Objectives and Curriculum

  1. CLINICAL SERVICES

    1. Intake and Assessment
      1. Establishes good rapport and structures productive inquiry during the intake process to facilitate disclosure.
      2. Gathers information regarding the client's presenting problem and history relevant to such.
      3. Effectively screens for possible medical, organic, or psychotic disorders.
      4. Makes appropriate dispositions of intake client (e.g. individual, group, outside referral, etc.).
      5. Is able to articulate diagnostic impressions, hypotheses, etc., using DSM-IV and appropriate theoretical formulations.
      6. Appropriately considers ethnic and cultural background in the assessment and disposition process

      Interns receive training on the intake process at the beginning of the Fall semester by attending Intake Seminar, and then observing and being observed by senior staff. Interns and senior staff members discuss the intakes. The interns may write the intake report and receive feedback from the senior staff member. As the interns and their primary supervisors become more comfortable with the interns' familiarity with the intake process, interns independently conduct intakes. Interns are then assigned three intakes per week. As part of the assessment process, interns make a determination (occasionally in consultation with their primary supervisor) of the appropriate disposition for the clients. Options include individual or group counseling at the Counseling Center or an outside referral. Each intern is provided with a notebook listing referrals. Interns also provide a DSM-IV 5-axes diagnosis for each intake client. Primary supervisors or the Clinical Director read intake reports written by interns and provide feedback when appropriate.

    2. Conceptual Preparation and Application
      1. Conceptualizes and articulates knowledge of theoretical concepts of psychotherapy and psychopathology
      2. Conceptualizes and articulates knowledge of current literature regarding client issues where relevant
      3. Conceptualizes and articulates client problems effec-tively. Integrates relevant data into meaningful/coherent conceptualizations
      4. Formulates realistic treatment goals that are reflected in therapy notes and progress summaries
      5. Plans effective intervention strategies that are informed by an integration of theoretical literature and clinical intuition. Opportunities for developing basic competency in this area occur in both didactic and experiential learning.

      Seminars on topics such as Relational Theory, Humanistic Psychotherapy, Self Psychology, Intake and Assessment, Record Keeping, and Professional Issues, as well as special therapy issues provide information and opportunities for discussion. Primary supervision, supervision of group work, and weekly case conference further this development. Evaluation of competency in this area is on-going and occurs in primary supervision and in all contacts with senior staff, i.e., case conference, consultations, intern meetings.

    3. Individual Therapy
      1. Demonstrates ability to integrate theory and practice
      2. Demonstrates ability to empathize with client, to see client's situation from client's point of view
      3. Demonstrates effective communication as a therapist, includes appropriate amount, timing, and quality of verbal and nonverbal responses or interventions
      4. Conducts effective longer-term therapy, integrating historical material with emergent issues, including the dynamics of the therapy relationship
      5. Demonstrates professional objectivity in being aware of, and in working through transference and counter-transference reactions. In so doing, minimizes personal over-involvement, self-indulgence, or excessive distance in therapeutic interactions
      6. Works effectively in the termination phase of therapy. Includes planning for termination, appropriate timing and facili-tation of closure, working through separation issues, coping with client relapses, etc.
      7. Demonstrates appropriate exploration of client issues
      8. Demonstrates appropriate exploration of client affect
      9. Demonstrates effective use of confrontation
      10. Facilitates utilization of resources outside the therapeutic relationship
      11. Appropriately considers ethnic and cultural background in the therapeutic process

      Interns are expected to carry an individual client caseload of 15 client hours per week throughout the academic year. Interns work with both short-term and longer-term psycho-therapy clients. Throughout the training year, interns receive a minimum of 2 hours per week of individual supervision, and 1 hour of group supervision and they participate in training seminars on numerous clinical issues. Prior to assigning clients to interns' caseloads, supervisory pairs meet and discuss interns' experiences and goals. Files for potential cases for interns are first given to the primary supervisor for review; supervisory dyads then discuss and plan for each case. In keeping with an apprenticeship model, supervisors and interns engage in a continual feedback process in which both are evaluating and adjusting in response to intern and program needs. Throughout the supervisory relationship, interns engage in self-evaluation and communication of learning goals and objectives. Supervisors carefully monitor progress in individual therapy work via videotapes and audiotapes of sessions, discussions in supervision, case sharing, and training seminars, and at times co-therapy. Information about competency in individual therapy is also garnered from a formal case report which is required each semester.

    4. Planned Short Term Therapy
      1. Conveys a sense of optimism/confidence about short-term work
      2. Establishes a time limit (and renegotiates it if clinically appropriate)
      3. Identifies a clear, specific focus
      4. Maintains the agreed-upon focus, or makes an explicit, joint decision to shift the focus
      5. Sets realistic goals
      6. Links the past to present-day concerns
      7. Uses homework assignments which are collaborative in design and timing
      8. Uses "naturally occurring" therapies in the environment (e.g. physical exercise, social clubs/organizations, churches, self-help groups)
      9. Takes an educative role when appropriate (e.g. explaining to a client who is considering medication, how a psychiatric evaluation is conducted)
      10. Plans follow-up contacts, except when contraindicated

      Planned Short Term Therapy (PSTT) is taught in a six-part Intern Seminar Series, primary supervision, and by assigned readings provided in the Short Term Therapy Notebook. Changes in seminar format and/or content are based upon the perceived needs of the specific intern class, and how their PSTT skills evolve over the course of the training year. At any given time an intern is expected to be using PSTT with one third of her/his caseload. An intern's competency in these skills is assessed in a variety of ways: handling intakes, participation in training seminars, participation in case sharing, and conducting individual therapy.

    5. Therapeutic Flexibility
      1. Is able to work with a variety of clients and problems; including difference in type and severity of problems, as well as differences in personalities and levels of development
      2. Shows awareness of, and respect for individual differ-ences: racial, cultural, gender, ethnic, sexual orientation, etc., which may influence psycho-logical assess-ment and therapy, and can construct interventions to deal with these factors
      3. Demonstrates flexibility in approach: varying the degree of activity, support, structure, interpreta-tions, self-disclosures, confrontations, etc., in accordance with the perceived needs of the client
      4. Demonstrates appropriate non-judgmental stance

      Therapeutic Flexibility is taught through exposure to a wide range of client problems and individual differences. Several of our Intern and Professional Development Seminars address the need for sensitivity and versatility regarding particular client issues and client populations. Specifically, our World View, Identity Development, Counseling with Gay, Lesbian, Bisexual and Transgender People, Working with students of color and cross cultural communication, Multi-Cultural Issues, Addictions, Attention Deficit Disorder, Eating Concerns, Men's Issues, seminars very directly address this need. Additionally, interns are given a notebook of articles on issues in multicultural counseling. An intern's therapeutic flexibility is assessed in a variety of ways: participation in training seminars, handling of intakes, participation in case sharing, conducting individual therapy, co-leading groups, and implementing consultation and outreach projects.

    6. Crisis Intervention
      1. Demonstrates competence and flexibility in doing crisis therapy, and in handling clinical emergencies
      2. Can exercise good professional judgment and knows how to use psychiatric consultation, hospitalization procedures, and community resources
      3. Knows her/his own limits in handling crisis situations
      4. Demonstrates effective interaction with other professionals

      Using the apprenticeship model, interns observe and accompany senior staff on emergency duty one hour per week for the first few weeks of the Fall semester and eventually join the rotation. After joining the rotation, interns are assigned one emergency hour per week and are provided with support by their clinical supervisors. They receive feedback from their clinical supervisor on their crisis intervention skills. Interns are evaluated on their ability to competently handle crises, exercise sound judgment as to interventions needed, and awareness of the need to consult with other staff. Interns receive additional training through seminars on crisis intervention and suicide assessment.

    7. Testing and Assessment
      1. Shows an awareness and understanding of the role of testing and assessment in the clinical setting
      2. Demonstrates an ability to formulate appropriate assessment question(s)
      3. Is familiar with a variety of tests, and is able to accurately administer, score, and interpret clinical assessment tools
      4. Demonstrates an ability to establish rapport and gather relevant information in the role of evaluator
      5. Effectively presents the results of the assessment in a written report as well as verbally to clients and/or others
      6. Appropriately considers ethnic and cultural background in the assessment process

      During Orientation and the initial weeks of the training program, the Assessment Seminar Series is offered to interns. The series provides general and specific information regarding psychological evaluation  assessment and enables senior staff to evaluate interns' assessment skills and experience. Supervision takes the form of a biweekly group meeting providing opportunities for case discussion. Interns receive training in a variety of forms: readings, lectures by senior staff and outside experts, and videos. Consistent with an apprenticeship model, interns observe senior staff directly or by video and/or participate in role-play experiences. Interns visit other campus offices in order to become more knowledgeable about community and University resources. In response to clinical needs and skill levels, interns will use various assessment tools and receive individual supervision. If appropriate, interns may complete a number of assessments each academic semester. Their work includes complete write-ups and providing feedback to the client and possibly to other involved parties or offices.

    8. Group Work
      1. Is able to translate clinical skills into a group treatment setting, e.g., balances individual and group process issues, facilitates group rapport and communication, etc.
      2. Effectively conceptualizes and understands the dynamics of a therapy group in all stages of its development
      3. Responds effectively to group resistance or typical group impasses, such as "group flight", sub-grouping, scapegoating, attacking the leader, etc.
      4. Demonstrates effective use of confrontation

      This area relies heavily on our apprenticeship model. Early in the training year, interns are matched with senior staff co-leaders and the pairs work together to develop, advertise, and facilitate a support, therapy or structured group. Competency in group leadership is assessed by the senior staff co-leader(s) as well as by participation in the four part training seminar offered in the fall.

  2. CONSULTATION AND OUTREACH SERVICES

    1. Functions effectively as a consultant to university staff, faculty, or departments outside the Counseling Center
    2. Establishes rapport with consultees and sets up realis-tic expectations
    3. Is able to contribute productively to the planning and implementation of an outreach program or organizational project
    4. Demonstrates ability to be sensitive to organizational structure and group dynamics
    5. Is able to engage in effective paraprofessional train-ing or supervision
    6. Demonstrates initiative and creativity in project(s) undertaken
    7. Carries out responsibilities in a professional manner (e.g., on time, attentive to detail, follow-through on tasks, etc.)
    8. Is sensitive to ethnic/cultural/minority issues that relate to the project(s)

    Interns are introduced to requirements and expectations in this area through seminars and readings beginning first semester. In conjunction with the Center Director, interns negotiate a year-long consultative relationship with at least one campus agency and design and implement a consultation project with a segment of the campus population. Interns are encouraged to explore a range of possibilities and may participate in one of the Center's ongoing projects or initiate their own projects. Consultation supervision facilitated by the Center Director, and intern meetings conducted by the Director of Training provide opportunities for discussion and support on these projects. In addition, the consultee provides feedback about the project to the Center Director and to the intern.

  3. WORKSHOPS

    1. Is able to design workshops
    2. Demonstrates clear presentation of material
    3. Shows ability to foster participant involvement
    4. Demonstrates effective didactic and leadership behavior within a workshop or training format
    5. Is able to critically evaluate presentation and integrate appropriate feedback into future workshop designs

    Each semester interns develop and present six workshops for campus offices, classes, or community organizations. They receive training on giving workshops through an intern seminar series on outreach and consultation which is supplemented by several articles on the topic and biweekly supervision with the Center Director. They may work with senior staff in preparing and giving these workshops. Interns receive feedback on their workshop design and delivery from the Consultation Supervisor, Director of Training, other Senior Staff and/or workshop participants. These presentations may be completed in conjunction with senior staff members, other interns, or independently depending upon intern readiness. Interns also present a Professional Development Seminar on a topic of their choice to the entire staff.

  4. PROFESSIONAL COMMITMENTS AND RESPONSIBILITIES

    1. Understands and maintains professional ethical behavior in accordance with APA standards, and upholds state laws pertaining to the practice of psychology, e.g., Tarasoff requirements, confidentiality, etc.
    2. Demonstrates conscientiousness and commitment to agency policies and procedures, completes data and record-keeping tasks, uses proper channels of communication, participates in and relates well to adminis-trative decisions and goals
    3. Has established good working relationships with the majority of individuals on the senior, intern, and support staff. Is able to address conflict and difference appropriately
    4. Shows an awareness of and ability to cope with personal problems or issues which might interfere with profes-sional duties and services
    5. Shows understanding of gender, race, sexual orientation, issues and behaves in a way which is respectful of staff and clients
    6. Formulates realistic professional goals for self
    7. Participates in staff meetings, case sharings, intern seminar, professional seminar
    8. Completes paperwork in thorough and timely manner
    9. Is timely in completing projects. Meets deadlines for work completion
    10. Is prompt for meetings and seminars

    This competency area is taught and evaluated in all of the activities in which the intern engages at the Counseling Center. Interns are provided with basic expectations of professional functioning during Orientation. Seminars during orientation focus on establishing and explaining norms and mores for professional functioning at the Center. Seminars on Ethics and Professional Issues, World View, Self Identity Development, Working with Gay, Lesbian, Bisexual and Transgendered Students, Record Keeping, Student Development and the History of the Counseling Center include attention to both the abstract principles and to specific policies of the Center. Continual attention is paid to this competency area in all supervision meetings, Intern Group, Staff meeting, and Seminars. A two-part series on Sexual Attraction in Therapy and Supervision, as well as Professional Issues Seminar Series is presented in July and August to allow for more in-depth processing of complex professional issues. By this time, interns have had some experience with difficult ethical dilemmas and/or professional issues and this material is incorporated into the seminar series. Additionally, all interns are supplied with a notebook of articles on professional issues. An additional opportunity interns have to increase understanding and competence in this area comes in the form of the intern project. Interns work as a group to complete a project in the form of a seminar, a research project or other substantial piece of work. The topic for the project is decided upon consensually in conjunction with the Director of Training. Interns work on this project year round but spend a considerable amount of time completing the work during the Winter Break and Summer Session. In scheduling the bulk of work time for this project during the Summer Session, it is our intent to show interns how they can continue their professional learning and scholarly work in the midst of the immense clinical demands of counseling center work. Because clinical demands drop in the Summer Session and the Winter Break, we believe that these times are ideal for research and other scholarly pursuits. (Dissertation research also takes a high priority at these times and there is substantial time available during the Winter Break and Summer Session for this work.) Intern projects in the past have included a training seminar in Self-Psychology, and research projects on stressors during internship and on the use of the Brief Symptom Inventory as a pre-post measure of change over the course of therapy. Interns are encouraged to present their work at national conferences and/or publish their work in professional journals or newsletters as appropriate.

  5. SUPERVISION AND PROFESSIONAL DEVELOPMENT

    1. Knows when to seek consultation, and takes responsibili-ty for arranging professional experiences in areas where increased understanding and/or skills are desired
    2. Is able and willing to analyze and discuss own behavior as a therapist, i.e., thoughts, feelings, or actions during supervision or case discussion
    3. Is receptive and responsive to feedback. Accepts constructive criticism in a reasonably non-defensive manner, rather than engaging in defensive maneuvering
    4. Is able to integrate feedback into professional functioning
    5. Is open to being "a learner". Participates fully in learning opportunities offered by the internship
    6. Establishes a working alliance with supervisor and follows through on commitments and assignments
    7. Is developing a competent professional identity appropriate to her or his level of training. This integrates the unique needs and qualities of the individual with the standards and norms of the profession
    8. Is receptive to trying out alternative therapeutic interventions
    9. Makes effective use of supervision time -- is prepared; takes initiative; asks questions

    Much of the learning that takes place in this area occurs within the supervisory relationships developed between interns and senior staff members. Through the process of supervision, interns are further socialized into the field of psychology with qualities of enhanced flexibility, openness, inquisitiveness, self-awareness, knowledge of limits, and competency. In addition, a four-part supervision seminar series allows interns to read and discuss issues on supervision. Another opportunity provided to interns to enhance skills in this area occurs during the Summer Session. Clinical demands for counseling center services decrease at most centers during the summer. It is often a time when staff can pursue professional reading and research. As a way of encouraging scholarly inquiry, professional problem-solving and attitudes essential for life-long learning, the Director of Training works with each intern to choose a Clinical Specialty Project. Interns pursue extensive reading and study in an area of their choosing and receive supervision throughout the Summer Session with a focus on integrating this learning with clinical experience.

  6. PROGRAM LEADERSHIP AND ADMINISTRATIVE STRUCTURE

    Training is an extremely valued function at the Counseling Center and our training program is given high priority. As a staff, we share the philosophy that involvement in training not only facilitates the professional and personal development of the intern, but also provides professional staff with the opportunity for growth and enrichment.

    All staff members are involved in our training program and training activities are included in all staff schedules. Involvement in training activities is also supported at the Center and release time as well as some funds are available to professional staff for continuing education. The Director of Training reports to the Center Director and is responsible for completing all administrative tasks associated with operating the Center's Predoctoral Internship program.

    The Counseling Center is a member of the Association of Counseling Center Training Agents and the Director of Training is a Board Member with this organization. A training committee composed of the Director of Training, at least two additional staff psychologists and one intern meets biweekly or weekly to discuss our training program and any pertinent training issues. The group also spends time discussing recent literature and national issues/trends in intern training and the practice of psychology. In this manner our program is kept up to date and relevant on the issues faced by our interns as new professionals. This group will often bring these issues to the weekly staff meeting to keep the whole staff informed and included in program decision making.

    Two additional formal ways the senior staff participates in program decision-making and responsibilities are through the Senior Staff Meeting and the Staff Retreat. Time during the weekly senior staff meeting is set aside for staff to discuss perceptions and feelings about the training program, intern class, and any other relevant training issues. The staff also meets at least three times per year for a 1-2 day evaluation and planning meeting. During each meeting, at least one half-day is set aside to discuss training issues and to plan for the next semester or year. Staff share their perceptions of the training program and the usefulness of various training activities, discussing alternatives, and ways to implement changes.

    In addition to the continuous feedback loop, the interns have several formal opportunities to evaluate and offer feedback about the predoctoral internship. At the end of each semester and of the internship interns are asked to complete an evaluation form of their supervision and of the internship. Each intern meets with their primary supervisor and with the Director of Training to share their feedback. This feedback is used to make adjustments in interns' contracts and in the training schedule when appropriate. In addition, it is used in making supervision matches for the following semester.

    Interns have the following additional opportunities to provide feedback to senior staff members regarding the internship program:
    1. Seminar Evaluation: Interns are asked to evaluate the usefulness of Orientation, Professional Development, and Intern Seminars.
    2. Intern Meeting: Interns meet weekly with the Director of Training and are encouraged to share their experience of the training program and the internship year. The small group setting provides an opportunity for interns to process and integrate their professional development as well as share questions, feedback, and concerns with each other and the Director of Training.
    3. Post Internship Evaluation: Each winter, interns from the previous year are asked to reflect upon their experience as interns and provide feedback with respect to the most helpful and least helpful aspects of the program.