Masters of Counseling Internship
The CSU Health Network invites internship applications for the 2012-2013 academic year from 2nd year graduate students in the Colorado State University Counseling and Career Development program. Applications from other regional accredited counseling programs are also welcome, but preference is given to enrolled Colorado State students. Three to four positions are typically available for counseling students to spend 20-25 hours per week at the CSU Health Network. All internships will begin August 1 and conclude at the end of either the spring or summer semester. Our training staff is composed of licensed counselors, clinical social workers, and psychologists, as well as post-masters and post-doctoral fellows. We're enthusiastic about our training program and view the development of new professionals to be an important part of our mission.
Our program strives to develop entry-level clinicians who possess the knowledge and skills necessary to function as competent, culturally sensitive and ethical practitioners. Counseling interns will train in either general counseling services or substance abuse assessment and treatment.
Six core principles reflect our training philosophy and serve as a foundation for the model of training at the CSUHN. The following statements address our beliefs about the nature of training and our expectations for the treatment of others.
Broad-based training is essential for developing professionals.
We value the contributions of our own and other professional disciplines to the training program, recognizing that a diverse set of knowledge and skills are essential for effective practice.
Psychological theory and research are the foundation for competent practice.
The training staff believes that psychological theory and scientific research provide a foundation for conceptualization and intervention. The practice of mental health professionals should be grounded in theories relevant to their discipline and the supporting scientific literature.
An optimal learning environment is supportive and challenging.
We believe that learning is facilitated by an environment in which challenge is balanced with support. We value an open environment in which ideas can be explored and it is safe to make mistakes. We encourage trainees to honestly assess their professional strengths and limitations so that we may collaboratively establish training goals.
A commitment to self-awareness and a willingness to monitor the impact of personal needs on professional behavior are expected of all members of the staff.
Effectiveness as a mental health professional is not simply the result of skills acquisition, but rather the successful synthesis of competence and personal maturity that results in self-regulated, ethical behavior. Self-knowledge, self-care, and the ability to balance one's personal and professional lives are essential to being an effective role model and instrument of change.
Each trainee and staff member has the right to be treated with respect.
Respect, honest communication, cooperation in meeting goals, and the support of one's colleagues are central to a productive work environment.
Respect for human diversity is a fundamental component of all activities.
The CSU Health Network bases all its programs and services, including training, on a philosophy that affirms the dignity of all people. We expect staff and trainees to be committed to the social values of respect for diversity, inclusion and equity. Both trainers and trainees should demonstrate a willingness to examine their own assumptions, behaviors, and values so that they may work effectively with "cultural, individual, and role differences, including those based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language, and socioeconomic status" (APA Ethics Code, 2002, Principle E).
Our training program is based on the values inherent in the Practitioner-Scholar model. As practitioners, we value the learning that comes through direct experience with others and thoughtful self-reflection. As scholars, we recognize the importance of theory, research and critical thinking. We believe that both practice and scholarship are essential in preparing new mental health professionals to work effectively with diverse individuals and groups in a rapidly-changing world. We value a lifelong commitment to the integration of self-reflective practice and scholarly examination.
We believe that becoming a competent psychologist, social worker or counselor is a developmental process requiring graduated experiences and training. Consequently, the CSUHN offers training experiences from beginning practica through postdoctoral fellowships. The didactic instruction and supervised practice opportunities vary according to the level of training and the readiness of the individual student. As trainees gain experience, expectations for more advanced professional skills, greater self-awareness and autonomous functioning increase.
We place a high value on the integration of one's personal and professional identities. We strive to tailor each student's experience to their individual needs within the structured activities of our training program. Ongoing self-assessment of one's strengths and limitations is encouraged. When coupled with the supervisory feedback of multiple staff members who are committed to training new professionals, there is great opportunity for personal and professional development.
Service Delivery Experiences
General Services Masters Interns: Interns in the General Services track will have opportunities to work with clients presenting a broad range of problems, including mood disorders, anxiety, eating disorders, relationship difficulties, and family concerns. Students provide intake assessments, as well as individual and group therapy.
DAY Masters Interns: DAY (Drugs, Alcohol, and You) Programs provide assessment and treatment for students who are both mandated to treatment (by the University, courts, or parents) and those voluntarily seeking treatment. Issues with substances can range from AOD (Alcohol and other drugs) as a poor coping skill to addiction and co-occurring disorders. Interns focus on building a wide range of counseling skills (with special attention paid to Motivational Interviewing) and provide counseling for many other mental health concerns (depression, anxiety, PTSD, relational problems, etc.). Interns typically begin counseling students referred for BASICS, a two session program for those with relatively minor violations of University policy. They also function as clinicians and case managers for the Back on TRAC program, a drug court modeled program designed for higher risk students. Interns typically build a caseload of voluntary students as well. Interns have the opportunity to hone group facilitation and presentation skills through leading psycho-educational workshops, case management groups or a relapse prevention group.
Training Activities
Supervision: Weekly individual supervision is provided by a Licensed Professional Counselor or another member of the senior staff.
Training Seminars: All Counseling Interns participate in the Masters Professional Issues Seminar and the Diversity Seminar. Those Counseling Interns placed in General Services also attend the Group Seminar. Some Masters Interns in the DAY program choose to increase their time commitment at the internship in order to also participate in the group program and seminar. The seminars are described below:
- Masters Professional Issues Seminar: This seminar addresses issues of professional growth and development in order to facilitate entry into the field of mental health & Social Work. Presentations by staff members, community professionals, and interns cover a wide range of topics based on the intern group's needs and special topics that are of interest to them. Time is also allotted for case consultation and feedback.
- Diversity Seminar: This seminar focuses on the awareness, knowledge, and skills needed to function as a culturally competent psychologist. Although multicultural issues are naturally integrated into all training experiences during internship, this seminar provides an opportunity for interns to safely explore the impact of their own cultural history and experiences upon their work and to add to their multicultural knowledge base.
- Group Seminar: This seminar's focus is on group therapy philosophy and procedures, co-leader relationships, ethics, and group process dynamics and interventions. The seminar provides an opportunity for case conference-type reflection and dialogue, for brainstorming alternative interventions, and for enhancing knowledge about group stages and processes and group therapy ethics.
In-service Training: An in-service training with mental health and medical staff is scheduled each month throughout the academic year. Retreats with all CSUHN staff are held in January and August. National conferences and symposia are regularly sponsored at CSU in a wide variety of areas, such as diversity, suicide prevention, and Asperger's Syndrome. All trainees are invited to attend these activities.
Although the intern's schedule will depend on their assignment in the agency and the requirements of their graduate program, a sample weekly schedule for Counseling interns follows:
| General Services | DAY | |
|---|---|---|
| Clinical Services | ||
| Individual Therapy | 8.5 | |
| Group Therapy | 2.0 | |
| Initial Consultations | 1.5 | |
| Drug & Alcohol | 12.5 | |
| Training | ||
| Individual Supervision | 1.5 | 1.0 |
| Group Supervision | 1.0 | |
| Masters Seminar | 1.5 | 1.5 |
| Diversity Seminar | 1.0 | 1.0 |
| Group Seminar | 1.5 | |
| Administrative Activities | ||
| Clinical Administration | 2.0 | 2.5 |
| Meeting/Inservice | .5 | .5 |
| TOTAL | 20.0 | 20.0 |
Evaluation of Intern Performance:
All staff involved in training will give feedback designed to both support and challenge the student's development. This will occur on an ongoing basis during the placement and in supervision meetings. More formal evaluations will be provided to the student and the Department of Social Work mid-semester and again at the end of each academic term. The primary field instructor will be responsible for the coordination of these evaluation meetings. (See "Planning and Evaluation for SW 688 Concentration Field Placement" in the SW 588/688 Field Education Manual or on UCC Common/Forms/MSW Interns.) Typically, both an internal evaluation form and the form required by the Department of Social work will be completed.
The areas covered on the written evaluations forms for GS Masters Counseling Interns are:
- Initial Assessment Skills
- Crisis Intervention Skills
- Clinical Skills
- Professional Standards & Behavior
- Use of Supervision
- (Other Job-specific Skills)
The areas covered on the written evaluation forms for DAY Masters Counseling Interns are:
- BASICS Assessment Skills
- Case Management Skills
- Back on Track Skills
- Professional Standards & Behavior
- Use of Supervision
- (Other Job-specific Skills)
Intern Feedback for Supervisors and Training Staff:
All staff involved in training will give feedback designed to both support and challenge the student's development. This will occur on an ongoing basis during the placement and in supervision meetings. More formal evaluations will be provided to the student and the student's graduate program at the end of each academic term or as required by the home institution. Typically, both the Supervisor's Evaluation of Counseling Intern (see UCC Common/Forms/Counseling Intern for a copy of the form) and the student's graduate program evaluation forms will be used.
Graduate students interested in applying for the 2013-2014 internship should submit the following materials in Word format by March 9, 2013 to Aki.Hosoi@Colostate.edu:
1. A letter of interest in the program,
2. A professional resume, and
3. Names, phone numbers, and email addresses of two academic/professional references.
Interviews will be scheduled in March/early April with offers made before the end of the spring semester.
SPECIAL NOTE: Orientation for fall semester begins August 1 and runs until the beginning of the academic year. Interns must be available to attend approximately 20 hours/week of scheduled training during that time period.
Colorado State University is committed to providing a safe and productive learning and living community. To achieve that goal, we conduct background investigations for all final candidates being considered for work in our agency. Background checks may include, but are not limited to, criminal history, national sex offender search and motor vehicle history. All internship offers are contingent upon successful completion of a background check to be conducted immediately following the match announcement. For more complete information about the Colorado State policy, please see http://www.hrs.colostate.edu/pdfs/form-background-check-disclosure-authorization.pdf.
Colorado State University is an equal opportunity/affirmative action employer and complies with all Federal and Colorado State laws, regulations, and executive orders regarding affirmative action requirements.
TRAINING STAFF
2012-2013
Mark Benn, PsyD
Licensed Psychologist
University of
Northern Colorado - 1986
Helen Bowden, PhD
Licensed Psychologist
University
of Florida - 2005
Ellen Cooney, EdD
Licensed Psychologist
Harvard
University - 1978
Stephanie Mora DeRosby, MA
Licensed Professional
Counselor
Licensed Addictions Counselor
University of Northern Colorado
- 2001
Michele Faris, PsyD
Licensed Psychologist
University
of Northern Colorado - 1988
Carole Freemole, MA
Licensed Professional Counselor
University of South Dakota - 1986
Carrie Haynes, MEd
Licensed Professional Counselor
Colorado State University - 2006
Lisa Heifner, MS
Licensed Professional Counelor
Montana State University - 2003
Aki Hosoi, PhD
Licensed Psychologist
Colorado State
University - 2010
Christopher Leck, MSW
Licensed Clinical Social Worker
Colorado State University- 2006
Lisa Lively, PhD
Auborn University - 2012
Susan MacQuiddy, PhD
Licensed Psychologist
Colorado
State University - 1985
Pam McCracken - MSW
University of Kansas - 1993
Lisa Miller, PhD
Colorado State University - 2009
Stephen Okiyama, PhD
Licensed Psychologist
Fuller
Graduate School of Psychology - 1989
Nara Samuels, MSW
Licensed Social Worker
Colorado
State University - 2010
Adam Sargent, MA
Colorado State University -2009
Cindy Swindell, PhD
Licensed Psychologist
University
of Texas at Austin - 1988
Reid Trotter, PhD
Licensed Psychologist
University of
Missouri - 2011
Jim Weber, MSW
Licensed Clinical Social Worker
Colorado State University - 1995
Situated in Fort Collins, the 833-acre main campus of Colorado State University is virtually a city within itself, with a student population of over 27,000. Included among its nearly 100 buildings are administrative offices and facilities, classroom buildings, laboratories, residence halls, library, student activity and recreational facilities, bookstore, and performing arts venues.
Colorado State University is one of our nation's leading research universities with world-class research in infectious disease, atmospheric science, clean energy technologies, and environmental science. It was founded in 1870 as the Colorado Agricultural College, six years before the Colorado Territory became a state. Last year, CSU awarded degrees to 5,800 graduates, and this year, it attracted more than $300 million in research funding. Colorado State is a land-grant institution and a Carnegie Doctoral/Research University-Extensive.
Colorado State University is a "university of choice" for Colorado residents - 30% of all of Colorado's science, math, engineering and technology majors pursue degrees at CSU. In addition to its excellent programs in those areas, CSU offers among the very best professional programs in the United States in veterinary medicine, occupational therapy, journalism, agriculture and construction management. Colorado State faculty are researching and tackling critical global issues, such as the reemergence of tuberculosis, air pollution in Asian cities, severe weather forecasting, nutrition and wellness, and bioterrorism. CSU's faculty provides an enriched student learning experience by offering laboratory and field experiences from a major research university. This approach - combining the intellectual experience of the classroom with the practical experience of the field and laboratory - is based on the land-grant philosophy.
Colorado State's Student Leadership, Involvement and Community Engagement office hosts some of the strongest community-service programs in the country, allowing more than 6,000 students to participate in the university's proud tradition of public outreach. CSU faculty played a significant role in the founding of the Peace Corps, and CSU remains one of the primary sources of Peace Corps volunteers today.
Colorado State is ranked in the top tier of universities in U.S. News and World Report's rankings of "America's Best Colleges and Universities," while Kiplinger's Personal Finance Magazine named CSU one of the top public universities in the United States in terms of educational quality and affordability.
For more information on Colorado State University, please visit http://www.colostate.edu.
To take a virtual tour of the CSU campus, visit http://www.tour.colostate.edu.
Organizational Chart (PDF)
