The professional staff of SHSU Counseling Services trains residents within a mentor/apprenticeship framework that incorporates current research and practice methods. Our post-doctoral residency is modeled after formal APA/APPIC post-doctoral residencies in college counseling centers.
While we acknowledge residents at the post-doctoral level have achieved many areas of competence, we see this residency as an important time of further training to transition an individual from their internship year to their practice as an independent, licensed practitioner. We see a postdoctoral residency as a time for a resident to grow into a professional identity within the unique setting of university counseling center while continuing to develop strong generalist skills. Residents develop a greater understanding of and practice treatment with individuals of a student population, mental health concerns as expressed within this setting, training of other developing professionals, and working within a broader campus community. Our relatively small senior level staff size versus post-doctoral resident ratio allows for our residents to have a significant contribution to our center. Residents are respected as contributing members of our staff while in turn learning how to manage a full-time case load, engage in multiple avenues of service provision, learn life/work balance and self care, and develop their own method of working within a team setting in preparation for a role as an independent, licensed practitioner.
Because of its proximity to two major metropolitan areas, SHSU’s student body is rich in all aspects of diversity. Consequently, we are faced with two concurrent challenges. Residents are exposed to a wider variety of problem areas/severity of problems, diversity of clients, and cases that are atypical for a college counseling setting. Additionally, we operate on a time-limited model and are faced with tailoring the therapist’s style and theory to meeting many needs of the client within the limits of our services.
Our clinical staff members come from a variety of training and professional backgrounds. While each member of our staff has varying theoretical views, we all are sensitive to developmental and multicultural factors. We all acknowledge interpersonal/relational aspects to counseling that require exploration of self as a therapist. These elements are integrated throughout all levels of training and supervision. Staff at all levels is regularly involved in shaping and participating in training at all levels.
Our staff is committed to providing quality care for all of the students who access our services. We believe that a very warm, intensive training environment creates an atmosphere of learning and growth which translates into good client care. We encourage residents increasing levels of independence. We abide by an open-door policy which allows for spontaneous supervision by various members of the senior staff in addition to twice weekly scheduled individual supervision time with a specific supervisor. In turn, residents and staff are expected to provide an affirming, supportive, and challenging training experience for those they supervise. Because we value the role that supervision plays in one’s growth as a professional, individuals in training (including residents) are required to video or audio tape sessions for so that the supervisor is equipped to provide meaningful feedback.
A week in the life:
20 hours individual counseling
1.5-2 hours group counseling
1-2 hours provision of individual supervision
1.5 hours provision of training meeting/group supervision of practicum students
1 hour scheduled crisis walk-in time
2 hours receiving individual supervision
1 hour staff meeting
10 hours paperwork/administration time
Outreach time varies by week
2 hours weekly supervision (supervisors changed mid-year for a variety of experience)
1.5 hour of training meeting participation
1 hour weekly supervision of group experience
1 hour weekly supervision of supervision
We are able to provide some financial assistance and time for a resident’s professional development through participation in continuing education workshops or professional conferences.
Pager for crisis rotated approximately every 6 weeks.
Our Center is open for long hours two evenings a week until 7. A post-doctoral resident is expected to work one of those evenings with that time adjusted off of the resident’s schedule at another time during the week.
Rotations: We encourage that each incoming resident will have areas of interest within the university community they may want to use this year to continue to develop. Time can be carved out of a typical schedule to accommodate for training or experience in those areas as available.
*Completion of a doctoral degree in Psychology from an APA accredited institution
*Completion of a formal internship experience consistent with requirement of APPIC and APA accredited internships
Desired qualifications for application:
*Dissertation defended or completion date set
*Some experience in Counseling Centers, particularly an internship at college counseling center
Application Deadline: January 15th
Submit a letter of interest, three reference letters and a resume along with the State of Texas Application, Applicant Questionnaire and Statistical Data Sheet to the SHSU Department of Human Resources. These forms and the mailing address for Human Resources can be found at http://www.shsu.edu/~hrd_www/employment/staff.
Post Doctoral Residents, Past & Present
2012 - 2013
Cheronda Steele, Psy.D. - Roosevelt University, Clinical Psychology
2011 - 2012
Martha Bergen, Ph.D. - Texas Woman's University, Counseling Psychology
Allyson Matt, Ph.D. - Purdue University, Counseling Psychology
2010 - 2011
Lisa Neuenschwander, Ph.D. - Purdue University, Counseling Psychology
2009 - 2010
Julie Swanson, Ph.D. - Miami University, Clinical Psychology
Sharanya Udipi, Ph.D. - University of Minnesota, Counseling Psychology
2008 - 2009
David Canter, Ph.D. -Virginia Commonwealth Univ., Counseling Psychology