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: email@example.com
Texas State University - San Marcos, the fourth largest public university in the state, is a comprehensive institution of higher education offering undergraduate and graduate instruction to over 37,000 students. Texas State has students from around the world and a diverse student body. Forty-eight percent of Texas State University students are ethnic minorities. 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 was designated as a Hispanic Serving Institution (HSI) in 2011. Texas State ranks 13th in the United States for bachelor's degrees awarded to Hispanic students.
Texas State is located in San Marcos, a community of 54,000 nestled in the Texas Hill Country at the headwaters of the San Marcos River about halfway between Austin and San Antonio.
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, Office of Student Diversity and Inclusion, Residence Life, Career Services, Student Center, Student Organizations and Greek Affairs, and University Police. The Director of the Counseling Center reports directly to the Vice President of Student Affairs.
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 follows:
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.
To achieve our mission, the Texas State Counseling Center will:
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.
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 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 incorporate 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:
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.
Crisis Intervention Competencies
Psychoeducational Programming and Consultation Competencies
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
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.
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
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).
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|
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 30 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, WJ IV, TAT, TSI-2, IVA-2, etc.). Projective testing is available, but not widely used. The CC makes use of computer scoring and narrative reports for some instruments (MMPI-2-RF, MCMI-III, MBTI, WAIS-IV, WJIV, 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:
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 psychologist for one hour each week to discuss in detail one or more clients/cases presented by an intern. A staff psychologist will facilitate group supervision/consultation in order to consistently follow the growth and development of the intern's awareness and implementation of various theoretical interventions and therapeutic perspectives during the training year.
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, Trauma, 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.
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.
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 returning veterans' issues, undocumented students, 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.
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 CC has three openings for the position of Psychology Intern for the 2017-2018 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 $30,000 for 12 months, with the formal contract period being from August 14, 2017 to August 11, 2018. 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.
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, trauma, 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:
The following application materials are required:
Applications should be submitted by November 4, 2016.
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 firstname.lastname@example.org 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.
|Kathlyn Dailey, Ph.D.|
|Degree:||Ph.D., Counseling Psychology, Texas Tech University, 1984|
|Licenses:||Licensed Psychologist, Texas|
|Involvement in Training:||Primary Supervisor; Seminar Presenter; Member of Training Committee|
|Areas of Interest:||Ethical/legal/professional issues; learning disabilities; relationship issues; substance abuse|
|Pamela R. Moore, Ph.D.|
|Title:||Assistant Director/Training Director/Supervising Psychologist|
|Degree:||Ph.D., Counseling Psychology, Texas Tech University, 1991|
|Licenses:||Licensed Psychologist, Texas|
|Involvement in Training:||
Chair - Training Committee, Primary Supervisor; Seminar Presenter; Intern Training Seminar Facilitator; Core Components Coordinator for Career Counseling and Intern Project; Chair- Intern Selection committee.
|Areas of Interest:||Training and supervision; career counseling; psychology of women; diversity and inclusion issues; grief and loss; bibliotherapy; family of origin concerns; spirituality|
|Heather Aidala, Psy.D.|
|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:||Primary Supervisor; Seminar Presenter; Core Components Coordinator; Member of Training Committee|
|Areas of Interest:||Gender and sexual identity; multiculturalism; psychological assessment; theories of development; training; trauma recovery|
|Joanne Salas, Ph.D.|
|Degree:||Ph.D., Educational Psychology/Counseling, The University of Texas at Austin, 2000|
|Licenses:||Licensed Psychologist, Texas|
|Involvement in Training:||Primary Supervisor; Seminar Presenter; Core Components Coordinator for Diversity and Groups; Group Coordinator|
|Areas of Interest:||Health and wellness; grief and loss; life transitions; resiliency; diversity|
|Clare Duffy, Ph.D.|
|Degree:||Ph.D., Counseling Psychology, Texas A&M University, 2011|
|Licenses:||Licensed Psychologist, Texas|
|Involvement in Training:
||Supervision of Supervision; Seminar Presenter; Assessment Coordinator; Core Components Coordinator for Assessment; Practicum Coordinator/Practicum Group Supervisor; Member of Training Committee; Primary Supervisor|
|Areas of Interest:
||Multiculturalism, gender nonconformity, sexual identity, personality development and relational concerns, life-role/identity concerns, self-harm, women's issues; substance abuse; psychological assessments; training and supervision; outreach and prevention|
|Laurie Westfall, LCSW|
|Title:||Clinical Case Manager|
|Degree:||M.S.S.W., University of Texas at Austin, 1989|
|Licenses:||Licensed Clinical Social Worker, Texas|
|Areas of Interest:||Juvenile corrections; child and adolescent development; women issues|
|Hillary Jones, Psy.D.|
|Title:||Senior Psychologist/Postdoctoral Residency Coordinator|
|Degree:||Psy.D., Clinical Psychology, George Fox University, 2010|
Involvement in Training:
Licensed Psychologist, Texas and North Carolina
Seminar Presenter; Primary Supervisor; Member of Training Committee; Post-Doctoral Coordinator; Core Components Coordinator for Trauma
|Areas of Interest:||Gender and sexual identity; trauma recovery; body image concerns; anxiety; adjustment/life transitions, identity and spirituality issues|
|Bernard Ramsey, Psy.D.|
|Degree:||Psy.D., Counseling Psychology, Our Lady of the Lake University, 2012|
|Areas of Interest:||Anxiety; depression; ADHD; adjustment; self-esteem; first-generation concerns; academic functioning|
|Kim Litwinowich, Psy.D.|
|Degree:||Psy.D., Counseling Psychology, Our Lady of the Lake University, 2013|
Involvement in Training:
Licensed Psychologist, Texas; Licensed Professional Counselor, Texas
Seminar Presenter, Intern Case Consultation Facilitator; Core Components Coordinator for Educational Outreach and Programming(EOP) and Substance Dependence and Abuse
|Areas of Interest:
||Relationships and communication, self-esteem, dysfunctional family issues, life transitions, self-exploration/discovery, intimacy and sexuality, women's issues; health and wellness|
Melissa Cole - Counseling Psychology, Our Lady of the Lake University
Mary Buzzetta - Counseling Psychology, Florida State University Combined Program, Counseling-School Psychology
Cordell Spears - Clinical Psychology, Wheaton College
Laurel Bluntzer - Counseling Psychology, Our Lady of the Lake University
Mark Provence - Counseling Psychology, University of Texas at Austin
Mike Unger - Clinical Psychology, Philadelphia College of Osteopathic Medicine
Daniela G. Dominguez - Counseling Psychology, Our Lady of the Lake University
Hilary S. Anand - Clinical Psychology, Pacific Graduate School of Psychology at Palo Alto University
Rebecca González - Counseling Psychology, New Mexico State University
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
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
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
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
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
Claire Blankemeier - Clinical Psychology, Florida Institute of Technology
Ryan Denney - Counseling Psychology, University of Southern Mississippi
Claudia Flato - Clinical Psychology, Texas A&M University
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
Joseph Bosarge - Counseling Psychology, New Mexico State University
LaTisha Braddock - Counseling Psychology, University of North Texas
Michael Hershberger - Counseling Psychology, Texas A&M University
Anne Crowley - Counseling Psychology, Texas A&M University
Melanie Noble - Counseling Psychology, University of Kansas
Beth Wood - Clinical Psychology, George Fox University
Gretchen Jones - Counseling Psychology, University of North Texas
Lisa Pawlowski - Clinical Psychology, Regent University
Daniel Wachtel - Clinical Psychology, Georgia School of Professional Psychology
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
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
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
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
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
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
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