 5. This practicum experience was effective in linking what I learned in the program to real situations. 1 2 3 4 5 6. The site has a professional atmosphere. 1 2 3 4 5 7. Students are encouraged to meet among themselves. 1 2 3 4 5 8. Students are encouraged to make suggestions for improvements. 1 2 3 4 5 9. Work expected of students is appropriate. 1 2 3 4 5 10. Students are treated with respect and in a professional manner. 1 2 3 4 5 11. The site provides avenues for professional development (e.g., workshops, training) 1 2 3 4 5 11 SUPERVISION Area 1: General Characteristics of Supervision 12. Teaches and applies theoretical frameworks (e.g. cognitive-behavioral, family systems). 1 2 3 4 5 13. Conveys knowledge and application of clinical research. 1 2 3 4 5 14. Use of clinical experience as a tool for training. 1 2 3 4 5 15. Inferred investment in/commitment to the training of clinicians. 1 2 3 4 5 16. Perceived openness to student feedback (i.e., students feel "safe" expressing positive and negative feelings regarding supervision). 1 2 3 4 5 17. Adequately responds to studentsвЂ™ feedback (i.e., implements changes or addresses differences in opinion). 1 2 3 4 5 18. Availability of sufficient time for supervision (in and outside of scheduled team meetings). 1 2 3 4 5 Area 2: Case Management How effective is your supervisor in the following areas? 19. Working with clinician to develop a conceptualization of clients 1 2 3 4 5 20. Helping clinician formulate long-term treatment goals. 1 2 3 4 5 21. Helping clinician formulate short-term treatment goals. 1 2 3 4 5 22. Helping clinician explore therapeutic process (i.e., what goes on between the client and clinician. 1 2 3 4 5 23. Helping clinician to understand and implement specific therapeutic tools or techniques. 1 2 3 4 5 24. Use of specific demonstration, role play, rehearsal. 1 2 3 4 5 25. Use of tapes/DVD 1 2 3 4 5 12 26. Integrating all the above elements of case management 1 2 3 4 5 Area 3: Supervision Process and Clinician Development 27. Clarity of expectations for performance (including report-writing presentations). 1 2 3 4 5 28. Gives feedback in a constructive manner. 1 2 3 4 5 29. Students are given independence and flexibility. 1 2 3 4 5 30. Use of supervision group and student participation (i.e., elicits opinions and ideas from other team members). 1 2 3 4 5 31. Willingness and ability to deal with clinician issues (i.e., helps clinician identify and overcome resistance in dealing with certain issues; helps clinician explore issues of credibility, etc.). 1 2 3 4 5 32. Overall quality of supervision 1 2 3 4 5 Comments on Supervision: What were the best aspects of supervision? What aspects of supervision could use the most improvement? ADDITIONAL QUESTIONS Indicate the number(s) of the items above that are the most important reasons you are satisfied or dissatisfied. Are you willing to be contacted by another Counseling Psychology student who may be interested in applying to this site? If so, please include your name and contact information here. Thank you. 13 Competency Benchmarks in Professional Psychology Readiness for Internship Level Rating Form The below rating form is used for APCE 795 External Practicum in Counseling Psychology, and students are only rated on the Competency Benchmarks that apply to this course. Trainee Name: _____________________________________ Year in Doctoral Program: _____________ Name of Placement:_________________________________ Semester:_______________ ____________ Person Completing Form (highest degree and license earned): ___________________________________ Did individuals also under your supervision supervise this trainee? Type of Review: Mid-placement Review Final Review Yes No Other (please describe): Overall average ratings are provided for each competency area, and at the end of this rating form. An o In order for the student to pass the course APCE 795 Externship in Counseling Psychology, the student must receive an overall average rating of 3 (Mostly) on this form. Competency Benchmarks in Professional Psychology form was obtained from: http://www.apa.org/ed/graduate/benchmarks-evaluation-system.aspx Rate each item by responding to the following question using the scale below: How characteristic of the traineeвЂ™s behavior is this competency description? Not at All/Slightly Somewhat Moderately Mostly Very 0 1 2 3 4 If you have not had the opportunity to observe a behavior in question, please indicate this by circling вЂњNo Opportunity to ObserveвЂќ [N/O]. Near the end of the rating form, you will have the opportunity to provide a narrative evaluation of the traineeвЂ™s current level of competence. FOUNDATIONAL COMPETENCIES I. PROFESSIONALISM 1. Professionalism: as evidenced in behavior and comportment that reflect the values and attitudes of psychology. 1A. Integrity - Honesty, personal responsibility and adherence to professional values Adherence to professional values infuses work as psychologistin-training; recognizes situations that challenge adherence to 0 1 professional values 1B. Deportment Communication and physical conduct (including attire) is professionally appropriate, across different settings 0 1 1C. Accountability Accepts responsibility for own actions 0 1 1D. Concern for the welfare of others Acts to understand and safeguard the welfare of others 0 1 2 3 4 N/O] 2 3 4 N/O] 2 3 4 N/O] 2 3 4 N/O] How characteristic of the traineeвЂ™s behavior is this competency description? Not at All/Slightly Somewhat Moderately Mostly Very 14 0 1 2 3 If you have not had the opportunity to observe a behavior in question, please indicate this by circling вЂњNo Opportunity to ObserveвЂќ [N/O]. В 4 11E. Professional Identity Displays emerging professional identity as psychologist; uses resources (e.g., supervision, literature) for professional 0 1 2 3 4 N/O] development 2. Individual and Cultural Diversity: Awareness, sensitivity and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics defined broadly and consistent with APA policy. 2A. Self as Shaped by Individual and Cultural Diversity (e.g., 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) and Context Monitors and applies knowledge of self as a cultural being in assessment, treatment, and consultation 0 1 2 3 4 [N/O] 2B. Others as Shaped by Individual and Cultural Diversity and Context Applies knowledge of others as cultural beings in assessment, treatment, and consultation 0 1 2 3 4 [N/O] 2C. Interaction of Self and Others as Shaped by Individual and Cultural Diversity and Context Applies knowledge of the role of culture in interactions in assessment, treatment, and consultation of diverse others 0 1 2 3 4 N/O] 2D. Applications based on Individual and Cultural Context Applies knowledge, sensitivity, and understanding regarding ICD issues to work effectively with diverse others in assessment, 0 1 2 3 4 N/O] treatment, and consultation 3. Ethical Legal Standards and Policy: Application of ethical concepts and awareness of legal issues regarding professional activities with individuals, groups, and organizations. 3A. Knowledge of Ethical, Legal and Professional Standards and Guidelines Demonstrates intermediate level knowledge and understanding of the APA Ethical Principles and Code of Conduct and other relevant ethical/professional codes, standards and guidelines, 0 1 2 3 4 N/O] laws, statutes, rules, and regulations 3B. Awareness and Application of Ethical Decision Making Demonstrates knowledge and application of an ethical decisionmaking model; applies relevant elements of ethical decision 0 1 2 3 4 N/O] making to a dilemma 3C. Ethical Conduct Integrates own moral principles/ethical values in professional conduct 0 1 2 3 4 N/O] 4. Reflective Practice/Self-Assessment/Self-Care: Practice conducted with personal and professional self-awareness and reflection; with awareness of competencies; with appropriate self-care. 4A. Reflective Practice Displays broadened self-awareness; utilizes self- monitoring; displays reflectivity regarding professional practice (reflectionon-action); uses resources to enhance reflectivity; demonstrates 0 1 2 3 4 N/O] elements of reflection-in-action 4B. Self-Assessment Demonstrates broad, accurate self-assessment of competence; consistently monitors and evaluates practice activities; works to recognize limits of knowledge/skills, and to seek means to 0 1 2 3 4 N/O] enhance knowledge/skills В How characteristic of the traineeвЂ™s behavior is this competency description? Not at All/Slightly Somewhat Moderately Mostly 0 1 2 3 Very 4 15 If you have not had the opportunity to observe a behavior in question, please indicate this by circling вЂњNo Opportunity to ObserveвЂќ [N/O]. В 4C. Self-Care (attention to personal health and well-being to assure effective professional functioning) Monitors issues related to self-care with supervisor; understands the central role of self-care to effective practice 0 1 2 3 4 4D. Participation in Supervision Process Effectively participates in supervision 0 1 2 3 4 [N/O] [N/O] II. RELATIONAL 5. Relationships: Relate effectively and meaningfully with individuals, groups, and/or communities. 5A. Interpersonal Relationships Forms and maintains productive and respectful relationships with clients, peers/colleagues, supervisors and professionals from other disciplines 5B. Affective Skills Negotiates differences and handles conflict satisfactorily; provides effective feedback to others and receives feedback nondefensively 5C. Expressive Skills Communicates clearly using verbal, nonverbal, and written skills in a professional context; demonstrates clear understanding and use of professional language 0 1 2 3 4 [N/O] 0 1 2 3 4 [N/O] 0 1 2 3 4 [N/O] FUNCTIONAL COMPETENCIES IV. APPLICATION 8. Evidence-Based Practice: Integration of research and clinical expertise in the context of patient factors. 8A. Knowledge and Application of Evidence-Based Practice Applies knowledge of evidence-based practice, including empirical bases of assessment, intervention, and other psychological applications, clinical expertise, and client preferences 0 1 2 3 4 [N/O] 9. Assessment: Assessment and diagnosis of problems, capabilities and issues associated with individuals, groups, and/or organizations. 9A. Knowledge of Measurement and Psychometrics Selects assessment measures with attention to issues of reliability and validity 0 1 2 3 4 [N/O] 9B. Knowledge of Assessment Methods Demonstrates awareness of the strengths and limitations of administration, scoring and interpretation of traditional 0 1 2 3 4 [N/O] assessment measures as well as related technological advances 9C. Application of Assessment Methods Selects appropriate assessment measures to answer diagnostic question 0 1 2 3 4 [N/O] 9D. Diagnosis Applies concepts of normal/abnormal behavior to case formulation and diagnosis in the context of stages of human 0 1 2 3 4 [N/O] development and diversity 9E. Conceptualization and Recommendations Utilizes systematic approaches of gathering data to inform clinical decision-making 0 1 2 3 4 [N/O] 16 How characteristic of the traineeвЂ™s behavior is this competency description? Not at All/Slightly Somewhat Moderately Mostly Very 0 1 2 3 4 If you have not had the opportunity to observe a behavior in question, please indicate this by circling вЂњNo Opportunity to ObserveвЂќ [N/O]. В 9F. Communication of Assessment Findings Writes adequate assessment reports and progress notes and communicates assessment findings verbally to client 0 1 2 3 4 N/O] 10. Intervention: Interventions designed to alleviate suffering and to promote health and well-being of individuals, groups, and/or organizations. 10A. Intervention planning Formulates and conceptualizes cases and plans interventions utilizing at least one consistent theoretical orientation 0 1 2 3 4 N/O] 10B. Skills Displays clinical skills 0 1 2 3 4 N/O] 10C. Intervention Implementation Implements evidence-based interventions 0 1 2 3 4 N/O] 10D. Progress Evaluation Evaluates treatment progress and modifies treatment planning as indicated, utilizing established outcome measures 0 1 2 3 4 N/O] Overall Assessment of TraineeвЂ™s Current Level of Competence (use back if necessary) Please provide a brief narrative summary of your overall impression of this traineeвЂ™s current level of competence. In your narrative, please be sure to address the following questions: вЂў What are the traineeвЂ™s particular strengths and weaknesses? вЂў Do you believe that the trainee has reached the level of competence expected by the program at this point in training? вЂў If applicable, is the trainee ready to move to the next level of training, or independent practice? Signature of Doctoral Student: _________________________________ Date:__________ Signature of Supervisor: ______________________________________ Date:__________ Revised Spring 2013 В 17 Additional Information About Specific Practicum Sites University of Northern Colorado Counseling Center Advanced Practicum Description The University Counseling Center (CC) offers Advanced Psychology practicum placements for doctoral students in regional training institutions. These placements are designed for graduate students who are beyond the beginning stages of training and clinical experience, and who are interested in attaining more advanced training within a university counseling center setting. We seek students who can competently provide initial intake assessment (following in-depth training and supervision) and psychotherapy with a college student client population. Opportunities for outreach within the university are also available, and trainees are encouraged to attend various trainings and seminars throughout the year. There is flexibility in terms of the weekly time commitment for an Advanced Practicum student, but we ask for a minimum of 15 hours per week and usually set a maximum of 20 hours per week. We ask students to commit to a two-semester experience in order to grasp the full experience of training in a university setting. Individual supervision with a pre-doctoral intern (who is in-turn supervised by a licensed psychologist) will be provided. We view our trainees as a vital part of our counseling center team and we are passionate about the training process. The training of clinically competent, ethical, self-aware, and culturally sensitive mental health professionals is one of the central missions of the CC. While members of the training staff represent several theoretical orientations (i.e., humanistic/existential, interpersonal, CBT, feminist, etc.), there is general consensus about the training model and learning atmosphere that we believe is conducive for optimal acquisition and integration of skills and competencies. We strive to create a challenging, intellectually stimulating, open environment where new ideas can be explored and nurtured. The staff encourages trainees to assess their professional strengths and deficits and assists them in developing appropriate learning experiences within the parameters of the opportunities offered here. An assumption of the staff is that optimal professional growth occurs when challenge is balanced with support. The model of training that we have adopted at the UNC Counseling Center is best described as a вЂњdevelopmental apprenticeshipвЂќ approach. We aim to meet each trainee where he or she is at, and challenge them appropriately with varying clinical experiences and degrees of autonomy. The Counseling Center bases all its programs and services, including training, on a philosophy that affirms the dignity of all people. The Center values pluralism and the opportunity for crosscultural interactions within the campus community in order to enhance the educational environment for all students, staff, and faculty. We recognize that no individual is free from all forms of bias and prejudice. We expect staff and trainees to be committed to the social values of respect for diversity, inclusion and equality. Both trainers and trainees should demonstrate a willingness to examine their own assumptions, behaviors, and values so that they may work effectively with вЂњcultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic statusвЂќ (APA Ethics Code, 2002, Principle E). Requirements вЂў Demonstrate desire to work with college population. вЂў Ability to commit at least 12 15 hours a week. 18 Commitment of 2 semesters (fall and spring). Commitment to attending weekly clinical staff meeting (Tuesdays 8:15-10:00 am) Weekly activities include: 1. Individual, couples therapy (6 hours) 2. Individual supervision (1 hour) 3. Weekly clinical meeting (1.75 hours) 4. Paperwork (2-3 hours) 5. Intakes (1-2 per week - 1-2 hours) вЂў Practicum students may attend optional training's and seminar opportunities throughout the year and may choose to participate in campus outreach opportunities. вЂў Practicum students may be called upon to participate in various campus-wide mental health screenings through out the year (i.e., EDAW, National Depression Screening Week, Alcohol Awareness Week, etc.) How to Apply: вЂў Please submit a letter of interest вЂў Vita вЂў List of 3 references (At least 1 of whom is familiar with your clinical work) вЂў вЂў вЂў If selected for an interview, you will join us for a 1/2 hour in person interview. Please send application to: University of Northern Colorado, Counseling Center Attn: Meredith Cohn Shefferman, Ph.D., Training Director Cassidy Hall, Campus Box 17 Greeley, Colorado 80639 or email to: [email protected] If you have questions about our training opportunities, please email or call Dr. Cohn Shefferman. (970-351-2496) 19 CSU Health Network Psychology Advanced Practicum The CSU Health Network offers Advanced Psychology Practicum placements for doctoral students from Colorado StateвЂ™s Counseling Psychology Program and other regional institutions. These placements are designed for graduate students who are beyond the beginning stages of training and clinical experience, and who are interested in more advanced training within an APA-accredited counseling center setting. The Advanced Practicum is open to 3rd and 4th year doctoral students in counseling or clinical psychology. Description of the Site Colorado State University Health Network, the CSUHN, is an integrated mental health and medical service, which serves both undergraduate and graduate students. It is accredited by the American Psychological Association (APA) for the doctoral internship in Counseling & Clinical Psychology and by the Accreditation Association for Ambulatory Health Care (AAAHC). Colorado State University is a large land-grant university with a student population of approximately 27,000 students from every state and 80 foreign countries. The Counseling Services division of the CSUHN is comprised of general counseling services and a number of specialty programs. General Services includes individual and couples therapy, a vibrant group therapy program, and crisis intervention services. Specialty programs include the DAY Program (substance abuse & other addictions), Behavioral Health (embedded within medical services), and the iTEAM (an intensive out-patient program for students with more extensive mental health service needs). Presenting issues range from the expected developmental concerns of college-aged students to severe mental health diagnoses, including psychoses and Axis II disorders. The most common presenting concerns are: stress & anxiety, mood disorders, relationship issues, eating disorders, sexual concerns, substance abuse, and identity development. CSUHN has a strong commitment to multi-culturalism and has strong working relationships with the various Diversity Offices 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. Our Doctoral Psychology Internship has been accredited by the American Psychological Association since 1973 and was one of the first university counseling services to earn this recognition. Students in our Masters Internship in Social Work and Counseling come from CSU and other regional institutions. Psychology Advanced Practicum placements are open to third and fourth year Psychology graduate students from CSU and nearby universities. The 2nd 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 available to CSU 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 DAY Program. We offer two post-degree Fellowships, a PostDoctoral Psychology Fellowship and a Post-Masters Fellowship in Social Work or Counseling. Training Philosophy 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. 20 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. 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 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). Model of Training Our training program is based on the values inherent in the Practitioner-Scholar model. As practitioners, we value the learning that comes through direct experience with others and thoughtful self-reflection. As scholars, we recognize the importance of theory, research and critical thinking. We believe that both practice and scholarship are essential in preparing new mental health professionals to work effectively with diverse individuals and groups in a rapidlychanging world. We value a lifelong commitment to the integration of self-reflective practice and scholarly examination. We believe that becoming a competent psychologist, social worker or counselor is a developmental 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. Advanced Practicum Program Structure 21 Although there is flexibility in the weekly time commitment for an Advanced Practicum student, we ask for a minimum of twelve hours per week both Fall and Spring semesters. Placements are available in General Services (initial consults, individual and couples therapy, and crisis intervention) or DAY (Drugs, Alcohol and You Program, a comprehensive substance use & addictions treatment program for both mandated and voluntary students). SPECIAL NOTE: Orientation for Fall semester begins August 1 and runs throughout the 3 week period until classes start. Advanced Practicum students must be available to attend approximately 12-15 hours/week of scheduled training during that time period. Advance Practicum Program Description Service Delivery Experiences: Service delivery experiences differ somewhat depending upon whether one is placed within General Services or DAY. General Services Advanced Practicum Students: Students in the General Services track will have opportunities to work with clients presenting a broad range of problems, including mood disorders, anxiety, eating disorders, relationship difficulties, and family concerns. Students provide intake assessments, as well as individual and couples therapy. DAY Services Advanced Practicum Students: DAY (Drugs, Alcohol, and You) Programs provide assessment and treatment for students who are both mandated to treatment (by the University, courts, or parents) and those voluntarily seeking treatment. Issues with substances can range from AOD (Alcohol and other drugs) as a poor coping skill to addiction and cooccurring disorders. Interns focus on building a wide range of counseling skills (with special attention paid to Motivational Interviewing) and provide counseling for many other mental health concerns (depression, anxiety, PTSD, relational problems, etc.). Advanced Practicum trainees typically begin counseling students referred for BASICS, a two session program for those with relatively minor violations of University policy. They also function as clinicians and case managers for the Back on TRAC program, a drug court modeled program designed for higher risk students. Trainees typically build a caseload of voluntary students, as well. Trainees have the opportunity to hone group facilitation and presentation skills through leading psychoeducational workshops, case management groups or a relapse prevention group. Training Activities: CSUHN's commitment to training is reflected in seminars, supervision, and other professional development activities available to trainees. Supervision: Individual supervision is provided by senior staff psychologists, social workers and counselors. Advanced practicum students receive 1-2 hours of individual supervision each week, depending on the number of clinical hours for which they contract. Other members of the training staff may also provide clinical supervision of aspects of the student's work. The Supervisor will work with the student to identify her or his training needs and develop a contract that best fulfills the individual's training goals, as well as those of the academic program and CSUHN. Training Seminars: All Advanced Practicum Students participate in the Advanced Practicum/GSA Seminar. The option also exists to increase one's time in order to participate in the Outreach Seminar and outreach service delivery. The seminars are described below: вЂў Advanced Practicum/GSA Professional Issues Seminar & Case Conference: This seminar addresses issues of professional growth and development in order to facilitate entry into the field of mental health. Presentations by staff members, community professionals, and trainees cover a wide range of topics based on the groupвЂ™s needs and special topics that are of interest to them. It also provides a forum for peer supervision in a case conference format. вЂў 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 22 populations that often do not seek mental health services, such as culturally diverse students. In-service Training: An in-service training with mental health and medical staff is scheduled each month throughout the academic year. Retreats with all CSUHN staff are held in January and August. National conferences and symposia are regularly sponsored at CSU in a wide variety of areas, such as diversity, suicide prevention, and Asperger's Syndrome. All trainees are invited to attend these activities. Administrative Time: Depending upon the number of clinical hours provided, Advanced Practicum Students are allotted 1-2.5 hours each week to write clinical notes, make phone calls, respond to emails, and tend to other administrative tasks. Application Information Psychology graduate students interested in applying for the 2013-2014 Advanced Practicum should submit: 1. A cover letter detailing interest in and reasons for seeking a practicum at CSUHN and a description of supervised clinical experience; 2. A current vitae or resume; and 3. letters of recommendation from two professional references, at least one of which must be from a clinical supervisor. All materials must be received in our office by 5 p.m. on March 9, 2013. If positions remain vacant, late applicants will be considered. Please submit materials electronically to: [email protected] For more information, please contact Dr. Aki Hosoi, Counseling Services Training Director, at (970) 491-2744. Colorado State University is committed to providing a safe and productive learning and living community. To achieve that goal, we conduct background investigations for all final candidates being considered for employment. Background checks may include, but are not limited to, criminal history, national sex offender search and motor vehicle history. All internship offers are contingent upon successful completion of a background check to be conducted immediately following the match announcement. For more complete information about the Colorado State policy, please see http://www.hrs.colostate.edu/pdfs/form-background-check-disclosureauthorization.pdf. Colorado State University is an equal opportunity/affirmative action employer and complies with all Federal and Colorado State laws, regulations, and executive orders regarding affirmative action requirements. 23 University of Colorado at Boulder вЂ“ Counseling and Psychological Services Advanced Practicum Training Program 2012-2013 Our Center & Staff CAPS serves the student population at the University of Colorado at Boulder. CAPS offers counseling, consultation, and outreach designed to enhance studentsвЂ™ academic success, personal well-being, and social competence. We are staffed by licensed clinical and counseling psychologists, clinical social workers, and professional counselors, in addition to support staff and trainees. CAPS is committed to a community model. We view the entire university as our client, just as we regard the students who seek our direct services as clients. In its delivery of services and its training, CAPS incorporates multicultural values and practices. Our primary areas of service include brief individual psychotherapy, groups, workshops, crisis intervention, case consultation, teaching, multicultural training and advocacy, as well as community and organizational consultation. A range of psychotherapeutic orientations is represented among our staff; these include psychodynamic, emotion-focused, humanistic, existential, narrative, interpersonal, systemic, feminist, solution-focused, social-constructionist, Ericksonian, mindfulness-based, ACT, constructivist, and cognitive-behavioral as well as integrative and eclectic approaches. For more information about our staff and center, please visit us online at http://counseling.colorado.edu. Who May Apply Practicum program applicants must be currently enrolled in a Masters or Doctoral program in counseling or clinical psychology, and must have completed at least one year of supervised practicum training by the beginning of the fall semester when practicum commences. Demonstrated commitment to the values of social justice and multiculturalism as evidenced by coursework, community involvement, or life experience is required. We are committed to seeking a diverse group of applicants. Training Program Requirements Orientation Wednesday & Thursday, August 8 вЂ“ 9, 2012, 9:00 a.m. to 3:00 p.m. Practicum placement hours begin Monday, August 27, 2012 and will end on Tuesday, May 14, 2013. Additional summer hours may be arranged during the summer of 2013, following the successful completion of advanced practicum program. Training, supervision and Center activities Staff In-Service (1.5 hours) and Training Seminar and Group Supervision (2 hours) are all mandatory. Currently these meetings occur on Mondays between 8:30 and 12 noon. 1-2 hours of individual clinical supervision, to be arranged with supervisor On-site work at center at least 20 hours a week, including weekly caseload of 8-12 clients, 1-2 walk-in shifts, and 2-3 hours of outreach and/or group therapy. Vacations may be scheduled, with supervisor's approval, during university holidays and break periods. See CUвЂ™s academic calendar at www.colorado.edu/academics/calendar.html. Adherence to ethical and legal standards as well as Center and University policies. Participation in an on-going evaluation process and appropriate self-disclosure as required in various seminars and supervision. Finalists will be expected to successfully complete a criminal background check. 24 Information Session The CAPS staff and current trainees invite prospective applicants to attend an information session on Monday, January 30, 2012 from 9:00-11:00 a.m. To Apply, Please Submit (1) A cover letter including: a) reasons for seeking a practicum at Counseling and Psychological Services; b) description of supervised clinical experience; (Include actual number of hours already completed and hours anticipated prior to August, 2012. Please include a breakdown which indicates number of hours providing individual, couple, family, and group therapy; assessment; crisis intervention; workshops, presentations, or other outreach; and hours of supervision received. You also may include description & hours of other relevant experience.) c) name of graduate program, including whether this program is accredited by CACREP, APA or similar body. (2) a current vitae or resume; (3) two letters of recommendation from individuals familiar with applicantвЂ™s work in providing psychotherapy and/or graduate coursework. One (1) letter must be from a previous clinical supervisor or someone knowledgeable of applicantвЂ™s clinical skills. All materials must be received in our office by 5 p.m. on February 29, 2012. For full consideration, get all application materials in by February 29. Late applications may be considered if space is available and on a case by case basis. Individual interviews will be scheduled from March 5-14, 2012. Final selection of applicants will be made no later than March 20, 2012. Mail applications to Frank Kim, PhD & Glenda Russell, PhD Directors of Training Counseling & Psychological Services 104 UCB Boulder, CO 80309-0104 OR submit electronically to: [email protected] or [email protected] For more information, please contact Drs. Russell or Kim, or call CAPS (303-492-6766). 25 Regis University Office of Counseling and Personal Development Practicum Student Placement Services provided by practicum student: While the mandated substance abuse cases are more short term and solution focused in nature, the typical counseling center clients range from 8 вЂ“ 30 sessions. We have no session limits and students receive our services for free. Our clientвЂ™s average number of sessions is 8 but often practicum students will have several weekly clients for the duration of their placement allowing for strong long-term treatment experience. Assessment experience is primarily limited to substance abuse assessments which involve an on-line psychoeducational component and use of the SASSI tool. Practicum students will provide programming and consultation with residence life staff, athletics, faculty regarding issues of suicide/mental health, substance abuse, violence including sexual assault, body image/eating disorders, sexual behavior, wellness, stress management, fitness, and nutrition. Duties of psychology trainee Treatment/Assessment of clients addressing a myriad of mental health issues. Trainee will carry a caseload comprised of three-quarter mental health cases (approximately 7-9 clients) and onequarter mandated substance abuse clients (approximately 3-4 clients) at any given time. Trainee will provide psychoeducational programs to academic classes on multiple occasions, primarily during the fall semester. Trainee will be responsible for keeping all paperwork and client statistics up to date. TraineeвЂ™s sessions will be audio or video taped and tapes will be shown in supervision and to the counseling center staff on a monthly basis for increase supervision/consultation. Supervised by: APA intern and Jina Jensen, Psy.D. Theoretical Orientation: Psychodynamic, Systems and Cognitive Behavioral Supervision format: 1:1; 2:1 and all-staff supervision for a total of about 4 hours/week. For more information about our training opportunities, please email Jina Jensen or call her at 303-458-3510 26 В В Psychology Training Program in Integrated Primary Care Students may be placed at various clinics, including Commerce City, Brighton, Frederick, Longmont, Fort Collins Salud Family Health Centers is a Community Health Center with nine clinics covering parts of Weld, Boulder, Adams, Larimer, Morgan and Logan Counties, Colorado. Salud is dedicated to providing primary health services to all the residents of its defined catchment area. The Salud system follows an integrated model of care that aims to ensure high-quality, comprehensive, culturally competent, primary medical, dental, and behavioral health services to traditionally underserved populations, thus reducing barriers to care. Salud promotes prevention and early intervention in an effort to reduce unnecessary medical concerns, utilization, and costs. Psychology Training Program Description The psychology training program at Salud includes opportunities for graduate-level practicum students, pre-doctoral interns, and postdoctoral residents. We aim to develop culturally-competent primary care psychologists who are prepared to work in integrated safety net settings as clinicians, educators, and administrators. Our goal is to provide trainees with clinical, consultative, and educational experiences that will inform their view of health and the healthcare system and impact their approach to patient care. As a trainee you will have the opportunity to practice in one of the top integrated primary care settings while learning about policy, organizational, and management issues that professional psychologists working in medical settings need to understand. Training Program Philosophy The philosophy of the program is guided by the Local Clinical Scientist Model as described by Stricker and Trierweiler (American Psychologist, 1995), which emphasizes utilizing observation skills, imbued with a scientific approach and attitude, to address clinical problems, all with an appreciation of the importance of context. The primary purpose of the training is to help trainees utilize and expand on their existing competencies in a primary care setting. Trainees must exhibit strong critical thinking, case conceptualization, and hypothesis testing abilities, awareness of personal biases, and cultural competency. Services provided: The Salud system provides a full spectrum of high-quality, comprehensive, culturally competent, primary medical, behavioral, and dental care, including obstetrics and outpatient care. Salud promotes prevention and early intervention, thus keeping underinsured or uninsured individuals out of hospitals and emergency rooms. Behavioral Health Providers (including psychology trainees) are integrated into the primary care teams and encounter primary care patients during their regular medical visits as well as during scheduled therapy sessions. Behavioral Health Providers are responsible for screening, assessing, identifying, and treating mental health concerns within the context of the healthcare team as well as supporting the medical provider around chronic disease management and health behavior change. Services include screening, consult, therapy, psychological testing, and shared medical appointments. Duties of psychology trainee: Health and Behavior Screenings: Trainees will administer universal health and behavior screenings, provide appropriate brief intervention and/or referral, and report relevant findings to providers. PCP Collaborations: Trainees will provide consultation-based services, including intervention, assessment and/or mental health diagnosis as requested by Salud providers. Trainees will work closely with more senior clinicians throughout the training period until they are deemed ready to function independently. 27 Psychotherapy: Trainees will provide individual psychotherapy not to exceed 30% of total time. Trainees will be responsible for all elements of care including scheduling, choice of intervention strategy, treatment planning, and documentation of services. Testing/Assessment: Trainees will have the opportunity to conduct psychological testing/assessments based upon available referrals. Case presentation: Trainees will present one formal case presentation to Psychology team during their training year. Monthly meetings: Trainees are required to attend monthly Psychology group supervision, including didactics and case presentation (first Tuesday of the month 8:30-11:30am). Mandatory Orientation: September 4 and 5 all day Culturally diverse populations served: Euro-American 33%; Hispanic American 65%; Gay/Lesbian/Bisexual 10 % (estimate). OTHER: 2% Supervision provided by: Katrin Seifert, Psy.D., Licensed Psychologist; Associate Psychology Training Director (to be hired); Postdoctoral fellows under supervision of Licensed Psychologist Theoretical Orientation: Varies based on supervisor Supervision format: Individual and Small Group Ratio of supervision to clinical hours: 1:8 Number of psychology trainees: Varies Number of hours/week trainee works: Minimum 12 hours per week Psychology trainee qualifications needed: Cultural sensitivity; ability to communicate in Spanish preferred; ability to function in a fast-paced medical environment requiring quick assessment and intervention; strong communication skills. Advanced students only (with 2 years clinical experience). Pay: None We accept applications in February/March and begin interviews in mid-March. To apply, please send cover letter and CV via email to: Director of Integrated Services and Psychology Training PO Box 189 Frederick, CO 80530 303-820-4726 303-833-5144 (fax) В В 28 External Practicum Sites and Contact Personnel AIMS Community College Richard Hanks, PsyD, LP [email protected] Chris Karl, LPC [email protected] Aurora Mental Health Center (Child and Family Team South) Rebecca Kinney, PsyD, LP [email protected] Denver Reception and Diagnostic Center (CO Dept. of Corrections) Nikki Johnson, PsyD, LP [email protected] University of Northern Colorado Counseling Center http://www.unco.edu/counseling/training/index.html Meredith Cohn Shefferman, Ph.D., Training Director 970-351-2496 [email protected] Colorado State University Health Network (CSUHN) http://www.health.colostate.edu/pages/graduate-training/advanced-practicum.aspx Aki Hosoi, Ph.D., Counseling Services Training Director 970-491-2744 [email protected] University of Colorado вЂ“ Counseling and Psychological Services (CU-Boulder CAPS) https://counseling.colorado.edu/index.php?option=com_content&view=article&id=29&Itemid=2 4 Frank Kim, Ph.D. & Glenda Russell, Ph.D., Directors of Training 303-492-6766 [email protected] or [email protected] Metropolitan State College of Denver http://www.mscd.edu/counsel Michael Malmon, Ph.D., Program Coordinator 303-556-3132 [email protected] Amy Westergren-Amlicke, PhD, LP [email protected] Regis University Office of Counseling and Personal Development http://www.regis.edu/regis.asp?sctn=sl&p1=pc&p2=training Jina Jensen, Psy.D. 303-458-3510 [email protected] Department of Veterans Affairs Greeley http://www.cheyenne.va.gov/visitors/greeley.asp Hillary Spears 970-313-2147 Denver http://www.denver.va.gov Jennifer Olson-Madden, Ph.D. 303-399-8020 Ext: 2509 [email protected] Cheyenne http://www.cheyenne.va.gov/index.asp Allison Hahn, Psy.D. 307-778-7511 Tanya Tom, Ph.D. 307-778-7550 Northrange Behavioral Health http://www.northrange.org/programs.htm 970-347-2120 Instructions for Applying 29 1. Become familiar with the different programs within NRBH. Decide which program may be a best fit depending on training needs and interests. (Program descriptions and contact info. are available on the website.) 2. Contact the program director directly and let him/her know of your interest in working in the program. 3. Contact Human Resources and provide a cover letter and CV, and HR will contact different programs who may be needing student вЂњinterns.вЂќ Touchstone Health Partners (formerly Larimer Center for Mental Health) http://touchstonehealthpartners.org Michael LaGarde 970-494-4239 [email protected] Perklen Center for Psychotherapy Kim Ruybal, LPC, NCACII 970-353-8171 1020 8 St, Greeley, CO 80631 Platte Valley Youth Services Center Kevin Powell, Ph.D. 970-304-6281 2200 O St, Greeley, CO 80631 Connections: Mental Health and Substance Abuse Resources http://healthdistrict.org/mentalhealth/ Stacy Overton, Ph.D. 970-221-5551 Community Reach Center http://www.communityreachcenter.org/ Erica McElroy, Ph.D. 303-853-3662 [email protected] Salud Family Health Centers http://www.saludclinic.org/ Jonathan Muther, Ph.D., Associate Psychology Training Director 303-820-4725 [email protected] В 30