Welcome to our pre-doctoral professional psychology internship program
website. Thank you for considering Oregon State University (OSU) as a
site for pursuing your pre-doctoral internship training. The positions
available for the 2009-2010 training year will be 12-month, full-time,
2000-hour appointments at the rank of Professional Faculty at the
Oregon State University campus in Corvallis. The following brochure
outlines the model, philosophy and goals of our internship program, as
well as components of service delivery and training activities that
interns can expect to experience here at Oregon State University.
We are happy to report that we have full accreditation by the American Psychological Association.
We also have membership in APPIC and thereby participate in the APPIC intern match process.
Oregon State University Counseling and Psychological Services (CAPS)
facilitates OSU students' education - academically, emotionally, and
socially - through high-quality, time-effective counseling,
consultation, outreach, and training.
We value the personal worth of each individual, respect and embrace human
diversity, and provide services that foster the development of healthy
behaviors necessary for success in a complex global environment.
We are strongly committed to affirming diversity in a broad sense, to
treating all with dignity and respect, and to opposing discrimination,
prejudice, and oppression.
We base our training model on a developmental, integrated philosophy
that recognizes the importance of respecting the diversity and
uniqueness of every individual. Interns bring in their own unique
personal, cultural, and academic backgrounds and we strive to mentor
the growth of each individual.
We offer a comprehensive and dynamic learning environment for our
interns. To nurture the transition from graduate student "trainee" to competent, ethical, and autonomous professional, we make every effort
to provide a supervised, flexible, challenging, and respectful
internship experience. Our goal is to assist interns in honing their
skills and strengthening their identity as professional psychologists.
We do this within a variety of formats.
First, the program focuses on the critical role of the
supervisor-supervisee relationship. We believe that this relationship
is essential for the development, enhancement, and evaluation of the
supervisee's skills, knowledge, and behavior in becoming a professional
psychologist. The supervisory process addresses not only clinical
skills, but also legal, ethical, social, and cultural dimensions
affecting the practice of psychology. Additionally, we encourage
frequent consultation with clinicians other than the primary supervisor
thereby offering rich and varied supervisory experiences. Our
multi-disciplinary staff offers a variety of theoretical and
supervisory approaches.
Second, we structure the internship program to allow for an
increasing range and depth of applied experience as the year
progresses. Initially, our program provides structure and support
followed by increased autonomy throughout the year. Didactic learning
experiences such as seminars and in-services correspond with increased
applied experiences. We encourage our interns to fully involve
themselves in the professional activities of the agency. Interns are
valued as important and contributing members of the CAPS team.
Third, the internship facilitates the development of skills typically
expected of a professional psychologist (clinician, speaker,
consultant, committee member, etc.). In keeping with our developmental
philosophy, we aim to facilitate a process of integrating one's
personal self with the professional self. This includes multiple
factors such as knowing one's strengths and weakness, maintaining an
awareness of one's impact on clients and colleagues, managing one's
stress levels, setting realistic professional goals, and striving
toward a healthy balance in one's life.
Fourth, we promote the concept of psychologists being integrated
members of the agencies and communities in which they serve, work, and
live. Here at OSU, we work hard to ensure that CAPS is an active and
visible presence on campus, and often work collaboratively with other
departments and agencies. Interns have opportunities to work and
interact with staff, faculty, and students across the campus community.
Opportunities may also exist for interns to access resources within the
Corvallis community that could provide personal and professional
enrichment.
The OSU academic schedule begins classes the last week in September
and interns usually begin their appointments in late August. This
provides the opportunity to spend the first four or five weeks to
become oriented toward the university, CAPS, and the training program.
Many of our seminars begin early and offer specialized intensive
training in selected areas during this orientation period.
Interns spend 12 to 15 hours per week providing psychotherapy and
other clinical services to OSU students. This includes 10 to 12
sessions for individual or couples therapy, co-leading one or two
therapy/support groups, and conducting two to three initial intakes per
week. OSU CAPS operates under a brief therapy model, and interns are
guided and supported as they enhance their therapy skills within this
model.
CAPS provides on-call services to the OSU campus community 9:00 a.m.
to 5 p.m., Monday through Friday. All staff, including interns, provide
on-call coverage in one three-hour block per week. During the on-call
shift, OSU students/clients with urgent concerns can be seen
immediately for an initial assessment and/or crisis intervention.
On-call duties also could require the therapist to respond to phone
calls from faculty, staff, students, or parents requesting mental
health consultation.
Interns pursue a specialized rotation each quarter, averaging three
hours per week of direct service experience. These rotation options
include specialized training and supervision. 2007-2008 rotation
options include (but are not limited to):
The 2009-2010 rotation offerings would likely be the same as above.
Beginning in winter term, interns meet with their practicum
supervisee one to two hours per week to supervise the student's work
with clients. Interns also review tapes and monitor the student's
paperwork.
Interns participate in campus outreach activities for an average of
one hour per week. This translates to providing two to three workshops
or presentations to the campus community per term.
Interns serve on one of the agency's internal committees, most of
which meet every other week for one-hour. Current committees include
Clinical Services, Education and Training, Diversity, and Assessment.
It is required that every intern serves on the Diversity committee at
least one term.
Interns are encouraged to serve on a second committee external to
CAPS, or as a consultant to a campus office, student group, or
administrative unit. These external options give interns experience
working outside the traditional therapist-client context, and provide
experience working as a member of a collaborative team or committee.
The didactic component of our training program utilizes the science
of psychology to inform current psychological practice. Goals of these
seminars include providing interns with advanced didactic information,
to encourage ongoing "keeping up" in the field of psychology, and to
prepare interns for challenges that they may encounter in the future of
the profession. Due to our developmental approach, we strive to tailor
this seminar to the needs of the current intern class.
Throughout the year, interns participate in training seminars, or
related activities, for an average of four hours per week. Many of the
seminar topics require readings, and most of the presenters provide
resources and recommendations for further information.
This year-long, two hour weekly seminar addresses a wide range of
professional issues, intended to facilitate entry into the profession
of psychology. Common areas addressed include specific clinical issues
or special populations, theory and treatment approaches including
evidence-based treatments, job search strategies, licensure
requirements, and reviewing new developments in the field. Guest
speakers may be invited to this seminar. There are two specific modules
contained in the Professional Issues Seminar: Professional Ethics and
Assessment.
This module of the Professional Issues seminar reviews ethical
standards, legal statutes and administrative rules governing the
practice of psychology in the State of Oregon. Vignettes and actual
ethical dilemmas that emerge within the agency will be processed as
part of facilitating interns' professional ease with ethical thinking
and decision-making. During the summer term, each intern facilitates a
staff discussion on the advanced ethical dilemma of his or her choice.
This module of the Professional Issues seminar reviews assessment
inventories, models, and appropriate uses of testing. Interns are
required to administer and interpret assessment inventories to clients.
Examples include but are not limited to the OQ-45, Strong, MBTI, and the MMPI-2.
This seminar focuses on developing the awareness, knowledge, skills
and sensitivities necessary for functioning as a culturally competent
psychologist. Primary areas of focus include cross-cultural counseling
concerns, gender issues, LGBT concerns, and issues common to persons
with disabilities. Another key component will include reflection on
one's own life experience, identity, and cultural/ethnic heritage, as
well as how these factors influence interactions with individuals and
groups who are diverse.
This seminar provides interns with in-depth exploration of models
and techniques of outreach. Other topics include performance anxiety,
dealing with non-responsive audiences, ethics, and program evaluation.
We assist interns as they plan and conduct presentations throughout the
year. In addition, the seminar provides a forum to discuss interns'
recent and upcoming presentations.
Our interns are trained in Supervision skills, and participate in
weekly "Supervision of Supervision". During the interns' second term at
CAPS, they may provide weekly supervision of the practicum students.
Practicum students are doctoral level degree candidates at George Fox University. Their program does their
didactic training, and practicum students do not participate in intern
seminars.
Interns have up to five days per year allotted for professional
development activities. These may be used for attending conferences or
workshops outside of the office, going on job interviews, or working on
his or her dissertation. Interns are not required to be on-site or in
the agency during these hours. However, they will need to collaborate
with the Training Director regarding how they plan to use this time. If
an intern needs additional time, they may use vacation time.
Interns will have one hour every other week for meeting informally
as a group. This time can be used for getting to know one another on a
deeper level, giving and receiving support, talking about the
internship experience, doing some "reality testing" with one another,
dealing with conflict, and developing a sense of cohesion as a group.
Additionally, every other week interns meet with the Training Director
as a way to "check in" on the internship year to date.
Time is allocated weekly for completing progress notes,
intake/assessment reports, preparing for supervision, seminars, and
completing administrative tasks.
All staff members meet for 1.5 hours per week to discuss agency
issues and needs, hear announcements and updates, and plan for upcoming
activities.
| Service Activities | Hours |
| Direct clinical services (individual, couples, group therapy, intake assessments) | 13-16 |
| On-call (emergencies, crisis intervention, urgent care) | 3 |
| Rotation | 2-3 |
| Outreach Services (workshops, presentations, etc.) | 1 |
| Supervision of Practicum student, and related activities | 1-2.5 |
| External campus committee or consultations | 1 |
| Total for Service Activities: | 21-26.5 |
| Training Activities | |
| Individual supervision with primary supervisor | 2 |
| Supervision for other services (e.g. consultations, rotations) | 1 |
| CAPS committee service (e.g. Education and Training, Clinical Services, Diversity) | 1 |
| Professional Development | 1-2.5 |
| Seminars (hours vary by term) | 4-6 |
| Intern meeting | 1 |
| Case Conference with Clinical Team | 1.5 |
| Case Conference with Psychiatric Consultant | 1 |
| Total for Training Activities: | 12.5-16.5 |
| Administrative Activities | |
| Staff meeting | 1.5 |
| Paperwork/preparation time (e.g. progress notes, reports) | 5 |
| Total for Administrative Activities: | 6.5 |
| Total Hours: | 40-49 |
NOTE: We designed this schedule to work within the rhythm of the
academic calendar. For example, there are heavier demands for service
during the academic year, while increased time for training, rotations,
and professional development is available during "slower" times like
orientation month, breaks, and the summer.
The pre-doctoral psychology internship at the University Counseling
and Psychological Services is a 12-month, fixed term, full-time, paid
position. The internship begins the last Monday of August and runs one
full year.
Interns receive a stipend of $23,700 per year and receive a monthly
paycheck. Interns are hired at the rank of Professional Faculty.
Interns are also given all paid University holidays, and granted up to
12 days of sick leave over the year.
Interns receive a faculty I.D. card, which allows them to use the
Oregon State University library, receive discounts at the campus
bookstore, purchase a pass for the Recreation Center, and purchase a
faculty parking permit. Interns have a private office with a window
equipped with telephone and computer, including high-speed Internet
access. Each office has its own audio and videotaping equipment.
OSU Faculty Benefits
More OSU Human Resources information
Interns have two or three primary clinical supervisors over the course
of the year. Interns may rank their preferences for supervisors, and
the Training Director will make assignments. Primary supervisors are
responsible for facilitating comprehensive intern evaluations.
Training staff discusses and evaluates intern progress throughout
the internship year. CAPS training staff will conduct four formal
written evaluations at evenly spaced intervals throughout the year
using the competency based Intern Evaluation Form developed by our
training staff. Though other evaluative documentation might be included
in an intern's permanent file, the Intern Evaluation Form is the basis
for making the determination of intern progress.
Interns complete written evaluations at various points throughout
the year. Additionally, interns are encouraged to provide training
staff with verbal feedback throughout the year.
Applicants must have completed a minimum of 1200 hours of total
supervised practica in applied counseling or clinical work by the time
of application with a minimum of 500 Intervention and Assessment hours.
All coursework toward the doctoral degree must be completed by the
beginning of the internship year. Required courses that will be taken
later in the year before internship should be listed on the AAPI form.
Comprehensive exams, or their equivalent, for the doctoral program must
be completed with results reported to the applicant by December of the
year of application.
We prefer that your dissertation is completed by the time internship begins.
Oregon State University Counseling and Psychological Services participates in the National Matching Service as approved by APPIC. Our NMS number is 1752. (Please be aware that each applicant needs to file the necessary form with NMS only once.)
1. Completed APPIC Application for Psychology Internship (AAPI). You may download the AAPI from the APPIC web site. No supplemental essays or materials are required.
2. Your academic program director should complete the AAPI part 2 which verifies internship eligibility and readiness. Please have her or him sign the back of the envelope.
3. Current vita.
4. Official transcripts of academic records for all graduate-level coursework completed.
5. CAPS Reference Form
WITH AN ATTACHED REFERENCE LETTER completed by three persons who have
observed your academic, clinical, and/or applied performance.
7. OSU Equal Opportunity Form (optional).
All application materials must be submitted in hard copy and received by November 15 for full consideration.
Send forms to:
Mariette Brouwers, PhD Training Director Oregon State University Counseling and Psychological Services 500 Snell Hall Corvallis, OR 97331-1644Questions:
e-mail: mariette.brouwers@oregonstate.eduphone: 541-737-2131
OSU Counseling and Psychological Services adheres to all APPIC
guidelines, and we participate in the Computer Matching for selecting
our interns.
After the November 15th application deadline, our selection committee
will review all completed applications. We will then contact all
top-tier applicants to schedule a standardized telephone interview to
be held in early to mid-January. We do not offer on-site interviews.
Candidates who are no longer being considered for interviews will be
notified by mail or e-mail no later than January 15.
Following the telephone interviews, we will rank order the remaining
candidates and submit their names to National Matching Services. The
Training Director will send letters confirming the Match results to
matched applicants and their academic program directors, according to
the APPIC Match Policies. If necessary, this site will also participate
in the APPIC Clearinghouse process.
This internship site agrees to abide by the APPIC policy that no
person at this training facility will solicit, accept, or use any
ranking-related information from any intern applicant.
We thought it might be helpful for internship applicants if we
offered some written "snapshots" of who we are as a staff. The current
CAPS staff consists of twelve mental health professionals with shared administrative support
staff. We presently have ten licensed psychologists, a licensed clinical social worker, and another
staff member who is actively pursuing licensure. We see ourselves as
being a vibrant and enthusiastic group of individuals who work well
together while also appreciating our differences.
Staff profiles are listed in alphabetical order.
Licensed Psychologist, Coordinator of SASS (Sexual Assault Support Services)
Greetings prospective interns! I started at CAPS in April of 2003,
received my Ph.D. in counseling psychology from Indiana University
(Bloomington) in 2003, and I also hold a master's degree in counseling
from Ball State University (Muncie, IN). I completed my pre-doctoral
internship at UCLA's Student Psychological Services.
My theoretical orientation is integrative, and is primarily influenced
by interpersonal, cognitive-behavioral, and feminist approaches. I
believe that a strong therapeutic alliance is essential to positive
change, and I see the therapeutic relationship as the most important
avenue for helping clients to resolve problems. Consequently, I place
considerable emphasis upon building a positive relationship with my
clients and I work collaboratively with clients to establish goals for
treatment.
I view individuals as remarkably diverse beings whose behavior,
beliefs, self-concept, and worldview are influenced by a unique
combination of biological, psychological, social, environmental, and
cultural factors. Thus, my therapeutic approach is highly ideographic,
and I attempt to understand clients from their unique perspective,
comprehend their behavior within its context, and tailor my therapeutic
interventions to best meet the needs of each client. Strategies that I
often incorporate in my work include: providing education, empowering
clients to make their own choices, emphasizing client strengths,
facilitating affective expression, implementing adaptive coping
strategies, identifying and altering maladaptive beliefs, exploring
relational patterns, and discussing therapist-client dynamics.
My approach to supervision is developmental, and is tailored to the
specific needs of each trainee. Similar to my therapeutic style, I
strive to create a supportive environment in which supervisees may feel
safe to reveal both successes and "mistakes" in working with their
clients, as these are often the greatest opportunities for growth. I
identify and reinforce supervisee strengths, and work collaboratively
with supervisees to set goals for therapeutic and professional growth.
I also strive to help supervisees develop/strengthen a therapeutic
style and orientation that fits their personality.
While I enjoy seeing clients with a variety of presenting concerns, my
areas of specialization are in working with survivors of sexual
assault, relationship violence, and sexual abuse. As SASS coordinator,
I work in the capacity of providing direct services to survivors. In
addition, I conduct outreach presentations and trainings in an effort
to improve the community and institutional response to survivors, and
also to help raise awareness and reduce the occurrence of sexual
violence.
In my free time, I enjoy spending time with my family, friends, and my
three adorable cats. I also love traveling, exploring the outdoors,
reading, and watching movies.
Licensed Clinical Social Worker, Suicide Prevention Program Coordinator
I received my Master's degree in Social Work from Colorado State
University (CSU) in 2001. While working on my degree I completed a
clinical internship at the CSU counseling center. I then traveled west
for an internship in college counseling at the University of
California, Berkeley. This was followed by a third internship at
Humboldt State University in Arcata, California. I have also received
training in psychodynamic psychotherapy through the American
Psychoanalytic Association.
My theoretical orientation is eclectic drawing primarily from
psychodynamic and cognitive behavioral frameworks. I am also very
interested in Buddhist perspectives on self, suffering, and "cure." I
believe that it is important to have some flexibility with regard to
orientation in order to accommodate the variety of presenting concerns
and therapeutic goals that clients present with.
I enjoy working with a variety of clients with particular interest in
clients from diverse ethnic/racial and class backgrounds. My role as
the men's issues specialist here at CAPS reflects my continuing
interest in male socialization; specifically, how gender norms
influence emotional, social, and physical heath. I am also interested
in how these norms create resistance to effective therapeutic work for
men.
I enjoy providing tertiary supervision and consultation to interns. I
take the responsibility of co-creating with interns a safe and honest
learning environment. To this end, I welcome questions and mistakes as
opportunities for personal and professional growth.
I was born and raised in Chicago and then spent ten years in Boulder,
Colorado where I fell in love with the great outdoors. My interests
outside work include hiking, mountain biking, telemark skiing and of
course, with all that moving around, cooking (and eating).
Licensed Psychologist, Clinical Director
I received my Master's degree in counseling psychology at Washington
State University. In 2000, I graduated with a Ph.D. in counseling psychology at the University of Oregon, where I also completed my pre-doctoral internship program.
My theoretical orientation is psychodynamic with an interpersonal
focus. I also rely on cognitive behavioral interventions. I believe
that a client's distress and pathology impacts their ability to have
supportive interpersonal relationships, and that the therapist/client
relationship mirrors the client's struggles with others outside the
therapeutic context. Therefore, I attend to therapist/client dynamics
and my interventions include making this dynamic clear to the client.
This includes providing a corrective emotional experience for the
client by addressing dynamics in our relationship so that the client
can generalize from this new experience and successfully adopt more
adaptive responses with others. I do this by forming a strong
therapeutic alliance, and then introduce working hypotheses to the
client when trust has been firmly established. My interventions also
include exploring cognitive distortions that may be exacerbating
symptoms, and retraining in adaptive cognitions. I also explore family
dynamics to assist the client in better understanding present day
interactions with others. Hence, my overarching goals with clients are
symptom reduction, assisting them with forming adapting coping
strategies, and creating satisfying and supportive interpersonal
relationships.
I enjoy working with a wide range of clients. I am personally and
professionally interested in working with clients from diverse
backgrounds. I am also interested in working with parents and trauma
survivors. My growing edge for clients is working with those who seek
symptom relief, and are not interested in addressing their core issues.
My approach to supervision is developmental in nature. My goal is to
meet supervisees at their own level of training, and join in goal
setting with the intention of increasing their sense of efficacy as
therapists. Furthermore, I assist supervisees in recognizing their
strengths and areas of improvement. Finally, I am interested in helping
supervisees become deliberately and thoughtfully more aware of their
own dilemmas, triggers, and issues that may become problematic in their
client work.
On a personal note, I was born and raised on Guam, I'm married, and
have two really great kids. I enjoy running and spending time with
family and friends.
Training Director, Licensed Psychologist, Licensed Professional Counselor
Hello prospective interns. I have worked as a counselor/psychologist
at the Oregon State University Counseling and Psychological Services
(CAPS) since 1985. I very much enjoy working with college students. I
feel the same sense of gratification about working with interns, who
bring professional vibrancy and enthusiasm into our office.
I am a Feminist Therapist, and generally use brief psychodynamic and
cognitive techniques when working with clients. Strategies include
developing a collaborative relationship with the client, goal setting,
facilitating guided discovery, cultivating affect, exploring core
beliefs, and processing formative experiences as they relate to current
functioning. I am also interested in how biological and physiological
factors contribute to individual well-being. Empowerment, self-care,
goal setting, self-concept development, and healthy relationships are
some of my emphases. My approach to supervision mirrors my theoretical
orientation. I seek to form a collaborative relationship with the
supervisee, and view my role as that of a mentor. I try to help interns
develop their own style of doing therapy and strive to create a
supportive environment. Likewise, in my role as Training Director, I
advocate for intern growth and development by using a mentorship and
empowerment model.
At CAPS, I provide counseling for personal, interpersonal, and
developmental issues. Special interests include eating disorders
(particularly bulimia), and body image acceptance. I also like working
with couples, international students, and other diverse groups.
I received my Ph.D. from Washington State University in 1985. I did my
pre-doctoral internship at the Washington State University Counseling
Center from 1984 to 1985.
I am married with two young adult children, and enjoy flower
gardening, fiber art, film, literature, traveling, and nature
experiences.
Licensed Psychologist, Presentation and Outreach Coordinator
Hello prospective interns! I started at CAPS in August 2005 after
earning my Ph.D. in Clinical Psychology from Central Michigan
University and completing my pre-doctoral internship at Duke
University. I also have a Master's in Industrial/Organization
Psychology from India that I received in 2000.
Since individual functioning and the clinical problems of clients are
often multiply determined and complex, I believe that curative
therapeutic outcome results from the ability to be flexible and to
blend empirically supported treatments with the creativity and
sensitivity to each individual client. Accordingly, my clinical
orientation stems from an integrative model that combines
multicultural, interpersonal, and cognitive-behavioral approaches. I
also believe that the assessment component is a vital aspect of the
intervention process in that it is helpful to evaluate both the
client's past and current functioning and also to develop appropriate
treatment goals. I work in collaboration with the client to identify
the specific changes to be made, and to identify objective and testable
goals for treatment. Working in collaboration is also consistent with
my philosophy that clients are active participants in their own
treatment process which augments the possibility that treatment gains
will be maintained following the completion of therapy.
In conjunction with my identity as an Asian-Indian individual, and
my clinical interests in working with cross-cultural populations, I
recognize the importance and continued need to inspect my own
worldviews, beliefs, and biases in order to be a culturally sensitive
therapist. While, the generalist practitioner orientation is consistent
with my interests and experiences, I especially enjoy working with
ethnic minority and international students.
My approach to supervision is developmental in nature and I strive to
focus on the needs and interests of each supervisee. To this end, I
endeavor to create a safe and supportive environment for the
supervisee. As in therapy, I work in collaboration with supervisees to
identify their strengths and recognize their areas for growth. I
appreciate and acknowledge feedback as I recognize that it lends to
continued personal and professional growth.
On a more personal note, I am a recent convert into the world of Harry Potter, thanks to Linda!
Licensed Psychologist, Groups Coordinator
Hello! I received my Master's degree in Agency / Community
Counseling from Indiana State
University in 1994 and then moved to Boston, Massachusetts where I
worked in a transitional living program and at a community mental
health center providing home-based services to low-income children,
adolescents, adults, and families. I then spent the next few years
personally and professionally growing in expanding my multicultural /
identity awareness with particular emphasis on ethnicity, race,
spirituality, class, and socioeconomic status. I completed my
pre-doctoral internship and degree at Rutgers, The State University of
New Jersey in 2005 before beginning at Oregon State University in the
fall of 2005.
Having worked in student development for approximately eight years,
much of my focus in working with the student population is
developmental and interpersonal. I work from a more strength-based
model that incorporates feminist theory of empowering the individual. I
identify the college student as embarking on a new stage of
development, which is both interpersonal and intrapersonal, as they
transition from the family to an autonomous adult still rooted within a
family system. Much of my work with individuals seeks to understand the
family the student has come from and what values and beliefs from that
system either align or conflict with their development at the
university. I work collaboratively with the client toward symptom
reduction and readily apply cognitive behavioral strategies with
particular emphasis on the mind-body connection.
Issues of particular interest are clients from diverse backgrounds
who are working toward an integration of identity issues including
ethnicity, sexuality, and spirituality as well as working with
international students acculturating to the United States. I also enjoy
working with clients with eating disorders and in co-facilitating
groups.
My supervision style is developmental and interpersonal with particular
emphasis on incorporating multicultural issues into training. I find it
is important to dialogue with trainees on the intersection of diverse
identity issues in our work with clients as well as in the supervision
process between supervisee and supervisor. I am passionate about
learning and use supervision as a space for integrating both theory and
practice and readily rely on the literature to support our work.
Finally, I feel whole because of my outside passions including spending
time with family, friends, nature, and building equanimity through
meditation and yoga.
Licensed Psychologist
Hello! I hope you find the following information helpful to you in
your process. I joined CAPS in August 2006. I finished my training in
clinical psychology with an internship at University of Oregon in
August of 2004. I received my Ph.D. in Clinical Psychology from Fuller
Theological Seminary in Pasadena, California.
In my work, I use an integrative approach that draws from
psychoanalytic, Rogerian, and interpersonal orientations. I think of my
work as helping people tell a meaningful story about the concerns they
bring into the session. I attend to the details of the client's
experience, make observations about what I think is happening in the
client's life, and facilitate the client's work in clarifying their
story and making better choices in their life. The relationship is an
essential feature of the work as the context in which I can experience
the interpersonal dynamics prominent in a person's life. I find
cognitive-behavioral strategies helpful as a way to consolidate
insights with action. I keep in mind the patterns that the client may
be recreating in counseling and make interpretations about these
observed ways of interacting.
My supervision style is flexible. I nurture the explicit and implicit
theoretical framework a supervisee uses in describing clients. I
challenge supervisees to have greater clarity for interventions chosen
and to explore transference and countertransference reactions in their
work.
More personally, I enjoy being with my family who enrich my life and
who continue to open me to deeper ways of loving (often over bubble tea
or gelato).
Licensed Psychologist, Practicum Coordinator, Training Director Apprentice
Welcome, prospective interns. I arrived to CAPS in September 2004. I
received my Ph. D. in Counseling Psychology from Auburn University and
completed my internship at The University of Florida Counseling Center.
Theoretically, I am most influenced by dynamic thought, believing that
patterns of early relationships and our adaptations to them continue to
be enacted throughout life. Moreover, these relational patterns are
contextualized within a particular cultural setting creating varying
significances and interpretations. To me, this provides both the
tension and vitality of cross-cultural therapy. I also attempt to
listen for and help articulate existential tones that flow through
therapeutic conversation.
I am very excited to be part of a training program and look forward to
establishing individual supervisory relationships with trainees. The
central focus of my supervision will be to create a secure space where
trainees can appreciate and hone their strengths as well as challenge
themselves and be challenged to move beyond dominant/comfortable ways
of being. As in therapy, I try to pay close attention to the nature and
dynamics of the relationship and how we mutually inform and define it.
I am interested in issues of social justice and more particularly,
gender and sexuality as both social and therapeutic concerns. I also am
becoming increasingly curious about spirituality and the prospect of
bringing more Eastern thought and practice into my work. On a personal
note, I have a cat named Malcolm who has extra toes.
Licensed Psychologist
Greetings prospective interns! I received my PhD in
Counseling Psychology from Northern
Arizona University.
I completed my internship at Oregon
State University
in 2002 - 2003. Before returning to CAPS as a psychologist resident in January
2007 and permanent staff member (October, 2008) I taught at OSU in the
Counselor Education program for 2.5 years.
My theoretical orientation is integrative, both as a
clinician and supervisor. I work through a feminist lens with a social justice
perspective and provide cognitive and behavioral intervention strategies within
a developmental context. My primary goal is to meet my clients and
supervisees where they are and collaboratively make a plan for our work together,
with that said I do not limit myself only to the aforementioned methods.
In my free time I often hit the road with my partner, we’re
both motorcycle enthusiasts and life long explorers. I also enjoy cooking,
reading, and spending time with family and friends.
Licensed Psychologist
I received my Ph.D. in a combined program of
Clinical/Counseling/School Psychology from Utah State University. While
there, I was a member of the American Indian Support Project, one of
the earliest programs in the country designed to increase American
Indian enrollment in graduate psychology courses. I completed my
internship at the counseling center at Colorado State University in
2003-2004. Upon completion, I worked for two years at a nonprofit
organization in Montana focused on counseling children and their
families. I joined CAPS in August of 2006.
My theoretical orientation is mostly an integration of humanistic,
existential, feminist and multicultural, developmental, and
cognitive-behavioral. However, I do not limit myself to these theories
only, preferring to tailor an intervention based on the needs of the
client. I also recognize the relationship as a key catalyst for the
change process, and almost always discuss the client's culture and
worldview. I am especially interested in working with, and empowering
clients who have a multiple minority status. Further, I have done in
depth work with LDS (Mormon) clients and continue to have an interest
in working with clients who may have conflicts between their religion
and their personal worldview.
With regard to supervision, I use a developmental approach, again
tailoring the process to the needs and level of the supervisee. I
strive to create a safe, nonjudgmental space where the supervisee can
discuss all pertinent issues. Also, cultural issues are given a
priority, especially in how it may be affecting the formation of
relationships with clients, peers, and supervisors.
In my personal time I like to play, especially with my family. I enjoy
reading science fiction/fantasy novels and think the original Star Wars trilogy were the greatest movies ever made.
(Excerpted from the OSU General Catalog)
Outstanding programs, people, and location make Oregon State an
exciting and vibrant university--one that is internationally renowned.
Oregon State University is Oregon's land grant, sea grant, and space
grant university, with nearly 19,000 students from all 50 states and
more than 80 countries
Please see the OSU mission statement at:
http://oregonstate.edu/mission/
The OSU "Guiding Principles" are listed in the general catalog. The highlight of these principles reads:
"We have the responsibility to students, staff, and faculty to help
them grow personally and professionally.We have a responsibility to
society to contribute to its social, aesthetic, and economic
well-being."
Corvallis, Oregon is a college town of approximately 53,000
residents situated in the heart of the Willamette Valley, the primary
agricultural region of the state. The town's name translates from
French to "heart of the valley." The Willamette River runs through the
edge of town on its course from the Cascade Mountains north to the
Columbia River in Portland. Viewed by some as being a quiet college
town, Corvallis is also noted for its tree-lined streets, vintage
downtown storefronts, parks and civic recreational facilities, a range
of annual arts and cultural festivals, Pac-10 intercollegiate athletic
events, and numerous coffee shops and diverse eating establishments.
Major employers in town besides the University include the
Hewlett-Packard and Agilent Corporations, Good Samaritan Hospital and
the CH2M Hill consulting engineering firm. Living in Corvallis provides
easy access to a wide range of natural resources and cosmopolitan
offerings. The town lies about 90 miles south of Portland, an hour
north of Eugene, and mid-way between the majestic Cascade Mountain
Range to the east and the spectacular Oregon coast to the west, both
accessible within about an hour's drive. Well-known natural wonders
such as Crater Lake, Mt. St. Helens, and the Columbia River Gorge are
all accessible within a 2 to 4-hour drive. Corvallis lies within the
Pacific Northwest climate zone with rainfall common from late fall
through spring, but with typically dry, sunny days and long hours of
daylight in the summer months.
