Internship in Health Service Psychology

Departments within the Division of Student Success include Campus Recreation, Career Services, Counseling Center, Dean of Students Office, Disability Services, Housing and Residence Life, LBJ Student Center, Retention Management and Planning, Student Health Center, University Police, and Vice President for Student Success Office.

The Director of the Counseling Center reports directly to the Vice President of Student Success.

Mission

Provide high quality mental health and prevention services to promote the overall well-being, retention, and success of our student population. As part of our role in higher education, contribute to the advancement of the mental health field through the training of graduate students and emerging  professionals.  Our work is guided by professional ethics, appreciation for differences, and the highest standards of clinical practice.

Vision

Maximize student success in college and beyond by providing responsive and effective support, education, and mental health care.

The staff of the Texas State Counseling Center are committed to the continued development of awareness and appreciation for individual differences within our university community.  We value the variety of lived experiences among our staff and clients and endeavor to be a positive force on campus as students, staff and faculty explore their own identities and beliefs.  It is our intention that the Counseling Center be an emotionally safe and respectful environment for members of the Texas State community.  To this end, we strive to provide quality services which are sensitive to all people.

The Counseling Center (CC) provides a variety of counseling, consultation, crisis intervention, educational programming/outreach and referral services to the students, faculty and staff of Texas State.  Individual/couples and group counseling services are limited to currently enrolled students.  Initial consultation and crisis sessions are offered by staff daily, on a rotation basis, to respond to student needs.  The CC staff also provide stress management and relaxation training; administer and interpret psychometric instruments; make educational presentations; design and present staff development workshops; consult with faculty, staff and family members regarding student situations; make referrals for services both within and outside the university; and serve on a variety of divisional and university-wide committees.  The CC provides students in need of psychiatric assessment/treatment a referral to the Student Health Center psychiatrist.    

The CC staff is comprised of eight licensed psychologists, three master's level counselors, two licensed social worker with one social worker serving as case manager/referral specialist, two postdoctoral residents, three doctoral interns, contract counselors, three master's and/or doctoral practicum students, one senior administrative assistant, three administrative assistants, two graduate assistants, and part-time student workers.

As a training facility we strongly embrace the ethical imperatives that guide the development of Psychologists.

We strive to create an environment of support and acceptance with our internship training as well as our work with clients, and with each other. Interns can expect that we will honor and respect their uniqueness while at the same time help grow as a therapist and a future psychologist.

We think about human beings broadly, and encourage a focus on the integration of identities and mental health. Comprehensive understanding of the impact of each person’s lived experience is seen by our staff as an integral ingredient of competent psychological practice.

We are therefore deeply committed to developing our own competencies and those of our interns. We believe that all therapy should consider and value our differences, and being an effective therapist requires being intentional about building healing relationships with clients where attention to issues of experiences and world views are paramount.

We ascribe to APA’s position statement that requires training programs to prepare Psychologists to serve a unique public with differing experiences (See Appendix 4 in Training Manual).

We train interns to be well-rounded professional psychologists with the competencies to serve a wide range of clients. In providing this training, we commit ourselves to creating a supportive training environment that allows for self-exploration and the development of cognitive flexibility.

Interns training in our Center are expected to develop competencies to effectively serve a wide range of populations, including clients whose experiences, beliefs, worldview, or background may create personal conflict with that of the intern.

We believe that in working through these conflicts interns will have the opportunity to grow and obtain valuable skills and experiences that will enhance their development as clinicians. Supervision is encouraged as a useful tool to obtain support during challenging experiences.

The overall aim of the Texas State University Counseling Center internship program is to prepare interns to transition from psychologists-in-training to skilled generalists capable of thriving in a variety of outpatient settings and able to attend to the mental health needs of a wide range of individuals. We aim to provide supervised training and experience to advance our interns along their path to become ethical, multiculturally aware, and competent psychologists.

Training at the Texas State Counseling Center is based on the belief that a competent practitioner in the field of psychology should be guided by knowledge of clinical theory and applied research, awareness of ethical/legal/professional standards of practice, sensitivity to individual differences within our society, and openness to lifelong learning.  We incorporate this philosophy into our training program through the use of a practitioner - apprenticeship training model in which didactic and experiential learning are combined.  This model emphasizes the importance of integrating and applying knowledge and skills (practitioner focus) and continued learning through clinical practice during the internship year (apprenticeship).

The Texas State internship program considers interns to be apprentices or "psychologists-in-training"; that is, they are believed to have a requisite set of basic skills acquired from their academic training programs and are treated as professionals practicing under extensive supervision and support.  Interns are expected to build upon and refine previously acquired skills and to learn new skills throughout the internship year as they operate with an increasing level of autonomy.  The internship program endeavors to help interns transition from the role of trainee to that of entry-level professional.

Supervisors and other staff serve as important role models for interns.  Staff interact with interns both formally, through supervision and other training activities, and informally, through an open door policy, which highlights the value we place upon consultation and collaboration.  There is no single theoretical orientation which guides the staff, so interns are not expected to adhere to a specific orientation.  Rather, we strive to provide both challenge and support for interns as they develop their own professional identities.  Supervisors and other staff are in frequent contact with interns and serve not only to facilitate the development of skills and competencies but also to facilitate the development of self-efficacy and professionalism.

In order to be an effective practitioner, one's practice must be "informed by science".  Interns are initially taught theory and research in their academic training programs.  They continue their education throughout their internship and are taught the importance of becoming lifelong learners.  The practice of psychology is an intensely demanding endeavor which requires one to continue to evolve professionally.  Practitioners must be able to integrate theory and research into their clinical work in meaningful ways.  This includes keeping up with the professional literature on new developments in the field and changing one's practice as indicated.

All staff and interns have ready access to the Internet and are encouraged to utilize it and university library resources to obtain information about pertinent topics and issues.  Individual and group supervision, as well as Clinical Review (case conference) and Intern Training Seminar, present opportunities for discussion of theory, evidence based treatments, and suggestions for reading.  Staff and interns also utilize knowledge obtained from their own and others' clinical experiences.  Practitioners create hypotheses about clients and then attempt to gather evidence on both a general and local level to support or refute these hypotheses.  Staff share knowledge accumulated over their years of practice with interns through training, supervision, and consultation and interns are encouraged to formulate and evaluate their own clinical hypotheses.

Interns are treated as members of the professional staff of the CC.  As less experienced professionals, they are provided with the necessary training, supervision, and mentoring to develop personally and professionally.  These are provided through the internship program in the form of didactic seminars, individual and group supervision, experiential learning, and staff modeling and mentoring.  The program strives to enhance the development of generalist skills in the areas of counseling/psychotherapy, assessment, educational programming/outreach and consultation, and supervision.

In accordance with the Standards of Accreditation In Health Service Psychology, the content and training methods of the Texas State internship program are designed to provide experiences and training to expand the interns' proficiency in the nine APA required competency areas.  (https://www.apa.org/monitor/2015/05/new-standards) 

In addition to the nine required competencies, our internship program values the impact of outreach and prevention and has chosen to provide experiences, training, and supervision in this area of development.

Interns will participate in an extensive orientation during their first two weeks at Texas State. The purposes of the orientation program are to provide interns with basic information about CC services, acquaint them with other staff with whom they will be working, and expose them to the required and optional components of the training program. Interns will also attend regularly scheduled orientation sessions for new Texas State and Student Affairs staff (these may not occur within the first two weeks).

Requirements

A standard core training program is required of all interns.

The following is a sample work week which may vary by semester or according to the Center's or intern's needs or preferences:

Sample Work Week

Minimum Internship Requirements

The following are the minimum requirements for successful completion of the Internship: 

1. A full-time, 2,000 Hour Internship Employment must be completed. 
2. 500 Direct Service Hours: Direct service includes individual, group, and couples counseling, crisis intervention, consultation with clients or concerned family members/staff/faculty, providing outreach services, providing supervision, leading a psycho-educational training to trainees or staff & conducting assessments. 
3. Successful Completion of all Core Experiential Components.
4. Successful Completion of Intern Project. Interns will complete a project in which they will focus attention on a area on psychological interest. 
5. Intern Log of Hours. Intern will document 2000 hours internship and direct service requirements. 
6. Co-Facilitation of a Group with a Staff Member: At a minimum, interns are required to co-facilitate at least one group during the internship year. 
7. Successful Attainment of Minimum Thresholds for Identified Competencies: as measured by Intern Evaluation Form. 
8. Complete all written records and reports (including progress notes, assessments reports, intern logs, intern project summary, etc.). 
9. Complete all required evaluations of supervisors and the training program. 
10. Attend and participate in the Texas Intern Conference. 
11. Participate fully in all clinical and professional development seminars. 
12. Participate fully in preparation and training in new practicum students in conjunction with the Coordinator of Practicum Training. 

A.  Individual Counseling/Therapy

Interns see an average of 14 individuals/couples per week.  Most of these students will be seen on a short-term and bi-weekly basis.  Because relationship counseling tends to require more time/sessions than individual counseling, the CC limits the number of couples it works with; couples are often referred to a marriage and family practicum clinic on campus.

B.  Group Counseling/Therapy

The Counseling Center offers a variety of topical groups and workshops throughout the year.  Examples of past counseling and support groups offered include groups for adult children of dysfunctional families, sexual abuse/incest survivors, women, first generation students, students experiencing anxiety and panic disorder, autism spectrum disorder, art therapy, interpersonal process/personal growth, students with bipolar disorder, and students dealing with grief and loss issues.  Interns are required to co-lead a group with a staff member, but are also encouraged to develop and lead groups in their own areas of interest.  Group co-leaders will provide supervision of group work.

C.  Initial Consultations

Each intern will be responsible for four to six initial consultation slots each week. Initial consultations are offered on an appointment basis each day and consist of a 30 minute triage interview conducted after a student completes an initial consultation form (demographic data, history of previous treatment and current medication, family information, etc.), symptom checklist, and CCAPS (CC Assessment of Psychological Symptoms).  During this initial session the counselor is expected to assess the nature of the presenting problem(s), determine the need for immediate attention or intervention, and refer the student to the appropriate resource(s) within or outside the CC.

D.  On-call Coverage

On-call hours are set aside each day to provide consultation to faculty/staff, families and students and to provide assistance to students in crisis.  Each intern is expected to schedule two hours of on-call coverage per week (spring and summer) during regular working hours.  Backup assistance from a senior staff member will always be available. 

E.  Practicum Supervision

The Counseling Center provides practicum experience for master's and doctoral students in Counseling and Clinical Psychology and related fields from a variety of universities.  Each intern is assigned as the primary supervisor for a practicum student during the fall and spring semesters.  Practicum supervision assignments typically change after the first semester to provide the intern with two supervision experiences.

F.  Psychological Assessment

Assessment is considered to be an integral part of therapy and each staff member and intern is encouraged to utilize formal assessment techniques when appropriate.  The CC has a variety of instruments which can be used by interns (e.g., MMPI-2-RF, MCMI-III, CPI, WAIS-IV, WJPEB-III, WJ IV,  TAT,  TSI-2, IVA-2, etc.).  Projective testing is available, but not widely used. The CC makes use of computer scoring and narrative reports for some instruments (MMPI-2-RF, MCMI-III, MBTI, WAIS-IV, WJIV, CISS, and SII).

G.  Educational Programming/Outreach and Consultation

CC staff are frequently asked to consult with faculty/staff about a specific student or situation, provide staff development programs for other departments, present seminars or workshops for student groups or residence halls (e.g., stress management, sexual assault, depression, etc.), and provide other outreach services on campus (e.g., make staff available in a residence hall where a student has died).  Career Services and the Student Health Center's Health Promotion Services provide numerous educational workshops/seminars on career and alcohol/drug-related topics, respectively.  Interns will be given the opportunity to gain experience in a number of these activities.

H.  Core Experiential Components

Interns are expected to participate in a set of required experiences in each of the following areas:

1. Substance abuse
2. Assessment
3. Career
4. Focus on unique clinical world views
5. Group therapy
6. Trauma
7. Supervision
8. Educational programming/Outreach: Opportunities for additional optional experiences in these areas are also available to interns.

A.  Individual Supervision

Effective supervision is believed to be the most essential element of a good training program.  Each intern receives two hours per week of regularly scheduled individual supervision from a licensed psychologist.  Additional unscheduled supervision and consultation with the supervisor and other staff members are available and encouraged.  Although individual supervision may focus primarily on an intern's counseling cases, ethics and other professional issues are considered to be valuable topics for discussion.  Individual supervisors will be changed mid-year so that interns will have an opportunity to experience different supervisory styles.

B.  Case Consultation/Group Supervision

Interns will meet together with a staff psychologist for one hour each week to discuss the integration of identity and mental health by presenting cases and processing their own identities. Interns will be encouraged to focus on how one's own social identities and experience affect both the personal and professional self, and how different lived experiences affect the therapeutic process and outcome. The goals are to increase interns' knowledge, awareness, skills, and competency in working effectively with diverse clientele with intersecting identities, to appreciate a different lived experiences, and to increase their self-awareness.  An emphasis will be placed on discussion and experiential process.

C.  Specialized Supervision/Training

Interns have the opportunity to experience a variety of specialized activities.  These experiences will be supervised by CC or other university staff with expertise in the given area/activity.  Examples of specialized supervision/training include supervision of assessment or research activities, training/supervision of career counseling, training in educational programming, etc.

D. Supervision of Supervision

This weekly seminar combines a supervision training seminar with group supervision of the interns' practicum supervision experience.  This seminar meets for 1.5 hours each week and focuses on developing supervisory skills.  Topics for the didactic portion of the seminar include supervision models, supervisory roles and process, professional development, ethics, etc.  Supervision of Supervision provides interns a setting in which to share and discuss their experiences as supervisors.

E.  Clinical Review/Psychiatric Consultation

Clinical Review and psychiatric consultation meetings provide senior staff members and all trainees an opportunity to present cases and consult with other professionals regarding current cases.  Clinical Review is scheduled for one hour each week and includes a discussion of one or more cases presented by a staff member or trainee.  Input from the group may provide the presenter with alternative case conceptualizations and treatment strategies.  Clinical Review is considered to be a learning experience by all who participate in it. In addition to providing suggestions for the case presenter, it allows participants to experience a variety of theoretical and therapeutic perspectives.  

F.  Intern Training Seminar

The Intern Training Seminar is an educational seminar which provides interns with information about a variety of professional issues and topics of therapeutic relevance.  Seminars generally last two hours and are presented by CC staff, other Texas State faculty and staff, and professionals from the community.  A series of seminars is presented in each of the following areas:  Legal/Ethical/Professional Issues, Integration of Identities and Mental Health, Career Counseling, Trauma, Alcohol and Other Substance Abuse, and Clinical or Special Issues.  Interns will be expected to develop and present a seminar on a topic of their choice during the spring or summer semester.

G.  Assessment Seminar

The Assessment Seminar is a weekly seminar, which provides interns training on a variety of assessment instruments and issues.  Seminars are scheduled for 1.5 hours and provide an opportunity for training, administration, report writing, and consultation/supervision.

H.  Professional Development

Interns are given five days to engage in activities which will enhance their development as professionals depending on clinical load/additional needs of the CC. Additional time each week may also be utilized with approval. This time may be spent in unscheduled supervision, reading journal articles, working on a dissertation or other research project, attending workshops or staff development programs, interviewing, etc.

A.  Staff Meeting

Staff meeting is held once a week for 1.5 hours.  The purpose of this meeting is threefold: to share information discussed by the Student Affairs Council, to provide an opportunity for input and/or decision-making regarding the operation of the CC, and to discuss any issue which impacts the CC and/or its staff and services.  Occasionally, guests are invited to provide information to the staff.  All staff members, including support staff and interns, attend this meeting.

B.  Committee/Team Meetings

Interns may be asked to serve on CC committees as they arise.  Current committees include an educational programming committee, a training committee, a professional development team, a clinical services team, and a staff relations/community building team.

C.  Administration/Records Maintenance

Time is set aside for interns to write case notes, return phone calls, talk to other staff about policies/procedures, etc.

A.  Intern Project/Activity

Interns select a project or activity to complete during the year which will broaden their professional training/experience.  Examples of past intern projects and activities include serving on a Student Affairs programming team, participating in intern or practicum selection, training staff on a particular theory or technique, conducting needs assessment groups, working on a project with another department, etc.

B.  Continuing Education/Staff Development/Professional Meetings

The CC tries to provide one to two continuing education programs for staff each semester.  Recent topics for these programs have included returning veterans' issues, undocumented students, substance abuse, motivational interviewing, anger management, couples counseling, group therapy, mindfulness, mental health law, stalking and psychopharmacological updates.  The Division of Student Success provides staff development programs during the fall and spring semesters that are available to all Student Success staff.  Technology Resources and the Office of Professional Development also provide workshops and seminars which are available to interns.  Interns are encouraged to attend outside workshops, conferences and professional meetings and time is made available for these activities.  The CC provides funding for interns to attend the Annual Texas Counseling Center Internship Conference in the spring.

C.  Evaluation and Feedback

Interns and their supervisors are involved in mutual formal and informal evaluations throughout the year.  They are encouraged to discuss goals for supervision, progress being made toward those goals and areas of supervision needing attention.  Four times a year, supervisors and interns complete a formal written evaluation of each other and the supervisory experience.  (Interns are given a complete description of the evaluation process and procedures at the beginning of the internship year.)  Interns are also asked to evaluate the training program itself.  Information gathered from evaluations is used to assess interns' progress and to make needed changes in the supervision process and/or the internship program.

FACILITIES AND RESOURCES

Each intern has his/her own office within the Counseling Center and is provided a computer with scheduling, record keeping, networking, e-mail, Internet and word processing capabilities.  Interns also have telephones with long distance service and have access to a fax machine, testing computer and scanner, laptop computers, LCD projectors, several laser printers and a color printer.  Interns are provided with webcams in their offices for recording sessions.  Interns have access to clerical and technical support from administrative assistants, systems support specialists and student workers.  University library holdings and computer services are also available to interns.

STATEMENT REGARDING THE USE OF DISTANCE EDUCATION AND ELECTRONICALLY MEDIATED EDUCATION

The Psychology Internship Training Program at the Counseling Center at Texas State University does not make use of Distance Education at this time. The use of Electronically Mediated Education generally includes the review of video recordings of clinical sessions, and supplemental learning experiences that may be provided via pre-recorded trainings, Internet-based modules or recordings, and independent or guided searches of professionally related topics using on-line resources. The primary approach to learning is experiential and interactive (e.g., clinical experiences; supervision; seminars; consultations; prevention and outreach).

Tamyra Johnson: Clinical Psychology, The Wright Institute

Austin Nader: Clinical Psychology, University of Indianapolis

Erik Nelson:  Clinical Psychology, Northwest University

Melissa Glass:  Counseling Psychology; The Wright Institute;

Skye Savoie:  Clinical Psychology; The Chicago School of Professional Psychology, Xavier University of Louisiana

Erika Williams:  Clinical Psychology; The Chicago School of Professional Psychology

Taryn Hollander-Counseling Psychology, Lehigh University

Kelsi Nummerdor-Counseling Psychology, University of Georgia

Nirvana Ramtahal-Clinical Psychology, California School of Professional Psychology at Alliant International, Los Angeles

Tiffany Adeigbe - Counseling Psychology, Our Lady of the Lake University

Chrissy Ammons- Counseling Psychology, University of Southern Mississippi

Jordan Seidel - Counseling Psychology, Long Island University, Post 

Colleen Conklin - Clinical Psychology, George Fox University

Katie Kainer - Counseling Psychology, Our Lady of the Lake University

Uriel Navarrete - Clinical Psychology, California School of Professional Psychology at Alliant International University - Los Angeles, CA

Erica Mathis - Counseling Psychology, University of Southern Mississippi

Jason Clark Ripplinger - Counseling Psychology, Brigham Young University

Kimberly Hickman - Clinical Psychology, Baylor University

Colleen McCarthy - Counseling Psychology, University of Oregon

Nathan Miller - Counseling Psychology, Florida State University Combined Program, Counseling-School Psychology 

Melissa Cole - Counseling Psychology, Our Lady of the Lake University

Mary Buzzetta - Counseling Psychology, Florida State University Combined Program, Counseling-School Psychology 

Cordell Spears - Clinical Psychology, Wheaton College

Laurel Bluntzer - Counseling Psychology, Our Lady of the Lake University

Mark Provence - Counseling Psychology, University of Texas at Austin

Mike Unger - Clinical Psychology, Philadelphia College of Osteopathic Medicine

Daniela G. Dominguez - Counseling Psychology, Our Lady of the Lake University

Hilary S. Anand - Clinical Psychology, Pacific Graduate School of Psychology at Palo Alto University

Rebecca González - Counseling Psychology, New Mexico State University

Selina Guerra - Counseling Psychology, Texas A&M University

Sarah Moon - Clinical Psychology, Fuller Graduate School of Psychology

Elizabeth Terrazas-Carrillo - Counseling Psychology, University of Oklahoma

Vanessa Haig - Clinical Psychology, Adler School of Professional Psychology 

Kim Litwinowich - Counseling Psychology, Our Lady of the Lake University 

Shawne Ortiz - Counseling Psychology, Our Lady of the Lake University

Catherine Bitney - Clinical Psychology, The New School for Social Research 

Kate Czar - Counseling Psychology, University of Southern Mississippi 

Kyle Green - Counseling Psychology, Our Lady of the Lake University

Adryon Burton Denmark - Counseling Psychology, University of Texas at Austin 

Raé Lundy - Counseling Psychology, University of Notre Dame 

Bernie Ramsey - Counseling Psychology, Our Lady of the Lake University

Nirit Avraham-Bayrach - Clinical Psychology, Illinois School of Professional Psychology

Kim Tran - Counseling Psychology, The University of Texas at Austin

Kimberly Trayhan - Counseling Psychology, Our Lady of the Lake University

Claire Blankemeier - Clinical Psychology, Florida Institute of Technology

Ryan Denney - Counseling Psychology, University of Southern Mississippi

Claudia Flato - Clinical Psychology, Texas A&M University

Stefanie Boswell - Counseling Psychology, University of Southern Mississippi 

Craig Dike - Clinical Psychology, University of Indianapolis 

Vanessa Joy - Counseling Psychology, Our Lady of the Lake University

Joseph Bosarge - Counseling Psychology, New Mexico State University 

LaTisha Braddock - Counseling Psychology, University of North Texas 

Michael Hershberger - Counseling Psychology, Texas A&M University

Anne Crowley - Counseling Psychology, Texas A&M University 

Melanie Noble - Counseling Psychology, University of Kansas 

Beth Wood - Clinical Psychology, George Fox University

Gretchen Jones - Counseling Psychology, University of North Texas 

Lisa Pawlowski - Clinical Psychology, Regent University 

Daniel Wachtel - Clinical Psychology, Georgia School of Professional Psychology

Judith Cepeda - Counseling Psychology, Our Lady of the Lake University 

Hossiella Longoria - Clinical Psychology, Florida School of Professional Psychology 

Allison Nevin - Clinical Psychology, Florida Institute of Technology

Ray Branton - Clinical Psychology, Azusa Pacific University 

Tim Mulligan - Counseling Psychology, Oklahoma State University 

Mary Wohar Torres - Counseling Psychology, Our Lady of the Lake University

Heather Aidala - Clinical Psychology, CA School of Professional Psychology, Alameda 

Ellie Prosser - Counseling Psychology, University of Kansas 

Selia Servin-Lopez - Counseling Psychology, Our Lady of the Lake University

Richard Brake - Counseling Psychology, Our Lady of the Lake University 

Angie Larned - Counseling Psychology, Boston College 

Bernadette Solorzano - Counseling Psychology, Our Lady of the Lake University

Patrick Hopkins - Counseling Psychology, Our Lady of the Lake University 

Laura Moncrief - Clinical Psychology, IL School of Professional Psychology, Chicago 

Jada Vaughan - Counseling Psychology, Tennessee State University

Counseling Psychology, Arizona State University

Counseling Psychology, University of Northern Colorado

Clinical Psychology, Chicago School of Professional Psychology (2)

Counseling Psychology, Our Lady of the Lake University (5)

Clinical Psychology, Miami Institute of Psychology

Counseling Psychology, Andrews University