The Postdoctoral Psychology Fellowships at the CSU Health Network are designed to prepare individuals for a staff psychologist position in a university counseling service. As the next phase in the development of professional psychologists, the postdoctoral fellowship is designed to provide advanced training to Fellows who are consolidating strengths as generalist clinicians, while also providing specialized training in one of two areas of interest. In terms strengthening core generalist competencies, the first focus of the fellowship is on consolidation of traditional clinical skills in the areas of individual and group therapy, crisis intervention (both daytime and after-hours), triage, and initial consultations (intake). The second focus is on advanced experiences in the clinical training of graduate students through both supervision and didactic seminars. Third, Fellows may participate in university-based outreach and prevention services adapted for both the general student population and those targeted at underrepresented groups on campus, including the need for advocacy and social justice interventions. And finally, the postdoctoral fellowships include opportunities to build administrative and program development skills.
Fellows will also develop specialized clinical skills in one of two training areas. Track 1 will emphasize the development of specialized skills for working with clients struggling with alcohol and drug use. Track 2 will emphasize skills important to psychologists wishing to work at universities that have integrated their mental health and medical services, including specialized work with high risk or high needs clients.
The Postdoctoral Fellowship is a full-time, 12-month position requiring both graduation from an APA-accredited doctoral program in Counseling or Clinical Psychology and completion of an APA-accredited Doctoral Internship. The program is designed to meet or exceed all requirements for licensure in the state of Colorado and is modeled to be in compliance with APPIC guidelines for postdoctoral training sites.
The CSUHN Postdoctoral Fellowship is a transition training experience between that of a Doctoral Intern and that of a licensed Staff Psychologist. A fairly unique aspect of the Fellowship is the close collaboration with medical, psychiatry, social work, and other professions afforded by this integrated site. Staff members come from an array of theoretical orientations, including Existential/Humanistic, Interpersonal, Cognitive Behavioral, Developmental, Emotion-Focused, Gestalt, Solution-Focused, Positive Psychology, Feminist, and Psychodynamic. Close working relationships have been developed with the various Diversity Offices on campus, as well as with other university offices and departments.
Goal: Fellows will consolidate traditional clinical skills through work in the General or Specialized Services branches of CSUHN Counseling Services.
Service Experiences: Services that Fellows may provide in this area include individual and couples therapy, group therapy, initial consultations, and day-time on-call (triage). Commensurate with their advanced training status, Fellows typically have the opportunity to work with more challenging clients and to be the senior co-leader in therapy groups. Fellows provide a minimum of 4 weeks of after-hours emergency service in exchange for "annual leave."
Goal: Fellows will develop skills related to the training of emerging mental health professionals, which is one of the essential functions of a well-rounded psychologist.
Service Experiences: Fellows extend their experiences in the training arena by engaging in the individual supervision of developing mental health professionals. Fellows may also serve on the Training Team.
Goal: Fellows will develop the ability to design and deliver prevention-oriented and psycho-educational interventions on a university campus.
Service Experiences: Fellows engage in university-based outreach and prevention services adapted for both the general student population and those targeted at underrepresented groups on campus, including the need for advocacy and social justice interventions. Fellows may develop an ongoing working relationship with at least one of the Diversity Offices on campus, such as the Asian/Pacific American Cultural Center, the Black African American Cultural Center, Native American Cultural Center, El Centro, the GLBT Resource Center, Resources for Disabled Students, or Veteran's Services.
Goal: Fellows will learn about administrative aspects of university counseling centers and integrative care.
Service Experiences: Fellows attend weekly Counseling Service Staff Meetings to participate in policy discussion and decision-making. They will also participate in staff meetings specific to their speciality (i.e., drugs and alcohol, or medical services and the intensive outpatient program). Fellows serve on the Postdoctoral Selection Committee, which chooses Fellows for the following year. They may work on developing additional programs that are consistent with both the mission of the CSUHN and with their professional interests.
Goal: Fellows will obtain specialized skills for working with clients struggling with alcohol and drug use, by functioning as part of a multidisciplinary team providing an array of services and programs for student's whose substance use has resulted in negative consequences. This will include the development of strong expertise in Motivational Interviewing.
Service Experiences: DAY Programs provides services for both mandated and voluntary students. Time in this service is divided between services geared for mandated and voluntary students through facilitation of psycho-educational workshops, national best practice programs such as BASICS, individual therapy, harm reduction groups, and participation on the Back on TRAC (Treatment, Responsibility, and Accountability on Campus) multi-disciplinary treatment team. Participation in Back on TRAC is a unique training opportunity for fellows, because this is the first treatment model of its kind and serves as a model for other university drug and alcohol treatment approaches nationwide. The program adapts components of the Drug Court Model for a college student population while allowing students to continue their education. Fellows will participate in all aspects of this program, which uses a combination of sanctions and incentives to encourage positive change, while providing individualized treatment, psycho-education, and compliance monitoring.
Goal: Fellows will develop the skills necessary to function as part of an integrative mental health and medical care team and learn effective behavioral health interventions employed by psychologists in these settings.
Service Experiences: The Behavioral Health Program embeds mental health services within the CSUHN Primary Care Medical Service, allowing for true integration of medical and mental health care which ideally includes immediate access to a Mental Health Provider. The Behavioral Health Consultants function as team members with the medical staff in their daily provision of health care to CSU students. Time in this service is divided between BH on-call coverage and BH Follow-up appointments. The BH model is based on the concepts of: easy access to the BH Consultant, brief visits, focus on a functional assessment, the use of psycho-educational & solution-focused interventions, and prompt feedback to the Primary Care Providers (PCPs). When BH-type interventions are inappropriate or insufficient to meet a student's mental health needs, the BHC arranges referrals to the other mental health services within the CSUHN or to the community. The BHC further supports the mission of the CSUHN by providing consults to the PCPs in both routine and urgent mental health situations.
Goal: Fellows will develop the skills necessary to function as part of a multi-disciplinary, intensive outpatient integrated mental health treatment team.
Service Experiences: The iTEAM bring case management, therapy, and psychiatric services to one location using an integrated intensive outpatient treatment model for high acuity students in crisis. Students are referred from the mental health hospital (e.g., following hospitalization due to safety concerns) or internally, for an integrated treatment approach that includes skill building utilizing Dialectical Behavior Therapy (DBT) skills groups and individual therapy. Fellows will learn to provide integrated care to high needs clients by participating in treatment planning using the team's integrated approach, co-facilitating the DBT skills group, providing individual therapy and case management, and providing other services as required by the team.
Individual Supervision: The Fellow's primary supervisor provides two hours of scheduled supervision each week, as well as being available for impromptu consultations as needed. Supervision focuses on individual and couples psychotherapy, consultation on supervision, and support for the intern's professional development. Primary supervisors for Postdoctoral Fellows are all licensed psychologists. Primary supervisors are rotated each semester, so that the Fellows have the opportunity to be exposed to a variety of theoretical orientations and professional styles.
Group Supervision of Group Therapy: The Fellows attend a weekly supervision group led by the Coordinator of the Group Therapy program for advanced group therapists. It 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, as well as the opportunity to discuss co-leader relationships.
Case Conference: Fellows participate in the monthly Case conferences attended by both Counseling and Psychiatry Services staff.
In-service Training: A joint 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, including diversity, suicide prevention, and Asperger's Syndrome.
Participation in additional training seminars (e.g., Supervision of Supervision, Outreach) can be negotiated, depending on the Fellow's experience and training needs.
DAY Group Supervision: DAY Program Fellows attend a weekly group supervision meeting that is attended by all DAY core staff and trainees. The DAY group supervision is focused on case consultation, discussion of challenging issues related to substance use, and review of policies and procedures.
Behavioral Health Group Supervision: DAY Program Fellows attend a weekly group supervision meeting that is attended by all DAY core staff and trainees. The DAY group supervision is focused on case consultation, discussion of challenging issues related to substance use, and review of policies and procedures.
iTeam Group Supervision: iTEAM Fellows attend alternating weekly group supervision with the DAY Program and iTEAM. Both supervision groups focus on case consultation, discussion of challenging issues, and review of policies and procedures. Twice each month the focus will be centered on issues related to substance use at the DAY Program group supervision. In the alternating weeks, the Fellow will attend group supervision with iTEAM core staff who specialize in therapy focused on DBT skills.
Clinical Administration: Fellows are allotted five hours each week to write clinical notes, make phone calls, respond to emails, and tend to other administrative tasks.
Staff Meetings: Fellows participate in the weekly Staff Meeting with senior staff. In addition, the Drugs and Alcohol (DAY Program) Fellow will attend weekly meetings with the DAY core staff and two hours of weekly meetings focused on staffing clients who are mandated to participate in the DAY Program. Primary Care Behavioral Health and Integrated Care fellows will attend monthly meetings of the Behavioral Health staff, and weekly iTeam meetings, to staff clients who have been referred to the iTeam for services.
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.
At the beginning of each semester, each Fellow and his/her supervisor work together to set individual goals for the Semester. At the end of Fall and Spring Semesters (January & May), the training staff meets with each Fellow to provide feedback about their respective performances and to solicit feedback about the Fellow's training experience. The Supervisor's Evaluation of Postdoctoral Psychology Fellow form is completed at this time. An abbreviated evaluation is conducted in July during the Exit Interview with the Fellow, individual supervisor, and Training Director. The content areas covered on the written evaluations forms match the five foci of the postdoctoral program:
In addition, broader aspects of professional behavior that are reviewed are:
At the conclusion of each semester, Fellows will have an opportunity to complete formal evaluations of their clinical supervisors and group co-leaders. Evaluations of training seminars/group supervision are completed at the end of the seminar. An Exit Survey is completed online by Fellows at the end of the Fellowship and a similar Post Fellowship Survey is sent to Fellows two years after completion. Fellows are encouraged to provide on-going feedback to the training staff throughout the year and as members of the Training Team have input into all aspects of the training program.
The Postdoctoral Fellowship at Colorado State University is a full-time, one year, paid position. The Fellowship begins August 1, 2013 and concludes July 31, 2014. Fellows are currently paid $32,000. Under Colorado State University policy, temporary employees do not receive official annual or sick leave. However, because Fellows provide emergency after-hours coverage, twenty-four days of personal leave are provided. Additionally, all University employees receive ten holidays each year. Leave for illness is available as needed. Should an extended illness or other situation necessitate an extensive absence, arrangements will be made to insure that an adequate number of days are worked in order to complete the hour requirements for licensure. This could involve taking additional after-hours emergency shifts or extending the Fellowship.
Fellows are entitled to the full range of benefits available to all Administrative Professionals working on campus. This includes major medical, dental, vision, long-term disability, and optional life insurance. More information about these benefits is available on the CSU Human Resource Services website.
The State of Colorado currently insures itself against litigation and will provide legal counsel and indemnification for employees (both paid and unpaid) in civil suits. Additional malpractice insurance is not required by Colorado State University.
Fellows receive a faculty I.D. card which allows them to use the CSU library and check out materials for an extended length of time. They are also entitled to purchase a Faculty parking permit. Fellows receive clerical and technical support for client scheduling, business travel arrangements, computing, and general office functions. Each Fellow has a private, fully furnished office with a computer and video recording equipment.
We seek high-energy individuals who are open to learning, able to balance multiple roles and responsibilities, receptive to feedback, and motivated to develop a wide range of skills that may be requested of a university-based psychologist. Specific requirements for applicants include:
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.
Fellowship applicants should submit the following materials by email (Word format preferred) to Rob.Adams@colostate.edu:
For full consideration, completed applications must be received by 11:59 p.m., Mountain Standard Time, on Monday, January 14, 2013.
Mark Benn, PsyD
University of Northern Colorado - 1986
Helen Bowden, PhD
University of Florida - 2005
Ellen Cooney, EdD
Harvard University - 1978
Stephanie Mora DeRosby, MA
Licensed Professional Counselor
Licensed Addictions Counselor
University of Northern Colorado - 2001
Michele Faris, PsyD
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
Colorado State University - 2010
Christopher Leck, MSW
Licensed Clinical Social Worker
Colorado State University - 2006
Lisa Lively, PhD
Auborn University - 2012
Susan MacQuiddy, PhD
Colorado State University - 1985
Pam McCracken - MSW
University of Kansas - 1993
Lisa Miller, PhD
Colorado State University- 2009
Stephen Okiyama, PhD
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
University of Texas at Austin - 1988
Reid Trotter, PhD
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.
Fort Collins is a city that has garnered an array of honors:
Fort Collins has more than 300 days of sunshine per year (rivaling Miami or San Diego), so Colorado State University students can sample the city life and a variety of recreational opportunities throughout the year. Fort Collins, a city with approximately 141,000 residents, is located 65 miles north of Denver and 45 miles south of Cheyenne, Wyoming. Transportation between Fort Collins and Denver International Airport is provided by both bus and limousine service.
At the foot of the Rocky Mountains, Fort Collins is within a one-hour drive of such major recreational areas as Estes Park, Red Feather Lakes, Horsetooth Reservoir, and several national parks, including the 790,000 acre Roosevelt National Forest and Rocky Mountain National Park. A wide variety of recreational activities is fostered not only by the presence of such areas but also by the climate in the Fort Collins region. Located at an elevation of 5,000 feet, Fort Collins has a clear, dry atmosphere and generally pleasant temperatures throughout the year. The summer temperature ranges from an average high of 82 to an average low of 52 degrees; the winter temperature ranges from an average high of 41 to an average low of 13 degrees.
Indicative of the cultural life of Fort Collins is the museum, public library, Lincoln Center, and Civic Symphony. An active University calendar -- guest speakers, art exhibits, theater, cinema, concerts -- adds to community life. This broad spectrum of cultural and outdoor recreational facilities, the excellent climate, and the mountain surroundings contributes to the ideal university setting of Fort Collins.
For more information on Fort Collins, please visit http://www.fcgov.com/visitor/.