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Texas State Counseling Center Internship

in Professional Psychology 2014–2015

Accredited by the American Psychological Association*

APPIC Program Code 159011

* Questions related to the program's accredited status should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: 202/336-5979/E-mail: apaaccred@apa.org
Web: www.apa.org/ed/accreditation

Interview Information

TEXAS STATE UNIVERSITY-SAN MARCOS

Texas State University-San Marcos, the fifth largest public university in the state, is a comprehensive institution of higher education offering undergraduate and graduate instruction to over 34,000 students.  The University believes that the primary purpose of higher education is to promote learning and stimulate inquiry for truth in an atmosphere of freedom.  To provide a learning environment that values freedom of thought, innovation and creativity, Texas State attempts to seek cultural diversity, instill a global perspective in its students, and nurture sensitivity and mutual respect. Texas State has achieved designation as a Hispanic Serving Institution (HSI).

Texas State is located in San Marcos, a community of 50,000 nestled in the Texas Hill Country at the headwaters of the San Marcos River about halfway between Austin and San Antonio.

DIVISION OF STUDENT AFFAIRS

The Counseling Center is located within the Division of Student Affairs and is closely associated with Career Services and the Student Health Center (SHC).  Other departments within the Division include Campus Recreation, Dean of Students, Disability Services, Mentoring Program, Multicultural Student Affairs, Residence Life, Student Center, Student Organizations and Greek Affairs, and University Police.  The Directors of the Career Services and Student Health Centers report to the Director of the Counseling Center/Assistant Vice President, who reports directly to the Vice President for Student Affairs.

TEXAS STATE COUNSELING CENTER

The Counseling Center is the primary mental health and personal counseling resource for currently enrolled students at Texas State.  Its mission and goals are as follow:

Mission

The Texas State Counseling Center provides counseling and education to students and consultation and training to staff and faculty of the university community in order to facilitate the retention, adjustment and development of Texas State students.  As part of our role in higher education, the Counseling Center also contributes to the advancement of the mental health field through the training of new professionals.  In the provision of these services, we are guided by the values of effectiveness, collaboration, and respect for differences and by professional ethics and standards.

Goals

To achieve our mission, the Texas State Counseling Center will:

  1. Provide responsive and high quality individual and group counseling services for students who may be experiencing psychological or behavioral  difficulties;
  2. Promote mental health education through direct educational programs, by collaborative efforts with academic departments and professional training opportunities for students;
  3. Promote diversity in the university community by addressing the developmental and mental health needs of special population groups;
  4. Provide mental health and consultative services to the university community;
  5. Provide supervised practica and internships for graduate students in counseling, clinical and school psychology and related fields;
  6. Promote the professionalism and morale of Counseling Center staff by providing ongoing staff development; and
  7. Maintain effective and current administrative systems that will facilitate increased quality and efficiency of Counseling Center services.

Counseling Center Diversity Statement

The staff of the Texas State Counseling Center are committed to the continued development of awareness and appreciation for individual differences within our diverse university community.  We value diversity among our staff and clients and endeavor to be a positive force on campus as students, staff and faculty explore their own identities and beliefs about diversity.  It is our intention that the Counseling Center be an emotionally safe and respectful environment for members of the Texas State community.  To this end, we strive to provide quality services which are sensitive to diversity of all kinds including age, gender, race, ethnicity, ability, religion, sexual and gender identities and values.

Services

The Counseling Center (CC) provides a variety of counseling, consultation, crisis intervention, educational programming/outreach and referral services to the students, faculty and staff of Texas State.  Individual/couples and group counseling services are limited to currently enrolled students.  Initial consultation and crisis sessions are offered by staff daily, on a rotation basis, to respond to student needs.  The CC staff also provide stress management and relaxation training; administer and interpret psychometric instruments; make educational presentations; design and present staff development workshops; consult with faculty, staff and family members regarding student situations; make referrals for services both within and outside the university; and serve on a variety of divisional and university-wide committees.  The CC provides students in need of psychiatric assessment/treatment a referral to the Student Health Center psychiatrist.    

The CC staff is comprised of six licensed psychologists, one doctoral level counselor, one master's level counselor, one case manager/referral specialist, two postdoctoral residents, three doctoral interns, contract counselors, three master's and/or doctoral practicum students, one senior administrative assistant, three administrative assistants/receptionists, two graduate research assistants, and three part-time student workers.

THE PSYCHOLOGY INTERNSHIP TRAINING PROGRAM

Philosophy, Goals and Objectives

The Texas State internship program is designed to prepare interns to function as generalist psychologists by providing them with broad skills which are applicable in a variety of outpatient settings.  Our overall goal is to train competent, ethical psychologists who have acquired the knowledge, skills and perspectives fundamental to professional practice.

Training at the Texas State Counseling Center is based on the belief that a competent practitioner in the field of psychology should be guided by knowledge of clinical theory and applied research, awareness of ethical/legal/professional standards of practice, sensitivity to individual differences within a diverse society, and openness to lifelong learning.  We incoporate this philosophy into our training program through the use of a practioner-apprenticeship training model in which didactic and experiential learning are combined.  This model emphasizes the importance of integrating and applying knowledge and skills (practitioner focus) and continued learning through clinical practice during the internship year (apprenticeship).

The Texas State internship program considers interns to be apprentices or "psychologists-in-training"; that is, they are believed to have a requisite set of basic skills acquired from their academic training programs and are treated as professionals practicing under extensive supervision and support.  Interns are expected to build upon and refine previously acquired skills and to learn new skills throughout the internship year as they operate with an increasing level of autonomy.  The internship program endeavors to help interns transition from the role of trainee to that of entry-level professional.

Supervisors and other staff serve as important role models for interns.  Staff interact with interns both formally, through supervision and other training activities, and informally, through an open door policy, which highlights the value we place upon consultation and collaboration.  There is no single theoretical orientation which guides the staff, so interns are not expected to adhere to a specific orientation.  Rather, we strive to provide both challenge and support for interns as they develop their own professional identities.  Supervisors and other staff are in frequent contact with interns and serve not only to facilitate the development of skills and competencies but also to facilitate the development of self-efficacy and professionalism.

In order to be an effective practitioner, one's practice must be "informed by science".  Interns are initially taught theory and research in their academic training programs.  They continue their education throughout their internship and are taught the importance of becoming lifelong learners.  The practice of psychology is an intensely demanding endeavor which requires one to continue to evolve professionally.  Practitioners must be able to integrate theory and research into their clinical work in meaningful ways.  This includes keeping up with the professional literature on new developments in the field and changing one's practice as indicated.

All staff and interns have ready access to the Internet and are encouraged to utilize it and university library resources to obtain information about pertinent topics and issues.  Individual and group supervision, as well as Clinical Review (case conference) and Intern Training Seminar, present opportunities for discussion of theory, evidence based treatments, and suggestions for reading.  Staff and interns also utilize knowledge obtained from their own and others' clinical experiences.  Practitioners create hypotheses about clients and then attempt to gather evidence on both a general and local level to support or refute these hypotheses.  Staff share knowledge accumulated over their years of practice with interns through training, supervision, and consultation and interns are encouraged to formulate and evaluate their own clinical hypotheses.

Interns are treated as members of the professional staff of the CC.  As less experienced professionals, they are provided with the necessary training, supervision, and mentoring to develop personally and professionally.  These are provided through the internship program in the form of didactic seminars, individual and group supervision, experiential learning, and staff modeling and mentoring.  The program strives to enhance the development of generalist skills in the areas of counseling/psychotherapy, assessment, psychoeducational programming and consultation, and supervision.

The content and training methods of the Texas State internship program are determined by the following goals, objectives and competencies:

Goal I: Competence in General Professional Psychology Practice

Objective: To provide training and opportunities for skill development in the areas of counseling/psychotherapy, crisis intervention, assessment, psychoeducational programming and consultation, and supervision.

The internship at the Texas State Counseling Center is designed to prepare interns for professional practice as counseling and clinical psychologists by providing supervised experiences in essential skill areas. Because we are training interns to function as generalist psychologists, we provide them with broad skills which are applicable in a variety of outpatient settings.

Counseling/Psychotherapy Competencies

  1. Demonstrate core therapeutic and intervention skills
  2. Demonstrate case conceptualization skills
  3. Demonstrate awareness and use of oneself in the therapeutic process
  4. Develop an understanding of therapeutic issues involving substance abuse
  5. Demonstrate career counseling skills
  6. Demonstrate group therapy skills

Crisis Intervention Competencies

  1. Demonstrate skills in the assessment of crisis situations
  2. Demonstrate crisis intervention and crisis management skills
  3. Demonstrate consultation skills in crisis situations

Assessment Competencies

  1. Demonstrate skills in instrument selection, administration and scoring
  2. Demonstrate skills in formal assessment and diagnosis (learning disabilities, ADHD, personality, career, therapeutic and substance abuse)
  3. Demonstrate skills in interpretation, writing integrated reports and providing recommendations and feedback

Psychoeducational Programming and Consultation Competencies

  1. Demonstrate skills in designing, facilitating, and delivering programming for diverse populations
  2. Demonstrate skills in providing clinical consultation

Supervision Competencies

  1. Demonstrate core supervision skills
  2. Demonstrate ability to create and implement learning goals and objectives
  3. Demonstrate ability to facilitate the supervisory relationship

Goal II: Understanding and Appreciating Diversity in General Professional Psychology Practice

Objective: To promote knowledge and understanding of the impact of cultural issues and individual differences in working with diverse clients and colleagues.

The Texas State Counseling Center and internship program are committed to the development of awareness and appreciation for individual differences within a diverse society. In order to provide quality clinical, counseling, psychoeducational, consultative and supervisory services in a competent manner, knowledge and understanding of the potential impact of cultural issues and individual differences are essential. We believe that self-awareness and the continuous exploration of one’s beliefs and assumptions regarding diversity are important in the development of therapeutic and professional relationships

Diversity Competencies

  1. Demonstrate awareness of and sensitivity to culture, ethnicity, gender, nationality, ability status, sexual identity, gender identity and expression, religion, age, size, social class and other aspects of diversity in therapeutic and professional relationships
  2. Demonstrate knowledge and skills in providing psychological services to diverse populations
  3. Demonstrate an awareness of one’s own attitudes and limitations regarding diversity

Goal III: Ethical/Legal Conduct and Professionalism

Objective: To facilitate interns’ professionalism and integration of ethical/legal/professional standards into all areas of practice.

An important part of one’s identity as a professional involves knowledge and integration of ethical/legal/professional standards into all areas of practice. Professionalism is not limited to direct clinical service with clients; it also encompasses related activities and relationships.

Ethical/Legal/Professional Competencies

  1. Demonstrate knowledge and application of ethical and legal standards of practice.
  2. Demonstrate knowledge and understanding of professional conduct
  3. Demonstrate awareness and understanding of the dynamics of functioning as a member of a professional team
  4. Demonstrate clinical documentation skills
  5. Demonstrate an understanding of the integration of science and practice in professional psychology
  6. Utilize program evaluation and outcome measures

Goal IV: Professional Identity Development

Objective: To assist interns in the process of developing a professional identity as a psychologist.

A primary goal of the Texas State internship program is to facilitate the development of interns’ professional identities as psychologists as they transition from the role of trainee to entry level professional. An important component of one’s developing identity involves the identification and pursuit of one’s professional interests. As interns become increasingly aware of their strengths and limitations, they develop the ability to function at increasing levels of autonomy and initiative. Over the year they gain self-awareness and confidence in their role as a member of the CC staff and make the transition from intern to professional colleague.

Professional Identity Competencies

  1. Engage in exploration of professional interests
  2. Increase awareness of personal and professional strengths and areas for growth as they relate to the practice of psychology
  3. Demonstrate increased autonomy as a psychologist-in-training

Intern Activities

Interns will participate in an extensive orientation during their first two weeks at Texas State. The purposes of the orientation program are to provide interns with basic information about CC services, acquaint them with other staff with whom they will be working, and expose them to the required and optional components of the training program. Interns will also attend regularly scheduled orientation sessions for new Texas State and Student Affairs staff (these may not occur within the first two weeks).

Requirements

A standard core training program is required of all interns. A typical week would include 12 hours of individual/couples counseling, 2 hours co-leading a group, 3 hours of initial consultation/intake duty, 2 hours of on-call coverage, 2 hours of practicum supervision, a 2 hour intern training seminar, a 1.5 hour assessment seminar and various core experiential component activities.

Weekly supervision is comprised of a minimum of 2 hours of individual supervision, 2 hours of Clinical Review (case conference/consultation with staff and psychiatrist), 1 hour of group supervision, supervision of core experiential components (time will vary), and 1.5 hours of supervision of supervision during the fall and spring semesters when interns supervise practicum students. Interns may also receive case supervision by a staff member other than their primary supervisor.

Interns attend weekly CC staff meetings and monthly research lunches, work on an intern project, take part in outreach programs, and serve as consultants as needed. An additional 6-7 hours per week are provided for paperwork and administrative responsibilities, research, professional development, preparation time, or other duties as assigned.

The following is a sample work week which may vary by semester or according to the Center's or intern's needs or preferences:

Sample Work Week

12 hours Personal Counseling
2 hours Group Work
3 hours Initial Consultation
2 hours On-call Coverage (Spring/Summer)
2 hours Practicum Supervision (Fall/Spring)
2 hours Outreach/Consultation/Committees/Intern Project (varies each week)
2 hours Individual Supervision
1 hour Group Supervision/Case Consultation
1.5 hours Supervision of Supervision (Fall/Spring)
2 hours Intern Training Seminar
1.5 hours Assessment Seminar (biweekly in Fall/Spring)
2 hours Clinical Review/Consultation with psychiatrist
1.5 hours Staff Meeting
6 hours Administrative/Paperwork/Professional Development

Experiential Learning Activities

A.  Individual Counseling/Therapy

Interns see an average of 12 individuals/couples per week.  Most of these students will be seen on a short-term basis, but staff do have the option of seeing clients over a longer period of time if they are able to function adequately while being seen on a biweekly basis.  Because relationship counseling tends to require more time/sessions than individual counseling, the CC limits the number of couples it works with; couples are often referred to a marriage and family practicum clinic on campus.

B.  Group Counseling/Therapy

The Counseling Center offers a variety of topical groups and workshops throughout the year.  Examples of past counseling and support groups offered include groups for adult children of dysfunctional families, sexual abuse/incest survivors, women, first generation students, students experiencing anxiety and panic disorder, LGBT students, students with bipolar disorder and students dealing with grief and loss issues.  Interns are required to co-lead a group with a staff member, but are also encouraged to develop and lead groups in their own areas of interest.  Group co-leaders will provide supervision of group work.

C.  Initial Consultations

Each intern will be responsible for six initial consultation slots each week. Initial consultations are offered on an appointment basis each day and consist of a 15 minute triage interview conducted after a student completes an initial consultation form (demographic data, history of previous treatment and current medication, family information, etc.), symptom checklist, and CCAPS (CC Assessment of Psychological Symptoms).  During this initial session the counselor is expected to assess the nature of the presenting problem(s), determine the need for immediate attention or intervention, and refer the student to the appropriate resource(s) within or outside the CC.

D.  On-call Coverage

On-call hours are set aside each day to provide consultation to faculty/staff, families and students and to provide assistance to students in crisis.  Each intern is expected to schedule two hours of on-call coverage per week (spring and summer) during regular working hours.  Backup assistance from a senior staff member will always be available. 

E.  Practicum Supervision

The Counseling Center provides practicum experience for master's and doctoral students in Counseling and Clinical Psychology and related fields from a variety of universities.  Each intern is assigned as the primary supervisor for a practicum student during the fall and spring semesters.  Practicum supervision assignments typically change after the first semester to provide the intern with two supervision experiences.

F.  Psychological Assessment

Assessment is considered to be an integral part of therapy and each staff member and intern is encouraged to utilize formal assessment techniques when appropriate.  The CC has a variety of instruments which can be used by interns (e.g., MMPI-2-RF, MCMI-III, CPI, WAIS-IV, WJPEB-III, MBTI, TAT, etc.).  Projective testing is available, but not widely used.  The Career Services Center administers a variety of career inventories (e.g., SII, MBTI, SDS, etc.) and utilizes the Sigi3 computer program.  The CC makes use of computer scoring and narrative reports for some instruments (MMPI-2-RF, MCMI-III, MBTI, CISS and SII).

G.  Psychoeducational Programming and Consultation

CC staff are frequently asked to consult with faculty/staff about a specific student or situation, provide staff development programs for other departments, present seminars or workshops for student groups or residence halls (e.g., stress management, sexual assault, multicultural sensitivity, depression, etc.), and provide other outreach services on campus (e.g., make staff available in a residence hall where a student has died).  Career Services and the Student Health Center's Health Promotion Services provide numerous educational workshops/seminars on career and alcohol/drug-related topics, respectively.  Interns will be given the opportunity to gain experience in a number of these activities.

H.  Core Experiential Components

Interns are expected to participate in a set of required experiences in each of the following areas:

  1. Substance abuse counseling and programming,
  2. Assessment,
  3. Career counseling and assessment,
  4. Multicultural counseling and programming,
  5. Group therapy,
  6. Supervision, and
  7. Psychoeducational programming. Opportunities for additional,
         optional experiences in these areas are also available to interns.

Training Activities

A.  Individual Supervision

Effective supervision is believed to be the most essential element of a good training program.  Each intern receives two hours per week of regularly scheduled individual supervision from a licensed psychologist.  Additional unscheduled supervision and consultation with the supervisor and other staff members are available and encouraged.  Although individual supervision may focus primarily on an intern's counseling cases, ethics and other professional issues are considered to be valuable topics for discussion.  Individual supervisors will be changed mid-year so that interns will have an opportunity to experience different supervisory styles.

B.  Group Supervision/Consultation

Interns will meet together with a staff member for one hour each week to discuss in detail one or more clients/cases presented by an intern.  Group supervision/consultation will be facilitated by all staff members, on a rotation basis, in order to expose interns to a variety of supervisory styles, theoretical orientations and therapeutic perspectives.

C.  Specialized Supervision/Training

Interns have the opportunity to experience a variety of specialized activities.  These experiences will be supervised by CC or other university staff with expertise in the given area/activity.  Examples of specialized supervision/training include supervision of assessment or research activities, training/supervision of career counseling, training in educational programming, etc.

D. Supervision of Supervision

This weekly seminar combines a supervision training seminar with group supervision of the interns' practicum supervision experience.  This seminar meets for 1.5 hours each week and focuses on developing supervisory skills.  Topics for the didactic portion of the seminar include supervision models, supervisory roles and process, ethics, cross-cultural supervision, etc.  Supervision of Supervision provides interns a setting in which to share and discuss their experiences as supervisors.

E.  Clinical Review/Psychiatric Consultation

Clinical Review and psychiatric consultation meetings provide senior staff members and all trainees an opportunity to present cases and consult with other professionals regarding current cases.  Clinical Review is scheduled for one hour each week and includes a discussion of one or more cases presented by a staff member or trainee.  Input from the group may provide the presenter with alternative case conceptualizations and treatment strategies.  Clinical Review is considered to be a learning experience by all who participate in it. In addition to providing suggestions for the case presenter, it allows participants to experience a variety of theoretical and therapeutic perspectives.  Additionally, a psychiatrist from the Student Health Center visits the CC biweekly to consult about mutual cases and discuss medication issues, diagnoses and other pertinent topics.

F.  Intern Training Seminar

The Intern Training Seminar is an educational seminar which provides interns with information about a variety of professional issues and topics of therapeutic relevance.  Seminars generally last two hours and are presented by CC staff, other Texas State faculty and staff, and professionals from the community.  A series of seminars is presented in each of the following areas:  Legal/Ethical/Professional Issues, Diversity, Career Counseling, Alcohol and Other Substance Abuse, and Clinical or Special Issues.  Interns will be expected to develop and present a seminar on a topic of their choice during the spring or summer semester.

G.  Assessment Seminar

The Assessment Seminar is a biweekly seminar, which provides interns training on a variety of assessment instruments and issues.  Seminars are scheduled for 1.5 hours and provide an opportunity for assessment and report writing consultation, as well as training.

H.  Professional Development

Interns are given four hours per week to engage in activities which will enhance their development as professionals.  This time may be spent in unscheduled supervision, reading journal articles, working on a dissertation or other research project, attending workshops or staff development programs, etc.

Administrative Activities

A.  Staff Meeting

Staff meeting is held once a week for 1.5 hours.  The purpose of this meeting is threefold: to share information discussed by the Student Affairs Council, to provide an opportunity for input and/or decision-making regarding the operation of the CC, and to discuss any issue which impacts the CC and/or its staff and services.  Occasionally, guests are invited to provide information to the staff.  All staff members, including support staff and interns, attend this meeting.

B.  Committee/Team Meetings

Counseling Center interns are considered to be Student Affairs staff members and their ideas and opinions are respected and valued.  Therefore, interns are given the opportunity to serve, usually along with a senior staff member, on one or more divisional programming teams.  Current programming teams include:  Educational Staff Development, Community Staff Development, Assessment and Information Technology.

Interns may also be asked to serve on CC committees as they arise.  Current committees include an educational programming committee, a training committee, a professional development team, a clinical services team, and a staff relations/community building team.

C.  Administration/Records Maintenance

Time is set aside for interns to write case notes, return phone calls, talk to other staff about policies/procedures, etc.

Other Training Experiences

A.  Intern Project/Activity

Interns select a project or activity to complete during the year which will broaden their professional training/experience.  Examples of past intern projects and activities include serving on a Student Affairs programming team, participating in intern or practicum selection, training staff on a particular theory or technique, conducting needs assessment groups, working on a project with another department, etc.

B.  Continuing Education/Staff Development/Professional Meetings

The CC tries to provide two continuing education programs for staff each semester.  Recent topics for these programs have included substance abuse, motivational interviewing, anger management, couples counseling, group therapy, mindfulness, mental health law, stalking and psychopharmacological updates.  The Division of Student Affairs provides staff development programs during the fall and spring semesters that are available to all Student Affairs staff.  Technology Resources and the Office of Professional Development also provide workshops and seminars which are available to interns.  Interns are encouraged to attend outside workshops, conferences and professional meetings and time is made available for these activities.  The CC provides funding for interns to attend an annual Texas counseling center internship conference in the spring.

C.  Evaluation and Feedback

Interns and their supervisors are involved in mutual formal and informal evaluations throughout the year.  They are encouraged to discuss goals for supervision, progress being made toward those goals and areas of supervision needing attention.  Twice a year, supervisors and interns complete a formal written evaluation of each other and the supervisory experience.  (Interns are given a complete description of the evaluation process and procedures at the beginning of the internship year.)  Interns are also asked to evaluate the training program itself.  Information gathered from evaluations is used to assess interns' progress and to make needed changes in the supervision process and/or the internship program.

Facilities and Resources

Each intern has his/her own office within the Counseling Center and is provided a computer with scheduling, record keeping, networking, e-mail, Internet and word processing capabilities.  Interns also have telephones with long distance service and have access to a fax machine, testing computer and scanner, laptop computers, LCD projectors, several laser printers and a color printer.  Interns are provided with webcams in their offices for recording sessions.  Interns have access to clerical and technical support from administrative assistants, systems support specialists and student workers.  University library holdings and computer services are also available to interns.

THE INTERNSHIP CONTRACT

The CC has three openings for the position of Psychology Intern for the 2014-2015 internship year.  These positions are full-time salaried/exempt university positions within the Division of Student Affairs.  Interns are provided with the same basic benefits as other Texas State staff: University holidays, vacation, sick leave, and basic health and life insurance.  Interns are eligible for additional optional insurance programs at their own expense.  These include dental, additional life, dependent health and life, disability, and accidental death and dismemberment.

Interns are required to participate in the Teacher Retirement System (TRS); TRS contributions can be withdrawn upon termination.  Interns are also required to buy their own parking stickers if they wish to park on campus; this fee can be deducted from interns' paychecks over a 12 month period.  A criminal history background check will be performed for each intern matched to our program.  Additionally, employers and training sites from the past five (5) years will be contacted to determine whether any sexual exploitation of clients has occurred.  Final internship offers for matched applicants are contingent upon successfully passing these background checks.

The CC internship carries a stipend of $27,000 for 12 months, with the formal contract period being from August 11, 2014 to August 7, 2015.  This internship requires a minimum of 2000 hours for completion; at least 500 hours must be spent in direct service.  Interns receive their salary in monthly increments on the first working day of each month.

Qualifications of Applicants

  1. Applicants must be enrolled in a doctoral program in Counseling or Clinical Psychology, or related field.
  2. All appropriate coursework, including a minimum of 1000 hours of supervised practicum experience (400 hours of direct service), must be completed prior to beginning the internship.
  3. Applicants must pass all doctoral comprehensive examinations and have their dissertation proposal approved by February 3, 2014.

The selection of interns for the Texas State internship program is based on "goodness-of-fit".  We look for interns whose interests and goals are consistent with our training model and philosophy and the experiences we can provide.  In reviewing applications, we give preference to students from accredited counseling and clinical psychology programs who have coursework and practicum experience which have prepared them to provide general adult outpatient services, and who have completed their dissertation proposal.  Although we don't expect our interns to have academic and practical training in all areas addressed by our training program, we do take note of coursework in psychopathology, ethics, diversity, career counseling, substance abuse, and supervision, and experience working with adults in outpatient settings.  We do not require prior practicum experience in a counseling center setting.

A "good fit" would include intern applicants who are interested in:

  1. Focusing on counseling/psychotherapy with an adult population in an outpatient setting;
  2. Developing generalist skills, including psychotherapy, assessment, crisis intervention, psychoeducational programming and consultation, which can be applied in a variety of settings;
  3.  Understanding and appreciating diversity issues and working with diverse populations;
  4. Learning supervision skills which will benefit future trainees; and
  5. Developing a professional identity that will see them through the transition from trainee to entry level professional.
  6. It is also important that an applicant exhibit integrity in the form of ethical and professional behavior; this is typically reflected in letters of recommendation.

Application Procedures

The following application materials are required:

  1. AAPI Online (may be accessed at www.appic.org; click on "AAPI Online")
  2. Cover letter (included in AAPI Online)
  3. Current, comprehensive vita (included in AAPI Online)
  4. Transcripts of all graduate work (included in AAPI Online)
  5. Letters of recommendation from three persons familiar with the applicant's academic and/or professional performance - at least two must be from practicum supervisors or other professionals who have observed and can comment upon the applicant's clinical skills (included in AAPI Online).

Applications should be submitted by November 3, 2014.

Applicants who are invited for an interview will have the option of being interviewed on site or by phone.  If you have questions, please email the Training Director at pm08@txstate.edu or contact the Texas State Counseling Center at (512) 245-2208 or by mail: 

Pamela R. Moore, Ph.D.

Texas State Counseling Center

601 University Drive, LBJSC 5-4.1

San Marcos, Texas  78666

The Texas State Counseling Center is a member of APPIC and follows APPIC guidelines and policies regarding internship offers and acceptances.  Visit the APPIC web site (http://www.appic.org/) for a copy of the current "APPIC Match Policies".  This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept or use any ranking-related information from any intern applicant.

Counseling Center Staff


Kathlyn Dailey
 

Title:

Director

Degree:

Ph.D., Counseling Psychology, Texas Tech University, 1984

Licenses:

Licensed Psychologist, Texas


Involvement in Training:

Primary Supervisor
Seminar Presenter
Member of Training Committee

Intern Case Consultation Facilitator

Areas of Interest:

Ethical/legal/professional issues, training, diversity, substance abuse

Pamela R. Moore

Title:

Director of Training/Supervising Psychologist

Degree:

Ph.D., Counseling Psychology, Texas Tech University, 1991

Licenses:

Licensed Psychologist, Texas

Involvement in Training:

Primary Supervisor

Seminar Presenter

Intern Training Seminar Facilitator

Intern Case Consultation Facilitator

Chair of Training Committee

Areas of Interest:

Training, career counseling, psychology of women, diversity, grief and loss

 

Heather Aidala

Title:

Assistant Director (Clinical Services)/Senior Psychologist

Degree:

Psy.D., Clinical Psychology, California School of Professional Psychology, 2002

Licenses:

Licensed Psychologist, Texas

Involvement in Training:

Supervision of Supervision

Primary Supervisor

Seminar Presenter

Intern Case Consultation Facilitator

Member of Training Committee

Areas of Interest:

Gender and sexual identity, multiculturalism, psychological assessment, theories of development, training, trauma recovery

 

Joanne Salas

Title:

Senior Psychologist

Degree:

Ph.D., Educational Psychology/Counseling, The University of Texas at Austin, 2000

Licenses:

Licensed Psychologist, Texas

Involvement in Training:

Primary Supervisor

Seminar Presenter

Intern Case Consultation Facilitator

 

Areas of Interest:

Health and wellness, grief and loss, life transitions, resiliency, diversity

Clare Duffy
Title:
Psychologist
Degree:
Ph.D., Counseling Psychology, Texas A&M University, 2011
Licenses:
Licensed Psychologist, Texas
Involvement in Training:
Seminar Presenter
Intern Case Consultation Facilitator
Practicum Coordinator/Practicum Group Supervisor
Member of Training Committee
Areas of Interest:
Multiculturalism; sexual orientation and gender nonconformity; women’s issues; relational concerns; training and supervision; outreach and prevention
 

Blanca Sanchez-Navarro

Title:

Assistant Director (Educational Programming & Outreach)/

Supervising Counselor

Degree:

M.A., Clinical Psychology, St. Mary’s University (San Antonio, TX), 1989

Licenses:

Texas Licensed Professional Counselor, Texas Licensed Chemical Dependency Counselor

Involvement in Training:

Case Supervisor

Seminar Presenter

Intern Case Consultation Facilitator

Areas of Interest:

Chemical dependency, ACOA/dysfunctional family issues, relationship violence, psychoeducational programming and consultation

Israel Najera, Jr.

Title:

Supervising Counselor

Degree:

Ph.D., Counseling Psychology, The Ohio State University, 1990

Licenses:

Texas Licensed Professional Counselor, Texas Licensed Marriage and Family Therapist

Involvement in Training:

Case Supervisor

Seminar Presenter

Intern Case Consultation Facilitator

Areas of Interest:

First generation college students, acculturation of Hispanic students, anger management, domestic violence

Laurie Wesfall

Title:

Case Manager/Referral Specialist

Degree:

M.S., Social Work, The University of Texas at Austin, 1989

Licenses:

Licensed Clinical Social Worker, Texas

Involvement in Training:

Seminar Presenter

Intern Case Consultation Facilitator

Areas of Interest:

Juvenile corrections, child and adolescent development, women's issues

Interns/Academic Programs

2013-2014
Selina Guerra - Counseling Psychology, Texas A&M University

Sarah Moon - Clinical Psychology, Fuller Graduate School of Psychology

Elizabeth Terrazas-Carrillo - Counseling Psychology, University of Oaklahoma

2012-2013
Vanessa Haig - Clinical Psychology, Adler School of Professional Psychology 

Kim Litwinowich - Counseling Psychology, Our Lady of the Lake University 

Shawne Ortiz - Counseling Psychology, Our Lady of the Lake University


2011-2012
Catherine Bitney - Clinical Psychology, The New School for Social Research 

Kate Czar - Counseling Psychology, University of Southern Mississippi 

Kyle Green - Counseling Psychology, Our Lady of the Lake University


2010-2011
Adryon Burton Denmark - Counseling Psychology, University of Texas at Austin 

Raé Lundy - Counseling Psychology, University of Notre Dame 

Bernie Ramsey - Counseling Psychology, Our Lady of the Lake University


2009-2010
Nirit Avraham-Bayrach - Clinical Psychology, Illinois School of Professional Psychology

Kim Tran - Counseling Psychology, The University of Texas at Austin

Kimberly Trayhan - Counseling Psychology, Our Lady of the Lake University

2008-2009
Claire Blankemeier - Clinical Psychology, Florida Institute of Technology

Ryan Denney -
Counseling Psychology, University of Southern Mississippi


Claudia Flato - Clinical Psychology, Texas A&M University

 

2007-2008
Stefanie Boswell - Counseling Psychology, University of Southern Mississippi 

Craig Dike - Clinical Psychology, University of Indianapolis 

Vanessa Joy - Counseling Psychology, Our Lady of the Lake University

 

2006-2007
Joseph Bosarge - Counseling Psychology, New Mexico State University 

LaTisha Braddock - Counseling Psychology, University of North Texas 

Michael Hershberger - Counseling Psychology, Texas A&M University

 

2005-2006
Anne Crowley - Counseling Psychology, Texas A&M University 

Melanie Noble - Counseling Psychology, University of Kansas 

Beth Wood - Clinical Psychology, George Fox University
 

2004-2005
Gretchen Jones - Counseling Psychology, University of North Texas 

Lisa Pawlowski - Clinical Psychology, Regent University 

Daniel Wachtel - Clinical Psychology, Georgia School of Professional Psychology


2003-2004

Judith Cepeda - Counseling Psychology, Our Lady of the Lake University 

Hossiella Longoria - Clinical Psychology, Florida School of Professional Psychology 

Allison Nevin - Clinical Psychology, Florida Institute of Technology


2002-2003
Ray Branton - Clinical Psychology, Azusa Pacific University 

Tim Mulligan - Counseling Psychology, Oklahoma State University 

Mary Wohar Torres - Counseling Psychology, Our Lady of the Lake University
 

2001-2002
Heather Aidala - Clinical Psychology, CA School of Professional Psychology, Alameda 

Ellie Prosser - Counseling Psychology, University of Kansas 

Selia Servin-Lopez - Counseling Psychology, Our Lady of the Lake University
 

2000-2001
Richard Brake - Counseling Psychology, Our Lady of the Lake University 

Angie Larned - Counseling Psychology, Boston College 

Bernadette Solorzano - Counseling Psychology, Our Lady of the Lake University
 

1999-2000
Patrick Hopkins - Counseling Psychology, Our Lady of the Lake University 

Laura Moncrief - Clinical Psychology, IL School of Professional Psychology, Chicago 

Jada Vaughan - Counseling Psychology, Tennessee State University
 

1994-1999
Counseling Psychology, Arizona State University
Counseling Psychology, University of Northern Colorado
Clinical Psychology, Chicago School of Professional Psychology (2)
Counseling Psychology, Our Lady of the Lake University (5)
Clinical Psychology, Miami Institute of Psychology
Counseling Psychology, Andrews University