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Aims & Profession-Wide Competencies

The core domains of training that make up the aims and profession-wide competencies are as follows:

  • Aim 1:  To develop the knowledge and skills necessary for entry level positions in the professional practice of psychology.
    • Competency 1.1: To develop competency in evidence-based assessment of clinical concerns.
    • Competency 1.2: To develop competency in evidence-based intervention.
    • Competency 1.3: To integrate science and practice in scholarly activities.
  • Aim 2:  To develop the knowledge and skills necessary for effective interdisciplinary collaboration on psychoeducational issues.
    • Competency 2.1: To develop competence and skills in providing supervision.
    • Competency 2.2: To develop consultation, interprofessional, and interdisciplinary skills to work with and among individuals in the Counseling Center, the larger university and other professional systems.
  • Aim 3:  To develop the self-awareness, interpersonal skills, and attitudes to effectively function in an agency setting.
    • Competency 3.1 To develop communication and interpersonal skills
    • Competency 3.2: To demonstrate understanding of ethical and legal standards.
    • Competency 3.3: To develop a self-awareness of professional values, attitudes, and behaviors that impact professional functioning.
    • Competency 3.4: To conduct all activities with sensitivity to individual and cultural diversity.

Learning Elements

The internship training program at the Counseling Center is designed to be flexible enough to allow interns the opportunity to sample from a variety of educational 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.

Competency 1.1

Initial Assessments: After an initial period of orientation and training, each intern will provide four initial assessments (IAs) per week. Interns will learn how to gather relevant information during the initial assessment procedure in order to make appropriate referrals to Counseling Center services, other JMU offices, or community providers. IA notes will be written in a timely manner. The primary goals of the IA sessions are to provide students with the opportunity to discuss their reasons for seeking counseling, to determine a disposition decision, and to educate the student about the process of counseling. IAs are scheduled for 30 minutes; clients complete paperwork prior to meeting with the IA clinician. Occasionally, more time is needed and the IA clinician may schedule a follow-up IA or conduct an extended IA session.

Psychological Assessment: Interns will have the opportunity to interpret the CCAPS-62 results to inform case conceptualization and make treatment recommendations during the Initial Therapy appointment. They will gain experience in reviewing the CCAPS results with clients as well as with professional staff when presenting their case conference. Interns will also have the opportunity to assess their clients’ progress by use of the CCAPS-34 during subsequent individual therapy session. Dependent on clients’ presenting concerns, interns will have other assessments made available to them that they can incorporate when deemed clinically necessary.

Competency 1.2

Counseling Skills. Interns will develop and enhance effective intermediate and advanced counseling skills in two primary areas--individual and group therapy. They will demonstrate an ability to build therapeutic relationships with clients, an awareness of the counseling process, and explore relevant client issues, feelings and goals within the format of a brief therapy model. Interns will also develop a therapeutic approach that is consistent with their personal style and be observant of clients' styles of verbal expression and non-verbal behavior. Through digital recordings, verbal discussions in supervision, and written case conceptualizations, interns will demonstrate an ability to integrate psychotherapy theories, apply relevant research literature, and translate these skills into effective evidence-based interventions for each client. Interns will evaluate intervention effectiveness using CCAPS-progress reports, client satisfaction surveys, and ongoing feedback from primary and secondary clinical supervisors. In addition, interns will develop skills in the selection and screening process of clients appropriate for brief therapy, will maintain proper therapeutic boundaries, and adequately prepare clients for termination.

Individual counseling. Individual counseling is primarily short-term, time limited therapy. Interns carry an average weekly caseload of 12-14 individual clients and are permitted to carry a limited amount of long-term clients, based on presenting concerns, caseload, and in consultation with primary and secondary supervisors. Interns may also provide counseling services to sexual assault survivors and transgender students, specific populations to whom the Counseling Center offers long-term treatment if indicated. In the course of their clinical work, interns may refer clients for medication assessment and diagnostic consultation with psychiatric providers, refer to other on-campus and off-campus resources, and/or utilize case management services to provide the best possible care to clients.

Group Counseling and Specialized Treatment Programs. Interns will identify clients appropriate for participation in the Center's therapy groups and specialized treatment programs, develop effective group co-facilitation skills, and base group interventions within a theoretical model. Each intern is 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 STEP (Sexual Trauma Empowerment Program), coping with grief, eating issues, interpersonal process, mindfulness, Q2Q (Queer to Questioning), women’s process, men’s process, and depression. Prior to the start of group counseling, interns are expected to facilitate one specialized treatment program, such as Tackling Anxiety, Tackling Society, and You’ve Got This.

Crisis Intervention. Interns will develop proficiency in the handling of crisis situations through the provision of emergency coverage. Interns' crisis intervention skills will include an ability to promptly assess crisis situations and make decisions about service delivery and referrals while maintaining a calm professional demeanor. They will also develop proficiency in crisis documentation, follow-up procedures and consult with agency staff as needed. Each intern provides 4.5 hours of emergency coverage per week during regular Center operating hours and 2 weeks of after hours on-call coverage per semester. Interns will also be provided with back-up consultation and supervision for office hours emergency coverage throughout the internship year. For after-hours emergency coverage, interns 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 senior staff members..

Competency 1.3 

Interns will be provided the opportunity to present once during the monthly professional development seminar that is held monthly for CC staff in an area of expertise of their choosing. This opportunity will allow them to integrate science, critically evaluate, and disseminate research in their area of interest. It will also provide them the opportunity to develop effective oral and written communication skills.   Additionally, interns present one formal case presentation and conference each semester, which include a multiaxial diagnosis, the appropriate application and interpretation of the CCAPS, and which demonstrate an understanding of multicultural and ethical issues relevant to the therapeutic process.

Interns will have the opportunity to complete several outreach programs throughout the academic year. When completing outreach programming, interns will be asked to have audience members, typically student, staff or faculty at JMU, complete outreach assessment forms. These outreach assessment forms assess the effectiveness of the programming in relaying information concerning CC services, how to assist students in distress, along with the specific outreach program goals. In addition, the outreach assessment will provide an opportunity for the interns to get specific feedback concerning their written and oral presentation skills which they can then incorporate for future outreach programming events. 

Competency 2.1

Supervision. Interns will develop the skills necessary for the effective use of supervision to improve their psychological practice. Particular emphasis will be placed on the intern's ability to be actively involved in receiving supervision, being open and responsive to feedback, and demonstrate the willingness and ability to stretch beyond their own limitations as therapists and understand how their own values, beliefs and relational style influences therapeutic and supervisory relationships. Interns will also develop and demonstrate skill in the provision of supervision to less advanced trainees. They are expected to apply supervision theory to practice, effectively assess the developmental levels of their supervisees, assist supervisees in developing appropriate training goals, provide feedback to supervisees, model respect and openness, and effectively use the supervision of supervision seminar to enhance their skills as a supervisor. 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.

Competency 2.2

Operational/Agency Factors. Interns will develop the ability to work and communicate as professionals with the Counseling Center staff as well as with other factions of the University community. Interns will develop effective oral and written communication skills, demonstrate responsibility, dependability, and initiative in their training activities, and have a working knowledge of the policies and procedures of the Counseling Center. Interns will develop effective report writing skills and will efficiently complete required paperwork for effective case management.

Initial Assessment, Case Conference, and Clinical Treatment Team.  Interns participate in weekly IA and clinical treatment team meetings, and one group case conference per month. These clinical meetings are designed to allow all staff the opportunity to receive peer supervision of their clinical work. Interns present one formal case presentation each semester, which includes conceptualization, DSM-5 diagnosis, treatment summary, and demonstration of multicultural and ethical issues relevant to the therapeutic process.

Consultation. Interns have the opportunity to consult with a variety of students, staff, faculty, and parents during their scheduled emergency coverage times. Interns will develop the skills essential for developing and maintaining effective consultation relationships with other agencies and individuals, both on and off-campus. Interns will respond to consultation requests in a timely manner.

Psychiatric Consultation. Interns will consult with psychiatric providers about issues pertaining to psychotropic medications and clients who are taking medication. The Counseling Center is committed to providing the best possible integrated treatment for clients who are in therapy and taking psychotropic medication. Therefore, psychiatric providers and interns will consult and collaborate to understand and appropriately limit the scope of their practice and directly and effectively communicate with one another regarding their therapeutic perspectives and actions.

Case Management Services. Interns have the opportunity to collaborate with the Case Manager during the process of referring clients to community providers. In order to ensure that a client is referred to the most appropriate community resource, staff can consult with the Case Manager to identify the community resource most suited to the treatment needs of the client. Interns can also refer students for case management services when individual circumstances, severity of presentation, presence of negative symptoms, difficulty navigating insurance, lack of financial support, etc. complicate the community referral. In addition to support during the referral process, the Case Manager will support interns in the hospitalization and discharge process of clients who require more intensive treatment options.

Outreach Programming Skills. The preventive and educational work of the Center is considered an essential service. Interns will display initiative in becoming involved in outreach programming and will learn and/or continue to develop the skills required in creatively and effectively providing psycho-educational programming on a university campus. Interns will develop the skills needed to establish objectives, outlines, and materials for outreach presentations and will demonstrate an ability to establish rapport with program participants.  To aid in the development of these skills, each intern will actively engage in a total of six outreach programs during the academic year.  They are encouraged to complete three of these programs by the end of the fall semester.  One out of the six outreach programs can be staffing a Center information table to educate the campus community about services offered at the Center. To prepare for these six outreach programs, interns will participate in a number of programs during the first month of internship.  Participation will include co-presenting, shadowing and independent facilitation of programs.  These opportunities are designed to familiarize interns with the process of outreach and prepare them for the independent programs and activities they will conduct throughout the year; these initial training opportunities will not count toward the six required programs.  Outreach programs are typically presented to students, faculty, and staff in a variety of settings (e.g., classes, clubs, organizations and residence halls). Interns develop their outreach materials and presentation skills with the support of Center staff. Additionally, interns are given the opportunity to develop an original presentation that reflects an area of interest.  They will develop the outline for the presentation, bring together the materials, advertise the program, and connect with a group on campus that would benefit from the program.  By doing so, the intern learns both the elements that go into developing the presentation and the necessary consultation and networking skills to aid in successful implementation of the program on campus. 

Competency 3.1

Communication and Interpersonal Skills. Interns will develop the ability to work and communicate as professionals with the staff as well as with other factions of the University community. Interns will develop effective oral and written communication skills, demonstrate responsibility, dependability, and initiative in their training activities, such as case management, case presentations, professional development seminar, and outreach programming, and have a working knowledge of the policies and procedures.  Interns will develop effective report writing skills and will efficiently complete required paperwork for effective case management.

Competency 3.2

Professional/Ethical Understanding. Interns will gain knowledge of professional, ethical, and legal standards, and they will exhibit their use of these standards in the practice of psychology. Interns will demonstrate concern for client welfare, use of ethical decision-making, and knowledge and use of referral and consultation resources. They will consult with other Center staff as needed, maintain a professional demeanor, and take initiative to attend workshops at the local, regional or national level.

Competency 3.3

Personal Characteristics. The Counseling Center training staff believes that there is a functional relationship among the quality of an individual's personal functioning, interpersonal working relationships, and general effectiveness as a Counseling Center staff member, especially in the area of client care. Interns are expected to function in a manner consistent with that of any responsible professional: treating clients and other staff members with respect, maintaining clear boundaries with clients and staff, and contributing to the smooth and effective functioning of the Counseling Center. Therefore, interns are expected to develop and maintain an awareness of personal characteristics that impact their professional behavior. In addition, interns will develop an ability to be aware of and evaluate their own skills, including handling personal stress and problems, value conflicts, dealing with authority and ambiguity, and how issues such as client/trainee counter-transference, cultural beliefs, and flexibility influence therapeutic and professional relationships.

In all aspects of the training program, we emphasize the need for self-understanding and personal exploration, because we believe that ongoing process of self-reflection is needed to facilitate effective working alliances in professional and therapeutic relationships. Due to this philosophy, interns will be encouraged to self-disclose personal information as it relates to their effective functioning and as it relates to furthering the goals and objective of the training program. Therefore, interns are encouraged to talk with their supervisors when they believe that personal concerns may be interfering with their professional functioning. The internship training program functions in a manner consistent with the American Psychological Association's (APA) Ethical Standard 7.04 (Student Disclosure of Personal Information) as contained in APA’s Ethical Principles of Psychologists and Code of Conduct (APA 2010).

Supervisors take into account each intern’s personal attributes, strengths and weaknesses, as well as look for latent potentialities in an effort to provide an optimal and individualized learning experience. Interns are required to digitally record all clinical sessions they provide to clients, and these digital recordings are reviewed and deconstructed in their individual supervisory sessions. Interns are challenged to experiment, recognize inevitable mistakes and integrate new methods and skills. The supervisory relationship supports the intern in these endeavors while encouraging personal change and growth through fostering self-reflection, skill building, personal growth and identity consolidation. The supervisor provides the intern with ongoing feedback and guidance as well as formal evaluations throughout the year.

Competency 3.4

Individual & Cultural Diversity: Interns will also discuss cultural and ethnicity issues of their individual clients, and the interaction between the therapist's cultural background and that of the client. Interns will incorporate an analysis of how cultural factors inform the assessment, diagnosis, and therapeutic work with each client, and incorporate these factors in written case conceptualizations, treatment plans, case conference presentations, and comprehensive assessments interns complete each semester. Additionally, 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. 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.

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, crisis-intervention, assessment, and professional development 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 training seminars and supervision and they will select diverse campus groups or organizations for the provision of outreach programs or consultation/liaison relationships. In addition, training seminar and 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.

Diversity Seminar. Interns have the opportunity to participate in a monthly all-staff meeting to discuss topics related to multicultural competencies in counseling. The purpose of the Diversity Seminar is to discuss multicultural competencies in counseling, to increase self-awareness of one’s cultural background, and to explore the diversity of cultures which are a part of the JMU community. More specifically, this seminar will provide clinicians with a level of familiarity and understanding of the impact of culture on the JMU student population. As a result of this experience, we will be able to identify cultural artifacts which create a higher level of functioning for the student academically, personally and socially and those cultural components which may impede a positive experience. The learning objectives for this seminar include:

  • Interns will develop an understanding of multicultural competencies in counseling.
  • Interns will increase self-awareness of their cultural backgrounds.
  • Interns will explore the diversity of cultures which are part of the JMU community.
  • Interns will explore and identify interventions which facilitate a higher level of functioning for under-represented students academically, personally and socially.

Peer Mentor Program

The Peer Mentor Program was designed to help first-year and transfer multicultural students make a successful and rewarding transition to the University. Specifically, the program involves training Peer Mentors (upper-class multicultural students) to help their Peer Mentees (first-year or transfer 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 students to meet students with similar experiences and interests by engaging in social one-on-one meetings with their mentors/mentees and group activities. Mentors enroll in a one-credit Psychology 202 class during the fall semester that is designed to equip them to be leaders and mentors in the program as well as develop and implement various activities for the program. 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 and process of "sister circle." Interns assist with the training of the counselors, facilitate the compilation of “sister circle” activities, and serve as consultants to the peer staff/resident advisors in case of 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 assist in training the students in basic counseling and listening skills and facilitate group activities.

Training Components: Supervision

Individual supervision. Interns receive 3 hours of weekly individual, face-to-face supervision from licensed clinical psychologists. They will receive 2 hours of supervision from their "Primary Clinical Supervisor(s)" and 1 hour of supervision from the Director of Training. Primary clinical supervisors supervise the same intern for one semester. At the start of supervision, interns will be asked to submit a brief outline or statement of their training goals which is based on a self-assessment of skills completed by interns and feedback from each intern's graduate institution regarding strengths and suggested areas for improvement at the completion of doctoral level coursework. Together with their supervisor(s) and Director of Training, interns will determine the actions and experiences necessary to attain their individualized training goals.

Clinical supervisors 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. Interns will be expected to show videotaped segments of their therapy sessions with Counseling Center clients and incorporate concepts from the assigned readings into discussing their clinical work and development as a therapist.

Group Therapy Supervision. Interns will meet with a senior staff clinician for 30 minutes per week of group supervision throughout the internship year.

Supervision of Supervision. Interns receive 1 hour of weekly group supervision of supervision during fall and spring semesters of the internship year. Supervision focuses on both didactic and process issues relevant to the provision of supervision by interns. The goal is to assist interns in the development of intermediate to advanced skills and knowledge in the area of clinical supervision. Interns will meet weekly for group supervision to discuss supervision issues, present digital recordings of their sessions with supervisees and of their supervisees' sessions with clients, and read assigned articles and book chapters regarding supervision issues for discussion. Coordinated by David Onestak, Ph.D.

Outreach Supervision. Interns will attend a monthly supervision session, during which outreach opportunities, experiences, and challenges will continue to be discussed.  Additional individual outreach supervision meetings will be scheduled, as needed. Coordinated by Magali Laitem, Psy.D.

Training Track Supervision. Interns will receive 1 hour of weekly training track supervision.

Training Components: Didactic Training

Training Seminar. This weekly seminar meets for 1.5 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; 5.) theoretical application; and 6) 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. Coordinated by Ilene Magee, Ph.D.

Crisis Intervention Seminar. This weekly seminar meets for 50 minutes to discuss clinical issues related to emergency coverage and after hours crisis intervention services. The 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, 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. See Appendix H for the Crisis Intervention Seminar description, syllabus, and evaluation form. Coordinated by Shirley Cobb, LPC, Nina Critz, LPC, and Sylvia Hanna, Psy.D..

Outreach Seminar. The goal of the seminar is to assist interns in the development of intermediate to advanced skills and knowledge in the area of outreach.  Interns attend two seminars at the start of the academic year that focus on outreach responsibilities and opportunities, outreach training, and assessing the interns’ abilities, interests, and experiences with various outreach topics. 

Group Seminar. This seminar will apply psychological theory and research to 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. Coordinated by Wendy Gerlach, LPC.

Diversity Seminar. Center staff and interns have the opportunity to participate in a monthly meeting to discuss topics related to multicultural competencies in counseling. Coordinated by Diversity Seminar staff.

Professional Development Seminar. All Counseling Center clinical staff and interns meet for a 90 minute monthly professional development meeting. Counseling Center staff and professionals from the JMU campus and local community are invited to present on areas of expertise. Interns will present a professional development seminar to senior staff at the Counseling Center on an area of expertise during the spring semester. Coordinated by Katrina Simpson-McCleary, Psy.D.

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. The Training Director 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.

Training Tracks. Interns will develop or extend an emphasis area in which they will work with a senior staff member in a particular program or clinical area of interest. Training tracks include 1) Crisis Response and Recovery; 2) Eating Disorders; 3) Group Therapy; 4) Sexual Trauma Empowerment Program; and 5) Teaching.

Crisis Response and Recovery: As crisis response is becoming an increasingly important aspect of working within a University Counseling Center setting, doctoral interns will have the opportunity to develop expertise in the area of crisis/emergency response and recovery. Working closely with the Crisis Response and Recovery Coordinator(s), interns will have the opportunity to engage in the provision of additional emergency services (daytime and after-hours), consultation with students, faculty, staff, and parents pertaining to risk or crisis situations, individual counseling with students presenting with acute stressors and/or trauma history, and crisis response to the larger JMU community, as needed. When there is enough student need, interns will co-facilitate the Grief Group or General Trauma Group with one of the coordinators or another staff member. Additionally, along with the CC Director and Associate Director, interns will have the opportunity to be involved with the JMU Behavioral Assessment Team to gain a better understanding of campus threat assessment and management. Interns may also have the opportunity to participate in various professional development opportunities such as trainings regarding suicide risk reduction, community emergency response, and treatment of trauma. The Crisis Response and Recovery Track can be customized to meet the interns’ specific interests and needs, but will include emergency coverage, individual counseling, and weekly individual supervision. (Wendy Gerlach, LPC).

Eating Disorders: Help Overcome Problems with Eating and Exercise (HOPE): An intern would develop an expertise in the area of eating disorders through opportunities such as being a member of the multidisciplinary team, "Help Overcome Problems with Eating and Exercise," which 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 would also be a responsibility of that intern. Additionally, that intern would have opportunities to treat individuals with body image issues individually and within a group treatment modality. (Shirley Cobb, LPC)

Group Therapy: This experience would consist of doing an additional group with the Group Coordinator and assisting with Group Seminars. (Wendy Gerlach, LPC)

Sexual Trauma Empowerment Program: Interns will have the opportunity to develop expertise in the area of sexual assault response across different clinical and administrative areas. Working closely with the Sexual Trauma Empowerment Program (STEP) Coordinator, interns have the opportunity to engage in: individual counseling with sexual assault survivors; group counseling with sexual assault survivors; crisis response for sexual assault survivors; advocacy services for sexual assault survivors; consultation with faculty, friends, and families related to concerns about a sexual assault survivor; training and education of sexual assault counseling and response for interested Counseling Center or JMU staff (e.g., internal training for trainees, external trainings for student groups); opportunities to liaise with relevant systems on campus including Judicial Affairs, the University Health Center, the Office of Public Safety, Student Wellness and Outreach, CARE (Campus Assault ResponsE) and the community based Sexual Assault Response Team (SART); finally, collaboration around the administrative issues for sexual assault response services including advertising, marketing, and assessment of the efficiency and efficacy of service delivery. The sexual assault counseling and response track can be customized to meet the intern's specific interests but will certainly include individual and group counseling and weekly individual supervision. (Leslie Gerrard, Ph.D.)

Teaching: Interns have the opportunity to teach a semester long course in an entry-level undergraduate course (e.g., Introduction to Abnormal Psychology, Introduction to Psychology, Life Span Human Development) in the spring semester. Interns will be expected to attend to diversity issues within the classroom and how these might impact various learning styles, teaching approach, and assessment of knowledge and skills. 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. One to two hours of weekly supervision will be provided to interns throughout the fall semester to help them prepare for teaching in the spring. This will include a combination of didactic components and specific course-planning. Interns will be observed providing a mock-lecture during the fall semester, and will be provided with feedback about the lecture to help hone their teaching skills. Finally, during the fall semester, interns will be expected to observe at least two lectures by different professors teaching the course the intern is preparing. Once they begin their teaching assignments during the spring semester, one hour of supervision will be provided every other week. Additionally, interns will be observed in the classroom on two occasions and provided with feedback about their teaching style, effectiveness, and lesson planning. At the end of the semester, interns will receive feedback about various components of their course via student evaluations and will also be provided with feedback from their supervisor about their overall participation in the teaching track. (Magali Laitem, Psy.D.)