|
EXTERNSHIP BROCHURE
PSYCHOTHERAPY PRACTICUM
in
PROFESSIONAL PSYCHOLOGY
August 2008 to May 2009 |
Table of Contents:
Letter to Prospective Applicants
The University of Illinois at Chicago
The Counseling Center
Client Population
Background and Organization of the Externship Program
Description of Externship Activities
General Policies
Application Procedures
Training Staff
Trainees
Counseling Center, University of Illinois at Chicago
2010 Student Services Building (M/C 333)
1200 West Harrison Street
Chicago, Illinois 60607-7164
Dear Prospective Applicant,
We welcome your interest in the psychotherapy practicum we offer as an externship in our training program at the Counseling Center of the University of Illinois at Chicago (UIC). Included herein is our Externship Brochure describing our setting and program and providing information about the application procedure. It is also available at /MainSite/departments/counseling_center/training/extbroch.htm on our website. We hope it may be of assistance in your considerations about professional training for next year.
If you are not familiar with the wealth of training opportunities in psychology at a university counseling center, some facts about the experiences it can offer may surprise you. For example, the average age of clients here is 25 years, and the span is from 17 to 50 and older. At least a quarter of the clients are in graduate or professional programs, and many are returning or "non-traditional" students. The kinds of problems presented at the Center are as varied and challenging as those of a community mental health center, although the motivation and psychological capacity of our clientele are often greater. Serious life crises, trauma and major character disorders are common treatment issues, and interns and externs consistently find the work to be as demanding as it is satisfying. The licensed clinical and counseling psychologists on staff provide multiple role models for our trainees; and both services and training are enriched significantly by the contributions of a part time psychiatrist and a psychiatry resident.
Because UIC is a major urban based and public educational institution, it attracts a highly diverse student body, and this diversity is reflected in the clientele of the Counseling Center. The training program is committed to the provision of culturally sensitive services to students from across a wide demographic span, including many from minority, immigrant and international backgrounds. This commitment is consistent with the social and ethical responsibility of the mental health professions, and it is also considered essential to the full development of graduate students in applied psychology. Externs from all of the doctoral programs at Chicago area universities and professional schools have gone on from here to internships and careers in counseling centers as well as in a variety of other facilities, including CMHC's, HMO's, medical settings and independent or group practices.
While many agencies have reduced limits on the duration of psychotherapy, externs at the Center are able to work intensively with a portion of their clients for up to their full nine-month placement when it is clinically indicated. Other major training and treatment areas for externs are emergency services, short-term therapy, career counseling, outreach programming, intake interviewing and case management. The advantages of a training program set in a university environment, with its intellectual resources, commitment to education, and recreational facilities, speak for themselves; and the location of UIC on Chicago's near westside makes it convenient to major means of transportation throughout the urban area.
The 9-month externship program begins on the first day of the Fall Semester in late August and continues through the end of the Spring Semester in early May, for approximately 850 hours in total. The weekly schedule consists of 8-hour days on Tuesdays and Fridays, the morning on Wednesdays, and an additional half day of the extern's choosing. Externs receive all university holidays, three days of vacation, three days of professional leave and sick leave. We typically have four to six unfunded extern positions available.
Applications are encouraged from students in at least their second year in graduate programs in clinical or counseling psychology. Applicants who have already completed a psychotherapy practicum and who are seeking an advanced therapy externship are favored.
The following brochure offers a more detailed look at what we have to offer. We believe that it shows why we take pride in our training program and in our externs and interns.
Sincerely,
The Training Committee
THE UNIVERSITY OF ILLINOIS AT CHICAGO
The University of Illinois at Chicago (UIC) is a land-grant university offering programs in 92 bachelors', 83 masters' and 57 doctoral areas of concentration. It was created in 1982 by the merger of the Medical Center and the Chicago Circle campuses. The Medical Center, for the health sciences and professions, began in the 1890's, and the Circle campus, for graduate and undergraduate studies, was established first at Navy Pier in 1946 and it moved to the present site in 1965. UIC has fourteen colleges and it includes large and highly respected Medical, Nursing, Public Health and Social Work Schools, a major graduate and undergraduate Psychology Department, a Neuropsychiatric Outpatient Institute and a general teaching hospital. It is the largest institution of higher learning in the Chicago area and one of 88 Research I universities in the United States. UIC joins the other major campuses at Springfield and Urbana-Champaign in comprising the University of Illinois. The University adheres to policies for nondiscriminatory and equal opportunity in admissions, employment, and access to University programs and activities.
Student Body--The university has a total enrollment of approximately 25,000 students, including approximately 8,000 graduate and professional students and 11,000 full-time faculty and staff. The student body is unusually varied for a college population, ranging widely across dimensions of ethnicity, race, national origin, life experience, lifestyle, and socioeconomic status. At least forty states and one hundred other countries are typically represented on campus, with the majority of students from Chicago and its greater metropolitan area. In general, 8% of the student body are from international backgrounds, either on immigrant status or student visas, and more than another 40% are from minority backgrounds in this country. Reflecting this multicultural quality, U.S. News & World Report's listings of "America's Best Colleges" ranked UIC in the top ten in the country among national universities for campus diversity - the only Midwestern institution in the top fifteen in that category.
The Campus and The City--The university occupies a 216-acre campus on Chicago's near westside, one mile from the city's downtown district. UIC is immediately adjacent to two interstate expressways and it is equally accessible by public transportation. It is primarily a commuter school, although approximately 2500 students reside on campus and many more live nearby. Surrounding the university are many ethnically varied residential areas, rich in both old and new world traditions. It has a number of fine restaurants within walking distance to "Little Italy" and "Greektown," and large Mexican-American, African-American, and Chinese-American neighborhoods within a radius of several miles. The vicinity is also undergoing extensive urban re-gentrification and renewal, and one of UIC's more distinctive qualities is its mission of manifold public services to Chicago's metropolitan communities.
THE COUNSELING CENTER
The Center is situated in a recently renovated atrium complex that brings together all student services for the entire campus. Administratively, the Center is a department in the Division of Student Affairs of the university. The Center's Director, the Clinical Director, the Director of Training, and the other principal supervisory staff are licensed clinical and counseling psychologists, giving the program a clear definition as a provider of psychological training and services. Their theoretical orientations entail primarily integrative, psychodynamic, interpersonal, feminist, and existential perspectives, with cognitive, cognitive-behavioral, client-centered, developmental and systems orientations also utilized as needed. Other professional staff members equally contribute multidisciplinary strengths to the integrated system of services by the Center. They include a psychiatrist, testing and computer professionals, and specialists in disability assistance and rehabilitation counseling. In its support of student mental health and scholastic achievement, the Center emphasizes extensive direct services. Clinical intakes, crisis intervention, individual psychotherapy, career counseling, couples therapy, case management, outreach programs in primary prevention and personal and academic skills development, systems linkage and advocacy are major responsibilities for all psychology staff, interns and externs. Individual therapy utilizes short- and longer-term models of treatment, and therapy groups run by interns and staff are both time-limited and open-ended.
Counseling Center staff members teach a number of academic courses and educational workshops, such as professional ethics and hotline paraprofessional training. Programs to improve student performance include career planning, stress management, assertiveness training, and communications skills. In addition, the Center maintains a nightly crisis intervention telephone line for supportive, emergency and referral services. Peer counselors and mental health paraprofessionals work under staff supervision to provide the hotline and various outreach presentations. Other significant components of the Center are the Office of Disability Services and the Office of Testing Services. The array of programs offered by the Counseling Center is designed to assist students in need to fulfill their potential throughout their experience at UIC.
CLIENT POPULATION
All enrolled students at the University of Illinois at Chicago are eligible to use the services of the Counseling Center with no additional payment of fees. The client profile is as diverse demographically as the student body, closely reflecting a cross-section of the urban setting and world-class city in which the university is situated. Many clients are from less advantaged socioeconomic backgrounds, for whom college represents a "first-generation" achievement in their families.
Up to two-thirds of Counseling Center clients are in their junior year of college or beyond. The large numbers of advanced, returning, "non-traditional," immigrant and international students who request services offer frequent opportunities for externs to work with an exceptionally heterogeneous mix of clients. Presenting problems vary from short-term adjustment difficulties and developmental concerns to major traumas, characterological conditions and more severe psychopathology. Trainees regularly are impressed by the range and complexity of the majority of their caseloads, and each year they report the diversity and concerns of their clients, along with their seminars and supervision, to be among the most important aspects of the program. Collaborations with social work, psychiatric and other health care services as well as with managed care organizations also are often valuable components of the learning process and treatment plans.
The following table represents a typical distribution of students using the Counseling Center each year:
| Racial/Ethnic Group |
Percent |
| Caucasian |
50.9% |
| African-American |
10.1% |
| Asian-American |
17.4% |
| Latino/Latina American |
13.8% |
| Native American |
0% |
| International |
5.2% |
| Multiracial |
4% |
BACKGROUND AND ORGANIZATION OF THE EXTERNSHIP PROGRAM
The Counseling Center serves as the comprehensive mental health agency for the UIC student community and it is fully accredited by the International Association of Counseling Services. As part of its mission, it has offered a training program for a number of graduate psychology departments since 1970. It first served as a practicum site, providing half-time assessment and psychotherapy placements to clinical and counseling psychology students in the Chicago area.
During the 1982/83 academic year, the program was expanded to offer both practicum and full-time internship training for which it began recruiting on a national level. In 1986, the internship program received full accreditation from the American Psychological Association and subsequently it has been re-accredited four times. There are parallel supervisory and didactic seminar structures defining both the internship and externship levels of training, although in the latter there is less breadth of roles and more concentration on individual treatment theory and techniques.
The goal of the Externship at the Counseling Center is to enable students at the intermediate or more advanced stages of graduate training to acquire and practice the basic skills of individual psychotherapy. The program uses clinical supervision and didactic and case-based seminars as the primary means for learning to move from conceptual knowledge to planning and conducting treatment interventions, and to appreciate the ethical significance and social responsibility of the work. The objectives are: 1) to increase self awareness and learn the use of oneself effectively in interactions with clients and colleagues; 2) to heighten appreciation for human rights, cultural diversity, public interest and social responsibility in the practice of clinical and counseling psychology; 3) to deepen the dedication to ethical standards, principles, values and aspirations at the core of all clinical work; and 4) to integrate psychological theory and research, treatment orientations and models, counseling and therapy techniques, and self-understanding in ways that are conducive to the overall professional growth of the Extern and that ensure optimal services to the clients of the Center.
Staffed by professionals who are primarily committed to the delivery of mental health services, the Counseling Center provides ample exposure to a range of role models, theoretical orientations, professional interests and specializations. Furthermore, additional opportunity exists to work at times with other disciplines and services across the university. Finally, the demographic and diagnostic characteristics of the clientele ensure trainees a richly varied daily schedule of assessment and therapeutic challenges.
Supervision is considered the cornerstone of training throughout the program and each trainee works closely on an individual basis with several supervisors, as described below. Over the course of the year, greater levels of independence for trainees are encouraged as their capabilities increase. They are regarded in many respects as colleagues among the clinical staff, consistent with their contributions to the Center's purposes. Their continuing feedback for the development of the program helps shape the quality and direction of training. Also, interactions within each cohort of interns and externs and between them commonly provide informal but valuable experiences enhancing their mutual growth.
Each intern and extern has an individual office, within close proximity to each other and to all supervisors and other clinical staff. Every office has its own personal computer and access to E-mail, Internet and the Academic Data Network (ADN). ADN is a campus-wide network of computers and terminals that is a part of the national university network of communications, BITNET. Trainees also have access to other benefits of the university, including library.
DESCRIPTION OF EXTERNSHIP ACTIVITIES
The externship is scheduled with approximately 70% of the time for direct and indirect services and 30% for supervision and didactic seminars. It requires 24 hours a week for a total of nine months. Two of the three days must be Tuesdays and Fridays, one morning per week must be Wednesdays, and the third half dau is the choice of each extern.
I. Weekly Direct and Indirect Services
A. Individual Psychotherapy (approximately seven to nine hours). Externs provide both short- and longer-term psychotherapy for individuals and occasionally for couples. They participate in the intake review meeting for selection of their cases in the first month of training, and subsequently they can request assignment of cases according to particular interests. Decisions about the duration of therapy and frequency of sessions are made by the client and therapist, in consultation with the therapy supervisor, and are based on client needs. The Center maintains a 20 session limit on therapy, with the possibility of carrying some cases longer when clinically necessary.
B. Intake Interviews (two hours). Externs conduct initial assessment sessions and write intake reports regularly throughout the year.
C. Case Management (variable). Trainees have responsibility for referral, linkage, advocacy and system interventions for clients, both at intake and during the therapeutic process.
D. Optional Outreach and Career Group Rotations (variable). The rotations are designed to provide externs with an opportunity for involvement in a broader range of experiences at the Counseling Center. Externs may elect to participate in one or both of these rotations. Externs will be trained and supervised in the provision of the specific services related to each of these rotations.
Outreach Rotation. Typical activities in this rotation include co-leading either a pre-packaged outreach program or possibly a structured program designed by a staff member or intern (e.g., stress management, etc.). The expectation is for an extern to co-lead a minimum of one program per semester of participation in the rotation.
Career Group Rotation. Externs may choose to co-lead one structured, pre-packaged career group per semester. Career groups are four weeks in length and entail the interpretation of career test results, exploration of values, interests, abilities, and obstacles to career planning.
II. Supervision and Seminars
A. Supervision (four hours per week). Three levels of weekly individual supervision are offered throughout the year. After orientation, each extern meets two hours a week with a licensed Primary Supervisor, who has responsibility for his or her overall training and service activities, including the majority of the psychotherapy cases. The extern meets with another staff member for Secondary Supervision in which a single therapy case is discussed, as well as with a psychology intern for Single Case Supervision, which is an additional hour of supervision on a separate therapy case. Secondary and Single-Case supervision are both scheduled for one hour a week, and both focus intensively on the specific therapeutic dynamics, including transference and countertransference phenomena, of a single case as it proceeds over the course of treatment.
At the completion of the first week of training, externs' preferences for supervisors are solicited and matches are made according to their interests, and the availability of staff. All Primary and Secondary Supervision is with licensed psychological staff; and Single Case Supervision may be provided by interns under the supervision of a licensed staff member. The multiple supervisory model is intended to give each extern experience with several distinctive training relationships, approaches and perspectives. Other clinical staff members are also available to trainees as consultants and as leaders in the various seminars. Externs who participate in one or both rotations will be assigned a supervisor to oversee those activities as well.
The program welcomes but rarely requires the disclosure of personal information. Some trainees do find it helpful to volunteer personal information in supervision and in seminars when discussing countertransference issues or exploring their own cultural identities, beliefs and biases and the ways in which they may impact their clinical work. In these instances, self-disclosure is encouraged to the degree that it relates to the trainee's clinical work and professional development. Disclosure of personal information is required only when it is needed to evaluate or obtain assistance for a student whose personal problems are preventing him/her from performing professional activities competently, or whose problems are posing a threat to the student or others. The program recognizes the benefit of personal psychotherapy for all trainees and especially in instances such as the circumstance described above. While we may suggest personal psychotherapy to a trainee, we do not require it, nor do we provide such services to trainees. In addition, in order to minimize the impact of potential dual roles, current or previous UIC Counseling Center therapy clients are not eligible to apply for the internship or externship training programs.
B. Seminars (approximately three and a half hours per week). In keeping with the goals of the training program, seminars are designed to explore key theoretical, technical, ethical, multicultural, and diagnostic issues as they relate to the delivery of clinical services in a university setting. To that end, both didactic readings and case materials are used to facilitate trainees' understanding of theory and research and their applications to practice. The seminar schedule evolves each year according to feedback from trainees, emerging issues in the Center, and particular strengths and interests among the training staff.
- Multicultural Therapy Seminar (externs, weekly, two semesters). A didactic and case conference format, reviewing conceptual models and principles in cross-cultural assessment and treatment, with presentation of clinical material by trainees, addressing dimensions of identity, power, values, and meaning of culture in both the client and the therapist, and in their interactions.
- Professional Issues Seminar (interns, externs and staff, weekly, two semesters). A series of topics relating to both theoretical and applied aspects of clinical work, presented by the staff, trainees and outside speakers. Examples of the areas addressed include working with survivors of sexual abuse or assault, dynamics of eating disorders, treatment of depression and of anxiety, short-term therapies, existential and spiritual views of suffering, and cultural and ethical issues and conflicts.
- Assessment (interns and externs, twice weekly for the first half of first semester). The seminar focuses on basic principles and practices for clinical evaluation, including the intake process and diagnostic screening, emergency and mental status examinations, and the use and integration of testing and clinical interviews. Emphasis is given to the development of a focused and comprehensive psychological report related to psychopathology, personality organization and development, and clinical questions. Response to referral issues, conceptual formulations, differential diagnoses, treatment planning and consultation, and feedback are also addressed.
- Psychiatric Issues Seminar (interns and externs, biweekly, two semesters). The seminar addresses issues of psychoactive medications, mind-body interactions, and medical dimensions to the assessment and therapeutic process. It uses clinical material to identify the indications and counter-indications for medication, possible side effects, and the integration of drug treatments with psychotherapy. It also discusses related issues such as light treatment for Seasonal Affective Disorder, nutritional factors and mental health, and the role of herbal, "organic," and over-the-counter treatments.
- Outreach (bi-weekly for interns and for externs in the outreach rotation). The seminar focuses on the philosophy and techniques of outreach and primary prevention, program development of specific psycho-educational workshops, and related topics.
- Career Counseling Seminar (weekly for first half of first semester, for externs and interns with no previous training in career counseling). This seminar focuses on the underpinnings of career counseling and introduces trainees to the particular career group model utilized at the Counseling Center.
GENERAL POLICIES
At the start of the year, all trainees are provided with Clinical and Training Manuals, which detail their rights and responsibilities and explain the operations of the Center. The 9-month externship program begins on the first day of the Fall Semester in late August and continues through the end of the Spring Semester in early May, for approximately 850 hours in total. The weekly schedule consists of 8-hour days on Tuesday and Friday, wednesday mornings and a third 1/2 day to be arranged. Externs receive all university holidays, three days of vacation, three days professional leave, time off during the winter break and three days of sick leave. Four to six extern positions typically are available and they are unfunded.
In general, trainees who complete a psychotherapy externship at the Counseling Center are not encouraged to apply for an internship at the Center. Diversity in training settings and experiences is considered advantageous in promoting pre-doctoral development in psychology. Exceptions may be made in special circumstances, such as for externs who obtain a subsequent practicum placement or other additional training at a different site before applying for internship. In order to avoid dual relationships or conflicts of interest, persons who have received psychotherapy at the Counseling Center are not ordinarily considered for training in the setting. Priority is given to students from APA-accredited psychology programs, and general preference is given to candidates with prior practicum and/or work experience in psychotherapy and assessment. Although the externship is primarily weighted toward providing training in therapeutic intervention skills, strong backgrounds in academic psychology, clinical theory and evaluation skills are important qualifications.
There is a formal written grievance review procedure to ensure due process and a fair resolution in the event of serious concern about the satisfactory completion of training or other difficulties during the course of year. To date, no recourse to the procedure has been required.
Questions regarding policies or other questions about the externship program should be referred to the Director of Training, Cyndy Boyd, PhD, at (312) 996-3490 or cyndyb@uic.edu.
APPLICATION PROCEDURES
Applications are encouraged from students in at least their second year in graduate programs in clinical or counseling psychology. Applicants who have already completed a psychotherapy practicum and who are seeking an advanced therapy externship are favored.
No formal application form is required. Applicants should submit a detailed cover letter of interest, outlining theoretical orientation and clinical experience, training objectives, career goals, and other relevant personal and professional qualifications. The letter should be accompanied by a curriculum vita, and two letters of reference. The basic criteria for selection will be the goodness of fit with the objectives of the training program and the indicated potential of the candidate to contribute to and benefit from the externship experience at the Counseling Center.
All application materials should be addressed to:
Cyndy Boyd, PhD, Associate Director for Training
Counseling Center (M/C 333), The University of Illinois at Chicago
Suite 2010, Student Services Building
1200 West Harrison Street
Chicago, Illinois 60607 7164
tel. (312) 996-3490 / FAX (312) 996-7645
The schedule for applications, interviews and decisions corresponds to the timelines recommended by the Chicago-area Academic and Training Programs.
Application Deadline: February 13, 2008.
On-site Interviews: TBA, between March 11 and March 13.
Notification Day: Monday, March 31 at 9:00AM.
CLINICAL TRAINING STAFF
 Laurie Belzer, Ph.D. (University of Illinois at Chicago, 1993) Coordinator of Group Psychotherapy Program. Theoretical Orientation: Integrative/Buddhist. Areas of Special Interest: multicultural and gender issues, relationship concerns, Zen buddhist and eastern approaches to wellbeing, group psychotherapy.
Cyndy J. Boyd, Ph.D. (State University of New York - Buffalo, 1995) Associate Director for Training. Theoretical Orientation: Psychodynamic/Interpersonal. Areas of Special Interest: multicultural counseling, gender identity and sexual orientation, and working with trauma survivors.
Barbara J. Distler, Psy.D. (Illinois School of Professional Psychology, 1993) Theoretical Orientation: Integrative. Areas of Special Interest: gender issues, HIV/AIDS, creativity, professional burnout, career counseling, paraprofessional training and psycho-education.
William Gorman, Ph.D., ABPP (Purdue University, 1976) Director of Clinical Services. Theoretical Orientation: Existential/ Interpersonal. Areas of Special Interest: multicultural issues, major psychopathology, treatment of trauma, ethics and social responsibility, and trauma recovery.
Joseph Hermes, Ph.D. (Loyola University Chicago, 1985) Director, Counseling Center. Theoretical Orientation: Integrative/Psychodynamic. Areas of Special Interest: administration of mental health services in university settings, brief therapies, consultation and psychoeducational outreach, supervision/mentoring of trainees.
Elizabeth J. Keys, Ph.D. (University of Cincinnati, 1976) Coordinator of Outreach Programs. Theoretical Orientation: Psychodynamic/Integrative. Areas of Special Interest: couples therapy, issues of health-professional students, career counseling, workshops and consultations on interpersonal/psycho-educational issues, Myers-Briggs Type Indicator.
Andrew M. Knight, Ph.D. (Loyola University Chicago, 2006). Theoretical Orientation: Psychodynamic/Integrative. Areas of special interest: multiculturalism; GLBTQ issues; gender and sexuality; identity development across the lifespan; outreach programming; and training and supervision.
Karen L. Maddi, Ph.D. (University of North Carolina, 1988) Coordinator of Intakes & Technology. Theoretical Orientation: Psychodynamic/Integrative. Areas of Special Interest: eating disorders, trauma survivors, gender issues, career counseling, stress management, research and technology.
Robert R. Rodriguez, Ph.D. (University of Notre Dame, 2004)
Theoretical orientation: Interpersonal/Psychodynamic. Areas of Special Interest: Relational issues, identity-related concerns (e.g.,
race/ethnicity, gender, sexuality), obsessive-compulsive behavior, group therapy, couples counseling, Japanese approaches to mental wellness.
Anmol Satiani, Ph.D.(Boston College, 2007) Co-Coordinator of In-Touch Crisis Hotline. Theoretical Orientation: Psychodynamic/Integrative. Areas of Special Interest: cross-cultural counseling and training, gender issues, treatment of trauma, paraprofessional training, and crisis intervention and counseling.
Andrew Sia, M.A. (University of California Santa Barbara, 2002). Theoretical orientation: Existential/Interpersonal/Cognitive-Behavioral. Areas of Special Interest: multicultural counseling, career and life development, Asian/Asian American mental health, acculturation and intergenerational family conflicts, men's issues, and substance abuse treatment.
Susan R. Stock, Ph.D. (Iowa State University, 1995) Coordinator of Outreach Services. Theoretical orientation: Integrative, interpersonal, feminist, multicultural. Areas of Special Interest: training and supervision, outreach and consultation, body image issues, multicultural issues.
2007/2008 Trainees:
Interns:
Michael Bricker, University of Memphis, Counseling Psychology
Danice Brown, The Ohio State University, Counseling Psychology
Stacy Frazier, Georgia State University, Counseling Psychology
Charlotte McCloskey, University of Missouri, Columbia, Counseling Psychology
Externs:
Carrie Atikune, The Chicago School of Professional Psychology, Clinical Psychology
Sha’kema Blackmon, Loyola University, Chicago, Counseling Psychology
Regina Hund, The Chicago School of Professional Psychology, Clinical Psychology
Nicholas McCarley, Argosy University, Chicago, Clinical Psychology
Shantelle Whitehead, Argosy University, Chicago, Clinical Psychology
2006/2007 Trainees:
Interns:
Tamba-Kuii Bailey, Georgia Sate University, Counseling Psychology
Jennifer Caldwell, Loyola University, Chicago, Counseling Psychology
Julie Hau, University of Wisconsin, Madison, Counseling Psychology
Katherine Spencer, University of Missouri, Columbia, Counseling Psychology
Externs:
Aaron Brink, Chicago School of Professional Psychology, Clinical Psychology
Timothy Calvey, Chicago School of Professional Psychology, Clinical Psychology
Rachel Port, Illinois School of Professional Psychology, Clinical Psychology
Allison Thompson, Northwestern University, Feinberg School of Medicine, Clinical Psychology
Stacy Wayne, Chicago School of Professional Psychology, Clinical Psychology
2005/2006 Trainees:
Interns:
Jamie Gayle, Northwestern University, Feinberg School of Medicine, Clinical Psychology
Jaymee Holstein, Auburn University, Counseling Psychology
Andrew Knight, Loyola University, Chicago, Counseling Psychology
Allyse Sturdivant, Loyola University, Chicago, Clinical Psychology
Externs:
Shira Benhorin, DePaul University, Clinical/Community Psychology
Kusha Gujrati, Argosy University, Clinical Psychology
Yojana Veeramasuneni, Chicago School of Professional Psychology, Clinical Psychology
Saum Yermian, Argosy University, Clinical Psychology
2004/2005 Trainees:
Interns:
Grady Garner, MA, Loyola University-Chicago, Counseling Psychology
Eriko Kobayashi, MSW, Penn State University, Counseling Psychology
Miki Koyama, MS, Western Michigan University, Counseling Psychology
Anmol Satiani, MA, Boston College, Counseling Psychology
Externs:
Bari Ayn Guibord, Chicago School of Professional Psychology, Clinical Psychology
Marcus Hummings, Chicago School of Professional Psychology, Clinical Psychology
Maryam Ilahi, Illinois School of Professional Psychology, Clinical Psychology
Charlotte Kunz, DePaul University, Clinical Psychopsychology
2003/2004 Academic Programs:
Interns:
Chicago School of Professional Psychology, Clinical Psychology
Illinois School of Professional Psychology, Clinical Psychology
University of Notre Dame, Counseling Psychology
Chicago School of Professional Psychology, Clinical Psychology
Externs:
Loyola University, Counseling Psychology
Illinois School of Professional Psychology, Clinical Psychology
Illinois School of Professional Psychology, Clinical Psychology
Illinois School of Professional Psychology, Clinical Psychology
2002/2003 Academic Programs:
Interns:
Chicago School of Professional Psychology
Boston College, Counseling Psychology
University of Iowa, Counseling Psychology
Northwestern University, Clinical Psychology
Externs:
DePaul University, Clinical Psychology
Illinois School of Professional Psychology
Loyola University, Counseling Psychology
Illinois School of Professional Psychology
Loyola University, Counseling Psychology
Revised: December 2007 |