Student Psychological Services

Orientation Manual

2014-2015

Table of ContentsPage

  1. Mission, Philosophy, and Training Goals/Requirements………………………………………………………….….. 1
  2. Mission and Philosophy……………………………………………………………………………………………………1

(Theoretical Orientation Discussion)

  1. SPS Treatment Approach and Model……………………………………………………………………………………….…..2
  2. Short-term Integrative Approach….. 2
  3. Treatment Model……………………………………………………………………………………………………….….. 3
  4. Initial Contact and Intake….. 3
  5. Termination and Referral………………………………………………………………………………….….. 3
  6. SPS and other Campus Services….. 4
  7. SPS Services………………………………………………………………………………………………………………..….. 4
  8. SPS Staff….. 4
  9. Student Health Services – Clinical Services………………………………………………………………….….. 5
  10. Other Programs….. 5
  11. Prevention and Early Intervention (PEI) Program………………………………………………….. 5
  12. Student Health Aids (SHAs)……………………………………………………………………………….….. 5
  13. Elements of the SPS Training Program….. 6
  14. Training Goals and Requirements……………………………………………………………………………….….. 6
  15. Program Requirements……………………………………………………………………………………..….. 6

(Sign Program Requirements)

  1. Goals of the SPS Training Program…………………………………………………………………….….. 7
  1. Supervision……………………………………………………………………………………………………………...... ….. 8

(Review Supervision Preparation form)

(Past Supervision Discussion)

  1. Documentation…………………………………………………………………………………………………………..….. 9
  2. Training Program Structure….. 10
  3. Check-In, Group Supervision and Case Conference…………………………………………..….. 10
  4. Didactic Trainings….. 10
  5. Additional Afternoon Supervision & Didactic Trainings……………………………………..….. 10
  1. Additional Training Elements….. 11
  2. Reading and Research Materials……………………………………………………………………….….. 11
  3. Ethicsand Law…………………………………………………………………………………………………..….. 11

(Sign Confidentiality Policy, Abuse Policies)

  1. Evaluations……………………………………………………………………………………………………….….. 11
  2. Personal Therapy….. 11

(Complete Emergency Contact Information)

  1. SPS Administrative Information and Procedures……………………………………………………………………..….. 12
  2. Room Assignments….. 12
  3. Intern Office……………………………………………………………………………………………………..….. 13
  4. Scheduling….. 13
  5. Checking In……………………………………………………………………………………………………….….. 13
  6. Absences and Illnesses ….. 14
  7. Communication………………………………………………………………………………………………………….….. 14
  8. Email….. 14
  9. Voicemail………………………………………………………………………………………………………….….. 14
  10. Mail….. 15
  11. SPS Office Tools………………………………………………………………………………………………………….….. 15
  12. File Cabinets….. 15
  13. Copy Machine…………………………………………………………………………………………………..….. 15
  14. Computers….. 15
  15. Resource Library……………………………………………………………………………………………….….. 16
  16. Medicat….. 16
  17. Forms………………………………………………………………………………………………………………..….. 16
  18. Audio and Visual Recording….. 17
  19. Client-Related Procedures………………………………………………………………………………………….….. 18
  20. No-Shows/Cancellations….. 18
  21. Drop-Ins/Intakes……………………………………………………………………………………………….….. 18
  22. Yellow Cards….. 19
  23. Waitlist……………………………………………………………………………………………………………..….. 19
  24. Group Therapy….. 21
  25. Campus Outreach……………………………………………………………………………………………..….. 21
  26. Psychometric Assessment….. 21
  27. Community Referrals………………………………………………………………………………………..….. 22

(Review Community Resources List)

  1. Campus Referrals……………………………………………………………………………………………...... 22
  2. Outcome Measures….. 22

6. Emergencies………………………………………………………………………………………………………………………………….. 23

Mission, Philosophy, and Training Goals/Requirements

Mission and Philosophy

Student Psychological Services (SPS) is an integral part of the larger Student Health Services (SHS). The mission of SHS is:

“to maintain and improve the physical, mental, and social health of students at Santa Rosa Junior College, and to strengthen and inspire the well-being of the entire college community, towards supporting student success and life-long learning.”

The role of SPS in this mission is to provide psychological treatment to benefit the wellness of the student population, as well as provide other supportive services to the students, faculty, and college. SPS grants students access to a team of multi-disciplinary mental health and wellness providers with the united purpose of assisting students with addressing and overcoming difficulties that are affecting their ability to perform academically. There are several services offered at SPS that work to fulfill this mission (see SPS Services section, page 6 for more information). NOTE: Any student that is taking for-credit classes at SRJC and that has paid the health fee ($19 per semester) is eligible to be seen at either the Santa Rosa or Petaluma campuses.NOTE: Should a student decide to discontinue their for-credit coursework during the semester, they will no longer be eligible for SPS services and can be transitioned to community resources.

In order to successfully support the student clientele, SPS is committed to providing a collaborative setting and supporting each intern therapist to develop their own style of therapeutic interaction within the framework of professional, ethical, and culturally competent clinical practice. Training and supervision are approached from a developmental perspective; this means recognizing each intern’s unique skill set and knowledge base, and identifying growing points and learning platforms to launch from as the program proceeds. Both professionally and personally, interns are guided to name their interests, identify their strengths and limitations, and develop confidence to build new skills and broaden knowledge bases. There is an essential aim to consolidate theory and material learned in graduate programs and integrate this into clinical practice. Many of the above mentioned points are addressed through a supervision and training experience fostered in a collaborative environment, with structure that allows for discovering new ways for interns to engage themselves, express empathy, and listen thoroughly. Additionally, ideas from a variety of psychological schools (developmental psychology, psychiatric psychopathology, object relations, self-psychology, cognitive-behavioral therapy, depth psychology, and mindfulness-based approaches as a sample), as well as focus on particular difficulties common to students (depression, anxiety, eating disorders, issues of sexual identity and orientation, cultural concerns) are addressed and integrated into the training process.

(Facilitated discussion of theoretical orientation)

SPS Treatment Approach and Model

Short-Term Integrative Approach

SPS uses an integrative theoretical model and a mindfulness clinical stance, with an emphasis on thorough assessment followed by tailoring the treatment approach to the needs of each individual client. Our mandate is linked with academic performance and success: we want to help the SRJC student succeed. Early and on-going focus is on establishing and maintaining a positive and collaborative therapeutic engagement between the client and the therapist.

Case formulation is encouraged to include consideration of an integrated understanding, including: an overview/thumbnail of the client including current life circumstances and presenting issues and precipitating event(s), health and risk assessment, issues of level of functioning, developmental issues, attachment style, family of origin and historical impact, cognitive functioning, capacity and patterns, interpersonal and relational stance and capacities, sense of self and capacity to self-reflect, core thoughts and beliefs, defenses, capacity for self-care, strengths and coping capacities, as well as diagnostic considerations. In the process, the therapist is encouraged to pay close attention to the interpersonal issues: the client’s transference style and response, and their own counter transference material and responses, and the development of the work within this vital relationship. These approaches help to develop a multi-faceted understanding of your client, which helps you focus your treatment on what is most pressing, and to be aware of areas of strength and need in the client.

The work can involve helping the client access and then deepen awareness of and connection with their internal process—thoughts, feelings and bodily awareness—and integrate this with their behavior and choices. This often involves increasing self-care and communication skills, facilitating working through separation and differentiating processes, losses and/or traumas, developing a more accepting relationship with themselves and others, becoming more present and embodied, learning important skills such as stress and anger management, assertiveness, or coming to terms with self-sacrificing or self-destructive habits and defenses and learning to change them to more positive behaviors.

Clinical work is often solution focused, and skill-based, integrating a mixture of supporting, exploring or deepening, educating and clarifying, and reinforcing interactions. This could look like:

  • assisting an anxious client to have more focus on test taking
  • working with someone from another culture to navigate getting needed supports and building self-esteem in a new environment
  • clarifying the issues facing someone with a history of sexual abuse and a current poly-substance habit
  • helping a single mother in a challenging program maintain her grade-point average and her role as a parent
  • working with an adolescent struggle with his newly emerging ambiguous sexuality
  • assisting a re-entry disabled man who is having difficulty taking a more active role in advocating for himself

In the process, consideration is given to the client’s holistic health and additional treatment options, including exercise, relaxation, diet, sleep, general self-care, and social and leisure experience and pursuits. A referral for a medical evaluation for psychotropic medication may also be considered.

Completion of this piece of work involves consolidation of the work accomplished, eliciting the client’s understanding of their progress and collaborating on an appreciation of changes made and continued areas of need, attention toward relapse prevention and steps to take should symptoms or problems re-emerge or worsen, referrals or plans for future work or self-care, and saying goodbye.

Treatment Model

The internship works within the frame of an academic setting and calendar, and because demand is so high, therapies are all on a brief model, with the average student seen about 6 times. Some students need only a few sessions of therapy, while others have current, urgent needs that may require even 10 sessions. Each intern may work with one or two “training cases” per year/semester which, based on clinical necessity or other rationale identified in supervision, extend for a semester or longer. It is important that interns learn how to differentiate long and short-term issues, and to structure a brief therapy and achieve therapeutic success often with clients who present with long-term issues. Emphasis is given to the initial interview and contact, creating safety and support, building an alliance quickly, establishing a collaborative therapeutic relationship, working in the present moment, and inquiry, coping and self-care skills that lead to felt progress.

Initial Contact and Intake

We encourage the use of a true Informed Consent process at the initial meeting, going over each frame issue, including disclosure of supervision, scheduling, contact, confidentiality, taping/video release, risks and alternative options. This information is reviewed in a brief format at drop-in and more extensively during a first session. All this information is quite a bit to introduce to clients. This may be handled by suggesting to the client that the two of you review a few administrative items before getting into the clinical work. This can provide a frame for those topics and a natural switch in focus after these are covered.

Termination and Referral

In a short term model and in a high demand setting progress is often made in serial increments. A client can reach appropriate termination and still have areas of further need. Working with the client to identify both gains and further desired areas of progress is a part of this termination, and can if needed lead comfortably into referral to a therapist in the community who may be able to offer longer-term or additional treatment.

SPS and other Campus Services

SPS Services

SPS provides a variety of services designed to serve the wellness of the students, faculty, and community of SRJC. Some of the services include:

  • Individual therapy: typically on a time-limited basis, plus 1-2 long-term clients
  • Couples therapy: one person must be an SRJC student that has paid their health fee
  • Group therapy: interns have the opportunity to design and implement their own groups (based on intern interest and student need)
  • Drop-In: serves as both our intake procedure and as a crisis/emergency session for those students in need of such services
  • Off-hour crisis/emergency: every effort is made for students to be seen during the designated drop-in time; however exceptions are made if needed
  • ADHD Testing: partnering with the Disability Resource Department (DRD) on campus, limited scope testing for ADHD to qualify for DRD services
  • Psychiatry: psychiatric assessment, consultation, and treatment available on a one day per week basis with Dr. Thompson
  • Therapy en Español: offered by staff member Raphael Flores, LMFT on a limited basis
  • Outreach/Workshops: SPS is often asked by other departments on campus to offer presentations and facilitate workshops on a variety of subjects
  • Campus-wide events: Depression Screening Day, other health and wellness events

SPS Staff

SPS takes pride in the diverse clinical and administrative staff that keeps everything functioning as it should and creates the collaborative, open culture that characterizes the SPS training experience.

  • Dr. Bert Epstein, PsyD: Assistant Director of SHS, Mental Health Programs and intern supervisor
  • Dr. Sandra Seligson, PhD: Individual supervisor, delegated group supervisor
  • Dr. Trudy Vandell, PsyD: Individual supervisor, didactic training coordinator
  • Raphael Flores, LMFT: Bilingual/bicultural therapist providing services to Spanish-speaking students (TuTh 9:30-2:30)
  • Dr. Gershom Thompson, MD: Psychiatric consultant providing direct psychiatric care to students active in therapy at SPS, also available for consultation (We 10-2)
  • Brian Chetcuti, Health Services Assistant: assists with the daily running of the counseling center, supervises the Student Health Aids, administrative extraordinaire

For the 2014-2015 academic year SPS is proud to host eight interns with an exciting mix of levels of academic and professional preparation, types of training, and life experience. The training level ranges from practicum level to Post-Doc, ideal for collaborative learning and growth. (See Roster under the Contact Information tab)

Student Health Services – Clinical Services

The terminology within Student Health Services is that we have SPS/therapy services and then we have clinical services, which refer to physical health services. These clinical services are also available to all students that have paid their initial health fee and are enrolled in credit classes. SHS offers a variety of basic health services, athletics screenings, and vaccinations. At times SHS and SPS will work collaboratively when a student’s physical health intersects with their mental health and vice versa. They are also a great resource for consultation if a client presents with a complicating medical issue.

  • Susan Quinn, FNP, Director of Health Services
  • Juanita Dreiling, Health Services Assistant
  • Catherine “Kit” O’Neil, Nurse Practitioner
  • Mary Wyman, Nurse Practitioner
  • Cindy Dickenson (Petaluma), Nurse Practitioner
  • Cheryl White, Medical Assistant (retiring 8/30/14)
  • Martha Cole, Health Services Assistant
  • Chad DeLaca, Medical Assistant (Petaluma)
  • Ty Affleck, MD (Fridays)
  • Steve Wolfe, MD (Tuesdays)

Other Programs

Prevention and Early Intervention (PEI) Program

PEI is a program funded by Mental Health Services Act (MHSA) grant money distributed by Sonoma County. The program has a heavy focus on suicide prevention (such as providing QPR trainings on campus), but also provides many other presentations related to mental health both on the campus and in the community. The program also organizes Student Heath 101, an online health magazine for SRJC students.

  • Jeane Erlenborn, MPH: PEI program supervisor
  • Jane Rankin: Graphic designer and program assistant
  • Javier Rivera: program assistant with special focus on outreach/presentations

PEI also includes the PEERS (People Empowering Each Other to Realize Success) program.PEERS recruits SRJC student interns with the goal of providing psycho-educational outreach to fellow students on mental health topics. The PEERS group meets regularly for training in the SPS office break room and they host monthly topical discussions open to all students on campus. Opportunities for SPS interns to have informal supervision with the PEERS interns may be available.

Student Health Aids (SHAs)

SHAs are federally funded student workers that assist with the daily functions in all SHS sites, including SPS. Their tasks generally include assisting with managing client intake paperwork, taking phone calls, and managing the front desk as clients come in.

Elements of the SPS Training Program

Training Goals and Requirements

Program Requirements

Interns are typically on-site 20 hours per week, in accordance with contracted hours. SRJC SPS is a CAPIC and BAPIC approved site. Additional detail is in the separate Program Requirements document.

Expectations for client load for various levels of training are as follows:

Fall SemesterSpring Semester

Practicum911

Internship – Year 11011

Internship – Year 21111

Post-Doc1111

Note that these numbers include one or two drop-ins hours. At times, no students will arrive for drop-in, and at other times a drop-in hour may need be divided into two 25-minute sessions. Our combined no-show/cancellation rate consistently has been 15-20% of sessions scheduled, and so the numbers above reflect clients scheduled not necessarily seen. Lastly, at the beginning of the academic year, trainees should schedule a smaller number of open slots for the first several weeks so no one trainee winds up with a very large number of new cases.

(Review and sign the Program Requirements) -- Supervision Section, Page 1

There are several unofficial requirements that are respectfully expected of interns on the SPS team. These keep the training program running smoothly and support interns in getting as much from both the program and each other as possible.

  1. General demeanor is professional, respectful, and mindful. We ask that you present yourselves as representatives of the professional training program and college in your choices of dress, interaction and conduct. Within this context, be genuine – be yourself!
  2. We each contribute to creating a cooperative, collegial, and professional environment. Communication is expected to be clear and direct. Should conflicts or concerns arise, we each make every effort to address and resolve issues directly.
  3. Attendance at all activities in the program is mandatory—client sessions, individual/group supervision and trainings. Being on time to all meetings and sessions is an important part of building a professional relationship with and showing respect to one another, as well as a strong therapeutic alliance with clients. If there is any inclination that you may not be on time, please proactively communicate this with the team.
  4. Cancellation of therapy appointments or individual and/or group supervision or trainings should happen only in the case of illness or extraordinary situation. It is understood that interns occasionally need a day or two for professional reasons (dissertation defense, interviews, etc.) In addition, because no individually selected vacation days are provided beyond the 29 pre-selected holidays/days off during the year, interns may take up to three personal days over the course of the entire year. Be aware that unexpected personal or professional issues may arise later in the year; use these days sparingly. The procedure to take a day off for professional or personal reasons is to request a day off from Bert with substantial (a week or two) advance notice. It is also imperative to inform your clients and supervisor after receiving approval of your request. Clear and timely communication in these cases is essential.
  5. In general, supervision, training, and client appointments are not meal meetings; please schedule regular breaks and meal times for yourself. There may be exceptions during group supervision in the late morning or early afternoon if you need a snack and are not distracting to others. Please discuss this with Sandra or Bert if there are questions.
  6. Cell phones must be turned to vibrate or off during supervision and training. Cell phones should stay in the intern office or be set to “off” during client appointments unless needed for a specific purpose that is approved by your clinical supervisor. For emergencies, the front desk can find you during group sessions. Otherwise, voice mail can be checked at breaks. Exceptions to this rule must be approved in advance and on an emergency basis only.
  7. Group supervision and training sessions are times to focus on the group discussion. Interns are encouraged and expected to engage fully, to present case material, and to introspectively look at clients, at their own process, and at therapy in general, addressing counter-transference issues, and experimenting in learning new therapeutic skills. These meetings are not times to read, text, or to write anything other than notes related to lectures or training content. Be present, in all sense of the word.

Goals of the SPS training program