Doctoral Internship in Professional Psychology Information Packet

Letter from Training Director, Dr. Mollie Herman, PhD

Hello! Welcome to the Towson University Counseling Center Predoctoral Internship information packet. I’m happy to have this opportunity to tell you more about us and our training program. You can read the overall goals of our training program under Philosophy and Objectives, but I wanted to share with you some additional behind-the-scenes information. One of the things that really stands out about us—and that no website can fully communicate—is how much we value our work environment. We enjoy an exceptionally strong sense of community, and we feel fortunate that our extended family grows each year as we welcome a new group of interns into the fold. You can read our philosophy and objectives and also see photos of the intern offices and a few other features of the building at the links below.

 Philosophy, Goals and Objectives  Photos of the Counseling Center

We treasure diversity and enjoy constantly learning from one another and from each new group of interns. We recognize that interactions between diverse groups of people can be challenging and require openness and self- reflection. We do everything that we can to facilitate a safe space where staff and interns alike can challenge and support one another in our ongoing journeys toward multicultural competence. Our environment is casual and warm, and we enjoy gathering around the lunch table each day and bonding around food. We do have an ongoing conflict regarding the superiority of dark vs. milk chocolate, but have learned to tolerate our differences on this.

 Diversity Statement

We not only value getting to know interns as individuals, but also are grateful for the skills and interests they bring that help us continually broaden our perspectives. Our program is structured to teach basic general competencies (through the core activities) and to nurture special interests (through the electives). Interns have the opportunity to participate in the full range of roles that a counseling center psychologist could be expected to perform. However, they always have a safety net in the form of consultation and supervision from staff members at any time that they need it. Supervision is the foundation of our program, and interns receive it from many different staff members and in numerous formats (group, individual, peer, etc.). Interns select their primary supervisor shortly after arriving here. They turn the tables on us and interview all possible supervisors before deciding amongst themselves who wants to work with which supervisor.

 Content of Program  Clinical Staff Information

The training year is structured developmentally, with interns assuming greater responsibility and autonomy as the year goes on. Interns start the year with an extensive orientation period during which they become familiar with the center, our policies and procedures, and the campus environment. Much of the learning of the year, though, happens as they assume the various professional responsibilities available. Our program and our center are characterized by lots of flexibility which allows for the nurturing of special interests, but also requires that interns work in a less structured environment than they may be used to. Supervisors and the training director are very helpful to interns as they negotiate the challenges of an ever-changing caseload and dividing their time among numerous responsibilities and opportunities. Interns receive lots of feedback throughout the year, both formally and informally, all with the intention of helping them further develop skills and self-awareness. Each intern also has their own private office with a computer on which they can access our electronic scheduling and note-taking program (Titanium) as well as SPSS and other electronic resources.

 Orientation / Getting Settled  Weekly Activity Sheet  The Internship Evaluation Process  Requirements for Completion of Internship  Benefits and Resources

We have found that most interns can meet all of their responsibilities within a 40-45-hour week, even at our most busy times of year. However, some interns may choose to spend extra hours some weeks to complete their notes, prepare for seminars, etc. As you have probably experienced on other campuses, the Center faces vastly different levels of demand depending on the time of year. We often find that just as you feel like you’re too busy to get it all done, things ease up for a while and you catch your breath. We provide ample opportunities for interns to talk about how things are feeling at different points throughout the year and believe that processing their experiences this way helps prepare them to assume their next professional roles.

We also are committed to supporting our interns’ transitions into their professional psychologist roles; we do this by forwarding job search tips and announcements, providing letters of recommendation, helping interns to network whenever we can, providing leave time for interviews, and giving advice whenever it is wanted (and maybe sometimes even when it isn’t!) Our interns find post-internship employment in many different settings.

 Previous Interns – First Employment

This is an exciting time to be on our campus. Towson is going through lots of changes with many new initiatives and a quickly expanding student population. As part of the Division of Student Affairs, the Counseling Center plays an important role in helping make sure that we have the resources to meet the needs of our diverse and growing student population. Interns participate fully in the life of the Division and learn a lot about campus administration through these experiences.

 Departments with whom we interact

I hope that this introduction has started to give you a sense of the Towson University Counseling Center community. You can find out more about the nuts and bolts of our program through exploring the links below. I look forward to reading your application. Our website is pretty comprehensive, but if you have any additional questions after looking it over, please don’t hesitate to contact me by email (usually the most efficient way to reach me) or phone. Thank you for your interest in our program!

 Eligibility / Statement of Non Discrimination  Application Procedure

Dr. Mollie Herman Director of Training Counseling Center Towson University 8000 York Road Towson, MD 21252-0001 Phone: 410-704-2512 Fax: 410-704-3453 Email: [email protected]

This program is accredited by the American Psychological Association, whose Commission on Accreditation can be reached at 750 First Street, NE, Washington, D.C., 20002-4242, or by calling (202) 336-5979

Philosophy

The Towson University Counseling Center fosters the academic success, personal effectiveness, and emotional well being of Towson University students and the campus community, promotes a campus environment that values diversity and the unique contributions of all individuals, and maintains quality standards and contributes to the profession of psychology through its professional training and staff development activities.

Our internship significantly benefits both the intern and the Center. Most important from the point of view of the intern is the opportunity to receive supervision and training by qualified senior staff members as well as to refine existing ideas and skills. The internship program also benefits the Center by enhancing the amount of service offered and the development of new and innovative programs. Intern expertise is acknowledged and the application of their skills is encouraged.

Core experiences are provided that serve to facilitate the enhancement, acquisition, and integration of skills into the trainees' repertoire in remedial, developmental, and preventive areas. Additionally, interns have the opportunity to focus in particular areas of interest through elective activities and through special emphases within their core activities.

The Counseling Center offers intense supervision reflective of both the goals and objectives of the Center and each individual intern. It is understood that growth occurs in the context of close, effective supervision coupled with trainee freedom to experiment and develop a sense of independence and competence. Supervision may include exploration of personal growth issues as they are related to supervisees’ professional development and performance.

Training is sequential, cumulative, and graded in complexity

Structurally, the internship is designed to provide a comprehensive, organized sequence of training experiences for individuals at the end of their formal educational preparation as professional psychologists. Interns start the year by participating in a month-long orientation process where they meet staff members in various roles and make decisions about what areas they would like to emphasize during their internship year. Interns sit in on intakes and gradually assume responsibility for conducting them before becoming certified by the Center to conduct them independently, typically coinciding with the assumption of the role of emergency coverage clinician. Clinical caseloads build slowly at the start of the year, affording a higher proportion of supervision time to number of clients. This proportion shifts as the year goes on and the caseload builds. Additionally, the focus of clinical supervision shifts as the year goes on, tailored to the specific developmental needs of the intern. Starting in the mid-point of the internship year, interns become primary clinical supervisors for our extern trainees. Finally, the intern seminar is designed to reflect current developmental issues for interns. Upon leaving the internship, it is expected that the intern will be ready to function as an autonomous, independent professional psychologist.

Training addresses the role of science in psychology

At Towson, the practice of psychology is the primary focus of the training program. However, this practice is informed by scholarly inquiry. While interns may or may not conduct empirical research beyond their dissertations during their internship year, science and scholarship are important foundations of practice. First, interns are encouraged to consider scientific empirical findings in clinical work. Secondly, they are encouraged to use the scientific method in clinical thinking - critical evaluation of clinical interactions, awareness of bias, and hypothesis development and testing in clinical practice. Also, scholarly work is assigned and discussed in the intern seminar that lends itself to enhanced understanding of clinical concepts. Thirdly, the bulk of interns’ learning happens through actual practice. By providing a significant amount of direct service under intensive supervision and in an intellectually stimulating environment, interns gain a great deal of information and new learning through their clinical experiences. Fourth, through the research semianr, one hour per week of the internship is devoted to explicit discussion and support of whatever research project interns may be doing, dissertation or otherwise. Finally, much of the scholarly work that occurs in the Center, including analysis of cases in conferences and analysis of the extensive data collected from clients at intake and after each session, is done for the purpose of direct application to clinical work. By year’s end, as a result of the constant infusion of these principles into their practice, interns are expected to be true practitioner- scholars in the sense of using science to inform practice

Internship Goals and Objectives

The mission of the internship is to provide a training experience that will prepare the intern to meet the service demands of the role of professional psychologist as well as the licensure / certification requirements for psychology. This mission is achieved through the following goals and objectives:

Goal #1: To further develop existing skills and teach a variety of new ones that will facilitate the intern’s development as a psychologist.

Objective #1a: Training is developmentally graded so that interns assume increased responsibility and independence as the year progresses, completing the year with the ability to function as an independent psychologist. Objective #1b: Through training and supervised experience, the intern develops their skills in individual and group therapy, provision of supervision, research, and developmental and preventive programming. Objective #1c: Interns participate in certain core activities to build useful skills toward functioning independently as professional psychologists, and they also have the opportunity to focus on special interests within core activities and also to select elective activities. Objective #1d: Interns demonstrate the ability to manage, balance, and effectively prioritize multiple responsibilities

Goal #2: To emphasize an understanding of and appreciation for multiculturalism, both within the group of interns and across all internship activities.

Objective # 2a: Interns further develop their knowledge about self and others, skills, and abilities necessary to function as a multiculturally competent professional

Goal #3: To conduct research activities and to integrate scientific findings and the scientific method into the practice of psychology.

Objective #3a: Interns utilize scientific work and the scientific method in many of the core and elective activities of the internship. Objective #3b: Interns establish personal research goals for the year and receive weekly support toward reaching those goals.

Goal #4 To facilitate interpersonal and intrapersonal skills as they relate to the professional role

Objective #4a: Interns further develop interpersonal skills that facilitate effective relationships with colleagues and clients Objective #4b: Interns facilitate the development of self-awareness and openness to and integration of feeedback

Goal #5: Interns function in an ethically, legally, and professionally sound manner

Objective #5a: Interns gain familiarity with and learn how to apply professional, legal, ethical, and organizational policies, guidelines, and standards

Photos Intern Office #1:

Waiting Room:

The Counseling Center at Ward & West:

Balcony Lounge Area:

Meditation Room:

Diversity Statement

The staff members of the Towson University Counseling Center strive to affirm, promote and celebrate diversity. We are committed to be aware of and understand diversity in its broadest sense.

We view this commitment as an ongoing learning journey, never assuming we have quite arrived. Consequently, we continue to seek opportunities in learning about other cultures and their diverse worldviews. In addition, we are dedicated to create an environment where we value and celebrate each other's differences and extend this spirit to the populations we serve, treating all with dignity and respect.

Prejudice and discrimination in the areas of race, ethnicity, gender, sexual/affectional orientation, physical and mental abilities, age, socio-economic status, and religious/spiritual beliefs are detrimental to the populations we serve as well as to our own personal and professional development. Therefore, we require of ourselves a commitment to work toward the recognition and elimination of such prejudice and discrimination. We continue to build an open and trusting environment in which we feel free to explore and discuss our attitudes, beliefs, values and behaviors in relation to others who are similar to and different from ourselves.

We do recognize that the active promotion of diversity often engenders a change process that includes conflict and strong emotions. Such a process is natural. Mutual respect, honest self-examination, and ongoing, open-minded discussion are the keys to the resolution of those differences.

Content of Program

1. Clinical Services

(a) Individual Counseling and Therapy

Individual counseling and therapy services are offered to members of the Towson University community requiring assistance with personal growth and mental health issues. The intern can expect to carry a case load of ten to twelve clients per week, on average. The actual number seen in any given week varies, depending on the time of the semester. However, overall clinical services comprise about 25% of one’s contract. Interns are encouraged to discuss their clinical training needs with their primary clinical supervisor and to tailor their caseloads to ensure that they meet their training needs. The program is flexible to accommodate varying needs. For example, if an intern wants to gain experience working with a client dealing with a particular clinical issue, they may request a referral from anyone on the staff who might see such a client on intake. If an intern adds a client to their caseload in this way, they may then close one of their own intake slots for that week.

(b) Intake

Each intern is expected to provide approximately four intake slots per week for new clients. During this time, the intern is responsible for clarifying the presenting problem, assessing the need for intervention, evaluating the appropriateness of various service options, and making the proper referral.

The Counseling Center provides immediate assistance for emergencies/crises that arise. Both staff members and interns have designated times during the week when they are expected to be available. Each intern is scheduled to be on emergency coverage for several hours per week during regular working hours. No formal time is contracted for emergency coverage, and interns are encouraged to schedule theses hours during times that their work can be flexible.

In addition, interns are on-call for weekend emergency coverage approximately four weekends each semester. Interns are paired with a senior staff member in providing this coverage.

(d) Groups

Both process-oriented and theme-oriented therapy groups are offered by the Counseling Center throughout the year. Every effort is made to provide interns with the opportunity to co-lead (with a supervising staff member) one of the general, process-oriented "Relationships" groups each semester. Additionally, to nurture an existing special interest area or explore a potential new one, interns may lead an existing (or develop a new) theme-oriented process or structured group (e.g., substance abuse education group; grief & loss group; sexual assault survivors group; online body image group, etc.). These additional groups are co-led by a staff member, or by another trainee with a staff member serving as a supervisor. Group programming requires approximately 2½ hours per week per group (representing approximately 5-15% of contract time). Individual supervision is conducted with the co-facilitator of each group, or with a designated staff member. Group supervision meetings with all group co-leaders are held for one hour each week.

(e) Alcohol and Drug Abuse Services

The Counseling Center offers specialized services for the alcohol and drug abusing client with minimal waiting time. Both individual and group counseling is offered. The program is certified by the Maryland Department of Health and Mental Hygiene. Interns participate in a full-day seminar during orientation on assessment and treatment of substance abuse problems. They also receive supervision for treating substance abuse issues. Additional training in treating substance abuse issues is available as an elective activity. (see below). The number of hours involved in training on substance abuse issues is varied.

2. Outreach and Consultation Programming

(a) Programming

These areas are an integral component of Counseling Center's developmental/preventive activities, and may comprise between 2-4 hours per week (5-10% of contract time). In consultation with the Assistant Director for Outreach and Consultation, interns develop personal outreach and consultation goals to pursue over the course of the year. Interns are expected to spend a minimum of 80 hours involved with outreach and consultation activities over the year.

Outreach programs are designed, implemented and evaluated in conjunction with staff as well as other interns. Consultation activities and relationships may be established with various components of the University community. Examples of such programs include faculty/student development workshops, orientation workshops, Women's Center workshops, outreach workshops of various themes, liaison with residence halls and other agencies on campus and training undergraduate helpers on campus. Supervision of outreach and consultation programs is typically provided by the co-facilitator or area coordinator.

(b) Outreach and Consultation Team

Interns serve on the Outreach and Consultation Team for the entire year and are involved in examining issues germane to these areas of programming.

3. Research and Evaluation

It is anticipated that interns will conduct research and evaluation activities. A bit less than one half day per week is allotted for dissertation research (3 hours, approximately 10% of contract time), and each intern is expected and encouraged to use this time accordingly. Interns who complete their dissertation prior to or during internship are expected to be engaged in some alternate research project or scholarly activity. Center support is available to conduct and carry out research. The Research Seminar program provides a forum for interns to give and receive support in making progress on their dissertations and to examine research issues. Interns each present their research projects (dissertation or otherwise) to the staff at some point during the year.

4. Professional Training and Development

The internship offers intensive individual therapy supervision (minimum of two hours per week). Supervision is provided by Maryland-licensed doctoral level staff. Time is allocated to review tapes and write pertinent notes, as well as engage in professional development. A weekly intern seminar (1.5 hours per week) provides the opportunity for the interns to meet as a group with supervisory staff for case conferences, in-service training in particular areas and peer supervision. A weekly general staff meeting consists of in-service training, presentations, staff development, peer supervision, and administration (2 -3 hours per week). Supervision and in-service training constitutes approximately 25% of the intern's time.

Because of our location, a wide variety of workshops and academic training opportunities exist in the greater Baltimore/Washington area. We make every effort to facilitate the interns' desire for continued professional development.

(a) Supervision Received

(1) Individual Supervision of Individual Caseload - Supervision of interns is held on a regularly scheduled basis with professional psychology staff who are licensed as psychologists in the state of Maryland. Each semester, an intern has one primary supervisor, with rotations happening at the half-year mark. Interns interview staff members to gather information about supervisory approaches and then decide amongst themselves who will work with each supervisor. A minimum of two hours per week is devoted to individual supervision for therapy cases, although informal supervision is often sought and received over and above the minimum allotted. Supervision is process-oriented, and self-exploration is often encouraged in the context of one’s growth as a therapist. Specific attention to interns' self- awareness regarding diversity issues and support of interns' ongoing growth in this area is an emphasis of supervision. Interns’ therapy work is videotaped to facilitate the supervision process.

(2) Peer Supervision of Individual Caseload - Interns meet as a group during the fall semester for peer supervision of their individual therapy work. Staff members join this meeting on a rotating basis so that interns have the opportunity to talk about clinical work with as many staff members as possible.

(3) Supervision of Group Work - Supervision is provided for each counseling and/or therapy group offered by the intern. When co-leading a group with a staff member, supervision is provided by that staff person. If an intern has chosen to co-lead a substance abuse treatment group, supervision is provided by the Coordinator of Substance Treatment Programs. If and when two interns co-facilitate a group, appropriate supervision with a staff member is arranged. Additionally, all group co-leaders meet as a large group for peer supervision on a weekly basis for one hour.

(4) Supervision of Supervision: Externship Program - In the spring semester, interns supervise students from local doctoral programs in counseling and clinical psychology. They conduct individual supervision with an assigned psychology extern for two hours per week. Interns receive supervision of their supervision during a weekly two-hour group supervisory seminar.

(5) Supervision of Outreach and Consultation - Interns meet individually with the Assistant Director for Outreach and Consultation on a regular basis to discuss their goals related to providing outreach and consultation and progress toward those goals.

(b) Supervision Given

Supervision of Psychology Extern - Interns supervising an extern meet with that student individually face-to-face for two hours per week to discuss case management, assessment and treatment of clients, and general issues pertaining to their caseload and placement at the Center.

(1) Intern Seminar - Interns receive regular in-service training through the Intern Seminar. These seminars, each lasting 1.5 hours, are designed to provide the interns with theoretical and practical information relevant to various areas of intervention, as well as the opportunity to discuss special topics of interest to them in their professional development. The majority of the Center staff is involved in designing and coordinating this seminar, with different staff members, in consultation with the training director, coordinating and presenting different modules. The modules are: Assessment and Diagnosis, Multicultural Issues, Professional Issues / Professional Identity, Therapy Approaches (including empirically supported treatments), and Special Topics (e.g. career development; psychotropic medications; treating survivors of sexual abuse; etc.). Also included within the Special Topics module are two series of seminars, one addressing supervision and one addressing substance abuse treatment. (2) Psychiatric Mental Health Consultation - The psychiatrists on staff are available for consultation, back-up, and in- service training opportunities. There is the opportunity for collaboration regarding case management and disposition, as well as the opportunity to work in a multi-disciplinary treatment manner with other mental health professionals.

(3) Counseling Center Staff Meetings/Staff Development - Weekly staff meetings are held, usually covering a 2-3 hour period. The purposes of staff meetings are to convey information from the Division of Student Affairs to Counseling Center staff, make announcements of relevance to the operation of the Counseling Center, discuss administrative issues germane to Center programming, and provide staff development opportunities. Interns are expected to participate as colleagues.

The staff development component is seen as an opportunity for in-service training. Issues of particular interest to staff are identified and either consultants are brought in to present on particular topics, or staff members and interns may present on areas specific to their interest and expertise.

The Counseling Center is in full support of the continued development of interns above and beyond that offered through Center involvement and programming. Interns are encouraged to develop their identity as professional psychologists by membership in relevant organizations, attendance at outside workshops, and local, regional, and national conventions. Professional leave as well as limited financial support has been made available for these activities.

To further facilitate professional development, each staff member and intern has a computer and printer in her/his office.

(4) Case Management - Recognizing the need for effective case management and time to process and reflect upon on-going clients, interns are expected to take time to watch video of their clinical work, write notes, and prepare for supervision.

(5) Intern Support - Every week, interns have an hour-long meeting designed to provide them with support time. Interns alternate between meeting on their own and meeting as a group with the training director. Interns decide how to best utilize this time together. They may discuss reactions to the internship, process experiences they have had, and address various issues that arise during the course of the week. The training director may seek feedback and provide information regarding meaningfulness of activities, staff interaction difficulties, unmet needs, mentoring, administration and program development. Development of supportive group cohesiveness among interns is encouraged.

Elective Activities

Electives:

Though we call them electives, every intern is required to select at least one elective activity. Interns who are still working on their dissertations have an average of 1 hour per week (or about 23 hours per semester) to devote to elective activities. Interns who have finished their dissertations have an average of 4 hours per week (or about 72 hours per semester) to devote to elective activities. Some or all of these hours may go toward an apprenticeship. Elective hours that don’t go toward an apprenticeship can be filled with other elective activities of the intern’s choosing. Suggested electives are listed on the internship website and in the intern handbook. Interns may also propose electives that are not listed there to the training director who will make a decision with the intern about whether the elective can work. There is generally a lot of flexibility about elective choice as long as the elective is relevant to the intern's professional development and the Counseling Center mission. Supervision of elective activities will be determined by the training director based on the best match between the intern’s training goals and staff expertise.

Apprenticeship: Subcategory of elective. Working closely with one person who is in a particular role to learn about and assist with that role. The number of hours required for the apprenticeship can vary depending on the availability and interests of both the intern and the mentor and should be established at the beginning of the apprenticeship. The hours can average anywhere between 1 and 4 a week (with up to 4 being a possibility for interns who have completed their dissertations). Supervision is provided by the mentor

Electives as differentiated from Outreach:

Core outreach requirements are 80 hours over the course of the year, including time in outreach meetings, outreach supervision, preparing and delivering outreach programs. Interns are required to develop a major outreach focus as well as to participate in more general and varied outreach topics throughout the year. The outreach director provides general supervision of outreach. This supervision may be augmented by supervision from other staff with expertise in relevant content areas. As an elective, interns may choose to do additional work beyond the 80 required hours of outreach.

The following list provides examples of potential elective activities, but is in no way exhaustive. Interns may, in consultation with the training director, create whatever unique training activity that they wish, utilizing any campus resources that are available. Depending upon how much time is available, interns may participate in more than one elective. Examples of elective activities

1. Apprenticeship opportunities

Interns have the opportunity to pair up with a senior staff member who is coordinating an area of interest to the intern (examples below) and shadow the staff member on their coordinator responsibilities as well as assisting with responsibilities as agreed upon between the intern and staff member. Interns may apprentice with the following staff members:

(a)Training Director

Intern sits on the Training Team committee, participate in the Intern Selection committee, and takes on additional tasks related to coordinating the predoctoral internship program as agreed upon between the intern and training director.

(b) Externship Coordinator

Intern assists with coordinating the extern seminar, extern selection, and planning for extern orientation, and other tasks related to coordinating the externship program as agreed upon between the intern and externship coordinator.

Intern assists with the coordination of general outreach administration and peer education program, sits on the Counseling Center Diversity Committee, sits on the university-wide Student Affairs Diversity Committee, assists in coordination of multicultural training (for peer educators, externs, and senior staff), contributes to multicultural outreach programming, and takes on additional tasks as agreed upon by the intern and the assistant director of outreach and diversity.

(d) Eating Disorder Services Coordinator

Intern sits on the Eating Disorder Outreach Committee and Eating Concerns Consultation Team. Intern also actively participates in the planning and delivery of Love Your Body Week and National Eating Disorders Awareness Week activities. Lastly, intern coordinates a Student Bodies group or assists in the running of the Body Image Peer Education Program.

(e) Groups Coordinator

Intern assists in organizing the group supervision meeting agendas, providing support to group leaders in planning for their groups, planning and assessing PR efforts for the various groups offered each semester, and engaging in broader strategic planning and assessment initiatives for the groups program. The intern also could take on additional tasks as agreed upon by the intern and the groups coordinator.

(f) Clinical Services Director

Intern learns about the various clinical services duties and activities (e.g. managing the clinical services system and procedures, managing unusual clinical and case management situations, interfacing with office staff with respect to clinical functions, resolving any difficulty that affects the smooth operation of the Counseling Center), handles or collaborates on selected routine tasks (e.g. coordinating requests for release of records and reports, convene the Suicide Tracking System meetings at times, data production and maintenance, and any of the above items), and takes on additional tasks as agreed upon by the intern and clinical services director.

(g) Sexual Assault Services Coordinator

Intern sits on the Sexual Assault Prevention and Response Committee, aids in sexual assault programming, and co- facilitates the Sexual Assault Survivor Support Group. Additionally, intern assists in the running of the Sexual Assault Awareness Peer Education Program or assists in coordinating sexual assault training (for peer educators, externs, housing and residence life, and TU police department). The intern also could take on additional tasks as agreed upon by the intern and the sexual assault services coordinator.

(h) Substance Abuse Treatment Coordinator

Intern sits on the Substance Education and Concerns Committee (SECC) and the SECC sub-committee, Alcohol Programming. Intern also actively participates in all planning and implementation of substance abuse prevention programs, such as, but not limited to, the Save-A-Life Tour and National Alcohol Screening Day. In addition, intern co-facilitates either the substance use education or the substance therapy groups program. The intern also could take on additional tasks as agreed upon by the intern and the substance abuse treatment coordinator.

(i) Counseling Center Director

Intern meets with the Counseling Center Director to discuss management and leadership issues, how decisions are made regarding agency policy and planning, dealing with staff issues and conflict, and developing an understanding of how the Center fits in with the Division of Student Affairs and the university community. Projects and tasks may develop as a result of mutual interests.

2. Research and Evaluation

Interns who are still working on their dissertations may elect to put additional time toward research by embarking on a research project of their own choosing, utilizing the research seminar for support. They may use counseling center data or collect their own. They also may elect to assist with counseling center data collection and management, or another ongoing counseling center research project. If interns have completed their dissertations, it is expected that they will use at least one hour per week, on average, of their elective time to be involved with some type of research. They may elect to do research beyond this basic requirement if they so choose.

3. Clinical Services with a Particular Population

Interns who wish to gain specialized experience with clients who have a particular type of clinical issue that would lend itself to counseling center treatment (e.g. eating disorder relapse prevention; substance abuse issues; clients dealing with LGBT issues; etc.) can arrange a clinical elective by requesting referrals of clients with this issue and arranging for supervision of those clients by a staff member who has special expertise in that area. This clinical work would be considered an elective in that it would be above and beyond the clinical work required as part of the core internship activities.

4. Liaison with Other Campus Departments

Interns may cultivate relationships with other members of the campus community (e.g. Athletics, Women’s Center, Office of Diversity, Office for Students with Disabilities) and serve as a Counseling Center liaison to those groups, providing consultation and clinical services as appropriate.

5. Career Services / Teaching

The Career Center offers a two-credit academic course in career and life planning called Personal Life and Career Planning. Interns who are interested in co-teaching this class with a Career Center staff member may do so as an elective activity during the fall semester.

6. Intern Selection Committee

An intern may choose to participate on the intern selection committee even if they have not chosen to pursue an apprenticeship in training. The intern selection committee consists of two senior staff members (including the training director) and one intern who represents the intern group. The committee reads all applications, decides whom to interview, and, following all interviews and review of feedback, decides who and in what order applicants will be offered positions.

7. Diversity Committee

An intern may choose to participate on the Diversity Committee even if they have not chosen to pursue an apprenticeship with the Multicultural Coordinator. This committee consists of four senior staff members and one intern and meets on a monthly basis. The committee's purpose is to plan and implement in-service trainings and other activities to continue ongoing awareness of and sensitivity to multicultural issues within the Counseling Center

Counseling Staff

Brett Davis, Psy.D. Referral Coordinator / Staff Psychologist

Hired: 2014

Psy.D., 2005, Clinical Psychology, Loyola University Maryland M.S., 2001, Clinical Psychology, Loyola University Maryland M.S., 1997, Psychology, Shippensburg University B.A., 1994, Psychology, Susquehanna University

Theoretical Orientation: Integration of Cognitive-Behavioral, Interpersonal, & Object-Relations; Solution-Focused

Professional Interests: LGBTQ concerns, Addictions/codependency, Depression, Anxiety, Personality disorders

Personal Interests: Spending time with family, appreciation and support of the arts (film, music, theater - I love all of it), laughter and really good conversation.

Jaime Fenton, Ph.D. Assistant Director / Director of Clinical Services / Staff Psychologist

Hired: 2007

Ph.D., 2005, Counseling Psychology, Penn State University M.S., 2001, Counseling Psychology, Georgia State University B.S., 1998, Psychology, Penn State University

Theoretical Orientation: Feminist-Psychodynamic, Relational

Professional Interests: Eating and body image concerns, issues most pertinent to women, being an ally to the LGBTQ community, group therapy, supervision

Personal Interests: Exercise, yoga, meditation, time with family and friends

Betty A. Fletcher, Ph.D. Staff Psychologist / Externship Program Coordinator

Hired: 1993

Ph.D., 1982, Clinical Psychology, University of Michigan M.A., 1977, Clinical Psychology, University of Michigan B.A., 1973, Psychology, Oberlin College

Theoretical Orientation: Psychodynamic with attention to socio-cultural influences on development and behavior

Professional Interests: Women's issues, relationship issues, minority student concerns, African-American language styles and identity, supervision and training Personal Interests: Reading, crossword puzzles, jazzercise, family activities

Allison Frey, M.S. Health Educator, Drug and Alcohol Abuse

Hired: 2011

M.S., 2004, Community Health, Towson University B.A., 1997, Social Work, University of Maryland Baltimore County

Theoretical Orientation: Stages of Change, Cognitive-Behavioral Therapy, Interpersonal, Motivational Enhancement Therapy, Multiple Intelligence Learning Theory

Professional Interests: Health education particularly with alcohol, tobacco and other drugs, outreach, community engagement, peer education, intern guidance, supervision, and training

Personal Interests: Family, animals, hiking, gardening, cooking, music

Sheila Graham, Ph.D. Assistant Director of Outreach and Diversity / Staff Psychologist

Hired: 2012

Ph.D., 2010, Counseling Psychology, Columbia University B.A., 2003, Psychology & Black Studies, Amherst College

Theoretical Orientation: Relational Cultural Theory

Professional Interests: Social justice issues, interpersonal development, racial/cultural identity development, first generation college students, multicultural competence

Personal Interests: Crafts, quilting, interior decorating, social justice issues, connecting with friends and loved ones

Mollie Herman, Ph.D. Associate Director / Director of Training / Staff Psychologist

Hired: 1994

Ph.D., 1992, Counseling Psychology, University of Maryland M.A., 1989, Counseling Psychology, University of Maryland B.A., 1987, Psychology, Wesleyan University Theoretical Orientation: Interpersonal, Feminist

Professional Interests: Women’s issues, treatment of anxiety disorders, training of psychologists, group therapy, use of mindfulness in therapy Personal Interests: Reading for pleasure,hanging out with my family, cooking for friends and family, playing with my dog and cats, watching movies, making and selling jewelry and other crafts, attending every craft fair and yard sale I can

Dan Isenberg, PhD. Staff Psychologist / Groups Coordinator

Hired: 2012

Ph.D., 2012, Counseling Psychology, Lehigh University M.Ed., 2009, Counseling & Human Services, Lehigh University B.S., 2004, Psychology & Criminology/Criminal Justice, University of Maryland College Park

Theoretical Orientation: Integrationist, Humanistic, Multicultural, Interpersonal

Professional Interests: Group therapy, college counseling & student development, clinical expertise, multicultural psychology, social justice & systemic change, psychotherapy process and outcomes

Personal Interests: music, movies, technology, exercise and fitness, watching the Yankees win, watching the Cubs lose

Greg Reising, Ph.D. Director of the Counseling Center

Hired: 1983

Ph.D., 1981, Counseling Psychology, Southern Illinois University M.Ed., 1975, Student Personnel Administration, Colorado State University B.S., 1973, Psychology, Colorado State University

Theoretical Orientation: Client-centered foundation, informed by psychodynamic, interpersonal, and cognitive-social conceptualization

Professional Interests: Psychotherapy and phenomenology of human experience, therapist development and developmental supervision, diversity and multiculturalism, counseling center administration, student affairs

Personal Interests: Music -- listening well and performing badly, personal reading, movies, home renovation & woodworking, getting organized

Emily Sears, M.S. Manager - Substance Education, Treatment, and Prevention Services

Hired: 2007

M.S., 1995, Counseling Psychology, Loyola College B.S., 1993, Psychology and English, Alma College (Michigan) Theoretical Orientation: Cognitive-Behavioral Therapy, Interpersonal, and Motivational Enhancement Therapy

Professional Interests: Addiction Treatment and Substance Use Education, Clinical Supervision/Training in Addictions Treatment, Treatment Program Development, and Outcomes/effectiveness research

Personal Interests: Spending time with family, walking our dog, reading, and scrapbooking

Nate Sharer, Psy.D. Coordinator of Technology, Men's, Veterans, and Athletics Issues / Staff Psychologist

Hired: 2012

Psy.D., 2012, Clinical Psychology, Marshall University Ed.S. & M.A., 2009, Community Counseling, James Madison University B.A., 2006, Psychology, Shippensburg University Theoretical Orientation: Interpersonal, Solution-Focused

Professional Interests: Men’s Issues, Student-Athletes, Veterans’ transitions, Psychology of technology & social media

Personal Interests: Supporting the Baltimore Orioles, golfing, finding exciting live music venues, any kind of gaming (board, video, trivia)

Maria Wydra, Ph.D. Coordinator of Sexual Assault Services / Staff Psychologist

Hired: 2013

Ph.D., 2013, Counseling Psychology, University of Maryland, College Park M.A., 2007, Clinical Psychology, Towson University B.A., 1995, English Literature, Edinboro University B.F.A., 1995, Painting, Edinboro University Theoretical Orientation: Interpersonal, Psychodynamic, Social-Cognitive Theory, Humanistic, Feminist

Professional Interests: Women’s issues, social justice, positive psychology, identity development in diverse populations, family structure, and family of origin issues

Research interests: Treatment outcome research, the therapeutic relationship, identity development in diverse populations, communication in diverse families

Personal Interests: Socializing, laughing, playing recreational softball, checking out visual and performing arts exhibits and shows, dancing, reading, sweating it out in my Bikram yoga class, and dining out in Baltimore’s many fantastic restaurants

Orientation / Getting Settled

Campus and Center Meetings

For the first month, interns are given an on-going orientation to the University at large as well as the Counseling Center. University orientation activities are designed to familiarize each intern with the overall structure and functioning of the University, its services, and resources. Interns are introduced to staff members in various administrative positions throughout campus, provided with information about the system and its operation, given a description of various campus offices and departments, and learn how these interrelate with one another and with the Counseling Center.

Within the Counseling Center, interns attend meetings with each program coordinator (e.g. research, outreach and consultation, clinical services) to familiarize themselves with various services and training components of the Center. In addition, several workshops are offered during this period to offer intensive training on special topics. Meetings with individual staff members are held to acquaint interns and staff with one another.

Finalizing Contract

Toward the end of the orientation period, the Training Director meets individually with each intern to finalize their contract for the semester - identifying which elective(s) they will pursue and making sure that their planned activities will help them meet their internship goals.

Choosing Supervisors

One particularly important activity that happens right after arrival is that interns interview all possible staff supervisors and then decide amongst themselves who will work with which supervisor for the fall semester. They repeat this process for the spring semester, but by then the interviews with staff aren't necessary, since they've figured out who we are and what we're like!

Weekly Activity Sheet

Noted below are categories of Counseling Center programming with suggested time allocations for each major category in which interns are typically involved. This schedule becomes operational during the first week of the academic semester in the Fall. Concrete and optional times are listed accordingly; summer semesters typically involve orientation, termination activities, and clinical services.

Approximate Number of Hours per Week

Activity Fall Spring

1. Clinical Services

A. Individual Counseling/Therapy 10 - 12 10 - 12

B. Intake 4 4

C. Emergency Required Required Required

D. Groups and Workshops 3 3

1.Outreach and Consultation

Outreach Consultation Team/ Programming 2 2

3. Research and Evaluation 2-4 2-4

4. Elective Activity 1-4 1-4

5.Professional Training/Development

A. Supervision Received

1. Supervision of Individual Caseload 2 2

2. Supervision of Group Work 1.5-2 1.5-2

3. Supervision of Supervision: Psychology Externship Program 0 2

4. Supervision of Outreach/Consultation .5 .5

5. Peer Supervision of Individual Caseload 1 1

6. Supervision of Elective Activity Variable Variable

Approximate Number of Hours per Week

Activity Fall Spring

B. Supervision Given

Supervision of Psychology Extern 0 2

C. Training

1. Intern Seminar 2 2

2. Counseling Center Staff Meetings/Staff Development 2-3 2-3

3. Case Management 2 2

4. Intern Support 1 1

Evaluation

Evaluation and feedback are essential parts of the internship program. Through review of detailed feedback, interns are able to capitalize on the strengths that they bring to the program and further develop the areas that need more attention, all with the aim of helping interns to become highly competent professional psychologists. We are aware that it can feel stressful at times to be evaluated in so many areas by so many people. To that end, we work to make the evaluation process as transparent and constructive as possible, and emphasize that we are allies in the process of helping each intern to develop into a professional psychologist who functions highly effectively and in a manner congruent with the intern’s own style and preferences.

Evaluation Procedures

Formal Evaluation

Interns receive formal written feedback from their supervisor and other staff members at the end of each semester. Supervisors and interns are expected to review completed forms with one another in person. The Training Director compiles all evaluations about and by each intern and meets individually with each intern at the end of each semester to review and discuss the feedback. The Director of Training uses evaluations completed about each intern as a basis for feedback to the parent academic institution describing the intern’s progress to date.

Further, the Director of Training uses evaluations completed by the intern and verbal comments from their meeting together to consider modifications of the training program. This formal evaluation process is not seen as replacement for informal verbal feedback, which is carried on throughout the internship year. We emphasize that if any information in these evaluations comes as a significant surprise to an intern, that likely reflects on a staff member’s failure to have provided this feedback informally to the intern in a timely way.

Informal Evaluation

In addition to the formal evaluation procedure outlined above, there is an informal evaluation meeting of the senior staff involved in the training program mid-semester fall and, when needed, in the spring as well. The purpose of this meeting is for all staff to discuss perceptions of interns’ progress to date so that concerns may be identified early enough in the year for the intern to address them and so that trainers may target whatever areas would be most beneficial to interns. Interns are provided with written feedback in a meeting with the Training Director summarizing what was discussed at this meeting.

Policy Regarding Academic Programs Requesting Additional Evaluation Materials

As detailed above, interns at Towson University receive ongoing evaluative feedback from supervisors throughout the training year. These evaluations are quite comprehensive in nature, are based on our program's training model, philosophy, goals and objectives, and competencies and benchmarks established by our profession. At the end of every semester, the Internship Training Director sends the Academic Training Director a letter summarizing the intern's performance to date along with a copy of the primary supervisor's evaluation of the intern. Therefore, if you are enrolled in an academic training program that requires additional training contracts and/or evaluations, these will not be completed by the Towson University training staff. Your program may choose to use the data from theTowson University evaluations to complete their own forms. You are strongly encouraged to consult with your Director of Clinical Training or the Towson University Counseling Center Training Director if you have questions about this policy.

Requirements for Completion of Internship

To successfully complete the internship, the intern must:

1. Satisfy requirements for total training time of 2000 hours which includes: intake, individual counseling, emergency coverage, outreach and consultation, providing and receiving supervision, completion of at least one elective activity each semester, participation in intern seminar, research seminar, intern support meetings, peer supervision meetings, staff meetings, and other professional development activities. At least 25% of these hours must be earned through direct service, which includes counseling, delivering an outreach presentation, providing consultation to parents, faculty, staff, or students, providing supervision, and teaching.

2. Complete all chart records and clinical paperwork and review these materials with supervisor(s) before the end of the internship.

3. Satisfy any and all additional competency requirements of the internship, as indicated by satisfactory response to any remediation program/requirements instituted during the internship.

4. Receive evaluations indicating sufficient achievement of required competencies as detailed in the Intern Handbook.

Stipend, Benefits, Resources

Stipend / Benefits

The internship appointment is for twelve (12) months, at 40-45 hours per week, beginning the first business day of July and continuing through the last business day of June of the following year.

Three doctoral level internships are currently offered, each carrying a stipend of $25,000 for the twelve months (pending funding).

Interns are eligible to purchase health insurance.

Interns receive 7 vacation days plus all university holidays, 3 sick days, and release days for professional development activities as needed.

University facilities (e.g. parking, athletic facilities, library) are available to interns.

Limited financial support may be provided for professional workshops and continuing education

A Note About Liability Insurance

While covered by the University's general liability insurance, interns are required to carry their own professional liability insurance coverage, which can be obtained through APA or often a student’s home institution at a reasonable cost.

Resources

Interns each have their own private office and are free to decorate and personalize their space. Offices each have a desk, computer, bookshelves, windows, and a space for counseling. Additionally, each intern office is equipped with digital video cameras to record sessions for review by interns and supervisors.

The Counseling Center uses Titanium for scheduling and clinical notes, and all interns have access to Titanium on their computers. Clients complete intake paperwork electronically, allowing intakers to view intake information from their offices prior to going to the waiting room to meet their clients. Additionally, interns have access to campus computing resources through their office computers, including SPSS.

Our front office staff provide excellent clerical support to interns.

Previous Interns-First Employment

Former Interns, 2000 – Present

Year Name Home Institution First Employment

2000- Suzanne University of Maryland Staff Psychologist University of Maryland 01 Friedman Counseling Psychology

Kym Jordan University of Pittsburgh Staff Psychologist -George Mason Counseling Psychology University

Victor Welzant American School of Prof Psyc Independent Practice Clinical Psychology

2001- Christina Brill Loyola College Clinical Staff Psychologist -St. Joseph’s Medical 02 Psychology Center-Center for Eating Disorders

Julie McKenna George Mason University Psychology Fellow -Towson University Clinical Psychology Counseling Center

Julie Quimby University of Maryland Assistant Professor Towson University Counseling Psychology

2002- Bradley Brenner University of Maryland Research Associate Georgetown University 03 Counseling Psychology

J. Elaine Kiziah Virginia Commonweath Consultant - Independent Contractor Counseling Psychology

Misty Kolchakian University of Maryland Assistant Professor -Anne Arundel Counseling Psychology Community College

2003 – Brad Piergrossi Catholic University Clinical Postdoctoral Fellow – Towson University 04 Psychology Counseling Center

Tara Simpson Loyola College Clinical Staff Therapist - Goucher College Psychology Counseling Center

Dana Treistman University of Maryland Independent Practice Counseling Psychology

2004- Michael George Mason University Postdoctoral Fellowship SUNY 05 Bombardier Clinical Psychology Stoneybrook Counseling Center

Erin Frick Wright State University Clinical Staff Psychologist - Valparaiso University Psychology Counseling Center

Warren Kelley Univeristy of Maryland Assistant Vice President for Student Affairs, Counseling Psychology Univeristy of Maryland 2005- Geeta Aatre Wright State University Clinical Postdoctoral Fellowship - St. Louis 06 Psychology

Nathan Gump Southern Illinois University - Postdoctoral Fellowship - Texas A&M Counseling Psychology Counseling Center

Michelle Vaughan University of Akron Counseling Staff Psychologist - Longwood College Psychology Counseling Center

2006- Nancy Hensler- University of Maryland Staff Psychologist - Towson University 07 McGinnis Counseling Psychology Counseling Center

Grace Riley Argosy University Clinical Adjunct Faculty Member - Anne Arundel Psychology Community College

Nicole Taylor University of Maryland Assistant Professor of Psychology - Drake Counseling Psychology University

2007 - Ryan Adams Arizona State University Postdoctoral Fellowship - George 08 Counseling Psychology Washington University

Lisa Ades University of Maryland Independent Practice Counseling Psychology

Corinne Datchi- University of Indiana Counseling Research Associate - Indiana University Phillips Psychology

2008- La Keita Carter Loyola College Clinical Adjunct Teaching 09 Psychology

Sean Moundas Yeshiva University Clinical Postdoctoral Fellowship - Tufts University Psychology Counseling Center

Kim Zahm University of Minnesota Postdoctoral Fellowship - University of Counseling Psychology Delaware Counseling Center

2009- Sheila Graham Columbia University Staff Psychologist 2010 Counseling Psychology Johns Hopkins University Counseling Center

Melissa University of Houston Postdoctoral Fellowship Trevathan-Minnis Counseling Psychology Loyola University in Maryland

Amy Van Arsdale University of Florida Assistant Professor Counseling Psychology Marymount University

2010- Amanda Howard SUNY Buffalo Staff Psychologist 2011 Counseling Psychology University of Maryland, Baltimore

Cristina Risco University of Maryland Research Fellow Counseling Psychology University of Maryland

Amanda Skowron LaSalle University Postdoctoral Fellowship - University of Clinical Psychology Pittsburgh Counseling Center

2011- Rosemary Argosy University Staff Psychologist - Johns Hopkins 2012 Nicolosi Clinical Psychology University Counseling Center

Lisa Notes- American University Staff Substance Abuse Counselor - Colburn Clinical Psychology Towson University Counseling Center

Nathan Sharer Marshall University Staff Psychologist - Towson University Clinical Psychology Counseling Center

2012- Jon Gorman Loyola University Staff Psychologist – Chase Brexton 2013 Clinical Psychology Hospital

Michael Sawyer University of Memphis Psychologist – Towson University Counseling Psychology Counseling Center

Maria Wydra University of Maryland Staff Psychologist - Towson University Counseling Psychology Counseling Center

STUDENT SERVICES

Towson University offers a wide range of services that enhance college life for all students. You can take care of your housing, career, health and business needs without leaving campus.

 Housing & Residence Life  Dining Services

If you’re looking for an internship, summer job or a full-time position after college, the Career Center is the place to start your search. International students will find guidance at the International Student and Scholar Office. Resources and services for veterans at Towson are collected in one place to make them easier to find.

 Career Center  International Student & Scholar Office  Veterans Center

Health, counseling, disability, childcare and civility education resources are available to TU students at the Health Center, Counseling Center, Office of Disability Support Services, the University Child Care center, and the Office of Student Conduct and Civility Education.

 Health Center  Counseling Center  Disability Support Services  University Child Care (student day care center )  Student Conduct & Civility Education Office

Take a short trip to the University Union to manage your business needs. You’ll find the University Store, PNC Bank and the Post Office.

 University Union  University Store  Banking on Campus  Post Office

Also at the Union, you can pick up your parking permit and OneCard, the official university ID card. Commuters will want to check out the many programs designed just for them at the Off-Campus Student Services office.

 OneCard/ID Card  Parking & Transportation

 Off-Campus Student Services

West Village Commons, a dining and student life facility with ample parking, provides study space, meeting rooms, student gathering spaces, and eatery options like Einstein Bros. Bagels, Coyote Jack's and Jamba Juice. The open floor plan was designed to make students feel at home.

 West Village Commons

Eligibility / Statement of Non Discrimination

Eligibility

(a) Applicants must be enrolled in an APA-accredited doctoral program in Counseling or Clinical Psychology.

(b) Applicants must complete all doctoral coursework prior to the beginning of the internship.

(c) Applicants must have successfully passed their comprehensive examinations by the time of their application to the internship.

(d) Applicants must be certified as ready for internship by their doctoral programs.

(e) Applicants must demonstrate a strong and genuine interest in counseling center work.

(f) Applicants are expected to have an affirming stance toward all sexual orientations and gender identities including, but not limited to, gay, lesbian, bisexual, and transgender.

Statement of Non Discrimination

Towson University is an equal opportunity/affirmative action employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply.

Towson University policies, programs, and activities comply with federal and state laws and University System of Maryland regulations prohibiting discrimination on the basis of race, color, religion, age, national origin, sex, disability, and sexual orientation.

Application Procedure

Application Materials

The internship utilizes the APPIC Application for Psychology Internship (AAPI) online, which you can access at the AAPI Online website. All of the application materials will be uploaded via the applicant portal on the APPIC website. We will not accept any paper materials.

The electronic application includes:

• Completed AAPI

• Curriculum vita

• Cover letter

• Three letters of recommendation from supervisors or faculty members familiar with your clinical and academic work

• Graduate school transcripts

Candidate selection/ Interview procedures

In the initial screen, each application is read by at least two staff members. Through this process, candidates who look like the best possible matches with our site are selected from the pool for a second screening process conducted by the internship search committee, typically consisting of the Training Director, at least one staff member, and at least one intern. The second screen narrows the pool down to the most promising 25 candidates who are then invited for interviews. We adhere to the uniform notification date of December 15th to invite applicants for interviews or let them know that they are no longer under consideration.

Applicants who are invited for interviews may select either an on-site or phone interview. Interviews take place during January and last for 2 hours and 45 minutes. During the interview, applicants meet with the Training Director, four different staff members, and at least 2 interns. Because we recognize that candidates are making decisions about which sites best match their needs at the same time that we’re assessing which candidates are the best matches for what we offer, we are sure to provide ample time during interviews for candidates to have any questions answered, and are also available after the interview has ended to answer additional questions by phone or email.

Program Code Number: 135511

Application Deadline: NOVEMBER 2

For further information, contact:

Dr. Mollie Herman Director of Training Counseling Center Towson University Towson, MD 21252-0001 [email protected]

This internship site adheres to the APPIC Match Policies. This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant.

Please note that employment at Towson University is contingent upon receipt of a criminal history record report which must agree with information provided on the Towson University Employment Application. The Office of Human Resources obtains the criminal history record check from the Maryland Department of Public Safety and Correctional Services. All new interns are fingerprinted by University police when they start their internship to facilitate the background check. Applicants who match to our program, but do not successfully pass this background check may be dismissed from the internship.

Clinicians, including trainees, are expected to treat all populations served with dignity and respect and to refrain from prejudice and discrimination against any person based on race, ethnicity, gender, sexual/affectional orientation, physical and mental abilities, age, socio-economic status, or religious/spiritual beliefs. Trainees are expected to read and sign the Center’s Diversity Statement as an affirmation of this commitment.