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Student Psychological Services
Internship Training Program Overview Welcome to Student Psychological Services (SPS). We are a Psychological Training Program, part of the Student Health Services of Santa Rosa Junior College. We offer services to enrolled students on the Santa Rosa and Petaluma campuses (see below Agency Mission and The Setting). SPS is a half-time, one or two year, CAPIC internship site, and a half-time BAPIC site, with a combined cohort of 7 to 8 positions annually. We offer Doctoral level (practicum, pre and post) and Master’s level (MFT) internships, in a 20-hour-a-week, academic year, ten-month format, beginning early August, and ending late May of each year. Some interns may have the opportunity to work during the summer months. Interns provide individual, couple, and group therapy, as well as educational outreach and prevention services, as part of the clinical and educational services at SPS. Due to the high demand, interns are usually experienced practicum or intern/pre-doc level. There is also the option of applying for a second year with expanded responsibilities. There is a stipend of $4000/year, $400 each of the ten months. SPS is a demanding and exciting site. Interns are given a large amount of respect and a great deal of responsibility. It is a busy setting, so interns carry full caseloads for the duration of the program. Many interns experience the rich opportunity to practice many psychotherapies with a broad range of generally "higher functioning" clients and discover who they are as therapists (see below The Services). Interns of multiple levels join in any given year’s cohort, greatly deepening learning and mentoring in a collaborative and integrative model. The Internship Program at SPS supports the intern’s varied functions, realities, and demands, providing in-depth training and support for practicum and intern therapists, creating a rich learning environment, and fostering the development of solid psychotherapy skills and therapeutic identity (see below Philosophy, Training and Supervision). Experienced mental health professionals, including Licensed Psychologists and an MFT, provide weekly individual and group supervision (see Contact/Staff); weekly didactic trainings are given by a range of professionals from the program and the community. A psychiatric consultant is on site to consult with some SPS clients. The topic of the trainings in the year mirror the developmental needs of incoming interns, beginning with such topics as Developing Therapeutic Alliance and Crisis Intervention, then moving through a variety of Diagnostic topics, Professional Development issues, and a range of Intervention and stage of therapy skills (See Training Calendar). The mission of Santa Rosa Junior College’s Student Health Services is: “to maintain and improve the physical, mental, and social health of students at Santa Rosa Junior College, and to strengthen and inspire the well-being of the entire college community, towards supporting student success and life-long learning.” Student Psychological Services (SPS) provides psychological treatment and support as part of this mission. In addition, SPS is committed to supporting each intern therapist to develop his or her own style of therapeutic interaction within the framework of ethical and professional clinical practice in a collaborative and respectful setting. Within this program interns learn about their interests, their strengths and limitations as clinicians, and they develop confidence to learn new skills. Supervisors and trainers seek to provide a container and a collaborative environment for growth and learning as well as to provide new information as needed for the range of clinical demands. More importantly, interns are provided with structure and creativity in supervision and training sessions to discover new ways of engaging and using themselves, following inquiry, expressing empathy, listening deeply, providing support and education, supporting change and growth, and responding to crisis situations. In this process, interns learn about themselves as clinicians and individuals, and how to manage the therapeutic relationship in ways that enhance the experience and growth of the client. Santa Rosa Junior College serves a rapidly growing North Bay community, and has 30,000+ matriculating students, with campuses in both Santa Rosa and Petaluma. Student Psychological Services, as part of Student Health Services, provides psychological services to enrolled students at both campuses, as a part of the health services made available through their health fee. SPS services are designed to assess and treat psychological and mental health difficulties which interfere with the student’s academic, job, or personal functioning. The students who attend SRJC comprise a diverse mix of age, ethnicity, and socioeconomic status. Santa Rosa Junior College serves many young students entering college directly from High School, many of whom complete their AA degrees and then transfer to four year BA programs. SRJC also houses and provides many professional and certificate programs—several levels of Nursing, Culinary, Dental Assistant, EMT, Fire Fighting, Husbandry and others—and serves many continuing, re-entry, and international students. Please be sure to also look at the other areas of the Santa Rosa Junior College website (www.santarosa.edu) to get an idea of the school, atmosphere, and culture of the setting. Many students are negotiating major life transitions, such as re-entry, leaving home, or adaptation to a new culture. Many are juggling academic demands, the responsibilities of family, and work and economic challenge. There are also students who have chronic medical or psychological diagnoses who attend classes and access health and psychological services. SPS is there to meet these varied needs. Demand for SPS services is very high, and interns typically have full caseloads for the duration of the program. Clients range in age from 16 to 80, and vary widely in ethnicity, clinical presentation, capacity to engage, and needed treatment. In addition to individual and couple therapy, daily crisis Drop-In sessions are offered, which are fully utilized, and offer a single-session modality for interns to experience. Typically there are two to three concurrent groups being offered. The treatment model is integrative, with a short-term frame and focus (6-10 sessions typically). Interns can expect to encounter the gamut of diagnostic presentations, with about 40% in moderate to severe distress, and about 5% in crisis. Most diagnoses tend to fall within the areas of depression, anxiety, trauma, eating disorder, substance use/abuse or dual diagnosis, but regular examples of bipolar disorder and psychoses do present, as well as personality disorders and traumatic brain injury (TBI). Student Psychological Services is held in the spirit of a psychological community, with great mindfulness toward modeling conscious psychological mindedness on multiple levels. This is mirrored in our training, in our supervision, and in the collegial and cohort or program relationships and functioning. We teach from the perspective that how we function in our professional clinical capacities models and echoes how we function in our peer and training capacities. In our interactions, both directly verbal and indirectly gestural or behavioral, we model our commitment to the community. Our goal is that respect and focus are our guiding principles in this regard. This attitude has a clear and significant impact on our clinical presence and learning. We have as a basic understanding that we learn from one another and share learning and interpersonal space together in a responsible manner. In support of this approach, we have adopted and teach interpersonal and program Guidelines to facilitate that all interns get, and give, as much in the program and with each other as possible. Interns are encouraged to be supportive and engaged, and to receive support and feedback from peers, building a strong sense of interaction and ownership of the functioning of the training community. The internship program provides an in-depth training and support for intern therapists to learn solid psychotherapy skills and to develop a personal therapy style within a clinically professional and sound ethical practice. Interns are expected, on average, to see at least ten clients per week including two drop-in sessions, and to facilitate at least one group. Interns learn their strengths and limits as clinicians, and develop confidence to learn new skills in the supportive setting. More importantly, interns are provided with structure in supervision and training sessions to discover new ways of engaging, providing support and education, expressing empathy, identifying clients strengths and needs, and intervening in crisis situations. Interns learn about themselves as clinicians, and how to manage the therapeutic relationship in ways that enhance the experience of the client. Both the training and supervision portions of the program aim to assist interns with the synthesis of material learned academically in graduate programs and its integration and application into useful clinical practice. Emphasis is given to the development of clinical and therapeutic relational skills as well as the ethical and mindful use of self in clinical practice. The therapeutic dyad and relationship are held as central, and clinical decisions are case specific. New materials and ideas are incorporated as is relevant; all SPS staff and interns are encouraged to enlarge the communal knowledge base by adding to our files and resources, and by communicating responsively to the group as new skills are learned. Ideas from schools of Psychiatric Psychopathology, Object Relations and Self Psychology, Developmental Psychology, Cognitive Behavioral Therapy, Depth, Trauma and Mindfulness-based approaches, Affect Regulation, Dialectical Behavior Therapy, Attachment Theory, Family Systems theory, Recovery theory and others are all used as they aid in alliance building, assessment and inquiry skills, and intervention techniques. These are used to effectively address the particular needs and disorders found in the campus setting, from depression and anxiety to eating to substance use disorders, issues of sexual identity and orientation, and cultural and relational concerns. Interns learn to navigate the process of providing treatment from the informed consent, to the assessment, diagnosis and goal development, to the middle intervention and termination phases of both individual and group therapy. Additionally they participate in outreach, preventative and educational activities campus wide, from annual screening days for Depression, Substance Abuse, Sleep or Eating Disorders, to giving short talks on certain topics or outreach promoting groups. The internship works within the frame of an academic setting and calendar, and because demand is so high, therapies are on a brief model, usually from one to ten sessions. Interns learn how to differentiate long and short-term issues, and to structure a brief therapy and achieve therapeutic success, often with clients who present with long-term issues. No one model of short-term treatment is required: we use an integrative theoretical model and a mindfulness clinical stance, with an emphasis on thorough assessment and then tailoring the treatment approach to the needs of each individual client. Emphasis is given to initial interview and contact, creating safety and support, building an alliance quickly, establishing a collaborative therapeutic relationship, working in the present moment, and inquiry, coping and self-care skills that lead to felt progress. Case formulation is encouraged to include consideration of a psychodynamic understanding, including: an overview/thumbnail of the client including current life circumstances and presenting issues and precipitating event(s), health and risk assessment, issues of developmental level and dynamic level of functioning, attachment style, object relations and family of origin and historical impact, cognitive functioning, capacity and patterns, interpersonal stance, sense of self and capacity to self-reflect, ego-strength, defenses, capacity for self-care, strengths and coping capacities, as well as diagnostic considerations using the standard of care DSM IV model. In the process, the therapist is encouraged to pay close attention to the interpersonal issues: the client’s transference style and response, and their own counter-transference material and responses, and the development of the work within this vital relationship. Short-term work is often solution focused, and skill based, integrating a mixture of supporting, exploring or deepening, educating and clarifying, and reinforcing interactions. The ability to integrate diverse theoretical orientations and to work creatively with patient strengths is highly valued. Audiotaping is required; videotaping is utilized. An additional approach of the training program is that of integration, which occurs on multiple levels, both clinically and structurally. SPS is a program within the Health Center, and as such, works within a multidisciplinary cooperative integrative model, with a team comprised of the staff and interns of SPS as well as staff Physicians, Nurse Practitioners, Medical Assistants, and support staff; we work with a consulting Psychiatrist; we partner with community services for Drug and Alcohol Counseling (DAAC) and with Sonoma County mobile crisis and mental health support (CAPE); we coordinate with SHS staff funded by the county PEI grant promoting prevention of mental health issues through monthly topics and regular presentations and outreach. Within the SPS program we have Integration meetings, which are designed to serve our community consciousness model. Held three times a semester during training time (open, middle and close), Integration meetings gather all SPS staff and interns to a two hour session to address any issues within the Community. They are facilitated by all supervisors. These times are offered to process any level or area of experience at SPS for all interns and staff, and to bring awareness, open discussion, psychological processing, and health to the program. Respect, personal responsibility, candor, psychological mindedness, and attentiveness to the life of the community are emphasized. Supervision in a mentoring model is the primary tool of the training program, both in individual and group sessions. The emphasis is on building a trusting and mutually respectful relationship between and among all SPS supervisors and interns, and using this to deepen interns’ sense of professional identity and supervisors’ experience of professional growth. As clinicians we hold that learning is life-long. Training and supervision time includes explicit discussion of and modeling around our identities as clinicians. Group supervision and case settings include an additional layer of modeling and mentoring among the various levels and types of experience within any given year’s cohort, and interns are actively encouraged to learn from one another and to stretch and express their professional voices. Additionally, Supervision is coordinated within the program so that training is titrated and cumulative, based on the level of development of each intern. Individual training emphasis is within a clinically professional and standard of care approach, under supportive competency-based supervision in a mentoring model. Within individual supervision and case conference alike, an emphasis is put on developing a capacity to be able to identify, track and verbalize the details and progress of cases, to review clinical and ethical issues arising in sessions, to explore transference and counter-transference as clinical realities and tools, and to incorporate additional and new ideas and skills in professional practice. As has been said, audio and video taping are required, and their use in supervision and training is required as well. Trainers and supervisors actively integrate examples, role-playing, mindfulness, body awareness and movement, and other embodied teaching tools. Each intern is helped to focus on developing into a skilled empathic and present clinician, being aware of particular strengths and limitations, goals and interests. Interns learn how to be supportive to clients, to develop an interactive style, to be directive and interpretive when useful, as well as to assess when to provide education and support termination. The SPS Training Program is committed to multicultural and diversity awareness and training on multiple levels. Attention is given to issues of gender, age, race, ethnicity, ability, sexual orientation, religious and spiritual affiliation, socioeconomic, college programmatic and diagnostic differences in each and every clinical case, as well as within the cohort and the professional environment. Specific trainings are provided on topics such as working with Latino/Latina and LGBTQQ clients; supervision in group and individual formats takes these issues into account each meeting, as applicable, and interns are strongly encouraged through direct request and modeling to attend to these issues in working with transference and counter-transference awareness and parallel process in treatment and supervision. Further the program supports a deep attention to diversity through Integration meetings several times a semester, when all interns and staff come together to address any issue in the community, which encourages and allows all interns to speak to these issues within the training program in its entirety. Each week the training program includes a two hour Didactic Training session, given by a range of professionals from the program and the community, and a one hour Training and Supervision session in Group Therapy. Didactic training is organized within the framework of an integrative synthetic model and includes cognitive-behavioral, psychodynamic, systems, object relations, developmental, gestalt, and transpersonal orientations. Emphasis is placed on understanding and utilizing transference, counter-transference, and cross-cultural issues in a brief therapy model. Interns are encouraged to participate with current clinical material for each training to integrate theory and practice. Training topics include brief therapy approaches, working with trauma, attachment issues, affect regulation, anxiety, depression, mindfulness-based approaches, couples therapy, boundaries, working with crisis clients, substance abuse, medication issues, sexuality, sexual orientation, resistance, and termination issues. SPS is
both a one and a two year site for CAPIC. Often, BAPIC students and MFT students
choose to participate for two years as well, to allow for continuity and greater
depth of learning. The two year program overall has a graded progression increasing
in responsibility, breadth, and depth from year one to year two. In training this
means that more is expected of each intern in her/his second year in level of participation,
mentoring, leadership, and modeling in training experiences. The topics change from
year to year, and the complexity and depth increases in material and application
in the second year. How Internship differs from Practicum All unlicensed staff, Interns and Practicum students alike, are met at their particular level of training and readiness. Assessment of skill level is made in the first weeks of the program, and evaluation and support are ongoing. In general, in relation to practicum students, interns carry more responsibility both clinically, in terms of caseload and duties performed, and professionally, in terms of their modeling and support of peers and other members of the cohort. There are many variables in the program which could come into play: numbers of clients, numbers of Drop-in days, frequency of groups to facilitate, numbers of presentations to the college, roles in the trainings, and outreach. In terms of supervision, less experienced participants in the program are likely to have more frequent and specific assignments regarding audiotaping and transcription, document development, and the broadening and deepening of treatment and intervention skills. The SPS Training Program Summarized:
SPS is both a clinical placement and a training community. Interns must have adequate training and experience to support clinical work in a demanding site working with a diverse adult population. Familiarity with DSM diagnoses and standard of care documentation is expected, as well as the curiosity and openness to further facility with these areas through training. SPS prefers interns who have had at least one or two prior years of direct clinical service experience. However, the personal maturity, psychological mindedness, respect for individual and cultural differences, and life experience of an intern can be at times more important than meeting specific academic or prior training criteria. Familiarity with several theoretical orientations and an openness to integrative training is a must. We seek to create a safe setting where interns will learn deeply about themselves, as they develop the skills and craft to be a clinician. Thus, SPS seeks competent, motivated, thoughtful, curious, and eager applicants, who are interested in and committed to fully participating in an engaging and open training program to help create an enriching and positive learning environment. Bilingual and bicultural abilities are highly desirable. Wednesdays, and Monday or Thursdays are required; the full-time Orientation week in August is required. Beyond this, hours and days are flexible. A commitment of 20 hours each week is required, and the program follows an academic calendar with school holidays observed, including six weeks in which the college is on vacation in the ten-month period. The full 10 month commitment is required; individual vacations must coincide with the school vacations. Application and Deadline Information SPS follows all CAPIC and BAPIC deadlines and procedures. We take submissions of completed applications starting in December and up through the official deadline(s). An application must include:
Submit completed applications to: Dr. Elisabeth Hathaway, Co-Training
Director
Student Psychological Services Santa Rosa Junior College 1501 Mendocino Avenue Santa Rosa, CA 95401 All applicants will be notified of received applications, and informed about the procedure ensuing. Applicants are notified as per the CAPIC/BAPIC process if they will not be considered. Applications are reviewed and interviews are begun as soon as is possible, conducted in person in Santa Rosa with Co-Training Directors Dr. Hathaway and Mr. Pope. Interviews consist of the applicant highlighting experience, strengths and limitations, desires and goals for participation in SPS, a role play, and discussion of the requirements of the program and any questions remaining. Notifications are made per the CAPIC/BAPIC procedures and notification days. Current Deadline Information: for Academic Year 2012-1013 We begin accepting applications in December, and encourage early submission.
Contact Information and Staff Profiles We appreciate your interest in SPS and encourage inquiries. If you would like more information please call:
Elisabeth Hathaway, PhD, is Co-Director of Training and Primary Clinical Supervisor at Student Psychological Services. A Licensed Psychologist, she has been working in the field of Psychology for over ten years, has been supervising since 2003, and is in a group practice in Petaluma. Her clinical training and experience has focused on adult individuals and couples with secondary focus on groups and consultation; her work is integrative, supported by both psychodynamic and cognitive-behavioral models, and informed by a mindfulness approach. She is familiar with both short and long term modalities, and has worked in multiple kinds of clinical service delivery: inpatient acute and residential, outpatient acute and sub-acute, agency, multi-disciplinary health care, Employee Assistance and, since 1998, private practice. (See Dr. Hathaway’s CV) Thomas Pope, MFT, is Co-Director of Training, provides Group Supervision, and presents Trainings at Student Psychological Services. He is also the co-founder and Clinical Director of the Lomi Psychotherapy Clinic in Santa Rosa. He has been in private practice for over 25 years, and has taught workshops and trainings in the United States and Europe. His specialty is mindfulness-based somatic psychotherapy, an integrated mind-body approach to therapy which helps develop awareness, boundaries, affect regulation, and interpersonal contact. He has trained interns in this approach since 1987. (See Mr. Pope’s CV) Bert Epstein, PsyD, is the Program Coordinator and supervisor of group psychotherapy and outreach for Student Psychological Services. He has been a Licensed Psychologist for more than ten years with extensive experience in college settings, and has a general private practice in Santa Rosa and Petaluma. He approaches clinical work from an integrative perspective, with expertise in cognitive-behavioral therapy. His clinical interests include anxiety and mood disorders, sleep disorders, Internet addiction, and men’s issues. He has extensive experience with psycho-educational presentations/outreach and focusses group supervision on both psycho-ed and process models. (See Dr. Epstein’s CV) For additional information or questions, please contact Elisabeth Hathaway at ehathaway@santarosa.edu. |
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