The George Washington University Colonial Health Center

Doctoral Internship in Professional Psychology Brochure

Our APPIC Match Number is 118911

The Colonial Health Center (CHC) at The George Washington University is currently accepting applications for two (2) full-time internship positions for the 2018-2019 academic year. We hope that the information contained in this brochure provides a comprehensive understanding of what we have to offer in our internship program. We hope that this information will allow you to make decisions about the fit of our internship with your interests. If you have any questions, please call Amber Cargill, Psy.D., Assistant Director for Training and Education at 202-994-5300 or email [email protected].

Table of Contents

Application Information ...... 2

Internship Setting ...... 3

Philosophy of Training ……………………………………………………………………………………………………………. 5

Internship Overview ...... 7

Internship Goals ...... 8

Internship Activities ...... 10

Sample Schedule ...... 13

Meet the Training Staff ...... 14 Application Information

Eligibility Requirements

We prefer applicants from Ph.D. and Psy.D. programs in clinical or counseling psychology. Stronger consideration will be given to applicants from APA accredited programs. Applicants should have a minimum of 500 intervention hours on the APPI by the application due date (see below for due date). All coursework, practicum experience, and comprehensive examinations required for the doctoral degree should be completed (or in progress) prior to the rank order list submission deadline, and must be completed prior to the internship start date. Applications are not considered complete until all materials are received. Individuals who are currently receiving Colonial Health Center mental health services or who have received Colonial Health Center mental health services in the past are not eligible to apply to CHC graduate training programs or postdoctoral fellowships.

Application Deadline

To be considered for the internship of the academic year 2018-2019, all application materials must be uploaded on to the AAPI Online by Friday, November 3, 2017 at 3:00 p.m. (EST). Interview notifications will be sent no later than December 13, 2017. Interviews will be set up and conducted in early January. Match Day for Phase I is February 23, 2018.

Application Instructions

UCC is participating in the APPIC Match, as a APPIC member and APA Accredited program. Please contact the Office of Program Consultation and Accreditation at Office of Program Consultation and Accreditation, American Psychological Association, 750 1st St, NE, Washington, DC 20002, or contacted via phone at 202-336-5979 or email at [email protected]. Please see APPIC’s website for more information regarding general application procedures (http://www.appic.org/). Our APPIC Match number is 118911.

To apply electronically, please follow instructions for the AAPI Online. Please make sure that your AAPI includes the following:

1. A cover letter that includes information about your interests and how our program fits with your experience, training goals, and longer term career plans 2. Vita detailing educational, training, practicum, and employment experiences 3. Official transcripts of graduate coursework 4. Three letters of recommendation, two of which must be from persons familiar with your recent clinical/counseling work. 5. Completed and accurate Part I of AAPI 6. Academic Program's Verification of Internship Eligibility and Readiness Internship Setting

The George Washington University was created in 1821 through an Act of Congress, fulfilling George Washington’s vision of an institution in the nation’s capital dedicated to educating and preparing future leaders.

Today, GW is the largest institution of higher education in the District of Columbia. We have more than 20,000 students—from all 50 states, the District and more than 130 countries—studying a rich range of disciplines: from forensic science and creative writing to international affairs and computer engineering, as well as medicine, public health, the law and public policy.

GW comprises three campuses—Foggy Bottom and Mount Vernon in Washington, D.C., and the GW Virginia Science and Technology Campus in Ashburn, Va.—as well as several graduate education centers in the metropolitan area and Hampton Roads, Va.

Foggy Bottom Campus

The Foggy Bottom Campus sits in the heart of the nation’s capital, in a vibrant neighborhood bordered by the Potomac River, the Watergate complex, the White House and the State Department. Its location is key to the University’s mission and critical to its success. The campus is home to the majority of GW’s schools and administrative offices, as well as classrooms, libraries, residence halls and the University’s medical center.

Since 1912, GW’s Foggy Bottom Campus has been a part of the historic Foggy Bottom neighborhood, only blocks from the White House, State Department, World Bank, and world-class museums. The campus is truly a part of Washington, D.C., and its range of architecture reflects that relationship. More than 100 campus buildings house classrooms, libraries, residence halls, fitness centers and the medical center. Landscaped outdoor spaces include pocket parks, the University Yard, a flourishing rose garden, the classical Tempietto and outdoor sculptures.

The Colonial Health Center

Mission Statement

The Colonial Health Center (CHC) serves as the primary mental health agency for GW students and the entire campus community. Our mission is to support students' mental health and personal development by collaborating directly with students to overcome difficulties and challenges that may interfere with their academic, emotional and personal success.

Through individual and group counseling, crisis intervention, assessments, and referrals, CHC strives to provide students with ample opportunities to:

• develop greater insight and self-understanding

• identify and solve problems • reduce emotional distress

• improve cognitive, emotional, academic, and interpersonal functioning

In addition to our direct clinical services, we seek to promote emotional health and wellness as a value to the GW community through consultation, outreach activities, and collaborative partnerships with faculty, staff, administrators, family members, and others in the campus community.

In the spirit of the educational mission of the university, CHC is also committed to preparing current student paraprofessionals and future mental health professionals for ethically and culturally competent practice through training and other educational activities.

We are committed to respecting and promoting the value of diversity at the university, as well as providing culturally sensitive mental health services to the campus community.

Diversity Statement of CHC

CHC is committed to creating a safe, welcoming, and affirming environment for all GW students—an environment that is conducive to the exploration of personal, social, emotional, and academic concerns. To echo GW’s Statement on Diversity and Inclusion:

“We must intentionally act to create the diverse and inclusive community that enables everyone to flourish.”

We define diversity to include, yet not be restricted to: ethnicity & ethnic identity, race & racial identity, age, sexual orientation, sex & gender identity, religious beliefs & affiliations, socioeconomic status, educational background, nationality, citizenship status, veteran status & military affiliation, body shape & size, differences in ability.

We value DIVERSITY as a guiding principle as we PROVIDE direct clinical services, PROMOTE social justice & campus-wide health and wellness, and PREPARE future mental health professionals and current student paraprofessionals for leadership and practice.

In addition, we are sensitive to diversity issues when interacting, consulting, and collaborating with colleagues and with the GW community.

We recognize and examine the effects of PREJUDICE, DISCRIMINATION, OPPRESSION, and POWER & PRIVILEGE upon complex emotional experiences and processes.

As a mental health agency, we take active and purposeful steps to be culturally self-aware, knowledgeable, and competent in all work-related matters. To that end, we embrace LEARNING as a life-long process. We strive to PROMOTE SOCIAL JUSTICE for all persons and to create a supportive campus climate for all GW students. We contribute to this environment by using cultural empathy, acceptance, and compassion to inform all of the services we provide and all of our professional interactions.

The university is an Equal Employment Opportunity/Affirmative Action (EEO/AA) employer committed to maintaining a non-discriminatory, diverse work environment. The university does not unlawfully discriminate on the basis of race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity or expression, or on any other basis prohibited by applicable law in any of its programs or activities.

The Staff

The professional staff at CHC consists of four licensed psychologists, three licensed clinical social workers, and two licensed professional counselors. There are three psychology associates and three licensed graduate professional counselors on staff as well. There are a number of administrative staff who support daily operations of the health center. Additionally, we have two postdoctoral clinical fellows, two doctoral interns, three masters interns, and an assessment extern. Our staff represents a variety of theoretical orientations and clinical experiences.

Philosophy of Training

Our training program is consistent with the overall mission of the George Washington University Colonial Health Center (CHC), i.e., to promote students’ mental health and personal development to overcome challenges that may interfere with their academic, emotional, and personal success through individual and group counseling, crisis intervention, assessments, outreach, and consultation. We operate from a practitioner-scholar model of training, emphasizing observing, learning, and practicing while consulting scholarly research. Our training philosophy emphasizes each of the following domains:

Clinical Competence

We recognize that the field of professional psychology demands a flexible repertoire of well integrated skills (e.g., intake assessments, crisis intervention, psychotherapy, consultation and outreach, psychological assessment, and supervision) applicable to a variety of contexts. In keeping with this notion, our training program encourages trainees to engage and continually assess their participation in a variety of clinical roles (e.g., clinician, community liaison, consultant). Our training program encompasses the broad range of clinical services offered by a university counseling center. Trainees apply their repertoire of skills across different contexts, target populations, and theoretical paradigms. We acknowledge an increasing level of theoretical and cultural diversity in the field of professional psychology, and we strive to reflect that diversity in our staffing. We value the opportunities to discuss and play a role in increasing trainees’ awareness of diversity issues and ability to adapt theoretical perspectives to individual differences. Trainees learn these principles through training activities, observation, and collaboration with senior staff. Diversity/Individual Differences

A guiding training principle of the CHC is enhancing multicultural clinical competence. Our counseling center honors "culture" with a broad lens, inclusive of social locations and cultural identities including: race and racial identities, ethnicity and ethnic identities, religion, social class, acculturation experiences, sexual identity, gender and gender identity, and disability. This perspective promotes our philosophy that all counseling and therapeutic interactions are multicultural and cross-cultural, to the extent that there are similarities and differences across clinicians' and clients' backgrounds and experiences of power. Our training program strives to sharpen trainees’ knowledge of mental health experiences across these domains, encouraging reflection on their self-awareness of these facets of human experience in the service of building and expanding upon clinical competence.

Supervision/Mentorship

Our staff place a high value on our training program and consider our trainees a vital part of our center. Our training program adheres to an open-door policy with all staff, including trainees. Trainees are encouraged to interact with staff who function in a variety of roles such as mentor, supervisor, consultant, teacher, advocate, and administrator. We afford trainees numerous opportunities to work closely and in consultation with staff members across the range of CHC services.

A priority is placed on establishing supervisory relationships quickly so that trainees develop a secure relationship with their mentors. We believe that supervision is integral in fostering trainees’ development of the self-awareness necessary to function as independent professionals. In addition to teaching pertinent clinical skills, all senior staff model and underscore the importance of the highest ethical, legal, professional, and culturally competent standards, and emphasize the development of the trainees’ capacity to work collaboratively with colleagues and other professionals.

Professionalism/Professional Identity Development

Each year, we seek trainees who have experience with a variety of clinical populations and presenting concerns. As emerging professionals, trainees are expected to have a high degree of self-motivation and self-direction as their responsibilities increase over the course of the training year. We believe that it is essential for trainees to be self-aware and to reflect upon, discuss, and learn from their experiences. These prerequisites are key ingredients to the overall hope for our trainees: to increase the depth and complexity of their thinking about clients, self, and clinical/professional issues. Trainees learn to adapt to a fast paced and busy work environment. Training at the CHC is sequential, cumulative, and graded in complexity. From orientation through the unfolding academic year, our program allows for increasing levels of role conceptualization, responsibility, and variety of tasks. We value the collaborative relationship with have with our colleagues within Mental Health Services and across the entire CHC. Therefore, interns will have ample opportunity to grow in the their professional roles through effective communication, interdisciplinary collaboration and consultation, and Intern progress is monitored with semi-annual evaluations. Research

Our training program is strongly informed by the professional literature, modeling the integration of science and practice in various ways. Our training program emphasizes the use of clinical theory as a lens to filter the inherent complexity of clinical observations (Stricker & Trierweiler, 1995). CHC staff integrate theoretical and clinical readings with the discussion of case material in seminars and in supervision with trainees. Training seminars are designed to parallel closely trainees’ clinical activities. Trainees are encouraged to engage in program evaluation and research projects at our center. Our staff is also committed to furthering the scientific body of knowledge by attending and presenting at professional conferences. Trainees are also encouraged to attend and present at conferences, and are encouraged to engage in other scholarly activities.

Professional Ethics

Trainees are expected to follow ethical guidelines and principles as established by their respective governing associations, American Psychological Association (APA) for psychology trainees, American Counseling Association (ACA) for counseling trainees, and National Association of Social Workers (NASW) for social work trainees. They are expected to be aware of and adhere to pertinent District of Columbia laws governing professional practice. Trainees must maintain ALL client information confidential as required by law and the respective ethics codes. Ethical issues are integrated into all discussions regarding service delivery and into all training opportunities, including seminars, individual and group supervision sessions.

Overall, we offer a comprehensive and structured training program with the flexibility to address the individual learning needs of each trainee. Internship Overview

The internship year begins August 1 and runs through July 31 of the following year.

The internship experience at CHC is based on 2000 hours of practice with an expectation of at least 500 hours of direct clinical service. Interns gain experience with a variety of direct service activities throughout the year which are described in detail below. Although there is a predetermined set of expectations required to complete internship, the degree of involvement in some activities is negotiable and determined by the interest and experience of the intern, as well as the needs of the CHC.

The internship position offers a salary of $26,100 paid on a bi-weekly basis. Interns receive annual and sick leave, as well as professional development time for professional activities such as dissertation defense, job interviews, and conferences. In addition, there are approximately 11 university holidays. All interns have a private office with a personal computer linked to the University network, and library privileges. Interns are also offered medical and dental insurance, as well as other employee benefits. Interns have the same level of access to administrative and support staff as full-time staff members. Administrative and support staff assist in the daily operations of the center.

******Interns are strongly encouraged to take the bulk of their leave between semesters and during the summer session to ensure that internship requirements are reached.****** Internship Aims, Competencies, and Elements

In addition to preparing interns to meet the requirements for psychologist licensure, our internship program aims to produce competent and versatile generalists who are prepared to practice as entry- level professionals in university counseling centers as well as a variety of related clinical settings. During the training year, interns are gradually given greater degrees of responsibility and autonomy, and by the end of their training year, interns have consolidated their learning experiences into a comprehensive set of professional skills. To that end, the internship program seeks to accomplish the following goals:

Aim 1: To assist interns in the development of competence in a range of activities in the practice of health service psychology in order to be competent entry-level professionals at the conclusion of internship.

Competency 1.1: Intervention Interns will demonstrate competence in evidence-based interventions consistent with the scope of Health Service Psychology and consistent with the treatment model of the Colonial Health Center.

Interns will be provided with experiences in the following areas: 1. Using Evidence-based practice in intervention and assessment 2. Creating and sustaining effective relationships with a wide variety of clients 3. Learning about the Stepped-Care Model 4. Utilizing evidence and clinical data to determine treatment plans (i.e., step) 5. Evaluating the effectiveness of treatment plans, and referring to higher or lower steps as needed

Competency 1.2: Clinical Interns will demonstrate competence appropriate to their level of professional development in initial assessment, psychotherapy/counseling, and crisis intervention.

Interns will be provided with experiences in the following areas: 1. Providing individual psychotherapy/counseling 2. Demonstrating basic helping skills including empathy, respect, genuineness, and warmth 3. Creating and sustaining a therapeutic and ethically sound relationship with a wide variety of clients 4. Learning and utilizing brief psychotherapy skills 5. Co-facilitating group psychotherapy (Process & Psychoeducational) 6. Conducting initial assessment/evaluation 7. Using Evidence-based practice in initial assessment, psychotherapy, crisis intervention 8. Conducting triage interviews 9. Engaging in case conceptualization 10. During Psychological Assessment, be able to choose appropriate assessment batteries for referral question. 11. Complete Assessment batteries appropriately. Incorporate data to complete report and determine response to the referral question. 12. Determining appropriate diagnoses 13. Deciding appropriate dispositions, treatment recommendations, and referrals as needed 14. Assessing and managing crisis situations 15. Responding to after-hours on-call situations 16. Incorporating diversity and individual difference knowledge, skills, and awareness into all interventions/assessments 17. Communicating results, findings, and conceptualizations in written and oral formats clearly and effectively

Competency 1.3: Outreach Interns will demonstrate competence appropriate to their level of professional development in outreach.

Interns will be provided with experiences in the following areas: 1. Understanding the function of outreach in a university setting 2. Establishing relationship with outreach participants 3. Effectively assesses needs of community and develops outreach programs that incorporate needs 4. Applying literature when providing outreach services 5. Demonstrating knowledge of effective methods for outreach presentations 6. Designing, implementing, and facilitating psychoeducational and other outreach programs 7. Exhibiting sensitivity to diversity issues in preparing and conducting outreach programs 8. Communicating knowledge and results effectively 9. Evaluating and adjusting programming to meet the needs of the audience

Competency 1.4: Assessment Interns will demonstrate competence in conducting evidence-based assessment consistent with the scope of Health Service Psychology, and consistent with the needs of the college population.

Interns will be provided with experiences in the following areas: 1. Understanding the function of psychoeducational assessment in a university setting 2. Using current literature to guide assessment strategy 3. Establishing relationship with assessment examinees 4. Selecting appropriate assessment tools based on referral question and clinical data 5. Determining needs of examinee based on clinical data and identity factors 6. Understanding differential diagnoses 7. Determining recommendations based on clinical data and context of the university setting 8. Demonstrating ability to work with a variety of clients, including those from diverse backgrounds

Competency 1.5: Supervision Interns will demonstrate competence in the provision of supervision consistent with the scope of Health Service Psychology.

Interns will be provided experiences in the following areas: 1. Engaging in didactic training regarding provision of supervision 2. Demonstrating understanding of models of supervision 3. Demonstrating general understanding of the role of a supervisor 4. Applying knowledge of supervision to interactions with supervisees 5. Assessing supervisees’ developmental level and tailor supervision to match their developmental stage 6. Exhibiting the ability to work with supervisees of diverse backgrounds

Aim 2: To assist interns in the development of multicultural competence regarding issues related to diversity and individual differences in the practice of Health Service Psychology to be competent entry level psychologists at the conclusion of internship.

Competency 2.1: Individual and Cultural difference Interns will demonstrate knowledge, understanding, and awareness of the impact of issues related to diversity and individual differences about oneself and when interacting with clients, colleagues, and the community.

Interns will have the opportunity to engage in the following:

1. Interacting with diverse client populations, diverse colleagues, and other departments and offices that engage with diverse student populations (Multicultural Student Services Center, LGBT Resource Center) 2. Building multicultural knowledge and skills, including understanding multicultural theory, worldviews of culturally different individuals, and using culturally appropriate interventions to treat these individuals 3. Critically evaluating the contribution of diversity issues when conceptualizing client concerns 4. Increasing their awareness about the roles of power, privilege, and oppression in our work as psychologists 5. Increasing their awareness of their own personal intersecting and multiple identities, and how their multicultural lens (assumptions, values, biases) influences the therapeutic process and their work as psychologists 6. Engaging in difficult dialogues and self-exploration related to identity, culture, and power/privilege as a cohort and with staff in training and professional opportunities 7. Participating in didactic programming addressing cultural experiences in counseling and psychotherapy 8. Utilizing supervision effectively to explore and process cultural and individual identities and their connection to interns’ work with clients and the broader system. Using supervision to identify their developmental needs, strengths, and areas needing improvement in working to become a more multiculturally competent psychologist 9. Independently monitoring and applying knowledge of self and others as cultural beings in all interventions, assessment, consultation, and outreach 10. Integrating research on diversity and multiculturalism into clinical work 11. Working with the goal of minimizing unintentional oppression in which psychologists participate.

Aim 3: To assist interns in the development of competence in ethical/legal principles in the practice of health service psychology.

Competency 3.1: Ethical and Legal Standards Interns will demonstrate integration of ethical/legal standards into all areas of practice, and respond to increasingly complex situations with a greater degree of independence. Interns will have the opportunity to engage in the following: 1. Learning and abiding by Ethical Principles of Psychologists and Code of Conduct of the American Psychological Association (2002), DC Mental Health Law, and Center policies 2. Applying knowledge of ethical and legal standards of practice to all work and conducting self in an ethical and legal manner across settings and situations 3. Recognizing ethical/legal situations as they arise 4. Monitoring and consulting to resolve situations that challenge ethical principles 5. Developing a professional identity that integrates ethical and legal practice 6. Using supervision to examine ethical and legal issues as they arise

Aim 4: To assist interns with the establishment of a professional identity by the conclusion of internship that takes into account the scope of practice of health service psychology.

Competency 4.1: Professional Values and Attitudes Interns will demonstrate integration of professional values and attitudes into all areas of practice, and respond to increasingly complex situations with a greater degree of independence.

Interns will have the opportunity to engage in the following: 1. Demonstrating the ability to monitor self, attend to issues related to self-care, and intervene appropriately 2. Managing personal and professional demands 3. Gaining awareness of impact on others 4. Developing effective strategies for ascertaining and managing interpersonal conflict 5. Demonstrating increased competence, confidence, and autonomy as a psychologist-in- training 6. Engaging in activities directly related to professional interests 7. Developing an identity that fully integrates professional values and attitudes as well as respect for individual difference and issues of diversity 8. Learning and abiding by legal and ethical principles, as well as Center policies 9. Gaining understanding of professional conduct and boundaries 10. Demonstrating awareness and understanding of the dynamics of functioning as a member of a professional team 11. Being responsive to and non-defensive about feedback from supervisors, other staff members, and clients 12. Utilizing supervision to grow and develop competence in their ability for self-reflection and self-awareness, including professional strengths and areas for growth, and for integrating this awareness into their practice in psychology and professional identity. 13. Responding to increasingly complex situations with a greater level of independence

Competency 4.2: Communication and Interpersonal skills Interns will demonstrate competence in their abilities to be effective in their communication and interpersonal skills, and demonstrate this effectiveness across the scope of services related to health service psychology

Interns will have the opportunity to engage in the following: 1. Interacting with supervisors, staff, clients, multidisciplinary colleagues, and other professionals in a respectful, collegial humane, and compassionate manner 2. Promoting collegial relationships that are collaborative and conflict resolving 3. Gaining awareness of impact on others 4. Developing effective strategies for ascertaining and managing interpersonal conflict 5. Demonstrating effective communication skills in written and oral formats

Competency 4.3: Consultation and Interprofessional/Interdisciplinary Skills Interns will demonstrate competence in consultation and working with interdisciplinary professionals

Interns will have the opportunity to engage in the following: 1. Interacting with supervisors, staff, clients, multidisciplinary colleagues, and other professionals in a respectful, collegial humane, and compassionate manner 2. Builds and manages consultative relationships with interdisciplinary clinical staff, psychiatrists, university faculty/staff/offices, parents, community providers 3. Promoting collegial relationships that are collaborative and conflict resolving 4. Understanding the function of consultation in a university setting 5. Establishing relationship with consultee 6. Building and managing consultative relationships with interdisciplinary clinical staff, psychiatrists, university faculty/staff/offices, parents, community providers 7. Effectively assessing needs of consultees and develops programs that incorporates needs 8. Applying literature when providing consultative services

Aim 5: To assist interns with solidifying a commitment to engaging in research and scholarly practice within the scope of practice of health service psychology

Competency 5.1: Research Interns will demonstrate competence and commitment to turning to research to inform their clinical practice

Interns will have the opportunity to engage in the following: 1. Demonstrating an understanding of the integration of science and practice in health service psychology 2. Utilizing program evaluation and outcome measures to evaluate the progress of own activities and using this information to improve effectiveness 3. Developing ability to inform professional practice through utilization of professional literature 4. Demonstrating a commitment to scholarly inquiry and professional continuing education 5. Demonstrates an understanding of literature in the context of issues of diversity

Direct Service Activities

Overview

The internship experience at CHC is based on 2000 hours of practice with an expectation of at least 500 hours of direct clinical service. Interns gain experience with a variety of direct service activities throughout the year which are described in detail below. Although there is a predetermined set of expectations required to complete internship, the degree of involvement in some activities is negotiable and determined by the interest and experience of the intern, as well as the needs of the CHC.

Clinical Service Individual Counseling (15 hours) – Each intern is expected to carry an average of 15 individual client hours, primarily of a short-term (up to 12 sessions) nature on a weekly basis. Interns’ actual caseloads may be larger as they may see clients on a biweekly basis or for 30-minute sessions. One to two long- term therapy cases may be carried, but must be discussed between an intern and their individual supervisor.

Group Therapy (1.5 hours)— Each intern will co-facilitate at least one therapy group each semester. Interns can choose the type of group they would like to co-facilitate. Interns also have the option of creating a group of their choosing during the spring semester.

Triage Duty (4-5 hours)— Interns will be involved in our triage duty system after the first month at CHC. Triage Duty entails conducting brief assessments for students desiring to access CHC services. Students in crisis and those returning from hospitalization are also seen by triage counselors. Triage counselors also serve as consultants fielding any calls coming through CHC, in addition to providing follow-up to overnight inquiries, crises, and reports regarding students of concern, i.e., CARE reports.

After-Hours On-Call Services (4 weeks per internship year)—Interns will participate in CHC’s on-call rotation, where staff are responsible for fielding calls of an emergent nature after-hours dealing with students in crisis, or crisis situations in general on campus. Interns are provided with close backup support while on-call.

Assessment (minimum of 1 per semester) -- Interns will participate in Psychological Assessment, generally assessing for Learning Disorders (LD) and Attention Deficit/Hyperactivity Disorder (ADHD), though there is potential for more extended batteries based on the referral question. Interns may choose to do more than 1 per semester.

Supervision Provision

Provision of supervision (1 hour)—Interns will have the opportunity to serve as supervisors to masters level trainees during their second semester.

Outreach & Consultation

Doctoral interns are expected to present a minimum of nine (9) outreach presentations during the year (4-5 each semester) and participate in at least four (4) tabling events during the year. Interns will both respond to outreach requests from the community and will participate in the creation, design, implementation/facilitation of outreach presentations and programming. Interns MAY also meet some of their requirement by serving as a co-liaison for a particular department/organization on campus with a senior staff member. **This needs to be approved by the Assistant Director of Outreach & Prevention. Examples of active liaison roles currently within our center include engaging with International Student Services, Military and Veteran Services, Multicultural Student Services, Sexual Assault and Trauma Services, Athletic Department.

Training Activities

Orientation (3-4 weeks)

Interns are introduced to the program through a 3 to 4-week orientation period which occurs prior to the start of the academic year. The orientation includes opportunities for interns to meet with all CHC staff, to learn about CHC services and training activities, to become oriented to CHC and training program policies and procedures, as well as the evaluation and due process and remediation procedures. Becoming familiar with our technology such as the computerized scheduling system (Titanium) is also practiced. In addition, training is provided during the orientation in the areas of conducting initial assessments, documentation, conducting brief therapy, legal and ethical issues at CHC, risk assessment, referrals to campus and community resources, and how to conduct outreach presentations. Orientation also serves the purpose of getting to know interns professionally and personally, and provides an opportunity to discuss interns’ needs for the year.

Supervision

Individual Supervision (2 hours)— Interns receive two (2) hours of regularly scheduled weekly individual therapy supervision from a licensed psychologist. Each semester, the supervisor and intern are expected to clarify the following: training goals, supervisor and intern responsibilities and expectations, and supervision evaluation process and procedures. In addition to individual cases, interns are encouraged use supervision to explore issues related to professional development. Interns have a total of 3 individual supervisors over the course of the year. Interns will have one primary supervisor for the entire training year, and two secondary supervisors, one for the fall semester, and one for the spring semester and summer.

Group Supervision (2 hours)—Interns receive 2 hours of group supervision per week. During one hour of supervision, interns present cases, engage in professional development related conversations, and engage in discussion related to their training year. During the second hour of group supervision, interns are engaged in biweekly supervision of supervision to discuss their work as supervisors of trainees; and biweekly assessment supervision.

Supervision of Group Therapy (.5 hour)—Interns will receive 30 minutes of supervision with their group co-facilitator. Supervision of group usually is conducted right after the group to process group issues specific to each group led.

Supervision of Assessment (.5 hour) -- Interns will receive 30 minutes of supervision with the Assessment co-ordinator. There is an expectation that interns will complete at least 1 psychological assessment battery per term. Time may be extended if more support is needed while completing an assessment.

Seminars

Training Seminar (2 hours)— Interns are required to attend a weekly didactic training seminar taught by various members of the Center staff which are geared toward training areas of competency. During the spring semester, each intern is required to conduct one (1) presentation on a special clinical practice topic of their choice for a staff professional development.

Diversity Seminar (1.5 hours)— Interns will participate in a weekly one and a half (1.5) hours diversity group experience throughout the year. Interns will engage in a process of an open dialogue about diversity related issues/topics that may impact their clinical and professional work. In addition, the seminar will provide the space for personal growth around diversity related topics.

Evaluation

Interns will be evaluated formally by their supervisors at the end of the Fall semester and then again at the end of the year. These evaluations will assess current strengths and weaknesses in training competency areas. The fall evaluation and feedback will be used to focus supervision goals for the subsequent semesters. Ongoing feedback will be given to interns by their supervisors and the Training Director throughout the year. Interns will need to achieve the expected level of competency in all training areas at the end of the year to pass internship. Evaluation forms and competency expectations are discussed during orientation. Interns will evaluate their individual and group supervisors at the end of each semester, and evaluate other supervisors and their internship program and experience at end of the year. Interns are expected to complete a self-assessment at the beginning of the training year that is shared with their supervisors and the Training Director. This self-assessment is used to identify areas of strength, areas for growth, and goals for the internship year.

Other Center Activities

Staff meeting (1.5 hour)—Interns are required to attend the center-wide staff meetings weekly. Interns are expected to participate in designated staff meetings as colleagues.

Case management (PRN)—In line with our stepped-care model, interns are expected to manage their schedules. It is incumbent upon interns to ensure that they have enough time in their schedules to take care of their case management responsibilities, e.g., documentation and client follow-up.

Professional Development/Research Support (PRN, up to 2 hours)—Interns are allowed time in their schedules per week for research support to demonstrate our commitment to scholarly endeavors. Interns may also use this time to assist in completing their dissertations. This needs to be discussed with the Training Director prior to approval.

Lunch (5 hours)—Interns are given an hour per day for lunch included in their schedules. Interns are encouraged to engage in self-care and explore food options that DC has to offer.

Sample Week Schedule

Direct Clinical Services Weekly Hours Brief Individual Therapy 15 Group Therapy 1.5 Triage Duty 4-5 After-Hours On-Call Services 4 weeks per year Outreach Programming (4-5 per semester) / Consultation 1

Supervision Individual Supervision 2 Individual Supervision of Group .5 for each group Group Supervision 2 Training Activities/Meetings Training Seminar 2 Diversity Seminar 1.5 Staff Meetings 1.5 Case Management 5 Dissertation/Research Support 2 Lunch 5 Provision of Supervision 1 Meet the Training Staff

Primary Supervisors

Amber Cargill, Psy.D., Assistant Director, Training & Education I view clinical supervision as the space where growth happens, where supervisees are given the opportunity to reflect on both their clients’ and their own needs. I appreciate being able to participate in supervisees’ development of both clinical and professional identity. To that end, in addition to clinical work, I often address more systemic dynamics in supervision (e.g., of the UCC, of GW, of DC, etc.) and how they influence clients’ and supervisees’ experience. I operate from a family systems theoretical orientation and incorporate relational and third wave CBT approaches, namely ACT principles, into my work. My areas of specialty include racial/ethnic minority mental health, sport psychology, relationship dynamics, and identity development.

Zoeann Finzi-Smith, Ph.D., Diversity Services Coordinator Supervision is place for growth, support, challenging, and self-reflection. I view supervision through a development cultural lens whereby goals, areas for growth and strengths are conceptualized based on each trainee’s unique experiences, interests, and cultural identities. I understand that similar to therapy, supervision requires a relationship build on mutual respect, trust, and authenticity. As such the supervisory relationship is seen as a growing entity requiring ongoing and thoughtful attention. In addition to providing a consistent space to conceptualize clients and discuss treatment efficacy, supervision is a space for supervisees to self-reflect on their reactions to their clinical caseloads, working environments, and other relevant spaces. The role of culture is paramount as we strive to better understand our salient identities, biases, privileges, and cultural contexts. I operate from a contemporary psychodynamic/ interpersonal process/ relational framework both in my clinical work and supervision. My areas of specificity include colorism/ skin color bias, racial/ethnic minorities, implications of discrimination, and psychology of women.

Aprille Frett, Psy.D., Trauma Services Coordinator I primarily draw from a psychodynamic perspective however, often infuse cognitive-behavioral and mindfulness interventions. In regard to supervision, I believe in modeling warmth and authenticity. My approach is fundamentally oriented toward empowering supervisees by helping them recognize their personal strengths and capacity to grow. Supervision is a sacred and safe space created to deepen self -awareness, conceptualize cases, foster professional development, and examine transference and counter transference. My hope is that supervisees and I can collaborate to ensure that such a time is respected and used effectively. My clinical and research interests include trauma, sexual assault, grief and loss, self-care, young adult development, mindfulness, and relationship concerns. Dawn Johnson, Psy.D., Clinical Services Coordinator I identify as an integrative clinician, often combining a psychodynamic perspective on a patient's core conflicts and early influences with interventions from CBT/DBT/ACT. In addition to individual therapy, I am an enthusiastic supporter of group therapy and have found group theory useful both with clients and in navigating my own transitions from extern to intern to employee. I believe that one of the primary tasks of internship is beginning to solidify your professional identity, and that supervision can play an important part in helping interns to gain confidence in their clinical decision making. As such, I prefer a collaborative approach to supervision with an emphasis on talking through clinical impressions, concerns and reactions. Humor is an important part of my voice as a clinician and colleague, and my ever-growing list of clinical interests includes issues of identity, disordered eating, traditionally underserved populations (POC, international students, LGBTQ+, first generation students) and SMI.

Trisha Nash, Ph.D., Program Evaluation & Assessment Coordinator I view supervision as a place for growth, development, and support. I believe that supervision is space to work on both client issues, and the process that occurs between a therapist and a client in the room. Supervision is not only a space to work on the issues in within and between the therapist and the client, it is also a space to develop and grow as a professional – particularly at the internship level. I enjoy helping supervisees to develop in their areas of growth and continue with their strengths, in addition to being a support during the transition from psychological intern to the next step of a post-doc or a future career. I come from a Humanistic/Personal Construct Theory orientation, though I often work to meet clients where they are – to find skills and ways to speak that will help them move forward. In regards to areas of specialty and interest, mine include assessment, program evaluation, sport psychology, LGBTIA services, and utilization of mindfulness modalities.

Melinda Williams-Gray, Ph.D., Community Outreach Coordinator I view supervision as a place of safety, exploration, and growth in which supervisees can conceptualize and develop more into the type of clinician they want to become. I work to collaborate with supervisees in developing both short-term and long-term training goals that support this self-visualization. My supervision approach utilizes psychodynamic, multicultural, and interpersonal perspectives in which I explore client and supervisee concerns related to countertransference/transference, interpersonal dynamics, diversity concerns, and self-awareness. As a supervisor, my hope is that supervisees develop more competence and confidence in their clinical work and continue to set goals for their ongoing professional development.

Kimberly Wong, Ph.D., Training Coordinator My approach to supervision is based on a developmental training model, taking into account the supervisee’s previous clinical experiences, goals, and areas for further growth. My hope for the supervisory relationship is that I can provide an encouraging space to facilitate exploration of different theoretical, multicultural and clinical perspectives. I aim to support my supervisees as they develop their unique voice and identity as clinicians; this process often includes helping them to consider individual, cultural, and systemic factors that may be impacting their clinical work and professional identity development. Affiliated Internship Training Staff (Seminar Presenters; Case Conference Facilitators; Concentration Supervisors)

Gillian Berry, Ph.D., Associate Director Having the confidence to trust your professional instincts in conjunction with the application of your theoretical perspective takes time to develop. Key to the effectiveness of this process is the relationship between supervisee and supervisor. As a result, I place great emphasis on creating a safe environment where a supervisee can focus, reflect and process their clinical interaction. With over twenty-five years of academic and direct clinical experience I seek to provide guidance which empowers both personally and professionally. Using an eclectic and creative approach I aim to support practitioners become passionate and excited about their clinical practice.

Chris Davis, LPC, Clinical Services Coordinator As a licensed professional counselor, my work has been strongly influenced the model of human development. I rely heavily on person centered, CBT, and solution focused brief therapeutic techniques in my work with clients. I approach supervision similarly and strive to create a trusting and supportive environment for the supervisee to grow. In addition to addressing growth areas, I make sure to spend as much time emphasizing and identifying clinical strengths.

Catie Greene, Ph.D., Staff Clinician With a background in Counselor Education & Supervision, training is one of my favorite parts of this work. My supervision model is an integration of Relational-Cultural Theory and the Lifespan Developmental Framework. I believe that we learn best when just outside our comfort zones, in that we tend to stagnate when in environments with too little challenge yet become rigid and risk-aversive in environments with too much challenge. Therefore, I strive to provide trainees an adequate balance of support and challenge through transparency, consistent feedback, shared expertise, and by encouraging intentionality and risk-taking. I encourage and model vulnerability, self-reflection and self-awareness to help trainees translate these skills into their own clinical practice with diverse clientele. As with good therapeutic relationships, it is my belief that good supervision results in an increased sense of energy and excitement to continue this important work outside of the supervisory relationship.

Sarah Harte, LICSW, Assistant Director, Outreach and Prevention I operate from a developmental model of supervision. It is my goal in supervision to provide a safe place where supervisees are able to authentically explore their interpersonal processes. I believe in being an advocate for the supervisee while challenging them in their growth process as well. I tend to be direct in my communication style as well as expectations. My supervision style highly reflects my humanistic orientation and focus on multi-cultural perspective. I believe each supervisee is unique in their personal and professional experiences and therefore collaborative training goals should be developed together. I like to conceptualize the supervisor/supervisee relationship as a journey where we will both learn and grow in our professional development together. Jennifer Mostafa, LGPC, Military Services Coordinator My clinical method is based on an interpersonal-humanistic approach that puts the "whole person" first. I strongly believe in a holistic approach toward healing and work with clients and group members to bring balance into lives through insight and self-acceptance. I provide training for Clinical Staff and students regarding suicide intervention, military transitions and mindfulness based on the principles of Inter-personal Neurobiology (IPNB).

Kami Sidman, LGPC, Staff Clinician My perspective as both a supervisor and a clinician is primarily informed by humanistic and existential approaches. By modeling warmth and authenticity, I seek to empower supervisees to bring their unique presence to clients. As a supervisor, my approach is fundamentally oriented toward helping supervisees recognize their own strengths, resources, and capacity to adapt, grow, and demonstrate resilience when faced with challenges. Through collaboration and adjustment to individual developmental levels, I attempt to foster empathic listening, acceptance and respect for clients, creative therapeutic approaches, a willingness to engage in supportive challenging of clients, practical brief therapy skills, and the development of personal meaning as part of professional growth. As a career changer, I particularly enjoy supporting professional identity development, and my clinical interests include identity and transition issues, decision-making, law student concerns, and issues related to diversity/intersectionality.

Kaki Tipler, LICSW, Staff Clinician I strive to provide an open and collaborative environment, in which supervisees can grow their voice and style as a clinician, feel comfortable exploring their strengths and growth edges, and set goals to increase their confidence in their practice. I use supervision to deepen self awareness, conceptualize cases, foster professional development, examine transference and counter transference, and explore the use of interventions in clinical work. My style is direct, and I use an integrative approach, often drawing from psychodynamic, relational, and cognitive behavioral theories, among others, in my work. My areas of interest and specialty include eating concerns and body image issues, anxiety, family of origin issues, and trauma.