Training Methods                                                       

Services Provided by Interns

Supervised experiences provide grist for the mill of all other training components. The largest proportion of time is spent providing clinical services. Interns are assigned ten cases, including individuals and couples. They conduct four initial contact clinical interviews weekly, serving in the role of consultant-on-duty (COD). They co-facilitate a 90-minute therapy group each week. In the Outreach area, they provide approximately one hour of psychoeducational programming each week. In the Training area, all interns who are progressing typically provide clinical supervision to a doctoral-level practicum student during spring semester. For administrative experience, interns serve on at least one administrative committee within the UCS.

Clinical Emphasis

Each intern selects a yearlong clinical emphasis focused on evidence-based interventions.  Within the emphasis, each week, the intern provides three to four hours of individual or group services.  They also complete relevant readings and receive one hour of weekly clinical supervision. 

The following options are offered for the 2016-2017 year:
Treatment of Eating Disorders,  Kelly Clougher, Ph.D., Supervisor
Time-limited Psychodynamic Therapy, Audrey Bahrick, Ph.D., Supervisor
Acceptance and Commitment Therapy (ACT), Jeremy Kinser, Ph.D., Supervisor or Lanaya Ethington, Ph.D., Supervisor (2 slots)
Services to Mandarin-speaking Clients, Scott Liu, Ph.D., Supervisor

There will be at least one addition to the menu for 2017-2018:

Serving Student Athletes, Aubrette Kinne, Ph.D., Supervisor

The menu could continue to expand, based on staff members' areas of expertise.  It is unlikely, but possible, that the range of options could decrease, again depending on the range of staff members’ areas of expertise.

Outreach Mentorship

Interns work with an Outreach Mentor who is a professional staff member on an organizational project.  Interns negotiate one of four mentorships.  The Outreach Mentors lay groundwork with another campus agency or population, and they supervise the interns’ involvement in a substantive consultation and programming effort.  The consultation projects incorporate considerations of individual and cultural diversity and/or include a social justice component, and the projects include an outcome evaluation process.

There were six Outreach Mentorship options available for the 2016-2017 year. 

Maria Bruno, Ph.D. - Serving Student Veterans
Kelly Clougher, Ph.D. – Body Image and Eating Disorder Awareness (BIEDA)
Maria Bruno, Psy.D. – Cultural Houses - Latino/Native American Center
Kelly Clougher, Ph.D. - Cultural Houses - Latino/Native American Center
Jeremy Kinser, Ph.D. - Asian/Pacific-American Center
Patrick Galligan, Ph.D. - Residence Education Services


There will be at least one addition to the menu for 2017-2018:
Simone Young, Ph.D. - Cultural Houses - Afro-American Cultural Center


The menu could continue to expand, based on staff members' areas of expertise and depth of relationship staff members have established with other collaborative units.  It is unlikely, but possible, that the range of options could decrease, again depending on the range of staff members’ areas of expertise and depth of relationships that they maintain with other communities.

Individual Supervision

Interns meet with their primary clinical supervisor for two hours weekly. In addition, they meet with their clinical emphasis supervisor for one hour weekly. In the fall, they meet with an intake supervisor for a half-hour each week. In the spring, they add an hour of individual supervision of supervision. Throughout the year, they meet with their group supervisor/co-facilitator for .5 to 1 hour each week. Interns are expected to be active participants in negotiating the goals and process of their supervision. For information about our training staff, please see the University Counseling Service Clinical Staff list.

Group Supervision

  • Brief Therapy Supervision: Interns read about brief dynamic approaches, discuss case conceptualization, and make case presentations which include recording review. (1 hour weekly, spring) 
  • Supervision-of-Supervision: Interns discuss supervision models, techniques, and issues in conjunction with their supervision of practicum students. They review recorded supervision sessions. (1 hour weekly, spring)
  • Professional Issues Supervision: Interns meet with the Director of Training to discuss professional issues. Initially, meetings focus on entry issues. Later meetings focus on approaching deadlines and progression through the year, job search considerations, and finally, termination issues are addressed.(twice monthly, fall and spring, weekly during summer)

Seminars

Interns meet as a group for seminars, which incorporate case conferencing, throughout the year. The task of negotiating productive professional relationships is considered to be an important part of the developmental work of the internship. Interns are expected to contribute positively to the learning environment they create within their peer group.

  • Evidence-based Practice Seminar: Interns read articles and discuss the implementation of evidence-based interventions.  They participate in four two-hour sessions for each of the following approaches:  CBT, ACT, and Time-limited Dynamic Psychotherapy (TLDP).  (2 hours weekly, fall).
  • Assessment Seminar: Interns read about initial assessment interviews. They discuss their assessment cases and make case presentations. They gain exposure to the use of personality testing and cultural considerations in case conceptualization, writing two integrated reports (1 hour weekly, fall)
  • Outreach and Consultation Seminar: Interns use a group format to discuss issues related to program development, implementation, and evaluation as well as receive supervision for ongoing campus consultations. (6 hours fall semester)
  • Diversity Seminar: Interns are exposed to identity development models and multicultural theory. They present cross-cultural clinical cases. The seminar focuses on privilege and oppression, and on broad aspects of identity, including gender, sexual orientation, race, ethnicity, social class, religion/spirituality, nationality, and disability. Topical presentations are followed by reflective process meetings (1 hour every other week, fall and spring)
  • Psychiatric Consultation: Interns join UCS clinical staff in meeting regularly with a psychiatrist from Student Health Services to discuss referrals for medication, diagnostic issues, and continuity of care. (1 hour monthly)

Workshops

Workshops generally take place between semester breaks. They address topics less directly addressed in semester seminars, orient interns to Iowa laws and procedures (e.g., child and elderly dependent abuse, suicide assessment), or introduce semester service activities (e.g., supervision workshop). Interns also participate in regularly scheduled staff development continuing education activities.

Support of Scholarly Inquiry

The UCS provides resources for research. Three hours of the workweek are allocated for professional development; interns generally use this time to work on the dissertation. Alternatively, interns may propose another project (e.g., drafting an article for publication). Each intern office has a computer with Windows and Microsoft Office Pro package installed. The computers are connected to the Internet and are connected to the UI network. Depending on their research projects, interns are invited to apply to collect dissertation data at the UCS.

Developmental Sequencing

While interns function quite autonomously, the curriculum sequence incorporates increasing complexity of tasks and greater independence within each task over the course of the year. The developmental sequencing is incorporated in several ways.

The internship begins with a three-week orientation program. During the first week, interns spend much of their time with the Director of Training, getting acquainted with agency policies and procedures. They gather information relevant to supervision and liaisons. During the second week, the emphasis is on further exposure to the entire training staff and to some closely-related University agencies. During the third week, they participate in workshops and begin clinical activities.

During the fall semester, interns are paired with consultant-on-duty (COD) "mentors" who provide modeling, consultation, and supervision for the interns' initial assessment interviews. For half of fall semester, mentors work with their assigned mentees for the weekly four-hour clinical consultation shift, in addition to a half-hour weekly supervision time.

Interns provide primary clinical supervision for practicum students during the spring semester. The task of balancing client welfare with responsibility for facilitating growth in the supervisee is a highly complex task. Thus, supervision is introduced after interns are familiar with the UCS.

During the fall semester, the intern is paired with an Outreach Mentor to help facilitate the intern's entry to University organizations. Throughout the remainder of the year, interns develop, deepen, and maintain their programs and projects.

Infusion of Individual and Cultural Diversity

The UCS is committed to recruiting and maintaining a diverse staff in order to provide a rich training environment. We have incorporated a staff diverse in the intersections of race, ethnicity, national origin, sexual orientation, religion and spirituality, age, language, and gender.

To retain diverse staff and promote the development of diverse trainees, the UCS strives to recognize expertise, support projects, honor differences, and provide professional development opportunities. Diverse staff members are sought out for seminar presentations, supervision, clinical referral, and programming on the basis of their professional specializations, which often overlap with personal identities. Staff meetings always provide a designated time for sharing information about campus and community cultural events and special diversity programs. Annual staff retreats include a multicultural sharing, reflection, or educational component. Professional development time each semester is dedicated to sharing cultural knowledge and experience.

The UCS has a long history of working to incorporate multicultural awareness. We have integrated multicultural training within the intern curriculum and have included multicultural competency in the performance criteria for all clinical staff. The clinical forms have been updated to be more inclusive, and our brochures have been translated into several languages. The UCS has offered services in Spanish for over 30 years. We currently offer services in Spanish and Mandarin, in addition to English.

UCS staff members have worked to develop a physical and emotional work environment that affirms people of color; gay, lesbian, bisexual, and transgendered individuals; and people with disabilities, religious diversity, and international ties. We are continuing on our journey of becoming an inclusive and welcoming environment. We have selected artwork to display at the UCS in an effort to communicate inclusion.

  • Clinical Roles. In their clinical roles, interns may request case assignments to broaden exposure, competence, or specialization in working with individuals from specific cultural or identity groups. All clinical staff members, including interns, are expected to consider the way that identities of the staff members and clients affect their relationships.
  • Outreach and Consultation. Interns select an Outreach Mentor. With their mentors, they implement organizational consultation projects. Interns are required to identify the individual and cultural diversity issues and social justice issues that influence the groups with whom they work. They identify how those issues affect their consultation work.
  • Supervision and Training. In supervision and training, interns have requirements and options for the development of cultural competence and sensitivity. Diversity issues are explicitly incorporated into all seminars, and are a focus for some workshops (e.g., multicultural identity awareness). Diversity Seminar is held every two weeks throughout fall and spring semesters. During the fall, Diversity Seminar focuses on race and ethnicity. During the spring, the focus is broader and attempts to incorporate difference in sexual orientation, class, gender, religion, and disability, and their intersections. Diversity within supervision dyads is discussed within the Supervision Seminar; discussion of difference is encouraged within all supervisory dyads.

For more information about diversity within the University Counseling Service, please see the UCS Diversity Statement.

Sample Training Contract
(minimum hours)
*The following is an estimate of interns' weekly time commitments and activities

Clinical Services
Individual/Couples 10.0
Intake/Crisis Intervention 5.0
Group Psychotherapy 1.5
Clinical Emphasis 3.0

Program and Consultation Services
Outreach and Consultation 1.0

Supervision Received
Individual Clinical Supervision 2.0
Clinical Emphasis Supervision 1.0
Intake/Crisis Intervention Supervision (fall) 0.5
Individual Supervision of Group Work 1.0
Seminars and Case Conferences 3.5
Supervision of Supervision (spring) 1.0
Case Conference 1.0

Other Activities
Supervision of Practicum (spring) 1.5
Professional Development 3.0
Agency Meetings 2.0
Preparation for Counseling, Programs, Clinical Emphases
and Seminars/Case Conferences 2.0

*Total to maximum of 45 hours per week.

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