Training Philosophy
University Counseling Services utilizes an apprenticeship model for training. The core elements of this model entail mentoring and a developmental approach to prepare psychologists who are generalists for professional practice as entry-level psychologists with intermediate to advanced skills. At the end of training psychology interns are expected to function as entry-level psychologists, who are culturally sensitive, work clinically from a theoretically sound base, function within ethical and professional guidelines, and understand the impact of scholarly research on practice.
Developmental approach
UCS understands that interns arrive with various academic and experiential skills and experiences (i.e. practicum and life experiences). As a means of gaining an understanding of theses experiences and skills interns are sent a self-assessment survey over the summer, which is then shared with the staff. UCS recognizes the skills and experiences of interns as strengths and it's our desire to continue to help facilitate the growth in those areas of strength. It is our expectation that psychology interns should be able to function at an intermediate level with respect to clinical skills upon completion of internship.
We also understand that interns arrive at different levels with respect to clinical skills, understanding of theoretical orientations, outreach and consultation experience, sensitivity to diversity issues, and communication skills. The process of enhancing psychology interns skills occurs in training seminars, individual and group meetings with the Training Director, individual and group supervision, and during outreach and consultation.
The use of honest and sensitive feedback is most constructive in helping psychology interns to reach their full potential. Interns are supported by staff to grow both professionally and personally. It is our value that personal growth is as important as professional development. We therefore, support interns in developing any personal areas that will aid their professional functioning that they define for themselves.
Mentoring
Interns have formal access to staff with various expertise (e.g. supervision, co-leading group with senior staff, co-teaching group class, and co-teach practicum seminar) and informal access to staff (e.g. training activities, staff meetings, consultation). UCS is comprised of a multidisciplinary staff, which values the diverse contributions of individual professions.
Psychology interns have the opportunity to gain valuable mentoring from both the 8 Clinical Psychologists on staff as well as from the 2 Licensed Clinical Social Workers. Licensed Professional Counselor, 2 Senior Staff Clinicians and the trainees from different disciplines (i.e. social work, psychiatry). UCS staff's initial method of mentoring interns is through modeling professional behavior and demonstrating a commitment to their respective professions (i.e. commitment to client care, actively gaining CEUs, participation in professional organizations, operating ethically, etc.).
UCS has an open door policy, encouraging psychology interns to interact with UCS staff. Staff are also encouraged to interact with interns. Staff and interns collaborate on various projects throughout the training year.
Our goals
The General Goals of the Psychology Pre-Doctoral Internship are as follows:
- To expand and develop knowledge and clinical skills in psychotherapy
- To expand and develop knowledge and understanding of group dynamics and interventions
- To expand and develop a theoretically sound base for conducting clinical work
- To expand and develop knowledge and understanding of processes of psychological assessment via interview and limited psychological testing
- To develop intermediate to advanced skills in crisis intervention
- To prepare professional psychology interns as practitioners who can provide basic clinical service
- To expand and develop intermediate to advanced knowledge and understanding of supervision
- To expand and develop knowledge, understanding, and sensitivity to diversity issues
Values about personal disclosure in training
In order to be in compliance with the 2002 APA Ethics Code (Ethical Standard 7.04) we want current and future trainees to be aware of our approach to the disclosure of personal information in the course of training.
An important component of our training program is the intersection between the personal and professional. Therefore our training model incorporates strong emphasis on self-exploration and reflection. We believe that effectiveness in all aspects of professional functioning is related to one's ability to reflect on oneself, one's interpersonal and personal dynamics, and the history from which these dynamics emerge.
Thus, professional functioning can either be enhanced or hindered by one's development or lack thereof, in these essential areas. Consequently an objective of our training program is to assist trainees at all levels within University Counseling Services to explore the qualities and dynamics he or she brings to interpersonal encounters as well as how those dynamics impact these various interactions. This will require trainees to reflect on and disclose personal information that may be informative about their interpersonal dynamics in clinical and professional relationships. It is our aim that such disclosures should be done within a supervisory or training relationship characterized by trust, safety and respect.
The purpose of disclosure is to enhance clinical and professional relationships and is not intended to be used as therapy or any other inappropriate purpose. If the trainee feels there is insufficient safety, trust or respect in the supervisory or training relationship, he or she has the right to refuse to disclose personal information and the supervisor or trainer is expected to respect such refusal and explore ways the relationship may improve so that personal disclosures can occur more effectively.