Internship Activities
The internship training program at the CSDC is designed to be flexible enough to allow interns the opportunity to sample from a variety of activities to meet their unique training needs while also supporting the clinical needs of the Center. Efforts are made to individualize each intern's training experience as much as possible and are outlined in a Training Agreement. Listed below is the variety of training experiences available for interns, followed by a sample schedule which indicates the proportion of time interns will spend in each activity. Please note that the following activities and hours are subject to change each internship year.
Direct Service
Individual counseling and psychotherapy. Individual counseling is primarily short-term, time limited therapy. Predoctoral psychology interns carry an average weekly caseload of 12 individual clients and are permitted to carry one or two long-term clients, who are seen for the entire year. In the course of their clinical work, interns may engage in psychological testing as part of the assessment process, refer clients for medication assessment and diagnostic consultation with the CSDC's psychiatric referral resources, and refer to other on-campus and off-campus resources as needed to provide the best possible care to clients.
Initial assessments. After an initial period of orientation and training, each predoctoral psychology intern will provide six initial assessments per week. The primary goals of the initial assessment session are to provide the student with the opportunity to discuss his/her reasons for seeking counseling; to determine a course of action, (i.e., referral within the center or out); and to educate the student about the process of therapy/counseling. Initial assessments are scheduled for 30 minutes; clients complete paperwork prior to meeting with the initial assessment counselor.
Psychological assessment. Interns will incorporate psychological assessment into their work with clients under the guidance of their primary supervisor. Each intern is expected to administer a minimum of three different assessment instruments to individual clients during the academic year. Suggested assessment instruments available at the CSDC include: MMPI-2, Personality Assessment Inventory, Eating Disorder Inventory-3 (EDI-3), Beck Anxiety Inventory (BAI), and the Beck Depression Inventory (BDI-2). Interns will also participate in at least three comprehensive psychological assessments in the spring and summer through a rotation in the Learning Strategies Clinic (LSC), which is part of JMU's Institute for Innovation in Health and Human Services.
Groups. Each intern will be expected to co-facilitate at least one therapy group per semester. During orientation, interns will have an opportunity to choose from several groups, such as general therapy (3-4 groups per semester), eating disorders (1-2 groups per semester), family issues, PRIDE (for gay, lesbian, bi-sexual, transgender or questioning individuals), and other groups that may form each semester to meet the clinical needs of students, such as coping with anxiety, coping with grief and loss, and men's issues. Interns facilitating more than one group in a semester receive a reduction in their individual clinical caseloads.
Crisis Intervention. All interns are provided the opportunity to develop skills in crisis intervention. Each intern provides 4.5 hours of emergency coverage per week during regular Center operating hours and two weeks of after hours on-call coverage per semester. In the fall semester, interns "shadow" a senior staff member for the first month of during office hours emergency coverage and for two weeks of after hours coverage to facilitate the development of each intern's crisis intervention skills. In the spring semester, interns will be designated as the "primary counselor" for after hours emergency coverage and will have a senior staff member designated as a back-up who must be consulted with for any emergency phone call or intervention. In the event that interns need to go to campus for emergency contacts, they must be accompanied by a senior staff member. Interns will also be provided with back-up consultation and supervision for office hours emergency coverage by a senior staff member throughout the internship year.
Outreach programming. The preventive and educational work of the Center is considered an essential service. Interns are encouraged to develop expertise in an outreach topic and to present on average three outreach presentations per semester. Outreach programs are typically presented to students, faculty, staff, classes, clubs, organizations and residence halls. Interns develop their outreach materials and presentation skills with the support of Center staff.
Consultation. Interns will have the opportunity to participate in a formal consulting relationship with Office of Residence Life. Each intern will be paired with a senior staff member to act as a consulting team or to receive supervision for consultative services provided to the JMU community. The intern will work with various Office of Residence Life Area Coordinators, Hall Directors, and Resident Advisors in consultation about student concerns, programming and staffing issues. Interns also have the opportunity to consult with a variety of students, staff, faculty and parents during their scheduled emergency coverage times.
Supervision. Predoctoral psychology interns can expect to supervise one doctoral-level practicum student for one hour per week during the fall and spring semesters. In addition, interns will participate in a one-hour weekly group supervision of supervision seminar with a senior staff member to assist interns' development of intermediate to advanced skills and knowledge in the area of providing clinical supervision.
Specialization area. Each intern selects a specialization area in which he/she will work with a senior staff member in a particular program or clinical area of interest. Specialization areas for the 2008-2009 academic year include 1) group therapy; 2) eating disorders educational program and treatment team; 3) teaching; and 4) multicultural liaison. Descriptions of the specialty areas are as follows:
- Group Therapy: This experience would consist of doing an additional group with the CSDC's Group Coordinator and assisting with the Group Supervision Seminar. Coordinated by Tom Metzinger.
- Eating Disorders: Eating Disorders Prevention Team and Stop Eating and Exercise Disorders (SEED): Graduate staff would be welcome to develop an expertise in the area of eating disorders. Opportunities would be available to be a member of the university-wide "Eating Disorders Prevention Team" which meets once or twice a month to plan programming on eating disorders, women's issues, self-esteem, etc. Additionally, a graduate staff person may also participate in the "Stop Eating and Exercise Disorders" Team. This interdisciplinary treatment team meets weekly to evaluate student needs and progress in the comprehensive treatment of an eating disorder. Advertising, consultation, and outreach specifically about eating disorders and services here at JMU to address eating disordered issues could be a responsibility of that student. Coordinated by Shirley Cobb.
- Multicultural Liaison: This specialization provides an intensive diversity exploratory experience designed to train the intern for future work in social justice and multicultural training settings. Activities involve education in and implementing knowledge of multicultural and social justice issues through training, supervision, outreach, and consultation with CSDC staff, JMU agencies, and the larger community. Examples include designing and implementing original outreach programming to traditionally underrepresented student populations, serving as a CSDC liaison to CMSS and/or the GLBT Ally and Education Program, attending weekly process/supervision meetings with Laura Sobik, and assisting CSDC staff by leading or co-leading diversity seminars, programming, and education. Coordinated by Laura Sobik.
- Teaching: Interns have the opportunity to teach a semester long course in an entry-level undergraduate course (e.g. General Psychology 101; Life Span and Human Development, PSYC 160) in the spring semester. One to two hours of weekly supervision is provided to interns beginning in the middle of the fall semester to help them prepare for teaching in the spring. One hour of weekly supervision is provided during the spring semester. Interns will be observed providing a mini-lecture during the fall semester and provided with feedback regarding their teaching skills. Once they begin their teaching assignments, interns will be observed in the classroom on two occasions. An evaluation form will be completed and discussed with each intern individually after each observation. Additionally, interns will be evaluated by their students with regard to specific learning objectives at the end of each semester and provided with feedback from their supervisor. Interns will utilize empirically supported research in preparation for class lectures. Additionally, they will be asked to discuss in supervision and integrate into lectures how scholarly information contributes to clinical practice. Through supervision, interns will be expected to discuss diversity issues within the classroom and how this might impact various learning styles, teaching approach, and assessment of knowledge and skills. Coordinated by Donielle Janow.
Training Components
Individual supervision. Predoctoral psychology interns receive one hour of weekly individual supervision from their "Primary Clinical Supervisor" who is a Licensed Clinical Psychologist on staff. Primary clinical supervisors supervise the same intern for one semester. Interns also meet with a secondary supervisor (who may or may not be licensed) for one hour every week. At the start of supervision, each intern will be asked to submit a brief outline or statement of his/her training goals which is based on a self-assessment of skills completed by the intern and feedback from each intern's graduate institution regarding the intern's strengths and suggested areas for improvement at the completion of doctoral level coursework. Together with their supervisors, interns will determine the actions and experiences necessary to attain their individualized training goals.
Group Supervision. Interns will meet with the Training Director for one hour per week of group supervision. This meeting will assist interns in applying psychological theory and research to their clinical work, refine interns' case conceptualization and treatment planning skills, and support interns' personal and professional development throughout the internship year. Select readings and therapy case studies will be assigned that will emphasize the application of psychological research and theory to clinical work. The more modern variants of psychodynamic theory, such as self-psychology and intersubjectivity theory, will be accentuated, but other theoretical models will be reviewed as well. Interns will be expected to show videotaped segments of their therapy sessions with CSDC clients and incorporate concepts from the assigned readings into discussing their clinical work and development as a therapist. In addition, the Training Director models an openness to learning and the use of self in the therapeutic process by showing videotaped segments of her own work with CSDC clients and highlighting aspects of therapy sessions that facilitate as well as hinder the therapeutic process.
Interns spend one-half hour per week in supervision with their group co-facilitator.
Training Seminar. This weekly seminar meets for two hours and provides additional training in one of several areas: 1) clinical issues, such as diagnosis and treatment; 2) professional issues/ethics; 3) multicultural and diversity issues; 4) outreach and consultation; and 5) assessment. Trainees have the opportunity to request topics for Training Seminar during the fall, spring and summer semesters and every effort is made to include their interests into the training seminar schedule. In addition, each intern will present a training seminar to senior staff at the CSDC on an area of expertise during the spring semester.
Supervision of Supervision Seminar. Predoctoral psychology interns attend a one hour weekly supervision of supervision seminar during fall and spring semesters of the internship year. This seminar focuses on both didactic and process issues relevant to the provision of supervision by interns. The goal of the seminar is to assist interns in the development of intermediate to advanced skills and knowledge in the area of clinical supervision. Interns will meet weekly with the seminar facilitator to discuss supervision issues, present videotapes of their sessions with supervisees and of their supervisees' sessions with clients, and read assigned articles and book chapters regarding supervision issues for discussion in the seminar.
Crisis-Intervention Seminar. This weekly seminar meets for 30 minutes to discuss clinical issues related to emergency coverage and after hours crisis intervention services. The senior staff member who is on-call for after hours coverage each week will report on any emergencies that occurred during the prior week and the clinical and practical issues related to effective crisis intervention. In addition, a sequential training model will assist interns in understanding the policies and procedures of providing emergency coverage at the CSDC, assessing suicidal risk, liability and legal issues relevant to crisis interventions with the college student population, addressing major crisis events at JMU, and the appropriate use of referral resources when responding to crisis situations. Discussions will include reviewing recent client contacts for emergency services at the Center, including, but not limited to, reason for referral, assessment of client functioning, recommendations, and follow-up considerations.
Assessment Training. Interns rotate participating in a bi-monthly assessment meeting throughout the academic year by joining a senior staff psychologist in attending the Learning Strategies Clinic (LSC) case consultation staffing for the fall and spring semesters. The LSC involves an interdisciplinary collaborative team approach to conducting psychological assessments on the JMU campus. The assessment module of the training seminar series emphasizes didactic and applied components of assessment instruments specific to the college student population that will be incorporated into comprehensive psychological assessments in the spring semester.
Group Supervision Seminar.All Center staff and interns involved in the facilitation or co-facilitation of groups attend a monthly group therapy seminar. This seminar provides a forum for group facilitators to receive peer supervision, suggestions and feedback on their group experiences.
Diversity Seminar. Center staff and interns have the opportunity to participate in a monthly meeting to discuss topics related to multicultural competencies in counseling.
Case Conference and Clinical Treatment Team. All Center staff and interns participate in two group case conference and two clinical treatment team meetings per month. These clinical meetings are designed to allow students and staff the opportunity to receive peer supervision of their clinical work. Staff and interns present one formal case presentation each semester, which include a multiaxial diagnosis, the appropriate application and interpretation of an assessment instrument, and which demonstrate an understanding of multicultural and ethical issues relevant to the therapeutic process.
Diversity Training. Interns participate in a monthly Multicultural/Diversity module of the Training Seminar series throughout the academic year. In addition, each weekly training seminar, as well as the seminars in supervision of supervision, group therapy, and brief therapy will include a discussion of diversity issues relevant to the topic of the seminar. Following the initial orientation period, interns will discuss their experience and interest in working with diverse populations in group supervision and select diverse campus groups or organizations to take part in experiential activities in the fall semester and for the provision of outreach programs or consultation/liaison relationships in the spring and summer semesters. In addition, group supervision activities will incorporate articles, book chapters, and therapeutic case studies that outline the theory and application of multicultural issues in the therapeutic process and relationship.
Each intern will participate in at least three different cultural immersion experiences during the fall semester and write a reflection paper about the experience which incorporates concepts learned about diverse populations from each of the multicultural training seminars. Interns are required to attend a multicultural event by themselves where they will be a minority participant. Following the event, each intern will write a reflection paper about the event they chose to attend, what made them a minority, and how they felt prior to, during and following the event.
Interns will also discuss cultural and ethnicity issues of his/her individual clients, and the interaction between the therapist's cultural background and that of the client. Written case conceptualizations, treatment plans, case conference presentations, and the three more comprehensive intakes interns complete each semester will incorporate an analysis of how cultural factors inform the assessment, diagnosis, and therapeutic work with each client. Recommended services and programs that interns can participate in during the spring and summer semesters include the Center's Peer Mentor Program and the Center for Multicultural and Student Services summer institutes.
Peer Mentor Program
The Peer Mentor Program was designed to help first year and transfer multicultural and international students make a successful and rewarding transition from high school to the University. Specifically, the program involves training Peer Mentors (upperclass multicultural students) to help their Peer Mentees (underclass/first year multicultural students) to be successful academically, personally and socially on a historically white university campus by offering support for educational skills, time management, and class scheduling. The program also provides the opportunity for multicultural and international students to meet students with similar experiences and interests. Interns could assist in the training of mentors and be involved in the planning and implementation of cultural events as well as social and academic group facilitation programs.
Female Institute for Learning and Development
The James Madison University Female Institute for Learning and Development is a two-week residential program designed to provide an intense academic and developmental experience for high school females. The Institute employs academic, social and cultural strategies which prepare participants to enhance their academic profiles; to build their levels of self-awareness and self-esteem; to broaden their potential career and life goals; and to adopt a service-oriented attitude toward their greater communities. The female peer counselors are trained in basic listening and communication skills, an overview of the "sister circle", as well as the content of "sister circle." Interns could assist with the training of the counselors, facilitate the compilation of sister circle activities, and be on-call for after hours emergencies. In addition, interns could participate in a cultural experiential learning field trip.
Male Academy for Academic Achievement and Development
The James Madison University Male Academy for the Academic Achievement and Development is designed as a two-week summer residential program with the purpose of providing an intense academic and developmental learning experience for male students who have potential for success beyond the secondary level. The program serves to enrich the academic, social and cultural experiences of these students and to enhance their overall academic skills. Additionally, the program seeks to increase their motivation toward higher education, promote professional and personal success, expand career awareness and choice, and to expose students to the concept of service learning in their respective communities. Interns can assist in training the students in basic counseling and listening skills and facilitate group activities.
Multicultural Student Organizations
In addition interns' participation in the Peer Mentor Program, Female Institute, and Male Academy, they may also select from the following list of multicultural student organizations at James Madison University to incorporate into their diversity training experiences. Interns may choose to present an outreach program to one of these organizations in conjunction with the CSDC's 2005-2006 initiative to be more proactive with providing psychological services to multicultural student groups and underserved populations on the James Madison University campus. Finally, interns can choose to become a graduate advisor for one of these organizations. As a graduate advisor, interns have the opportunity to develop new interests, expand cultural and social horizons, and exercise leadership skills with a diverse population. Specific responsibilities may include attending organization meetings and events, offering support to officers and members in the organization, facilitating communication among officers and between officers and members, assisting student members is setting educational goals and mentoring students in ways they can achieve these goals, and forming networks with graduate advisors of other multicultural campus organizations. More information about each of the following multicultural campus groups can be found at the following link: http://www.jmu.edu/multicultural/studentorgs/
CSDC Multicultural Student Organization Outreach List
Fall
- International Student Assoc.
- Alpha Kappa Alpha Sorority, Inc.
- Students for Minority Outreach
- Brothers of a New Direction
- Madison International Assoc.
- Contemporary Gospel Singers
- Delta Sigma Theta Sorority, Inc.
- Korean Student Assoc.
- Black & Latino Greek Caucus
- Alpha Kappa Delta Phi
- Lambda Upsilon Lambda
- Kappa Alpha Psi Fraternity, Inc.
- Madison Equality
- Vietnamese Student Assoc.
Spring
- Black Student Alliance
- Hillel
- Sigma Iota Alpha Sorority, Inc.
- Latino Student Alliance
- Asian Student Union
- Women of Color
- National Association for the Advancement of Colored People (NAACP)
- Alpha Phi Alpha Fraternity, Inc.
- African Student Organization
- National Society of Minorities in Hospitality (NSMH)
- Mozaic
- Alpha Beta Psychology
- Phi Beta Sigma Fraternity, Inc.
- Italian Cultural Society
- Spanish Club
Professional Development. All CSDC clinical staff and interns meet for a one to two hour monthly professional development meeting. Professionals from the JMU campus and local community are invited to present on areas of expertise. Some topics or presentations presented in prior years include social psychology of women and gender, working with GLBTQ issues on a college campus, and personality disorders.
Research/Professional Development. Interns are allotted one hour per week during which they may work on research (the Center's or their dissertations) and/or professional development activities.
Intern Process Meeting. Interns schedule one hour per week to meet together for processing of the internship experience. Interns' primary supervisors, the Training Director, and the Director of the Center will join this meeting once a month to address any issues the interns would like to discuss about their personal and professional development and experiences in the training program.
Administrative Activities
Staff meetings. All staff members and interns attend a weekly staff meeting. Staff meetings address the administrative issues and business of the Center. All Center staff is invited to contribute to the agenda and to the discussions.
Case management and administrative work. All interns are expected to maintain appropriate case notes and files, complete the various reporting forms used in the office, maintain their calendars and prepare appropriately for programs, workshops, supervision and clients.
SAMPLE SCHEDULE
Average hours per week (by semester) |
|||
Direct Service Activities |
Fall |
Spring |
Summer |
Initial Assessments |
3 |
3 |
3 |
Psychological assessment |
2 |
2 |
2 |
Individual therapy |
12 |
12 |
8 |
Group therapy |
1.5 - 3 |
1.5 - 3 |
0 |
Emergency coverage (office hours crisis intervention) |
4.5 |
4.5 |
4.5 |
Crisis intervention (after hours via pager) |
2 weeks as back-up |
2 weeks with back-up |
0 |
Outreach programming |
1 |
1 |
1 |
Consultation (ORL, Judicial Affairs, Assessment clinic) |
2 |
2 |
1 |
Supervision of practicum student |
1 |
1 |
0 |
Specialization |
2 |
2 |
0 |
Training Activities |
|||
Intern Training Seminar |
2 |
2 |
2 |
Crisis Intervention Seminar |
5 |
5 |
0 |
Supervision Seminar |
1 |
1 |
0 |
Case Conference |
1 |
1 |
0 |
Diversity Seminar, Group Therapy Seminar, Professional Development, Psychiatric Consultation |
1 |
1 |
0 |
Administrative Activities |
|||
Case Management |
3 |
3 |
2 |
Prep and planning |
3 |
3 |
2 |
Staff meeting |
1.5 |
1.5 |
1.5 |
Average Estimated Total Hours per week |
42-44 |
42-44 |
42-44 |
