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 2010-2011 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.
We are fully accredited 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 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 weaknesses, 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 seeing clients 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. 2008-2009 rotation options include (but are not limited to):
The 2009-2010 rotation offerings would likely be the same as above. We are also considering a Buddhist Psychology Rotation.
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 help trainees develop a sense of professionalism. A weekly Supervision of Supervision provides guidance as interns learn supervision skills.
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, facilitating at times "difficult dialogues" 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 focuses on personality assessment using the Finn model with the MMPI-2 and assessment of adult ADHD. Interns will administer both personality and ADHD assessment instruments. Seminar will consist of didactic/review as well as opportunities to consult, discuss, and present results and interpretations.
This seminar provides advanced level discourse about issues of diversity. Interns are engaged in the exploration of a multicultural context for counseling. This is accomplished through personal reflection and assignments, readings, experiential exercises, group discussions, and application of concepts to a case presentation. The seminar is built on a three part training model for cultural competence that includes: awareness, knowledge, and skills. The first competence is a therapist's awareness about her own assumptions, values, and biases. The second competence is working knowledge and understanding of a client's worldview. The third competence is skill intervening ina culturally relevant manner.
Group Therapy Seminar
This seminar focuses on establishing a comfort level and proficiency in all aspects of facilitating groups including identifying what groups are needed at a counseling center, the referral and pre-screening process, co-leadership, multicultural sensitivity in groups and dynamics involved in co-facilitating groups. The seminar provides didactic and experiential learning as well as supervision for groups that interns are co-leading.
The primary goal of this seminar is to excite interns about the opportunity to creatively design and facilitate psycho-educational workshops. The workshop model is contrasted with the didactic model of education in that it allows participants to engage emotionally and relationally as well as intellectually. The target outcome of this endeavor is nothing less than personal transformation in the service of psychosocial health and well-being for the individual and the campus community. Seminar participants will be guided the Integrative Model for Workshop Design as developed by Brooks-Harris and Stock-Ward (1999) and theoretically grounded in Kolb's Learning Theory.
Our interns are trained in Supervision skills, and participate in weekly Supervision of Supervision. The supervisory relationship between practicum student and intern will begin early in the year and supervisory responsibility will be developmentally increased. The intern will provide weekly supervision of the practicum student and review practicum therapy tapes. Practicum students are drawn from several regional programs and are selected through a competitive process. Their didactic training will largely occur in their home academic programs.
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 $24,408 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 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 450 Intervention and Assessment hours. Previous experience is counseling centers is preferred.
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 175211. (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 find this on the APPIC web-site at www.appic.org then click on 'AAPI On-Line'
2. Current vita.
3. Official transcripts of academic records for all graduate-level coursework completed.
4. Three letters of reference. At least two should be from clinical supervisors.
6. OSU Equal Opportunity Form (optional).
All application materials must be received by November 15.
Questions: e-mail: brett.vicario@oregonstate.edu
phone: 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 December 24.
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 eleven licensed psychologists and a licensed clinical social worker. 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.
Director
Hello prospective interns! I am new to OSU’s CAPS program, joining the staff in August 2008. I received my undergraduate degree from the University of Notre Dame, and my masters and doctoral degrees in Counseling Psychology from The Ohio State University. I completed my pre-doctoral internship at the University of Texas at Austin. For the last 17 years, I worked as a counseling center director and assistant dean of students at a private, liberal arts college.My theoretical orientation is integrative, but I have a few theoretical pillars that shape my clinical work, including developmental, social justice, and existential perspectives. I deeply believe in positive psychology and embrace its emphasis on individuals’ strengths, resilience, developing a strong sense of meaning and purpose, and working to increase Happiness (capitalization intended) rather than minimizing suffering. While I believe that gaining insight is often an important aspect of therapy, I also believe that new experiences can bring about significant change in clients. Hence, I work to create experiential learning in therapy by using gestalt, mindfulness, meditation, visualization, and stress management techniques, as well as lots of out-of–therapy homework.
My supervision style parallels my clinical style in that it is developmental, strengths-based, and experiential.I think it is essential to meet a supervisee where they are in their professional development, and work to create a nurturing environment in which they can explore, take risks, and grow.
Outside of work, I enjoy spending time with my family and friends, gardening, cooking, playing the piano, and taking long walks.
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.
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
Hello prospective interns! I received my Ph.D. in counseling psychology from
University of North Texas in 2005, after completing a pre-doctoral internship
at the counseling center at University of Houston. Following graduation, I
completed a two-year post-doctoral program at Texas Children's Hospital specializing in pediatric behavioral disorders and ADHD. I began at CAPS in December 2007 and am excited to provide the assessment module of the professional issues seminar for interns. In this module, you will focus on ways to use assessment in a counseling center setting to inform the work you do in therapy.
I consider myself a generalist and conceptualize clients from a biopsychosocial model. I pay attention to past and current systems that inform a client’s worldview, such as family of origin and cultural background. I strive to be mindful of how my own worldview may impact clients of different cultural backgrounds from my own. Depending on the goals and presenting concerns of the client, I call on a combination of evidence-based treatment interventions and psychoeducation, as well as interpersonal and insight approaches in therapy.
I enjoy spending time with my husband and two small children, who remind me that humor and beauty are found in the fabric of everyday life. In a time prior to two small children, I enjoyed reading, listening to music, and traveling.
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, Practicum Coordinator
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).
Training Director, Licensed Psychologist
Welcome, prospective interns. I arrived at 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. Having spent most of my time in the South, I consider myself an Oregonian-in-training.Theoretically, I am influenced by dynamic thought, believing that patterns of early relationships and our adaptations to them continue to be enacted throughout life. I also enjoy interpersonal process and believe some of the best work happens when we can locate habitual patterns of interaction in the here and now. I have also been influenced by Gestalt ideas in terms of creating experiential opportunities in session through experiments and other creative processes. Increasingly, I have been interested in how we co-create the frame of therapy and how some of the tenets of mindfulness practice may inform this process. As a person who possesses many privileges in this society, I also work to be mindful of how this structures the roles that I occupy.
I have very much enjoyed my role in the training program as the Practicum Coordinator and look forward to transitioning to become the Training Director. The central focus of my supervision is 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.
On a personal note, I have a cat named Malcolm who has extra toes.
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.
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.
