Our Graduate Student Assistants are typically CSU Counseling Psychology doctoral students with advanced standing or students with special expertise in substance abuse or outreach. Students from the University's Student Affairs in Higher Education program also sometimes work with the Drugs, Alcohol and You (DAY) Programs. GSAs have a special place in the organization of the CSU Health Network. As graduate students, GSAs are considered trainees; while as paid staff members, GSAs are considered university employees. The staff recognizes that the assistantship is an important part of the graduate student's practical training and is committed to meeting the GSA's training needs within the parameters of the employment contract.

 

 

Colorado State University Health Network, the CSUHN, is an integrated mental health and medical service which serves both undergraduate and graduate students. It is accredited by the American Psychological Association (APA) for the doctoral internship in Counseling & Clinical Psychology and by the Accreditation Association for Ambulatory Health Care (AAAHC). Colorado State University is a large land-grant university with a student population of approximately 27,000 students from every state and 80 foreign countries.

The Counseling Services division of the CSUHN is comprised of general counseling services and a number of specialty programs. General Services includes individual and couples therapy, a vibrant group therapy program, and crisis intervention services. Specialty programs include the DAY Program (substance abuse & other addictions), Behavioral Health (embedded within medical services), and the iTEAM (an intensive out-patient program for students with more extensive mental health service needs). Presenting issues range from the expected developmental concerns of college-aged students to severe mental health diagnoses, including psychoses and Axis II disorders. The most common presenting concerns are: stress & anxiety, mood disorders, relationship issues, eating disorders, sexual concerns, substance abuse, and identity development. CSUHN has a strong commitment to multi-culturalism and has strong working relationships with the various Diversity Offices on campus.

The training of clinically-competent, ethical, self-aware, and culturally sensitive mental health professionals is central to our mission. We provide training to as many as thirty graduate students from diverse disciplines each year. Our Doctoral Psychology Internship has been accredited by the American Psychological Association since 1973 and was one of the first university counseling services to earn this recognition. Students in our Masters Internship in Social Work and Counseling come from CSU and other regional institutions. Psychology Advanced Practicum placements are open to third and fourth year Psychology graduate students from CSU and nearby universities. The 2nd Year Psychology Practicum program is offered in conjunction with CSU's doctoral program in Counseling Psychology and is only open to their students. Graduate Student Assistantships are available to CSU psychology doctoral students with advanced standing or students with special expertise in substance abuse or outreach. Students from the University's Student Affairs in Higher Education program also sometimes work with the DAY Program. We offer two post-degree Fellowships, a Post-Doctoral Psychology Fellowship and a Post-Masters Fellowship in Social Work or Counseling.

Within the CSU Health Network, GSAs are placed in either General Services (GS) or the Drugs, Alcohol and You (DAY) program. They are considered to be part-time, 9-month, temporary employees of the University. GSAs are hired for 20-25 hours per week and receive in-state tuition assistance. The contract includes Thanksgiving, winter and spring breaks, but excludes University holidays when the agency is closed. As part-time, temporary employees, GSAs receive no official annual or sick leave benefits. If an absence during one of the University's scheduled student breaks is desired, the GSA should make prior arrangements with the Training Director and their Program Director.

General Service GSAs:

GSAs placed in the General Services branch of CSUHN Counseling Services consolidate traditional clinical skills. Services in this area include individual and couples therapy, group therapy, initial consultations, and day-time on-call (triage). Commensurate with their advanced training status, GSAs typically have the opportunity to work with more challenging clients than they did as Practicum students. Depending on prior experience with group therapy, GSAs may have the opportunity to serve as senior co-leader of a therapy group. GSAs also have the option of participating in the after-hours emergency service. Doing so not only supplements their training in crisis intervention, but allows them to "bank" leave time to use for such things as vacations and intern interviews.

DAY GSAs:

GSAs placed in the DAY program develop the skills to deliver effective interventions for substance abuse and other addictive behaviors. The DAY Program provides services to both voluntary students seeking help with substance use and those who are mandated by the University to engage in substance use counseling. The general model is focused on harm reduction, brief motivational interviewing and cognitive behavioral strategies. Services include online screening, psycho-educational workshops, individual counseling, and case management. An intensive treatment program exists for students facing potential separation from the university that is based upon the community drug court model combined with the best practices of Student Affairs and Higher Education. In addition to substance addictions, the DAY program provides services to students struggling with other addictive behaviors, such as sexual and gambling. GSAs also have the option of participating in the after-hours emergency service. Doing so not only supplements their training in crisis intervention, but allows them to "bank" leave time to use for such things as vacations and intern interviews.

Supervision: GSAs receive weekly individual supervision by a senior staff member or Post doctoral Fellow. Depending on the needs of their program assignment, additional staff meetings or case staffings may be scheduled.

Training Seminar:

• Advanced Practicum/GSA Professional Issues Seminar & Case Conference: This seminar addresses issues of professional growth and development in order to facilitate entry into the field of mental health. Presentations by staff members, community professionals, and trainees cover a wide range of topics based on the group's needs and special topics that are of interest to them. It also provides a forum for peer supervision in a case conference format.

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 GSAs follows:

Counseling GSA (20 hours/week)
Individual/Couples	7.0
Initial Consultations	1.5
On-Call/Walk-In	2.5
Group Therapy	2.0
Individual Supervision	2.0
GSA/Ad Prac Seminar	1.0
Staff Meeting/Inservice	.5
Clinical Admin	3.5

DAY GSA (25 hours/week)
Clinical Services		13.0
Supervision
Individual		1.0
Group		2.0
Individual Supervision		1.0
Staffings/Case Review		4.5
GSA/Ad Prac Seminar		1.0
Staff Meeting/Inservice		.5
Clinical Admin		4.0

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.

Evaluation of GSA 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 occur at the end of each academic term.

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)

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 mental health professional. Specific requirements for applicants include:

1. Advanced Graduate Student Status at CSU in the Counseling Psychology Department or related major.
2. Experience working with university students.
3. All staff members and trainees must successfully complete a background check before a final offer of employment is made. Background checks may include, but are not limited to, criminal history, national sex offender search, and motor vehicle history.

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.

GSA applicants should submit the following materials by email in Word format to Aki.Hosoi@colostate.edu.

1. A cover letter stating interest in the program;
2. A current vitae or resume;
3. Copies of all graduate transcripts (unofficial is fine);
4. Three letters of recommendation.

Completed applications must be received by March 1, 2013

Questions can be directed to Dr. Aki Hosoi, Training Director, at 970-491-2744.

 

 

2012-2013 Training Staff

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

Fort Collins is a city that has garnered an array of honors:

• One of the Top 10 Best College Towns: Small-Sized Cities Category, USA Today - September 2010
  
• One of the top six 'Smarter Cities' for Energy: Natural Resources Defense Council, (population 100,000-249,999) - August 2010
  
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• One of the Greatest Places to Live in the West: American Cowboy magazine - April 2010
  
• Ranked 4th Best Places for Business and Careers: Forbes - April 2010
  
• One of a Dozen Distinctive Destinations: National Trust for Historic Preservation - February 2010
  
• Ranked 3rd 'Smarter City' for sustainability: Natural Resources Defense Council - July 2009
  
• One of America's 20 Most Economically Vibrant College Towns: TheAtlanticCities.com - September 2011
  
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• Ranked 1st Best Place to Live and Work for Young Professionals (pop. 100,000-200,000): Next Generation Consulting - March 2009

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/.