Program Director: Sarah K. Armstrong, Psy. D., L. P




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Transmittal Page

Internship Programs: Self-Study Report for 2010

Note: Please include all required signatures


X Currently Accredited (3 copies) Date Submitted: January 1, 2010

Program Name: Pre-Doctoral Internship in Professional Psychology

Department Name: Personal Counseling and Testing and Career Development Center

Institution/Agency Name: University of St. Thomas

Location (City/State): St. Paul, MN.


Is the internship program part of a consortium? X No  Yes

If Yes, list all affiliates, including addresses and a contact person for each site: NA

Date of last site visit: Jan 30-31, 2003 Number of interns in program this year: 3


Is the program seeking concurrent accreditation with the Canadian Psychological Association?

X No  Yes


The program is invoking Footnote 41: X No  Yes


PROGRAM CONTACT INFORMATION: The following information will be used to update our database. The individuals listed will receive copies of important program correspondence (i.e., site visit reports, decision letters). Please add the contact information for any other individuals who should receive such correspondence (i.e., co-directors, accreditation directors, etc). Signatures indicate that the self-study has been approved for submission and serve as an invitation to conduct a site visit to the program.

Program Director: Sarah K. Armstrong, Psy.D., L.P.


(Signature)

Credential and Jurisdiction of Director of Training, i.e., licensed, registered or certified:

Minnesota Licensed Psychologist, LP # 3284

Title: Director of Training


Full Mailing Address: Sarah K. Armstrong, M.B.A., Psy.D., L.P

Personal Counseling and Testing

University of St. Thomas

2115 Summit Avenue, Mail # 4040

St. Paul, MN. 55105


Phone Number: 651-962-6780 Fax: 652-962-6775

Email Address: skarmstrong@stthomas.edu

Chief Psychologist/Dept Head: Geraldine M. Rockett, Ph.D., L.P. ______________


(Signature)

Title: Director, Personal Counseling and Testing


Full Mailing Address: Geraldine M. Rockett, Ph.D.

Personal Counseling and Testing

University of St. Thomas

2115 Summit Avenue, Mail # 4040

St. Paul, MN. 55105

Phone Number: 651-962-6780 Fax: 651-962-6775

Email Address: gmrockett@stthomas.edu


Dean of Students: Karen M. Lange, M.S. _____________________________

(Signature)

Title: Dean of Students


Full Mailing Address: Karen M. Lange, M.S.

University of St. Thomas

2115 Summit Avenue, Mail # MHC 101

St. Paul, MN. 55105


Phone Number: 6521-962-6050

Email Address: kmlange@stthomas.edu


Vice President, Student Affairs: Jane W. Canney, MAIR, M.A. _____________________________

(Signature)

Title: Vice President for Student Affairs


Full Mailing Address: Jane W. Canney, M.A.

University of St. Thomas

2115 Summit Avenue, Mail # MHC 151

St. Paul, MN. 55105


Phone Number: 651-962-6120

Email Address: jwcanney@stthomas.edu


Institution/Agency Vice President: Mark C. Dienhart, Ph.D. _____________________________

(Signature or that of designee*)

Title: Executive Vice President, Chief Administrative Officer


Full Mailing Address: Mark C. Dienhart, Ph.D.

University of St. Thomas

2115 Summit Avenue, Mail # AQU 121

St. Paul, MN. 55105


Phone Number: 651-962-6920

Email Address: mcdienhart@stthomas.edu


Institution/Agency President/CEO: Rev. Dennis J. Dease

(Signature or that of designee*)

Title: President


Full Mailing Address: Reverend Dennis J. Dease

University of St. Thomas

2115 Summit Avenue, Mail # AQU 100

St. Paul, MN. 55105


Phone Number: 651-962-6500

Email Address: djdease@stthomas.edu


*If signed by designee, provide the full name of that individual in addition to the name of the person for whom he/she signed.


Domain A: Eligibility

As a prerequisite for accreditation, the program’s purpose must be within the scope of the accrediting body and must be pursued in an institutional setting appropriate for the education and training of professional psychologists.


1. The program offers internship education and training in psychology, one goal of which is to prepare students for the practice of professional psychology.


X Review Implementing Regulations C-10 and C-14.


X State the program goal (s) describing training in the practice of professional psychology.


Personal Counseling and Testing and the Career Development Center at the University of St. Thomas have a long-standing commitment to training in professional psychology. Starting with a counseling practicum in 1984, a formal internship was developed in 1992 and was fully accredited by the American Psychological Association in 1995.


The internship has three broad goals: 1) facilitation of interns' development into confident, competent, ethical psychologists who are able to empower their clients and colleagues, 2) provide a comprehensive, sequential experience that will integrate knowledge acquired through formal academic training and practice and will prepare the intern for a generalist entry-level professional psychologist position, and 3) provide the opportunity for interns to participate extensively in all operational phases of a university counseling center. See Table 1 (pps. 83-84) for additional information and objectives relating to these goals.

The University of St. Thomas pre-doctoral internship trains interns in accordance with a practitioner-scholar model. As practitioners, interns learn to apply and integrate knowledge of current clinical and counseling practices grounded in evidence-based literature. Our internship has a dual focus on both clinical training and professional growth, and in a supportive, collegial atmosphere, we provide an environment in which we expect interns to stretch, take risks, and grow. We provide a comprehensive, sequential experience that will prepare the intern for the role of entry level or junior psychologist. We provide the opportunity for interns to develop programs, and to participate in evaluation. We assist interns’ development as balanced professionals, with a respect for lifelong learning and professional contributions to the field of psychology. We expect interns will make significant developmental transitions during the year, including the consolidation of a professional identity, enhancing confidence in their skills and increasing their ability to function autonomously.


X Describe the mission of the sponsoring agency. For consortia programs, please describe the mission of each of the sponsoring agencies.



Personal Counseling and Testing is the primary mental health resource for the University of St. Thomas. The mission of Personal Counseling and Testing is "to provide comprehensive psychological services to the UST community; to support the University's mission in its commitment to the total development of the student; to create a learning environment where our clients and staff feel safe, respected and valued; and to facilitate the process of developing a balanced and healthy lifestyle including care for self and others”. Personal counseling services are also offered through the Life Work Center (LWC), located on our Minneapolis campus. The LWC provides special services and resources to meet the unique needs of graduate students, education students (both graduate and undergraduate), and alumni/ae.


The mission of our Career Development Center is to provide “state of the art, quality career education to University of St. Thomas students and community”. By providing expertise, resources and support, Career Development Center facilitates student learning in the areas of self-knowledge, world of work information, job search skills and career decision-making, valuing the uniqueness of each individual and trusting his or her ability to choose rewarding vocational and career paths.


Personal Counseling and Testing, Career Development Center and the LWC are integral parts of the Division of Student Affairs. The mission of the Division of Student Affairs is to support the broader mission of the University of St. Thomas by creating holistic educational environments that prepare students to live, learn, and contribute to our intercultural society.


2. The program is sponsored by an institution or agency, which has among its primary functions the provision of service to a population of recipients sufficient in number and variability to provide interns with adequate experiential exposure to meet its training purposes, goals, and objectives.


X Describe the characteristics and size of the populations served. If the training takes place in more than one setting, describe the multiple settings, their service recipient populations and the types of training experiences offered in each setting. For consortia programs please describe separately the characteristics and size of the population served by each of the institutions or agencies in the consortium and the types of training experiences offered in each setting.


The University of St. Thomas (UST) is the largest private university in the Upper Midwest, with an enrollment of approximately 11,000 students. It is Minnesota’s largest independent college or university, and the 16th largest non-profit organization in the state. UST is ranked in the third tier of the national university-doctoral category. In the fall of 2009, there were approximately 6,146 undergraduate students and 4,700 graduate students, with the majority of undergraduate students attending the St. Paul campus (where Personal Counseling and Testing, Career Development Center and the pre-doctoral internship are physically located) and the majority of graduate students attending the Minneapolis campus, a 15-minute shuttle ride away. The university maintains a liberal arts focus while providing career-oriented education in 96 undergraduate majors, 58 minors, and 46 degree programs, including 39 master’s, two education specialist, one juris doctor and four doctoral programs. Our students come from over 46 states and 35 foreign countries.


From data gathered in the fall of 2009, students who identify as white comprised 80 percent of our student population. Ethnicity of our students includes: Asian (4.6%), Black/Non-Hispanic (3.8%), Hispanic (2.8%), and Native American or American Indian or Alaskan Native (0.2%), Native Hawaiian or other Pacific Islander (.03%), and individuals who identify with two or more races (1.6%). Race/ethnicity of 4.4% of our students is unknown (students did not identify a race or ethnicity on demographic information form). Two point seven percent of our students hail from countries outside the United States.


The focus of Personal Counseling and Testing is to provide individual and group counseling and psychotherapy to students, staff, and faculty on personal issues to aid in the resolution of personal problems and crises. Personal Counseling and Testing also provides outreach and consultation services to the university community on a variety of issues pertinent to personal growth and development. Individuals come to us with concerns such as depression, anxiety, bi-polar disorder, relationship issues, eating disorders, abuse, sexuality issues, problems with alcohol and drugs, stress management, self-esteem issues, family problems, ADHD, existential issues, and Axis II issues. Data collected in 2009 indicated that 55.8% of personal counseling clients identified relationships as one of their presenting concerns, 55.6% indicated problems with anxiety, 46% identified depression, 36.2% stated self-esteem issues, 30.6% had academic concerns, 29.2% indicated career uncertainty, 27.8% endorsed stress and psychosomatic symptoms, 13.8% presented with existential concerns, 12.4% endorsed anger management issues, 11.6% indicated eating disorders, 10.8% had grief and loss issues, 10.6% had substance abuse problems, 6.4% indicated sexual abuse or harassment, 4.6% presented with sexuality issues, 1.8% with sexual identity concerns, and 0.4% of students seen presented with concerns about sexual behavior.


The Career Development Center offers individual counseling, seminars and a variety of resources to assist in the following areas: vocational testing and self-assessment; major and career choice and change; internship opportunities; resume and job search skills; interviewing skills and coaching; information on specific careers and employers; and work adjustment concerns. A job-search support group is offered to graduating seniors each summer.


While students with academic difficulties or disabilities are among the students we serve, they also receive support through two departments within Academic Affairs: Academic Advising and the Enhancement Program. Our offices have a solid history of working closely with one another.


X Refer to your response above regarding the characteristics and size of the population served. Identify any barriers and how your trainees have overcome these barriers to meet the program’s training goals and objectives for adequate experiential exposure to number and variability of population served.


Since our last site visit, Personal Counseling and Testing has enjoyed a steady supply of students seeking therapeutic services, crisis intervention and assessment, and our requests for outreach and consultation services have grown as a result of increased visibility of the counseling center campus-wide. Interns are afforded the same opportunities as senior staff in terms of client assignments, and are given preference for groups facilitated and outreach presentations provided.


As early as their orientation, interns are introduced to University offices that serve students from under-represented populations with the goals of helping interns understand the unique concerns of these students as well as promoting the utilization of our interns for programming through these offices. Efforts are made to ensure that interns are assigned clients from under-represented populations and that they have opportunities to provide outreach services to these groups. Additional avenues allowing interns exposure to serving under-represented populations include an annual day-long workshop produced by state-wide pre-doctoral internship training directors on multicultural training, and presentations focusing on special populations in the weekly intern seminar program (e.g. Working with Clients with Disabilities. See Appendix J for additional information). During the 2008-2009 year, 19.8% of Personal Counseling and Testing clients identified their race as other than European-American and .6% identified as international students. This exceeds the rate of students of color within the university’s population (14.5%) and is somewhat lower than the international student rate (2.7%). A comparison of the ethnicity of UST students as compared to students served by Personal Counseling (in bold) is as follows: Asian (4.6%) 7.1%, Black/Non-Hispanic (3.8%) 3.5% , Hispanic (2.8%) 3.7%, and Native American or American Indian (0.2%) 0.8%. These data illustrate that greater percentages of ethnic minority clients seek personal counseling services than would be expected given the overall ethnic makeup of the university. Of students seen at Personal Counseling and Testing 3.4 % identify as LGBT on their intake forms. We know that LBGT status is likely underreported, as significantly more clients identify as LGBT in session, including students who identified themselves as “heterosexual” or didn’t report any orientation on their intake forms. Personal Counseling and Testing does not solicit data on the number of students with disabilities. Hence, it is safe to predict that close to 25% of students served in the counseling center come from diverse and under-represented groups.


Career counseling services have changed in nature since the time of our last site visit, with fewer students seeking individual counseling appointments and more students preferring and using single session interventions. As a result of an internal survey conducted in 2006 examining utilization of Career Development Center services (Appendix V), it was determined to offer several “pop-in” hours (drop-in career services typically focused on resume or cover letter review and critique) each week as a substitute for individual appointment openings, which often went unfilled. Interns currently offer three individual appointments (vs. the five they offered in 2002) and two hours of pop-in times. Hence, the number of career hours has not changed since the last site visit (5 hours/week) but utilization of career services has increased, as career pop-in times typically fill.


3. The program is an integral part of the mission of the institution in which it resides and is represented in the institution’s operating budget and plans in a manner that enables the program to achieve its goals and objectives.

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