Internship In Health Service Psychology
Accredited by the American Psychological Association*
APPIC Program Code 159011
* Questions related to the program's accredited status should be directed to the Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: (202) 336-5979 / E-mail: email@example.com
|Year Long||Fall Semester||Spring Semester|
|Client Caseload||Triadic Practicum Supervision||Triadic Practicum Supervision|
|Outreach Focus||On-Call/Crisis Intervention|
|Intern Case Consultation||Group Co-facilitation||2nd Group Co-facilitation|
|Living in San Marcos ~ Central Texas||Seven-Reasons-to-Live-in-San Marcos.pdf|
- Practicum Selection Process
- Funds to attend Texas Intern Conference
- Practitioner - Apprenticeship Model of Supervision
- Outreach Project and ongoing outreach opportunities
- Opportunity to develop specialized Intern project
- Opportunity to assist with after-hours Hospitalization Team
Internship Application, Admissions, Support and Initial Placement Data
Application Deadline is November 1, 2022 by Midnight (CST).
Interview Dates for 2023-2024 Applicants
Interviews will be held between December 7, 2022 through January 13, 2023.
Our selection process follows all APPIC guidelines and APPIC Match Policies - www.appic.org
Specifically, our internship site agrees to abide by the APPIC policy that no person at this training site will solicit, accept, or use any ranking-related information from an intern applicant.
If you have questions regarding our program or the application process, please contact the Training Director, Dr. Clare Duffy, at firstname.lastname@example.org
The following application materials are required:
- AAPI Online (may be accessed at www.appic.org; click on "AAPI Online")
- Cover letter (included in AAPI Online)
- Current, comprehensive vita (included in AAPI Online)
- Transcripts of all graduate work (included in AAPI Online)
- Letters of recommendation from three persons familiar with the applicant's academic and/or professional performance - at least two must be from practicum supervisors or other professionals who have observed and can comment upon the applicant's clinical skills (included in AAPI Online).
Date Program Tables are updated no later than August 29 annually.
Does the program or institution require students, trainees, and/or staff (faculty) to comply with specific policies or practices related to the institution’s affiliation or purpose? Such policies or practices may include, but are not limited to, admissions, hiring, retention policies, and/or requirements for completion that express mission and values.
If yes, provide website link (or content from brochure) where this specific information is presented:
Internship Program Admissions
Briefly describe in narrative form important information to assist potential applicants in assessing their likely fit with your program. This description must be consistent with the program’s policies on intern selection and practicum and academic preparation requirements:
The selection of interns for the Texas State internship program is based on "goodness-of-fit". We look for interns whose interests and goals are consistent with our training model and philosophy and the experiences we can provide. In reviewing applications, we give preference to students from accredited counseling and clinical psychology programs who have coursework and practicum experience which have prepared them to provide general adult outpatient services, and who have completed their dissertation proposal. Although we do not expect our interns to have academic and practical training in all areas addressed by our training program, we do take note of coursework in psychopathology, ethics, diversity, career counseling, trauma, substance abuse, and supervision, and experience working with adults in outpatient settings. We do not require prior practicum experience in a counseling center setting. A “good fit” would include intern applicants who are interested in:
- Focusing on counseling/psychotherapy with an adult population in an outpatient setting;
- Developing generalist skills, including psychotherapy, assessment, crisis intervention, psychoeducational programming and consultation, which can be applied in a variety of settings;
- Understanding and appreciating diversity issues and working with diverse populations;
- Learning supervision skills which will benefit future trainees; and
- Developing a professional identity that will see them through the transition from trainee to entry level professional.
- It is also important that an applicant exhibit integrity in the form of ethical and professional behavior; this is typically reflected in letters of recommendation.
Does the program require that applicants have received a minimum number of hours of the following at time of application? If Yes, indicate how many:
Total Direct Contact Intervention Hours:
Amount: 300 individual adult outpatient therapy hours
Total Direct Contact Assessment Hours:
Describe any other required minimum criteria used to screen applicants:
Additional required minimum criteria used to screen applicants:
- Applicants must be enrolled in an APA-Accredited doctoral program in Counseling or Clinical Psychology, or related field.
- All appropriate coursework, including a minimum of 850 hours of supervised practicum experience (350 hours of direct service), must be completed prior to beginning the internship.
- Applicants must pass all doctoral comprehensive examinations and have their dissertation proposal approved by the APPIC match ranking deadline
FINANCIAL OR OTHER BENEFIT ITEM
Annual Stipend/Salary for Full-time Interns:
Annual Stipend/Salary for Half-time Interns:
Program provides access to medical insurance for intern?
If access to medical insurance is provided:
- Trainee contribution to access to medical insurance cost required?
- Coverage of family member(s) available?
- Coverage of legally married partner available?
- Coverage of domestic partner available?
Hours of Annual Paid Personal Time Off (PTO and/or Vacation)
104, accrued at 8 hours/month
Approximately 15 university holidays
Hours of Annual Paid Sick Leave
104, accrued at 8 hours/month
In the event of medical conditions and/or family needs that require extended leave, does the program allow reasonable unpaid leave to interns/residents in excess of personal time off and sick leave?
Yes; please see Human Resources
Dissertation/Professional Development Release Time, Dental Insurance, Vision Insurance, Disability Insurance, Life Insurance, Daily Wellness Time, Employee Assistance Program, Shuttle Bus Service, Recreational Sports Membership (at an additional cost), University Library System, Retirement Contributions (TRS)
*Interns are responsible for their own parking fees.
Provide an Aggregated Tally for the Preceding 3 Cohorts
2019 - 2022
Total # of interns in the 3 cohorts:
Total # of interns who did not seek employment because they
returned to their doctoral program/are completing doctoral degree:
Community mental health center
Federally qualified health center
Independent primary care facility/clinic
University counseling center
Veterans Affairs medical center
Military health center
Academic health center
Other medical center or hospital
Community college or other teaching setting
Independent research institution
Independent practice setting
Not currently employed
Changed to another field
Note: "PD" = Post-doctoral residency position; "EP" = Employed Position.
Each individual represented in this table should be counted only one time. For former trainees working in more than one setting, select the setting that represents their primary position.
About Texas State: The University, Division of Student Affairs, Counseling Center, and Internship Training Program
Texas State University - San Marcos, the fifth largest public university in the state, is a comprehensive institution of higher education offering undergraduate and graduate instruction to over 38,849 students. Texas State has students from around the world and a diverse student body. Fifty percent of Texas State University students are ethnic minorities. The University believes that the primary purpose of higher education is to promote learning and stimulate inquiry for truth in an atmosphere of freedom. To provide a learning environment that values freedom of thought, innovation and creativity, Texas State attempts to seek cultural diversity, instill a global perspective in its students, and nurture sensitivity and mutual respect. Texas State was designated as a Hispanic Serving Institution (HSI) in 2011. Texas State ranks 14th in the United States for bachelor's degrees awarded to Hispanic students.
Texas State is located in San Marcos, a community of 60, 684 nestled in the Texas Hill Country at the headwaters of the San Marcos River about halfway between Austin and San Antonio.
- Texas State University is committed to an inclusive education and work environment that provides equal opportunity and access to all qualified persons. Texas State, to the extent not in conflict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression.
MissionThe Student Affairs Division provides high quality, supportive programs and services to ensure the success of our diverse student population. We create and foster a safe, inclusive and engaged community focused on maximizing student potential for career success, and life-long learning.
VisionLead, engage, and inspire students to realize their full potential.
I. Facilitate the retention, graduation and career development of a high quality, diverse student population through sustained partnerships within the campus community and external constituents II. Create and deliver innovative co-curricular programs and services through partnership with faculty, staff and external constituents to ensure the success of students III. Foster a Culture of Care within an environment that is safe, responsive and supportive of a diverse community IV. Increase the campus cultural competencies through University-wide coordination of educational initiatives and skill based training. V Increase student resilience by educating on self-advocacy and well-being VI. Recruit, develop, support and retain high quality, diverse staff. VII. Expand and manage financial, physical, and technological resources effectively and efficiently to meet the growing demands
Departments within the Division of Student Affairs 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 Diversity and Inclusion, Student Health Center, University Police, and Vice President for Student Affairs Office.
The Director of the Counseling Center reports directly to the Vice President of Student Affairs.
The Texas State Counseling Center provides high quality mental health services to promote the overall well-being, retention, and success of our diverse student population. As part of our role in higher education, the Counseling Center also contributes to the advancement of the mental health field through the training of new professionals. Our work is guided by ethics, professional standards, and respect for diversity.
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 diverse university community. We value diversity 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 about diversity. 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 diversity of all kinds including age, gender, race, ethnicity, ability, religion, sexual and gender identities and values.
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, one master's level counselor, two licensed social worker with one social worker serving as case manager/referral specialist, three postdoctoral residents, two doctoral interns, contract counselors, three master's and/or doctoral practicum students, one senior administrative assistant, three administrative assistants, two graduate research assistants, and three part-time student workers.
As a training facility we strongly embrace the ethical imperatives that guide the identity development of Psychologists, in particular the mandate to be culturally sensitive professionals.
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 culture and diversity broadly, allowing our definition to encompass racial and ethnic differences, gender and sexual identity, socioeconomic status, nationality, acculturation, religious affiliation, faith expression, and ability status, as well as the intersectionality of these and other identities. Comprehensive understanding of the impact of culture is seen by our staff as an integral ingredient of competent psychological practice.
We are therefore deeply committed to developing our own multicultural competencies and those of our interns. We believe that all counseling is multicultural counseling, and being an effective counselor requires being intentional about building healing relationships with clients where attention to issues of diversity is paramount.
We ascribe to APA’s position statement “Preparing Professional Psychologists to Serve a Diverse Public: A Core Requirement in Doctoral Education and Training” which can be found at: http://www.apa.org/pi/lgbt/resources/policy/diversity-preparation.aspx (See App. E).
We train interns to be well-rounded professional psychologists with the competencies to serve clients representing different forms of diversity. 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 diverse populations, including clients whose identity, beliefs, worldview, or cultural 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 diversity related 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.
The Texas State University internship training program includes providing experiences conducive to the training of health service psychologists:
1) Demonstrate ability to practice and implement psychotherapy (individual, couple, and group)
2) Develop skills in psychological assessment and testing
3) Develop skills in entry-level supervision
4) Demonstrate crisis intervention and trauma assessment skills
5) Develop skills in conducting programs, presentations, and consultations
6) Develop multicultural competency and awareness of diversity
7) Practice psychology guided by ethical and legal standards
8) Promote the development of a positive professional identity
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 a diverse 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. These competency areas are:
- Ethical and Legal Standards
- Individual and Cultural Diversity
- Professional Values, Attitudes, and Behaviors
- Communications and Interpersonal Skills
- Consultation and Interprofessional/Interdisciplinary Skills
- Educational Outreach*
*The Texas State 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).
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
14 hours Individual Counseling 2 hours Group Therapy 2 hours Initial Consultation (ICONS) 2 hours On-call Coverage (Spring/Summer) 1 hour Practicum Supervision (Fall/Spring) 2 hours Outreach/Consultation/Committees/Intern Project (varies each week) 2 hours Individual Supervision 1 hour Diversity Case Consultation/Group Supervision 1.5 hours Supervision of Supervision (Fall/Spring) 2 hours Intern Training Seminar 1.5 hours Assessment Seminar 1 hour Clinical Review/Consultation with psychiatrist 1.5 hours Staff Meeting 6 hours Administrative/Paperwork/Professional Development
MINIMUM INTERNSHIP REQUIREMENTS
The following are the minimum requirements for successful completion of the Internship:
- A full-time, 2,000 Hour Internship Employment must be completed.
- 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.
- Successful Completion of all Core Experiential Components.
- Successful Completion of Intern Project. Interns will complete a project in which they will focus attention on a area on psychological interest.
- Intern Log of Hours. Intern will document 2000 hours internship and direct service requirements.
- 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.
- Successful Attainment of Minimum Thresholds for Identified Competencies: as measured by Intern Evaluation Form.
- Complete all written records and reports (including progress notes, assessments reports, intern logs, intern project summary, etc.).
- Complete all required evaluations of supervisors and the training program.
- Attend and participate in the Texas Intern Conference.
- Participate fully in all Clinical, Diversity, and Professional Development Seminars.
- 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, LGBTQIA+ students, 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, multicultural sensitivity, 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:
- Substance abuse
- Group therapy
- 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. Diversity Case Consultation/Group Supervision
Interns will meet together with a staff psychologist for one hour each week to discuss diversity related topics 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 diversity issues affect 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 multicultural perspective, 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, ethics, cross-cultural supervision, 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. Additionally, a psychiatrist from the Student Health Center visits the CC once or twice a month to consult about mutual cases and discuss medication issues, diagnoses, and other pertinent topics.
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, Diversity, 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
Counseling Center interns are considered to be Student Affairs staff members and their ideas and opinions are respected and valued. Therefore, interns are given the opportunity to serve, usually along with a senior staff member, on one or more divisional programming teams. Current programming teams include: Educational Staff Development, Community Staff Development, Assessment and Information Technology.
Interns may also 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 Affairs provides staff development programs during the fall and spring semesters that are available to all Student Affairs 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 an 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).
Current and Former Interns
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 Oaklahoma
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
Website Updated 11/23/2022