Health Service Psychology 2019-2020
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: firstname.lastname@example.org
For 2019-2020 Internship Year Applicants
A Letter from the Training Director
|Year Long||Fall Semester||Spring Semester|
|Client Caseload||Triadic Practicum Supervision||Triadic Practicum Supervision|
|Outreach Focus||On-Call/Crisis Intervention|
|Intern Case Consultation||Group Co-facilitation||2nd Group Co-facilitation|
|Living in San Marcos ~ Central Texas||Seven-Reasons-to-Live-in-San Marcos.pdf|
- Practicum Selection Process
- Funds to attend Texas Intern Conference
- Practitioner - Apprenticeship Model of Supervision
- Outreach Project and ongoing outreach opportunities
- Opportunity to develop specialized Intern project
Internship Application Deadline, Admissions, Support and Initial Placement Data
Application Deadline is November 9, 2018 by Midnight (CST).
Interview Dates for 2019-2020 Applicants
On-Site Interviews: December 17, 2018 and January 8, 2019
Phone Interviews: December 14, 2018 and January 7, 2019
Our selection process follows all APPIC guidelines and APPIC Match Policies - www.appic.org
Specifically, our internship site agrees to abide by the APPIC policy that no person at this training site will solicit, accept, or use any ranking-related information from an intern applicant.
If you have questions regarding our program or the application process, please contact the Training Director, Dr. Pamela R. Moore, at (512) 245-2208 or email@example.com
Qualifications of Applicants
- Applicants must be enrolled in a doctoral program in Counseling or Clinical Psychology, or related field.
- 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.
- Applicants must pass all doctoral comprehensive examinations and have their dissertation proposal approved by February 8, 2019.
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:
- Focusing on counseling/psychotherapy with an adult population in an outpatient setting;
- Developing generalist skills, including psychotherapy, assessment, crisis intervention, psychoeducational programming and consultation, which can be applied in a variety of settings;
- Understanding and appreciating diversity issues and working with diverse populations;
- Learning supervision skills which will benefit future trainees; and
- Developing a professional identity that will see them through the transition from trainee to entry level professional.
- 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.
The following application materials are required:
- AAPI Online (may be accessed at www.appic.org; click on "AAPI Online")
- Cover letter (included in AAPI Online)
- Current, comprehensive vita (included in AAPI Online)
- Transcripts of all graduate work (included in AAPI Online)
- 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).
Applicants who are invited for an interview will be interviewed 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.
The Counseling Center has three doctoral level internships positions available, each carrying a stipend of $30,000 for 12 months, with the formal contract period being from August 12, 2019 to August 14, 2020 of the internship year.
Interns are classified as Full-Time salaried/exempt university positions within the Division of Student Affairs and are eligible for the following benefits:
- Vacation and sick leave are accrued at the rate of 8 hours each per month. Paid holidays and professional leave (to attend professional workshops or conferences) are also provided.
- Interns accrue compensatory time for weeks in which more than 40 hours are worked.
- Interns receive a variety of other university benefits, such as a shuttle bus service, recreational sports membership (at an additional cost), and access to the University's extensive library system.
- Each intern's office is equipped with a computer, laser printer, internet access, a video camera, and a high-quality microphone. In addition, interns have on-going, as-needed access to Information Technology professionals, who are available to assist interns and staff with needs related to technology.
- Texas currently has no state income tax.
- A mandatory monthly contribution to the state's Teacher Retirement System is required of each employee. However, at the end of internship, contributions to the plan may be withdrawn with interest.
- 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.
- Intern are responsible for their own Parking fees.
Please note that the above benefits are subject to change.
Initial Placement Data (Aggregate Data for Preceding 4 Cohorts)
Total # of interns who were in the 3 cohorts 12 interns in the last three years Total # of interns who did not seek employment because they returned to their Doctoral program/are completing doctoral degree None Type of Placement Setting Post-Doctoral Permanent Employment University counseling center 11 0 Independent practice setting 1 0 Academic university/department 0 0 Independent primary care facility/clinic 0 0 Community mental health center 0 0 Federally qualified health center 0 0 Veterans Affairs medical center 0 0 Military health center 0 0 Academic health center 0 0 Other medical center or hospital 0 0 Psychiatric hospital 0 0 Community college or other teaching setting 0 0 Independent research institution 0 0 Correctional facility 0 0 School district/system 0 0 Not currently employed 0 0 Changed to another field 0 0 Other 0 0 Unknown 0 0
About Texas State: The University, Division of Student Affairs, Counseling Center and Internship Training Program
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 38,849 students. Texas State has students from around the world and a diverse student body. Fifty 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 14th in the United States for bachelor's degrees awarded to Hispanic students.
Texas State is located in San Marcos, a community of 60, 684 nestled in the Texas Hill Country at the headwaters of the San Marcos River about halfway between Austin and San Antonio.
- Texas State University is committed to an inclusive education and work environment that provides equal opportunity and access to all qualified persons. Texas State, to the extent not in conflict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression.
MissionThe Student Affairs Division provides high quality, supportive programs and services to ensure the success of our diverse student population. We create and foster a safe, inclusive and engaged community focused on maximizing student potential for career success, and life-long learning.
VisionLead, engage, and inspire students to realize their full potential.
I. Facilitate the retention, graduation and career development of a high quality, diverse student population through sustained partnerships within the campus community and external constituents II. Create and deliver innovative co-curricular programs and services through partnership with faculty, staff and external constituents to ensure the success of students III. Foster a Culture of Care within an environment that is safe, responsive and supportive of a diverse community IV. Increase the campus cultural competencies through University-wide coordination of educational initiatives and skill based training. V Increase student resilience by educating on self-advocacy and well-being VI. Recruit, develop, support and retain high quality, diverse staff. VII. Expand and manage financial, physical, and technological resources effectively and efficiently to meet the growing demands
Departments within the Division of Student Affairs include Campus Recreation,Career Services, Counseling Center, Dean of Students Office, Disability Services, Housing and Residence Life, LBJ Student Center, Retention Management and Planning, Student Diversity and Inclusion, Student Health Center, University Police, and Vice President for Student Affairs Office.
The Director of the Counseling Center reports directly to the Vice President of Student Affairs.
The Texas State Counseling Center provides high quality mental health services to promote the overall well-being, retention, and success of our diverse student population. 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. Our work is guided by ethics, professional standards, and respect for diversity.
Maximize student success in college and beyond by providing responsive and effective support, education, and mental health care.
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 eight licensed psychologists, one master's level counselor, two licensed social worker with one social worker serving as case manager/referral specialist, three postdoctoral residents, two doctoral interns, contract counselors, three master's and/or doctoral practicum students, one senior administrative assistant, three administrative assistants, two graduate research assistants, and three part-time student workers.
As a training facility we strongly embrace the ethical imperatives that guide the identity development of Psychologists, in particular the mandate to be culturally sensitive professionals.
We strive to create an environment of support and acceptance with our internship training as well as our work with clients, and with each other. Interns can expect that we will honor and respect their uniqueness while at the same time help grow as a therapist and a future psychologist.
We think about culture and diversity broadly, allowing our definition to encompass racial and ethnic differences, gender and sexual identity, socioeconomic status, nationality, acculturation, religious affiliation, faith expression, and ability status, as well as the intersectionality of these and other identities. Comprehensive understanding of the impact of culture is seen by our staff as an integral ingredient of competent psychological practice.
We are therefore deeply committed to developing our own multicultural competencies and those of our interns. We believe that all counseling is multicultural counseling, and being an effective counselor requires being intentional about building healing relationships with clients where attention to issues of diversity is paramount.
We ascribe to APA’s position statement “Preparing Professional Psychologists to Serve a Diverse Public: A Core Requirement in Doctoral Education and Training” which can be found at: http://www.apa.org/pi/lgbt/resources/policy/diversity-preparation.aspx (See App. E).
We train interns to be well-rounded professional psychologists with the competencies to serve clients representing different forms of diversity. In providing this training, we commit ourselves to creating a supportive training environment that allows for self-exploration and the development of cognitive flexibility.
Interns training in our center are expected to develop competencies to effectively serve diverse populations, including clients whose identity, beliefs, worldview, or cultural background may create personal conflict with that of the intern.
We believe that in working through these conflicts interns will have the opportunity to grow and obtain valuable skills and experiences that will enhance their development as clinicians. Supervision is encouraged as a useful tool to obtain support during challenging diversity related experiences.
The Psychology Internship Program
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 practitioner - 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, educational programming/outreach and consultation, and supervision.
In accordance with the Standards of Accreditation In Health Service Psychology, the content and training methods of the Texas State internship program are determined by the following goals, and competencies:
Objective: To provide training and opportunities for skill development in the areas of the application of research in professional practice, intervention, assessment, 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.
- Demonstrate the substantially independent ability to critically evaluate and disseminate research or other scholarship activities (e.g., case conference, presentation, publications) at the local (including the host institution), regional or national level
- Is aware of multicultural contributions to the profession, is aware and influenced by professional literature, identifies psychological theories that fit with own worldview.
- Dedicates professional development time to enhancing knowledge of empirically supported treatments and theoretical orientations, Presents dissertation/thesis or research study.
- Demonstrates ability to establish and maintain an effective therapeutic relationship with diverse clients presenting with different types of concerns.
- Demonstrates ability to formulate treatment strategies that integrate theory, current evidence based information, assessment findings, diversity and contextual variables.
- Implement interventions informed by the current scientific literature, assessment findings, diversity characteristics, and contextual variables.
- Demonstrates the ability to apply the relevant research literature to clinical decisions making.
- Evaluates intervention effectiveness, and adapts intervention goals and methods consistent with ongoing evaluation.
- Demonstrate skills in the assessment of crisis and trauma situations
- Demonstrate crisis intervention and crisis management skills
- Demonstrate consultation skills in crisis situations
- Demonstrate ability to access services and resources regarding trauma
- Selects and applies assessment methods that draw from the best available empirical literature.
- Demonstrates ability to collect relevant data and assessment information using multiple sources and methods appropriate to the goals and referral questions, and relevant diversity characteristics of the recipient.
- Demonstrates ability to accurately interpret assessment data following current research, according to professional standards and guidelines, to inform case conceptualization, classification, and recommendations, while guarding against decision-making biases, distinguishing the aspects of assessment that are subjective from those that are objective.
- Communicates orally and in written documents the findings and implications of the assessment in an accurate and effective manner sensitive to a range of audiences.
Consultation and Inter-professional/Interdisciplinary Competencies
- Demonstrates knowledge and respect for the roles and perspectives of other professions and professionals.
- Applies knowledge about other professions in consultation with other health-care professionals, inter-professional groups, and/or systems related to health or behavior.
- Appropriately engages in workshop programming and presentation skills, following through with outreach activities, outlining program goals and objectives, effectively using technology and evaluation tools, and using an appropriate presentation style; is sensitive to diversity in developing and implementing programs.
- Apply this knowledge (of supervision models and practices) in direct or simulated practice with psychology trainees, or other health professionals. Examples of direct or simulated practice examples of supervision include, but are not limited to, role-played supervision with others, and peer supervision with other trainees.
- Effectively negotiates collaborative goals and responsibilities, monitors client welfare, uses direct observation as appropriate, keeps regular appointments, and arranges for coverage as appropriate.
- Provides developmentally appropriate support and challenge to supervisee, teaches, technical skills, offers consultation, is sensitive to issues of diversity and difference, facilitates awareness of diversity within the supervisee-supervisor dyad, and provides clear and consistent evaluations of supervisee's skills.
- Demonstrates receptivity to feedback from supervisee, invites supervisees feedback, and effectively terminates the supervisory relationship.
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
Individual and Diversity Competencies
- Demonstrates an understanding of how own personal/cultural history, attitudes, and biases affect how they understand and interact with people different from themselves.
- Demonstrates knowledge of the current theoretical and empirical knowledge base as it relates to addressing diversity in all professional activities including research, training, supervision/consultation, and service.
- Demonstrates the ability to integrate awareness and knowledge of individual and cultural differences in the conduct of professional roles – including the ability to apply a framework for working effectively with areas of individual and cultural diversity not previously encountered over the course of their career. Also included is the ability to work effectively with individuals whose group membership, demographic characteristics or worldviews create conflict with their own.
- Demonstrate the ability to independently apply their knowledge and approach in working effectively with the range of diverse individuals and groups encountered during internship.
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.
- Recognizes ethical dilemmas as they arise, and apply ethical decision-making processes in order to resolve dilemmas.
- Conduct self in an ethical manner in all professional activities.
- Is knowledgeable of and acts in accordance with: The current version of the APA Ethical Principles of Psychologists and Code of Conduct.
- Is knowledgeable of and acts in accordance with: Relevant laws, regulations, rules, and policies governing health service psychology at the organizational, local, state, regional, and federal levels.
- Is knowledgeable of and acts in accordance with: Relevant professional standards and guidelines.
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
- Behaves in ways that reflect the values and attitudes of psychology, including integrity, deportment, professional identity, accountability, lifelong learning, and concern for the welfare of others.
- Engages in self-reflection regarding one’s personal and professional functioning; engages in activities to maintain and improve performance, well-being, and professional effectiveness.
- Actively seeks and demonstrates openness and responsiveness to feedback and supervision.
- Responds professionally in increasingly complex situations with a greater degree of independence as they progress across levels of training.
- Takes initiative with professional growth: Identifies own professional strengths, limitations, needs for growth, and needs from environment to facilitate growth, and learns from a wide variety of sources within the center and profession.
Communication and Interpersonal Skills
- Develops and maintains effective relationships with a wide range of individuals, including colleagues, peers, supervisors, supervisees, other staff/professionals, parents, communities, organizations, and those receiving professional services.
- Produces and comprehends oral, nonverbal, and written communications that are informative and well-integrated, demonstrating a thorough grasp of professional language and concepts.
- Demonstrates effective communication and interpersonal skills, understanding the impact of their interpersonal and communication practices.
- Demonstrates ability to manage difficult communication well.
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.
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 DevelopmentMinimum Internship RequirementsThe following are the minimum requirements for successful completion of the Internship:
- A full-time, 2,000 Hour Internship Employment must be completed.
- 500 Direct Service Hours: Direct service includes individual, group, and couples counseling, crisis intervention, consultation with clients or concerned family members/staff/faculty, providing outreach services, providing supervision, leading a psycho-educational training to trainees or staff & conducting assessments.
- Successful Completion of all Core Experiential Components.
- Successful Completion of Intern Project. Interns will complete a project in which they will focus attention on a area on psychological interest.
- Intern Log of Hours. Intern will document 2000 hours internship and direct service requirements.
- Co-Facilitation of a Group with a Staff Member: At a minimum, interns are required to co-facilitate at least one group during the internship year.
- Successful Attainment of Minimum Thresholds for Identified Competencies: as measured by Intern Evaluation Form.
- Complete all written records and reports (including progress notes, assessments reports, intern logs, intern project summary, etc.).
- Complete all required evaluations of supervisors and the training program.
- Attend and participate in the Texas Intern Conference.
- Participate fully in all Clinical, Diversity and Professional Development Seminars.
- Participate fully n preparation and training in new practicum students in conjunction with the Coordinator of Practicum Training.
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. Educational Programming/Outreach 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:
- Substance abuse counseling and programming
- Career counseling and assessment
- Multicultural counseling and programming
- Group therapy
- Trauma counseling and assessment
- Educational programming/Outreach: Opportunities for additional optional experiences in these areas are also available to interns.
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.
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.
Statement Regarding the Use of Distance Education and Electronically Mediated Education
The Psychology Internship Training Program at the Counseling Center at Texas State University does not make use of Distance Education at this time. The use of Electronically Mediated Education generally includes the review of video recordings of clinical sessions, and supplemental learning experiences that may be provided via pre-recorded trainings, Internet-based modules or recordings, and independent or guided searches of professionally related topics using on-line resources. The primary approach to learning is experiential and interactive (e.g., clinical experiences; supervision; seminars; consultations; prevention and outreach).
Counseling Center Clinical Staff
Kathlyn Dailey, Ph.D. Title: Director Degree: Ph.D., Counseling Psychology, Texas Tech University, 1984 Licenses: Licensed Psychologist, Texas Involvement in Training: Primary Supervisor; Seminar Presenter 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: Training Director, 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: Associate Director, Clinical Services/Supervising Psychologist Degree: Psy.D., Clinical Psychology, California School of Professional Psychology, 2002 Licenses: Licensed Psychologist, Texas Involvement in Training: Primary Supervisor; Seminar Presenter Areas of Interest: Gender and Sexual Identity; Multiculturalism; Psychological Assessment; Theories of Development; Training; Trauma Recovery Clare Duffy, Ph.D. Title: Psychologist, Practicum Coordinator Degree: Ph.D., Counseling Psychology, Texas A&M University, 2011 Licenses: Licensed Psychologist, Texas Involvement in Training: Training Committee; Supervision of Supervision; Practicum Coordinator/Practicum Group Supervisor; Assessment Coordinator; Core Components Coordinator for Assessment; Primary Supervisor; Seminar Presenter 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 Hillary Jones, Psy.D Title: Senior Psychologist Degree: Psy.D., Clinical Psychology, George Fox University, 2010 Licenses: Licensed Psychologist, Texas and North Carolina Involvement in Training: Training Committee; Post-Doctoral Coordinator;Core Components Coordinator for Trauma; Primary Supervisor; Seminar Presenter Areas of Interest: Gender and Sexual Identity; Trauma Recovery; Body Image Concerns; Anxiety; Adjustment/Life Transitions, Identity and Spirituality Issues Joanne Salas, Ph.D. 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; Core Components Coordinator for Diversity and Groups; Group Coordinator; Seminar Presenter Areas of Interest: Health and Wellness; Grief and Loss; Life Transitions; Resiliency; Diversity Richard Martinez, Ph.D Title: Psychologist Degree: Ph.D., Counseling Psychology, New Mexico University, 2013 Involvement in Training: Primary Supervisor, Diversity Case Conference Facilitator, Seminar Presenter Areas of Interest: LGBTQIAP+ Concerns, Multicultural Counseling, Supervision & Training, Prevention & Outreach, Identity Exploration, First Generation College Students, Interpersonal Relationships, Adjustments to College Mark Provence, Ph.D. Title: Psychologist Degree: Ph.D., Counseling Psychology, University of Texas at Austin, 2016 Involvement in Training: Seminar Presenter Coordinator, Seminar Presenter, Training Committee Areas of Interest: Gender and Sexual Identity, Religion and Spirituality, Grief and Loss, Adjustment/Life Transitions, Mindfulness Approaches, Men and Masculinity Laurie Westfall, LCSW Title: Clinical Case Manager Degree: MSW, University of Texas at Austin, 1989 Licenses: Licensed Clinical Social Worker, Texas Involvement in Training: Seminar Presenter Areas of Interest: Juvenile Corrections; Child and Adolescent Development; Women Issues Kate Cotnam, LPC Title: Counseling Specialist Degree: MS, Counseling Psychology, Angelo State University, 2008 Licenses: Licensed Professional Counselor, Texas Involvement in Training: Seminar Presenter, Core Component Facilitator - Educational Programming and Outreach Areas of Interest: Anxiety, Depression, Self Injury, Women's Issues, Trauma Recovery Sergio Barrios, LCSW Title: Counseling Specialist Degree: MSW, University of Texas at Austin, 1996 Licenses: Licensed Clinical Social Worker, Board Approved Supervisor Involvement in Training: Seminar Presenter, Core Component Facilitator - Alcohol Substance Dependence Areas of Interest: Acculturation process; Life transitions; Self-discovery; Relationships; Communication; Anxiety; Career Exploration, Spirituality and Resiliency
Current and Former Interns
Erica Mathis - Counseling Psychology, University of Southern Mississippi
Jason Clark Ripplinger - Counseling Psychology, Brigham Young University
Kimberly Hickman - Clinical Psychology, Baylor University
Colleen McCarthy - Counseling Psychology, University of Oregon
Nathan Miller - Counseling Psychology, Florida State University Combined Program, Counseling-School Psychology
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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Website Updated 8.17.18