External Practicum Manual Counseling Psychology University of Northern Colorado

External Practicum Manual
Counseling Psychology
University of Northern Colorado
2014 – 2015
Revised 12/13
1
Table of Contents
Introduction
Criteria for Selecting a Site
Practicum Policies
Timeline for EP Paperwork
External Practicum Application Form
Affiliation Agreement for Clinical Training Through an External Practicum
EP Site Agreement
External Practicum Site Review Form
Practicum Supervisor Evaluation of Student Form: Competency Benchmarks in
Professional Psychology Readiness for Internship Level Rating Form
Additional Information about Specific Practicum Sites
External Practicum Sites and Contact Personnel
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4
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5
6
7
8
9
13
17
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Counseling Psychology Doctoral Program External Practicum Manual
Introduction
Eligible students (i.e., successful completion of practica sequence through APCE 712 and
approval of the External Practicum Coordinator) may apply for an external practicum placement
by enrolling in APCE 795 External Practicum. While the onus of initiative falls on the individual
student, the faculty, the individual site supervisor and the External Practicum Coordinator
determine final approval of external practicum placement. All External Practicum sites are
approved by the faculty during a regular program meeting. The External Practicum Coordinator
must also approve of the individual site (i.e., developmentally appropriate experiences available,
student/site goal alignment, and weekly onsite supervision from a licensed psychologist or other
mental health professional). When the supervisor is not a licensed psychologist (LP) on going
weekly opportunities exist for students to be supervised by faculty on campus who are LPs. The
objective is for students to gain diverse supervised experience in clinical and/or assessment
practice in a clinical site outside of the UNC Psychological Services Clinic while furthering their
communal networking skills; ideally the type of setting will align with student internship goals.
Ongoing placement evaluation will be conducted through: student self-report, site supervisor
evaluation, regular meetings with the External Practicum Coordinator, and in-class discussion of
any issues that arise during the fieldwork experience (e.g., evidence-based practice treatment
manuals, ethical, multicultural, supervisory, clinical, critical issues currently impacting the field).
Students attend bi-monthly group supervision meetings. The External Coordinator will make site
visits. Each site will be visited once per academic year. The site must provide a wide range of
training and educational experiences through applications of evidence-based practice procedures.
Students are a) encouraged to apply to sites that have an APA accredited internship and be
supervised by an LP, b) sites that have an APPIC internship and be supervised by a licensed
psychologist, c) other sites under the supervision of a licensed psychologist, and d) other sites
supervised by a mental health professional. Students typically complete a minimum of two
semesters of this course. This manual includes information about external practica sites and requirements and procedures
to be followed. The practicum activities and requirements are based on standards from the
American Psychological Association (APA), Colorado licensure requirements, and Counseling
Psychology program faculty recommendations. We realize that a practicum site may not be able to provide access to all the activities desired by
the student because of the differences that exist between individuals and institutions. The
practicum agreement will document the activities that can be provided at that site and supervised
by the signatory. The purpose of the practicum agreement is to provide a uniform practicum
experience for students, as well as guidance for supervisors entrusted with providing clinical and
administrative supervision.
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Criteria for Selecting a Site
External practicum sites must be able to accommodate the following minimum requirements:
• Minimum of 60 direct client contact hours (i.e., counseling, assessment, consultation,
program evaluation)
• Minimum of 8 hours per week onsite and maximum of 20 hours per week on site
• Minimum of 1 hour per week of individual supervision, performed by the on-site
supervisor who must be a licensed mental health professional.
Process for Evaluating Students
If a student is not meeting the site’s expectations, the Counseling Psychology program
faculty will make a remediation plan with the site and give the student a deadline to demonstrate
improvement. If the student does not improve, the Counseling Psychology program faculty will
work with the site to remove the student.
Policies in the Event a Site Does Not Meet Expectations
If a site is not meeting the Counseling Psychology program’s expectations, the student is
to inform the external practicum instructor. The instructor will work with the student to resolve
the issue. If the issue cannot be resolved at the instructor/site level, the Counseling Psychology
program faculty will work with the site to dissolve our operating agreement in an ethical and
professional manner.
Practicum Policies
Sequence and Schedule Requirements
An external practicum is a field-based experience, which students have the option to take part in
after successful completion of two on campus doctoral practica (APCE 702 and APCE 712). See
course catalog for more information about the prerequisites courses. External practica require at
least a semester-long commitment to the practicum site. The number of hours spent at the site
will depend on the weekly hours agreed upon in the Site Agreement. (See p. 19)
Qualifications
The Counseling Psychology program must approve all external practicum positions. In order for
a position to be approved, a student must be academically prepared to work at the proposed site,
as evidenced by successful completion of APCE 702: Doctoral Practicum in Individual
Counseling and APCE 712: Advanced Practicum in Individual Counseling.
Ethical Behavior
Students are expected to demonstrate the highest level of ethical behavior, as set forth by the
American Psychological Association (APA). Unethical behavior will not be tolerated and will
be considered cause for dismissal at any time during the student's program. If students encounter
ethical dilemmas or ethically questionable behaviors, they are to address concerns with their site
supervisor and university supervisor.
Withdrawing from a Site
Occasionally students want to withdraw from a practicum site prior to completing their time
commitments. Given that sites make a commitment to our students when they offer them an EP
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position, and early departures by our students need to be approved prior to leaving the site.
Students should submit a written request to their advisor explaining why they want to terminate
their EP placement early. They should clearly outline who they will ensure current clients are
appropriately transferred within their agency, how completion of paperwork will be ensured, etc.
The request to terminate an EP will then be brought to the CP faculty and discussed during a
regularly scheduled faculty meeting. The faculty may request additional information and
clarification before granting approval. Requests for EP withdrawal will be approved on a caseby-case basis and a student’s overall performance in the program will also be taken into
consideration. Completion of these procedures in no way guarantees that a student will be
permitted to withdraw from an EP practicum site.
If a student’s application for EP Withdrawal is approved prior to that university’s add/drop date,
no grade will be assigned for that semester. If it is after the university’s add/drop date, the grade
of “Incomplete” will be assigned for that semester. Students will need to be cognizant of the
university’s policy for removal of an incomplete and the possible financial aid ramifications of
decision to withdraw from an EP. Verbal agreements to complete an EP with sites are
considered to be just as binding as written agreements.
Timelines for EP Paperwork
1. After reviewing sites, complete the External Practicum (EP) Application Form (see form).
Your request for an EP will be reviewed by faculty.
2. If you r site has never had a UNC student there before, you will need to work with Dr. Johnson to
complete an Affiliation Agreement (see form).
3. Once an Affiliation Agreement has been completed, you will need to develop a Site Agreement
with your EP site which outlines expectation for you and for the site (see form).
4. Begin working at your EP.
5. At the end of each academic semester, you will need to give the practicum instructor copies of
your supervisors’ evaluations of your work (Competency Benchmarks in Professional
Psychology Readiness for Internship Level Rating Form) and your evaluation of the site
(UNC Student External Practicum Site Review Form) see forms. In addition a clinical
hours log should be completed and signed by your EP supervisors as well as the EP
instructor. Failure to turn in these evaluations by the end of the semester will result in an
incomplete grade.
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External Practicum (EP) Application Form
(policy developed January 2010, updated October, 2012)
Please consult with the instructor before seeking or accepting external practicum experiences. You must
enroll in APCE 795 when partaking in an external practicum. If you would like to seek an external
practicum please complete this form and e-mail back to me (sean.ohalloran@unco.edu) as an attachment.
Your name phone number and e-mail address:
Proposed setting(s), address, phone number, etc.:
Proposed Supervisor (IF YOU KNOW) name, degree, type of license; contact information. Must be a
licensed mental health professions i.e., psychologist, psychiatrist, LPC, LCSW. For example the CSU
Health Network primary supervisor is Akai Hosoi, PhD, Licensed Psychologist
Is supervisor on site? If not, who will oversee your clinical work on site?
Description of practicum (length of time you will be engaged in setting, number of hours per week (we
suggest no more than 15), duties, activities engaged in (therapy, assessments, outreach, etc.)
What do you hope to gain from this practicum?
After this application has been reviewed by the Counseling Psychology faculty and your placement
request has been granted and you have been offered a position you will complete and have signed by your
site supervisor: the a) Site Agreement For Clinical Training through an External Practicum, b) The
Affiliation Agreement for Clinical Training through an External Practicum, & c) provide evidence of
malpractice insurance (APAIT or ACA) if required by your site.
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Affiliation Agreement for Clinical Training Through an External Practicum
(January, 2010)
This Affiliation Agreement is made between the agency: _____________________, (herein after referred
to as “the agency”) located at_________________________________________________, and the
Counseling Psychology Program at the University of Northern Colorado (UNC).
Purpose
The agency and the Counseling Psychology faculty at UNC wish to collaborate in providing graduate
students in Counseling Psychology applied fieldwork experiences. These experiences may include:
psychological assessment, therapeutic services to clients, program development, program assessment and
evaluation, outreach, and other related clinical services and learning opportunities.
Responsibilities of the Counseling Psychology (CP) Program at UNC
1. CP will collaborate with the agency in ensuring that the graduate student or students assigned to the
agency receive proper supervision.
2. CP will be responsible for maintaining the educational standards that satisfy relevant requirements for
the clinical training of graduate students in counseling psychology.
3. The student will adhere to all of the field agency’s relevant policies and procedures and will complete
an evaluation of their EP experience at the end of every semester for which they are enrolled in the EP.
4. CP and the agency will confer as needed to ensure that the graduate student is receiving adequate
supervision and training.
Responsibilities of the Agency
1. For the purpose of clinical training, the agency will provide qualified personnel (a licensed mental
health professional) who will provide the student with at least one (1) hour of weekly supervision.
2. The agency will make available aids as needed to provide students with training opportunities.
3. The agency will inform CP of policy changes that affect the graduate student or faculty.
4. Copies of relevant written policies and procedures will be provided to CP.
5. The agency will provide evaluative feedback to CP concerning student progress.
6. A practicum placement will total 10-15 hours per week for all activities unless special arrangements
are made.
7. The agency agrees to follow APA ethical principles, Colorado mental health statues, and
confidentiality requirements, as specified by HIPAA.
_____________________________________________________________Date _______
(Agency Field Supervisor)
Approved by: _________________________________________________Date______
(Counseling Psychology Faculty Supervisor)
THE COUNSELING PSYCHOLOGY PROGRAM, UNIVERSITY OF NORTHERN COLORADO.
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Site Agreement
For Clinical Training through an External Practicum (EP)
(effective January 2010)
Student name and phone number:___________________________________________________
Site: __________________________
Duration of EP dates: ___/___/____ to ___/___/____
This agreement specifies the assumptions, conditions and responsibilities of the Counseling
Psychology Program at UNC, the Agency site and the student regarding the practicum
experience.
The purpose of an external practicum in Counseling Psychology is to provide students with a
variety of experiences regarding clinical assessment and treatment in a variety of settings
relevant to their training needs.
External Practicum hours are additional to hours students are required to complete in UNC’s
Psychological Services Clinic according to the students’ degree requirements and progress in
their program.
Experiences are organized by a plan specific to each student's needs and to site requirements.
The student will dedicate
following activities:
hours per week to the Agency and participate in the
The student will receive _____hour(s) of individual supervision and ____hour(s) of group
supervision weekly with (name, title, and license) ______________.
UNC and the Agency’s professional staff, credentialed appropriately according to the Colorado
Department of Regulatory Agencies’ provisions and professional guidelines, supervise all
experiences. Supervising staff at UNC and the Agency are responsible for all services and
activities of students with clients.
Appropriate contact is maintained between the UNC practicum supervisor and the designated
Agency supervisor, throughout the experience.
Evaluation of the practicum experience is conducted by agency supervisor(s) and by the
practicum student. Formal evaluation occurs at the end of each semester. The UNC faculty
member coordinating the external practicum experience assigns a grade of Satisfactory or
Unsatisfactory every semester for which the student is enrolled in an EP.
Students are required to carry professional liability insurance relevant to practicum
experiences and will provide evidence of current insurance attached to this form before can
accepting this external practicum arrangement.
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UNC, Agency supervisors, and students abide by Professional/Ethical/Legal standards of
behavior as set forth by the American Psychological Association and the Colorado
Department of Regulatory Agencies, and all are compliant with HIPAA standards.
In signing below I acknowledge reading the above and agree to all policies set forth by UNC
as discussed here.
Date __________
(External Practicum Student, print and sign your name)
________________________________________________
(EP Supervisor, name, title, license and number
Date __________
_______________________________________________
(Faculty Supervisor, Counseling Psychology, UNC)
Date __________
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UNC Student External Practicum Site Review Form Please answer the following questions in review of your practicum site. This information is
anonymous (unless you give your name at the bottom of this form) and will be provided to future
practicum applicants as an informal review of the site. Please continue writing on the back of this
page if you need additional room.
Name of Site:
What were the strengths of your particular practicum site?
What were the challenges of your site?
Would you recommend this site based on this year’s experience? Please explain
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Please rate using the following scale:
1 = poor, 2 = adequate, 3 = good, 4 = very good, 5 = outstanding
SITE INFORMATION
1. Site provides appropriate resource and reference materials.
1
2
3
4
5
2. Site provides an adequate forum for discussing intervention issues.
1
2
3
4
5
3. The practices, services, and professionals at the site follow ethical guidelines.
1
2
3
4
5
4. This practicum experience helped me learn to apply what I have learned in the program.
1
2
3
4
5
5. This practicum experience was effective in linking what I learned in the program to real
situations.
1
2
3
4
5
6. The site has a professional atmosphere.
1
2
3
4
5
7. Students are encouraged to meet among themselves.
1
2
3
4
5
8. Students are encouraged to make suggestions for improvements.
1
2
3
4
5
9. Work expected of students is appropriate.
1
2
3
4
5
10. Students are treated with respect and in a professional manner.
1
2
3
4
5
11. The site provides avenues for professional development (e.g., workshops, training)
1
2
3
4
5
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SUPERVISION
Area 1: General Characteristics of Supervision
12. Teaches and applies theoretical frameworks (e.g. cognitive-behavioral, family systems).
1
2
3
4
5
13. Conveys knowledge and application of clinical research.
1
2
3
4
5
14. Use of clinical experience as a tool for training.
1
2
3
4
5
15. Inferred investment in/commitment to the training of clinicians.
1
2
3
4
5
16. Perceived openness to student feedback (i.e., students feel "safe" expressing positive and
negative feelings regarding supervision).
1
2
3
4
5
17. Adequately responds to students’ feedback (i.e., implements changes or addresses differences
in opinion).
1
2
3
4
5
18. Availability of sufficient time for supervision (in and outside of scheduled team meetings).
1
2
3
4
5
Area 2: Case Management
How effective is your supervisor in the following areas?
19. Working with clinician to develop a conceptualization of clients
1
2
3
4
5
20. Helping clinician formulate long-term treatment goals.
1
2
3
4
5
21. Helping clinician formulate short-term treatment goals.
1
2
3
4
5
22. Helping clinician explore therapeutic process (i.e., what goes on between the client and
clinician.
1
2
3
4
5
23. Helping clinician to understand and implement specific therapeutic tools or techniques.
1
2
3
4
5
24. Use of specific demonstration, role play, rehearsal.
1
2
3
4
5
25. Use of tapes/DVD
1
2
3
4
5
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26. Integrating all the above elements of case management
1
2
3
4
5
Area 3: Supervision Process and Clinician Development
27. Clarity of expectations for performance (including report-writing presentations).
1
2
3
4
5
28. Gives feedback in a constructive manner.
1
2
3
4
5
29. Students are given independence and flexibility.
1
2
3
4
5
30. Use of supervision group and student participation (i.e., elicits opinions and ideas from other
team members).
1
2
3
4
5
31. Willingness and ability to deal with clinician issues (i.e., helps clinician identify and
overcome resistance in dealing with certain issues; helps clinician explore issues of credibility,
etc.).
1
2
3
4
5
32. Overall quality of supervision
1
2
3
4
5
Comments on Supervision:
What were the best aspects of supervision?
What aspects of supervision could use the most improvement?
ADDITIONAL QUESTIONS Indicate the number(s) of the items above that are the most
important reasons you are satisfied or dissatisfied.
Are you willing to be contacted by another Counseling Psychology student who may be
interested in applying to this site? If so, please include your name and contact information
here. Thank you.
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Competency Benchmarks in Professional Psychology Readiness for Internship
Level Rating Form
The below rating form is used for APCE 795 External Practicum in Counseling Psychology,
and students are only rated on the Competency Benchmarks that apply to this course.
Trainee Name: _____________________________________
Year in Doctoral Program: _____________
Name of Placement:_________________________________
Semester:_______________ ____________
Person Completing Form (highest degree and license earned):
___________________________________
Did individuals also under your supervision supervise this trainee?
Type of Review:
Mid-placement Review
Final Review
Yes
No
Other (please describe):
Overall average ratings are provided for each competency area, and at the end of this rating form. An o In
order for the student to pass the course APCE 795 Externship in Counseling Psychology, the student must
receive an overall average rating of 3 (Mostly) on this form.
Competency Benchmarks in Professional Psychology form was obtained from:
http://www.apa.org/ed/graduate/benchmarks-evaluation-system.aspx
Rate each item by responding to the following question using the scale below:
How characteristic of the trainee’s behavior is this competency description?
Not at All/Slightly
Somewhat
Moderately
Mostly
Very
0
1
2
3
4
If you have not had the opportunity to observe a behavior in question, please indicate this by
circling “No Opportunity to Observe” [N/O].
Near the end of the rating form, you will have the opportunity to provide a narrative evaluation of the
trainee’s current level of competence.
FOUNDATIONAL COMPETENCIES
I. PROFESSIONALISM
1. Professionalism: as evidenced in behavior and comportment that reflect the values and attitudes of psychology.
1A. Integrity - Honesty, personal responsibility and adherence to professional values
Adherence to professional values infuses work as psychologistin-training; recognizes situations that challenge adherence to
0
1
professional values
1B. Deportment
Communication and physical conduct (including attire) is
professionally appropriate, across different settings
0
1
1C. Accountability
Accepts responsibility for own actions
0
1
1D. Concern for the welfare of others
Acts to understand and safeguard the welfare of others
0
1
2
3
4
N/O]
2
3
4
N/O]
2
3
4
N/O]
2
3
4
N/O]
How characteristic of the trainee’s behavior is this competency description?
Not at All/Slightly
Somewhat
Moderately
Mostly
Very
14
0
1
2
3
If you have not had the opportunity to observe a behavior in question, please indicate this by
circling “No Opportunity to Observe” [N/O].
4
11E. Professional Identity
Displays emerging professional identity as psychologist; uses
resources (e.g., supervision, literature) for professional
0
1
2
3
4
N/O]
development
2. Individual and Cultural Diversity: Awareness, sensitivity and skills in working professionally with diverse
individuals, groups and communities who represent various cultural and personal background and characteristics
defined broadly and consistent with APA policy.
2A. Self as Shaped by Individual and Cultural Diversity (e.g., 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) and Context
Monitors and applies knowledge of self as a cultural being in
assessment, treatment, and consultation
0
1
2
3
4
[N/O]
2B. Others as Shaped by Individual and Cultural Diversity and Context
Applies knowledge of others as cultural beings in assessment,
treatment, and consultation
0
1
2
3
4
[N/O]
2C. Interaction of Self and Others as Shaped by Individual and Cultural Diversity and Context
Applies knowledge of the role of culture in interactions in
assessment, treatment, and consultation of diverse others
0
1
2
3
4
N/O]
2D. Applications based on Individual and Cultural Context
Applies knowledge, sensitivity, and understanding regarding ICD
issues to work effectively with diverse others in assessment,
0
1
2
3
4
N/O]
treatment, and consultation
3. Ethical Legal Standards and Policy: Application of ethical concepts and awareness of legal issues regarding
professional activities with individuals, groups, and organizations.
3A. Knowledge of Ethical, Legal and Professional Standards and Guidelines
Demonstrates intermediate level knowledge and understanding of
the APA Ethical Principles and Code of Conduct and other
relevant ethical/professional codes, standards and guidelines,
0
1
2
3
4
N/O]
laws, statutes, rules, and regulations
3B. Awareness and Application of Ethical Decision Making
Demonstrates knowledge and application of an ethical decisionmaking model; applies relevant elements of ethical decision
0
1
2
3
4
N/O]
making to a dilemma
3C. Ethical Conduct
Integrates own moral principles/ethical values in professional
conduct
0
1
2
3
4
N/O]
4. Reflective Practice/Self-Assessment/Self-Care: Practice conducted with personal and professional self-awareness
and reflection; with awareness of competencies; with appropriate self-care.
4A. Reflective Practice
Displays broadened self-awareness; utilizes self- monitoring;
displays reflectivity regarding professional practice (reflectionon-action); uses resources to enhance reflectivity; demonstrates
0
1
2
3
4
N/O]
elements of reflection-in-action
4B. Self-Assessment
Demonstrates broad, accurate self-assessment of competence;
consistently monitors and evaluates practice activities; works to
recognize limits of knowledge/skills, and to seek means to
0
1
2
3
4
N/O]
enhance knowledge/skills
How characteristic of the trainee’s behavior is this competency description?
Not at All/Slightly
Somewhat
Moderately
Mostly
0
1
2
3
Very
4
15
If you have not had the opportunity to observe a behavior in question, please indicate this by
circling “No Opportunity to Observe” [N/O].
4C. Self-Care (attention to personal health and well-being to assure effective professional functioning)
Monitors issues related to self-care with supervisor; understands
the central role of self-care to effective practice
0
1
2
3
4
4D. Participation in Supervision Process
Effectively participates in supervision
0
1
2
3
4
[N/O]
[N/O]
II. RELATIONAL
5. Relationships: Relate effectively and meaningfully with individuals, groups, and/or communities.
5A. Interpersonal Relationships
Forms and maintains productive and respectful relationships with
clients, peers/colleagues, supervisors and professionals from
other disciplines
5B. Affective Skills
Negotiates differences and handles conflict satisfactorily;
provides effective feedback to others and receives feedback
nondefensively
5C. Expressive Skills
Communicates clearly using verbal, nonverbal, and written skills
in a professional context; demonstrates clear understanding and
use of professional language
0
1
2
3
4
[N/O]
0
1
2
3
4
[N/O]
0
1
2
3
4
[N/O]
FUNCTIONAL COMPETENCIES
IV. APPLICATION
8. Evidence-Based Practice: Integration of research and clinical expertise in the context of patient factors.
8A. Knowledge and Application of Evidence-Based Practice
Applies knowledge of evidence-based practice, including
empirical bases of assessment, intervention, and other
psychological applications, clinical expertise, and client
preferences
0
1
2
3
4
[N/O]
9. Assessment: Assessment and diagnosis of problems, capabilities and issues associated with individuals, groups,
and/or organizations.
9A. Knowledge of Measurement and Psychometrics
Selects assessment measures with attention to issues of reliability
and validity
0
1
2
3
4
[N/O]
9B. Knowledge of Assessment Methods
Demonstrates awareness of the strengths and limitations of
administration, scoring and interpretation of traditional
0
1
2
3
4
[N/O]
assessment measures as well as related technological advances
9C. Application of Assessment Methods
Selects appropriate assessment measures to answer diagnostic
question
0
1
2
3
4
[N/O]
9D. Diagnosis
Applies concepts of normal/abnormal behavior to case
formulation and diagnosis in the context of stages of human
0
1
2
3
4
[N/O]
development and diversity
9E. Conceptualization and Recommendations
Utilizes systematic approaches of gathering data to inform
clinical decision-making
0
1
2
3
4
[N/O]
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How characteristic of the trainee’s behavior is this competency description?
Not at All/Slightly
Somewhat
Moderately
Mostly
Very
0
1
2
3
4
If you have not had the opportunity to observe a behavior in question, please indicate this by
circling “No Opportunity to Observe” [N/O].
9F. Communication of Assessment Findings
Writes adequate assessment reports and progress notes and
communicates assessment findings verbally to client
0
1
2
3
4
N/O]
10. Intervention: Interventions designed to alleviate suffering and to promote health and well-being of individuals,
groups, and/or organizations.
10A. Intervention planning
Formulates and conceptualizes cases and plans interventions
utilizing at least one consistent theoretical orientation
0
1
2
3
4
N/O]
10B. Skills
Displays clinical skills
0
1
2
3
4
N/O]
10C. Intervention Implementation
Implements evidence-based interventions
0
1
2
3
4
N/O]
10D. Progress Evaluation
Evaluates treatment progress and modifies treatment planning as
indicated, utilizing established outcome measures
0
1
2
3
4
N/O]
Overall Assessment of Trainee’s Current Level of Competence (use back if necessary)
Please provide a brief narrative summary of your overall impression of this trainee’s current level of
competence. In your narrative, please be sure to address the following questions:
• What are the trainee’s particular strengths and weaknesses?
• Do you believe that the trainee has reached the level of competence expected by the
program at this point in training?
• If applicable, is the trainee ready to move to the next level of training, or independent
practice?
Signature of Doctoral Student: _________________________________ Date:__________
Signature of Supervisor: ______________________________________ Date:__________
Revised Spring 2013 17
Additional Information About Specific Practicum Sites
University of Northern Colorado Counseling Center
Advanced Practicum
Description
The University Counseling Center (CC) offers Advanced Psychology practicum placements for
doctoral students in regional training institutions. These placements are designed for graduate
students who are beyond the beginning stages of training and clinical experience, and who are
interested in attaining more advanced training within a university counseling center setting.
We seek students who can competently provide initial intake assessment (following in-depth
training and supervision) and psychotherapy with a college student client population.
Opportunities for outreach within the university are also available, and trainees are encouraged to
attend various trainings and seminars throughout the year.
There is flexibility in terms of the weekly time commitment for an Advanced Practicum student,
but we ask for a minimum of 15 hours per week and usually set a maximum of 20 hours per
week. We ask students to commit to a two-semester experience in order to grasp the full
experience of training in a university setting. Individual supervision with a pre-doctoral intern
(who is in-turn supervised by a licensed psychologist) will be provided.
We view our trainees as a vital part of our counseling center team and we are passionate about
the training process. The training of clinically competent, ethical, self-aware, and culturally
sensitive mental health professionals is one of the central missions of the CC. While members of
the training staff represent several theoretical orientations (i.e., humanistic/existential,
interpersonal, CBT, feminist, etc.), there is general consensus about the training model and
learning atmosphere that we believe is conducive for optimal acquisition and integration of skills
and competencies. We strive to create a challenging, intellectually stimulating, open environment
where new ideas can be explored and nurtured. The staff encourages trainees to assess their
professional strengths and deficits and assists them in developing appropriate learning
experiences within the parameters of the opportunities offered here. An assumption of the staff is
that optimal professional growth occurs when challenge is balanced with support. The model of
training that we have adopted at the UNC Counseling Center is best described as a
“developmental apprenticeship” approach. We aim to meet each trainee where he or she is at,
and challenge them appropriately with varying clinical experiences and degrees of autonomy.
The Counseling Center bases all its programs and services, including training, on a philosophy
that affirms the dignity of all people. The Center values pluralism and the opportunity for crosscultural interactions within the campus community in order to enhance the educational
environment for all students, staff, and faculty. We recognize that no individual is free from all
forms of bias and prejudice. We expect staff and trainees to be committed to the social values of
respect for diversity, inclusion and equality. 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).
Requirements
• Demonstrate desire to work with college population.
• Ability to commit at least 12 15 hours a week.
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Commitment of 2 semesters (fall and spring).
Commitment to attending weekly clinical staff meeting (Tuesdays 8:15-10:00 am)
Weekly activities include:
1. Individual, couples therapy (6 hours)
2. Individual supervision (1 hour)
3. Weekly clinical meeting (1.75 hours)
4. Paperwork (2-3 hours)
5. Intakes (1-2 per week - 1-2 hours)
• Practicum students may attend optional training's and seminar opportunities throughout
the year and may choose to participate in campus outreach opportunities.
• Practicum students may be called upon to participate in various campus-wide mental
health screenings through out the year (i.e., EDAW, National Depression Screening
Week, Alcohol Awareness Week, etc.)
How to Apply:
• Please submit a letter of interest
• Vita
• List of 3 references (At least 1 of whom is familiar with your clinical work)
•
•
•
If selected for an interview, you will join us for a 1/2 hour in person interview.
Please send application to:
University of Northern Colorado, Counseling Center
Attn: Meredith Cohn Shefferman, Ph.D., Training Director
Cassidy Hall, Campus Box 17
Greeley, Colorado 80639
or email to: meredith.Shefferman@unco.edu
If you have questions about our training opportunities, please email or call Dr. Cohn Shefferman.
(970-351-2496)
19
CSU Health Network
Psychology Advanced Practicum
The CSU Health Network offers Advanced Psychology Practicum placements for doctoral
students from Colorado State’s Counseling Psychology Program and other regional
institutions. These placements are designed for graduate students who are beyond the beginning
stages of training and clinical experience, and who are interested in more advanced training
within an APA-accredited counseling center setting. The Advanced Practicum is open to 3rd and
4th year doctoral students in counseling or clinical psychology.
Description of the Site
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 PostDoctoral Psychology Fellowship and a Post-Masters Fellowship in Social Work or
Counseling.
Training Philosophy
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.
20
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).
Model of Training
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 rapidlychanging 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.
Advanced Practicum Program Structure
21
Although there is flexibility in the weekly time commitment for an Advanced Practicum student,
we ask for a minimum of twelve hours per week both Fall and Spring semesters. Placements are
available in General Services (initial consults, individual and couples therapy, and crisis
intervention) or DAY (Drugs, Alcohol and You Program, a comprehensive substance use &
addictions treatment program for both mandated and voluntary students).
SPECIAL NOTE: Orientation for Fall semester begins August 1 and runs throughout the 3
week period until classes start. Advanced Practicum students must be available to attend
approximately 12-15 hours/week of scheduled training during that time period.
Advance Practicum Program Description
Service Delivery Experiences: Service delivery experiences differ somewhat depending upon
whether one is placed within General Services or DAY.
General Services Advanced Practicum Students: Students 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 couples therapy.
DAY Services Advanced Practicum Students: 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 cooccurring 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.). Advanced Practicum
trainees 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. Trainees typically build a caseload of voluntary students, as well. Trainees
have the opportunity to hone group facilitation and presentation skills through leading psychoeducational workshops, case management groups or a relapse prevention group.
Training Activities: CSUHN's commitment to training is reflected in seminars, supervision, and
other professional development activities available to trainees.
Supervision: Individual supervision is provided by senior staff psychologists, social workers and
counselors. Advanced practicum students receive 1-2 hours of individual supervision each week,
depending on the number of clinical hours for which they contract. Other members of the
training staff may also provide clinical supervision of aspects of the student's work. The
Supervisor will work with the student to identify her or his training needs and develop a contract
that best fulfills the individual's training goals, as well as those of the academic program and
CSUHN.
Training Seminars: All Advanced Practicum Students participate in the Advanced
Practicum/GSA Seminar. The option also exists to increase one's time in order to participate in
the Outreach Seminar and outreach service delivery. The seminars are described below:
• 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.
• Outreach Seminar: The purpose of this seminar is to gain understanding of the role of
outreach and prevention services and to develop the skills necessary to deliver effective
programming. Special emphasis is placed on using nontraditional services to reach
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populations that often do not seek mental health services, such as culturally diverse
students.
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.
Administrative Time: Depending upon the number of clinical hours provided, Advanced
Practicum Students are allotted 1-2.5 hours each week to write clinical notes, make phone calls,
respond to emails, and tend to other administrative tasks.
Application Information
Psychology graduate students interested in applying for the 2013-2014 Advanced Practicum
should submit:
1. A cover letter detailing interest in and reasons for seeking a practicum at CSUHN and a
description of supervised clinical experience;
2. A current vitae or resume; and
3. letters of recommendation from two professional references, at least one of which must
be from a clinical supervisor.
All materials must be received in our office by 5 p.m. on March 9, 2013. If positions remain
vacant, late applicants will be considered.
Please submit materials electronically to: Aki.Hosoi@colostate.edu
For more information, please contact Dr. Aki Hosoi, Counseling Services Training Director, at
(970) 491-2744.
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 employment. 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-disclosureauthorization.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.
23
University of Colorado at Boulder – Counseling and Psychological Services
Advanced Practicum Training Program 2012-2013
Our Center & Staff
CAPS serves the student population at the University of Colorado at Boulder. CAPS offers
counseling, consultation, and outreach designed to enhance students’ academic success, personal
well-being, and social competence. We are staffed by licensed clinical and counseling
psychologists, clinical social workers, and professional counselors, in addition to support staff
and trainees. CAPS is committed to a community model. We view the entire university as our
client, just as we regard the students who seek our direct services as clients. In its delivery of
services and its training, CAPS incorporates multicultural values and practices. Our primary
areas of service include brief individual psychotherapy, groups, workshops, crisis intervention,
case consultation, teaching, multicultural training and advocacy, as well as community and
organizational consultation. A range of psychotherapeutic orientations is represented among our
staff; these include psychodynamic, emotion-focused, humanistic, existential, narrative,
interpersonal, systemic, feminist, solution-focused, social-constructionist, Ericksonian,
mindfulness-based, ACT, constructivist, and cognitive-behavioral as well as integrative and
eclectic approaches. For more information about our staff and center, please visit us online at
http://counseling.colorado.edu.
Who May Apply
Practicum program applicants must be currently enrolled in a Masters or Doctoral program in
counseling or clinical psychology, and must have completed at least one year of supervised
practicum training by the beginning of the fall semester when practicum
commences. Demonstrated commitment to the values of social justice and multiculturalism as
evidenced by coursework, community involvement, or life experience is required. We are
committed to seeking a diverse group of applicants.
Training Program Requirements
Orientation
Wednesday & Thursday, August 8 – 9, 2012, 9:00 a.m. to 3:00 p.m.
Practicum placement hours begin Monday, August 27, 2012 and will end on Tuesday, May 14,
2013.
Additional summer hours may be arranged during the summer of 2013, following the successful
completion of advanced practicum program.
Training, supervision and Center activities
Staff In-Service (1.5 hours) and Training Seminar and Group Supervision (2 hours) are all
mandatory. Currently these meetings occur on Mondays between 8:30 and 12 noon. 1-2 hours
of individual clinical supervision, to be arranged with supervisor
On-site work at center at least 20 hours a week, including weekly caseload of 8-12 clients, 1-2
walk-in shifts, and 2-3 hours of outreach and/or group therapy.
Vacations may be scheduled, with supervisor's approval, during university holidays and break
periods. See CU’s academic calendar at www.colorado.edu/academics/calendar.html.
Adherence to ethical and legal standards as well as Center and University policies.
Participation in an on-going evaluation process and appropriate self-disclosure as required in
various seminars and supervision.
Finalists will be expected to successfully complete a criminal background check.
24
Information Session
The CAPS staff and current trainees invite prospective applicants to attend an information
session on Monday, January 30, 2012 from 9:00-11:00 a.m.
To Apply, Please Submit
(1) A cover letter including:
a) reasons for seeking a practicum at Counseling and Psychological Services;
b) description of supervised clinical experience; (Include actual number of hours already
completed and hours anticipated prior to August, 2012. Please include a breakdown which
indicates number of hours providing individual, couple, family, and group therapy; assessment;
crisis intervention; workshops, presentations, or other outreach; and hours of supervision
received. You also may include description & hours of other relevant experience.)
c) name of graduate program, including whether this program is accredited by CACREP, APA or
similar body.
(2) a current vitae or resume;
(3) two letters of recommendation from individuals familiar with applicant’s work in providing
psychotherapy and/or graduate coursework. One (1) letter must be from a previous clinical
supervisor or someone knowledgeable of applicant’s clinical skills.
All materials must be received in our office by 5 p.m. on February 29, 2012.
For full consideration, get all application materials in by February 29. Late applications may be
considered if space is available and on a case by case basis.
Individual interviews will be scheduled from March 5-14, 2012. Final selection of applicants
will be made no later than March 20, 2012.
Mail applications to
Frank Kim, PhD & Glenda Russell, PhD
Directors of Training
Counseling & Psychological Services
104 UCB
Boulder, CO 80309-0104
OR submit electronically to:
Glenda.Russell@colorado.edu or Franklin.Kim@colorado.edu
For more information, please contact Drs. Russell or Kim, or call CAPS (303-492-6766).
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Regis University Office of Counseling and Personal Development
Practicum Student Placement
Services provided by practicum student:
While the mandated substance abuse cases are more short term and solution focused in nature,
the typical counseling center clients range from 8 – 30 sessions. We have no session limits and
students receive our services for free. Our client’s average number of sessions is 8 but often
practicum students will have several weekly clients for the duration of their placement allowing
for strong long-term treatment experience. Assessment experience is primarily limited to
substance abuse assessments which involve an on-line psychoeducational component and use of
the SASSI tool. Practicum students will provide programming and consultation with residence
life staff, athletics, faculty regarding issues of suicide/mental health, substance abuse, violence
including sexual assault, body image/eating disorders, sexual behavior, wellness, stress
management, fitness, and nutrition.
Duties of psychology trainee
Treatment/Assessment of clients addressing a myriad of mental health issues. Trainee will carry
a caseload comprised of three-quarter mental health cases (approximately 7-9 clients) and onequarter mandated substance abuse clients (approximately 3-4 clients) at any given time. Trainee
will provide psychoeducational programs to academic classes on multiple occasions, primarily
during the fall semester. Trainee will be responsible for keeping all paperwork and client
statistics up to date. Trainee’s sessions will be audio or video taped and tapes will be shown in
supervision and to the counseling center staff on a monthly basis for increase
supervision/consultation.
Supervised by: APA intern and Jina Jensen, Psy.D.
Theoretical Orientation: Psychodynamic, Systems and Cognitive Behavioral
Supervision format: 1:1; 2:1 and all-staff supervision for a total of about 4 hours/week.
For more information about our training opportunities, please email Jina Jensen or call her at
303-458-3510
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Psychology Training Program in Integrated Primary Care
Students may be placed at various clinics, including Commerce City, Brighton, Frederick, Longmont, Fort Collins
Salud Family Health Centers is a Community Health Center with nine clinics covering parts of Weld,
Boulder, Adams, Larimer, Morgan and Logan Counties, Colorado. Salud is dedicated to providing
primary health services to all the residents of its defined catchment area. The Salud system follows an
integrated model of care that aims to ensure high-quality, comprehensive, culturally competent, primary
medical, dental, and behavioral health services to traditionally underserved populations, thus reducing
barriers to care. Salud promotes prevention and early intervention in an effort to reduce unnecessary
medical concerns, utilization, and costs.
Psychology Training Program Description
The psychology training program at Salud includes opportunities for graduate-level practicum students,
pre-doctoral interns, and postdoctoral residents. We aim to develop culturally-competent primary care
psychologists who are prepared to work in integrated safety net settings as clinicians, educators, and
administrators. Our goal is to provide trainees with clinical, consultative, and educational experiences that
will inform their view of health and the healthcare system and impact their approach to patient care. As a
trainee you will have the opportunity to practice in one of the top integrated primary care settings while
learning about policy, organizational, and management issues that professional psychologists working in
medical settings need to understand.
Training Program Philosophy
The philosophy of the program is guided by the Local Clinical Scientist Model as described by Stricker
and Trierweiler (American Psychologist, 1995), which emphasizes utilizing observation skills, imbued
with a scientific approach and attitude, to address clinical problems, all with an appreciation of the
importance of context. The primary purpose of the training is to help trainees utilize and expand on their
existing competencies in a primary care setting. Trainees must exhibit strong critical thinking, case
conceptualization, and hypothesis testing abilities, awareness of personal biases, and cultural competency.
Services provided:
The Salud system provides a full spectrum of high-quality, comprehensive, culturally competent, primary
medical, behavioral, and dental care, including obstetrics and outpatient care. Salud promotes prevention
and early intervention, thus keeping underinsured or uninsured individuals out of hospitals and
emergency rooms. Behavioral Health Providers (including psychology trainees) are integrated into the
primary care teams and encounter primary care patients during their regular medical visits as well as
during scheduled therapy sessions. Behavioral Health Providers are responsible for screening, assessing,
identifying, and treating mental health concerns within the context of the healthcare team as well as
supporting the medical provider around chronic disease management and health behavior change.
Services include screening, consult, therapy, psychological testing, and shared medical appointments.
Duties of psychology trainee:
Health and Behavior Screenings: Trainees will administer universal health and behavior screenings,
provide appropriate brief intervention and/or referral, and report relevant findings to providers.
PCP Collaborations: Trainees will provide consultation-based services, including intervention,
assessment and/or mental health diagnosis as requested by Salud providers. Trainees will work closely
with more senior clinicians throughout the training period until they are deemed ready to function
independently.
27
Psychotherapy: Trainees will provide individual psychotherapy not to exceed 30% of total time. Trainees
will be responsible for all elements of care including scheduling, choice of intervention strategy,
treatment planning, and documentation of services.
Testing/Assessment: Trainees will have the opportunity to conduct psychological testing/assessments
based upon available referrals.
Case presentation: Trainees will present one formal case presentation to Psychology team during their
training year.
Monthly meetings: Trainees are required to attend monthly Psychology group supervision, including
didactics and case presentation (first Tuesday of the month 8:30-11:30am).
Mandatory Orientation: September 4 and 5 all day
Culturally diverse populations served:
Euro-American 33%; Hispanic American 65%; Gay/Lesbian/Bisexual 10 % (estimate). OTHER: 2%
Supervision provided by:
Katrin Seifert, Psy.D., Licensed Psychologist; Associate Psychology Training Director (to be hired);
Postdoctoral fellows under supervision of Licensed Psychologist
Theoretical Orientation: Varies based on supervisor
Supervision format: Individual and Small Group
Ratio of supervision to clinical hours: 1:8
Number of psychology trainees: Varies
Number of hours/week trainee works: Minimum 12 hours per week
Psychology trainee qualifications needed:
Cultural sensitivity; ability to communicate in Spanish preferred; ability to function in a fast-paced
medical environment requiring quick assessment and intervention; strong communication skills.
Advanced students only (with 2 years clinical experience).
Pay: None
We accept applications in February/March and begin interviews in mid-March. To apply, please send
cover letter and CV via email to:
Director of Integrated Services and Psychology Training
PO Box 189
Frederick, CO 80530
303-820-4726
303-833-5144 (fax)
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External Practicum Sites and Contact Personnel
AIMS Community College
Richard Hanks, PsyD, LP richard.hanks@aims.edu
Chris Karl, LPC chris.karl@aims.edu
Aurora Mental Health Center (Child and Family Team South)
Rebecca Kinney, PsyD, LP
rebeccakinney@aumhc.org
Denver Reception and Diagnostic Center (CO Dept. of Corrections)
Nikki Johnson, PsyD, LP
nikki.johnson@state.co.us
University of Northern Colorado Counseling Center
http://www.unco.edu/counseling/training/index.html
Meredith Cohn Shefferman, Ph.D., Training Director
970-351-2496 Meredith.Shefferman@unco.edu
Colorado State University Health Network (CSUHN)
http://www.health.colostate.edu/pages/graduate-training/advanced-practicum.aspx
Aki Hosoi, Ph.D., Counseling Services Training Director
970-491-2744 Aki.Hosoi@colostate.edu
University of Colorado – Counseling and Psychological Services (CU-Boulder CAPS)
https://counseling.colorado.edu/index.php?option=com_content&view=article&id=29&Itemid=2
4 Frank Kim, Ph.D. & Glenda Russell, Ph.D., Directors of Training
303-492-6766 Franklin.Kim@colorado.edu or Glenda.Russell@colorado.edu
Metropolitan State College of Denver
http://www.mscd.edu/counsel
Michael Malmon, Ph.D., Program Coordinator 303-556-3132 mmalmon@msudenver.edu
Amy Westergren-Amlicke, PhD, LP awester1@msudenver.edu
Regis University Office of Counseling and Personal Development
http://www.regis.edu/regis.asp?sctn=sl&p1=pc&p2=training
Jina Jensen, Psy.D. 303-458-3510 jjensen@regis.edu
Department of Veterans Affairs
Greeley http://www.cheyenne.va.gov/visitors/greeley.asp
Hillary Spears 970-313-2147
Denver http://www.denver.va.gov
Jennifer Olson-Madden, Ph.D. 303-399-8020 Ext: 2509 Jennifer.Olson-Madden@va.gov
Cheyenne http://www.cheyenne.va.gov/index.asp
Allison Hahn, Psy.D. 307-778-7511
Tanya Tom, Ph.D. 307-778-7550
Northrange Behavioral Health http://www.northrange.org/programs.htm
970-347-2120
Instructions for Applying
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1. Become familiar with the different programs within NRBH. Decide which program may be a
best fit depending on training needs and interests. (Program descriptions and contact info. are
available on the website.)
2. Contact the program director directly and let him/her know of your interest in working in the
program.
3. Contact Human Resources and provide a cover letter and CV, and HR will contact different
programs who may be needing student “interns.”
Touchstone Health Partners (formerly Larimer Center for Mental Health)
http://touchstonehealthpartners.org
Michael LaGarde 970-494-4239 michael.lagarde@touchstonehealthpartners.org
Perklen Center for Psychotherapy
Kim Ruybal, LPC, NCACII 970-353-8171 1020 8 St, Greeley, CO 80631
Platte Valley Youth Services Center
Kevin Powell, Ph.D. 970-304-6281 2200 O St, Greeley, CO 80631
Connections: Mental Health and Substance Abuse Resources
http://healthdistrict.org/mentalhealth/ Stacy Overton, Ph.D. 970-221-5551
Community Reach Center
http://www.communityreachcenter.org/ Erica McElroy, Ph.D. 303-853-3662
e.mcelroy@communityreachcenter.org
Salud Family Health Centers
http://www.saludclinic.org/
Jonathan Muther, Ph.D., Associate Psychology Training Director
303-820-4725 jmuther@saludclinic.org
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