Counseling and Psychological Services

APA Predoctoral Internship

Internship Program In Professional Psychology
Accredited By The American Psychological Association

Letter to Applicants	Stipend and Benefits
Mission Statement	Application and Selection Process
The University Community	Frequently Asked Questions
Predoctoral Training Program	Professional Staff and Current Interns
Accreditation	Former Interns and First Post-Internship Positions

Letter to Applicants

Dear Applicant:

Thank you for your interest in our Internship Program in Professional Psychology in Counseling and Psychological Services at UC Santa Cruz. Our internship brochure and application procedures are on our web site for you to access and review. There is a detailed description of our training program, our professional staff interests, and the application process for your information.

Our predoctoral internship program in psychology is accredited by the American Psychological Association. The internship provides training opportunities in brief psychotherapy, group psychotherapy, primary prevention, outreach programming, consultation, and crisis intervention. A major emphasis of our program lies in its attention and commitment to multiculturalism. We have a diverse professional staff committed to providing training to interns in a student services agency. In respecting the individual differences among interns, we provide comprehensive, intensive, and flexible training and supervision to facilitate each intern’s further development and professional integration of clinical and outreach and consultation skills in their development as a psychologist.

We offer three full-time internship positions, each carrying a stipend of $25,000 and full benefits associated with being a UCSC staff member. The internship is for a full calendar year. We use the APPIC Application for Psychology Internship (AAPI) and the APPIC Internship Matching Program for selection. UC Santa Cruz will be utilizing on-line AAPI applications only, in place of hard-copy mailed in applications for selection of the 2012-2013 training class. Please review the APPIC website for full instructions about the on-line APPI application. We follow all APPIC Guidelines, and abide by the policy that no person at this training facility will solicit, accept, or use any rank related information from any intern applicant in our selection process.

In order to apply to our internship program, you must be enrolled in the APPIC Internship Matching Program. If you have not requested an applicant agreement form and materials describing the Internship Matching Program, please contact the:

National Matching Service, Inc.
595 Bay Street
Suite 301, Box 29
Toronto, Ontario, Canada M5G2C2
Phone: (416) 977-3432
Fax: (416) 977-5020

The UC Santa Cruz Program Code Number for the APPIC Match is 116111.

We recognize that the internship selection process can be an anxiety producing experience, and we want to provide you with as much information about our program as possible so that you can make an informed decision. If you have any questions or concerns, please feel free to contact me either by phone at (831) 459-2120 or email at mjmurphy@ucsc.edu. We appreciate your interest in our internship program and would welcome your application.

Sincerely,

Maryjan Murphy, Ph.D.
Associate Director/Training Director, UC Santa Cruz
mjmurphy@ucsc.edu

Mission Statement

In support of the academic mission of the University, Counseling and Psychological Services (CAPS) is committed to providing a broad range of counseling and mental health services to the increasingly diverse community at the University of California, Santa Cruz. The principal goals of CAPS are to address the mental health needs of students and to enhance their psychological development and well-being. CAPS promotes a healthy psychological climate at the university through consultation, outreach, and training within the context of the unique college system.

The services of CAPS are based on a developmental model and a community psychology approach that addresses the academic, career, and personal issues that are central to students' lives and academic success. As a multi-cultural and multi-disciplinary service, CAPS is committed to providing appropriate and sensitive services that are accessible to all students, including traditionally underrepresented groups. CPS fosters a diverse community that emphasizes acceptance and respect for all members, an environment where diversity is valued and promoted.

The University Community

The University of California, Santa Cruz is located 75 miles south of San Francisco and 35 miles west of San Jose. The campus is situated on 2,000 acres of redwood-forested foothills overlooking Monterey Bay.

One of the nine campuses with the University of California system, UCSC is a growing campus. The 3-quarter average enrollment for the 2010-11 academic year was 17,175. Of that total, 15,668 were undergraduates and 1,507 were graduate students. Since opening in 1965, UCSC has become noted for its progressive and intellectual atmosphere, its distinguished faculty, its innovative academic programs, and its excellent library and research facilities.

The city of Santa Cruz is a growing seaside community of about 60,000 persons. The community offers a wide range of cultural attractions complementing those of the campus and rivaling those of much larger cities. The mild climate and the recreational opportunities of the area are further attractions.

To get a better view of the UC Santa Cruz campus try out the UCSC Virtual Tour.

Predoctoral Training Program

The internship provides a wide range of intensive supervised experiences in both individual and group psychotherapy and in consultation and outreach. A major emphasis of the program lies in its attention and commitment to cultural and individual differences. A professional staff with diverse backgrounds is committed to providing a high quality educational experience within a student services agency.

The predoctoral internship is based on both the theory and practice of psychotherapy and consultation. The program is designed to develop and enhance the psychotherapy and crisis intervention services skills of predoctoral psychology interns, with emphasis on providing short term individual and group psychotherapy and crisis intervention to undergraduate and graduate students. CAPS emphasizes a community psychology approach in its services. Interns will gain experience in primary prevention by working as part of a team of psychologists providing outreach and consultation services. The community psychology model also provides interns numerous opportunities to work with multicultural populations who tend to underutilize traditional counseling services. Interns will have the opportunity to both serve a diverse student population and work with supervisors from varied backgrounds.

Philosophy of Training and Training Model

The internship training program is designed to offer supervised experiences to interns from Counseling or Clinical Psychology programs who are interested in developing clinical, outreach, and consultation skills with a university student population. Our training program is strongly committed to the development of psychologists sensitive to and able to work with individuals from diverse backgrounds and to a community psychology model of intervention. The goal of our training is to support the development of interns as entry level psychologists. Our philosophy of training emphasizes that interns are professionals in training, and they provide the same variety of clinical, outreach, and consultation services as do permanent staff. We recognize and are sensitive to the variety of developmental needs interns have as they progress through their internship year, and we provide the necessary supervision and support through this process.

CAPS utilizes an apprenticeship mentoring model of training where the intern learns by working with experienced staff members conducting the full range of activities carried out by a University psychologist. Through this apprenticeship model, interns gain valuable experience working side by side with experienced psychologists in conducting joint intake sessions, co-leading groups and workshops, and conducting crisis intervention. Interns will have opportunities to work closely with CAPS psychiatrists in case consultation and clinical teams, and work with medical staff in the Student Health Center. Interns bring to the internship a foundation of skills and knowledge which she or he hopes to modify and expand while on internship, and we believe through the apprenticeship model interns will have many experiences to modify and expand upon their skills and competencies.

The multidisciplinary CAPS staff have varied theoretical orientations, and interns get exposure to learning from these individuals through individual and group supervision, training seminars, and experiential learning in every facet of providing clinical, outreach, and consultation services at UCSC. There is a diverse range of theoretical orientations amongst the CAPS staff, but most staff identify as integrative in their theoretical approach to clinical services and all emphasize the developmental and multicultural needs of college students. The theoretical orientations in our staff include cognitive behavioral, multicultural, feminist, psychodynamic, solution oriented, and systems approach, and we hope that interns can incorporate learning from various staff to expand, refine, and deepen both their theoretical knowledge and repertoire of skills.

Last, our training program is committed to the development of the professional identity of the intern. We strive to support interns in their development as professionals by not only giving interns opportunities to participate in all aspects of professional activities of a University psychologist, but also assisting interns in assimilating those experiences. We believe the internship is a socialization experience that encourages the establishment of a professional identity - sound clinical decision making, sensitivity and respect for diversity, and ethical awareness and judgment.

Objectives of Program

The internship year is a time of transition from a trainee to an entery-level professional psychologist. In respecting individual differences among interns, we provide comprehensive, intensive, and flexible training and supervision to facilitate each intern's further development and professional integration of both clinical skills and outreach and consultation skills.

The major training and educational goals of our internship include:

1) Developing competence in the broad range of clinical skills necessary to practice psychology.

Interns will develop intermediate to advanced skills in:

Individual brief psychotherapy.
Intake assessment, case management, and referral.
Group psychotherapy, psychoeducational groups, and group co-facilitation.
Behavioral health and stress reduction methods.
Crisis intervention and brief screening.
Vocational and clinical testing utilized in a university counseling center.
Knowledge and application of ethical and legal principles to the practice of psychology.

2) Developing competence in a community psychology model of service delivery emphasizing outreach and consultation.

Interns will develop intermediate to advanced skills in:

Developing and implementing outreach programs, workshops, trainings, and presentations.
Consultation.

3) Developing competence in providing psychological services to a multicultural university population.

Interns will develop intermediate to advanced skills in:

Provision of services to a diverse University population
Developing a personal awareness of the impact of diversity in clinical relationships, outreach and consultation activities, and professional interactions.

4) Developing a professional identity as a psychologist.

Content of Program

The internship at CAPS is an organized and structured program that provides supervised training experiences for interns throughout the year. The internship program provides experiential training components - direct clinical service and outreach and consultation activities and specific training activities -supervision, training seminars, and staff meetings, for interns to develop the skills and competencies to practice psychology.

Clinical Services

Intake Appointment (First appointments): Interns will conduct three First Appointments per week for students. In these sessions, interns will conduct a formal assessment and determine appropriateness for brief or long-term therapy and provide referrals.

Individual Brief Therapy: Interns will provide brief individual psychotherapy to a diverse population of undergraduate and graduate students. Interns carry a caseload of approximately 10 to 12 clients per week, and they also have the opportunity to carry one long-term client throughout the year. Interns also have some opportunity to provide couples counseling, although this is not a large part of an intern's caseload.

Group Therapy: Interns will co-facilitate one group each quarter with a senior staff member. Interns also have opportunity to develop groups in their own area of interest if time and staffing permit. A number of therapy groups are offered by CAPS each quarter including: Anxiety, Depression, Eating Awareness, Survivors of Sexual Abuse, Women's Groups, Understanding Myself and Others, and an Asperger's Group.

Crisis Services/On-Call: Interns will provide a 4.5 hour shift per week in our Crisis Services in the Central Office. Interns evaluate students at risk, conduct crisis intervention and stabilization, and provide on and off campus referrals for students coming into Crisis Services.

Behavioral Health Stress Program: Interns are instructed and supervised in providing behavorial health methods. They also receive supervision for integrating behavioral health methods into ongoing clinical work, groups, and outreach programs.

Testing: Interns are required to provide career or clinical testing with one client during the year.

Outreach and Consultation Services

Given the CAPS commitment to a community psychology model of intervention, interns will have opportunities to engage in outreach and consultation activities throughout the year, both to the larger campus community and within the college model here at UCSC. Interns conduct 2 to 3 hours per week in outreach and consultation activities, which includes planning and preparation time.

Workshops and Training: All CAPS staff and interns devote a portion of their time to conducting workshops and educational programs on campus. Workshop topics regularly include: communication skills, crisis intervention, multiculturalism, eating awareness, stress management, anxiety and depression management, time management, and test anxiety. Interns facilitate workshops with other staff and interns, and they are also required to design and implement their own Outreach Project during the internship year.

Consultation: Interns regularly consult with various campus offices and individuals regarding students' functioning and needs, which may result in the development of psychoeducational programs conducted to different campus groups. CAPS has regular consulting relationships with the College residential staff, the Student Health Center, the Women's Center, Disability Resource Center, the Career Center, Student Ethnic Resource Centers, and the Gay, Lesbian, Bi, Trans, Intersex Resource Center. Interns may also have opportunities to provide campus debriefings after significant traumatic events.

Teaching: Interns may have the opportunity to present guest lectures on various mental health topics in University classes with CAPS Staff.

Training Activities

Clinical Supervision: Supervision is offered in accordance with state licensing requirements in psychology and APA and APPIC criteria for internship training. All interns have a primary supervisor, a California license psychologist, who meets with the intern two hours a week throughout the year for clinical supervision. Interns also have the opportunity to receive secondary supervision for one hour per week beginning winter quarter. Secondary supervisors are chosen by the intern and can be rotated each quarter so interns can have a variety of supervisory experiences and role models. Additional group supervision occurs in the Intern Group Supervision Seminar, the Case Conference, co-leading groups, and in joint therapy sessions with supervisors.

Intern Group Supervision Seminar: This weekly seminar facilitated by the Training Director provides a supportive setting to discuss professional development issues, clinical issues, and administrative concerns.

Special Topics Seminar: This weekly seminar provides training on a variety of clinical and multicultural topics related to the practice of psychology over the internship year. CAPS training staff and professionals from the community present their area of expertise to the interns.

Clinical Seminar: This weekly one-hour seminar provides interns who supervision, consultation and training on assessment and intervention that occurs in both the CAPS Phone Triage Services and the Crisis Service. In this meeting, interns , postdocs, and staff have an opportunity to consult about students who have received an assessment in phone triage in crisis services, develop case management strategies for at risk students, discuss treatment options for students, and communication issues with other stakeholders.

Behavioral Health Stress Seminar: This weekly seminar, which occurs during Fall and Winter quarter, provides training for interns on theory and methods of behavioral stress reduction assessment and intervention.

Outreach and Consultation Seminar: This seminar, which meets weekly in fall quarter, provides training to interns on theory and models of consultation and outreach as well as techniques for program design, implementation, and evaluation. Interns also discuss and debrief their outreach and consultation activities.

Assessment Series: During fall quarter, interns recieve training on various career and clinical tests that are utilized in university counseling centers and are beneficial when conducting brief therapy. Interns are required to provide assessment to one client during the year.

Group Therapy Series: During intern orientation, interns receive training on theories and practice of group psychotherapy. Further training in group therapy occurs when interns receive supervision from the group co-facilitator.

Program Development Series: Interns are required to conduct a program development project that integrates research with counseling center practice. Interns receive consultation and supervision about their projects in this 3 session seminar series.

Supervision Series: Interns receive 5 hours of training on theories and models of supervision during spring quarter.

Case Conference, Clinical Teams, and Joint Case Conference: During the CAPS weekly staff Tuesday meeting, from 830-930, there are rotating case conference meetings. During the first and third Tuesday of the month, the counseling staff meets together for case presentation case consultation. During the second Tuesday of each month, multidisciplinary clinical teams (made up of psychologists, therapists, psychiatrists, predoctoral interns, and postdoctoral fellows) meet together for case conference focused on shared cases. On the fourth Tuesday of each month, the entire CAPS staff meet together for case conference. Interns attend each of these weekly case conference meetings and will share cases and formally present once per quarter.

Staff Meeting: Interns attend the weekly half-hour CAPS staff meeting which addresses administrative concerns of the unit. This meeting occurs every Tuesday from 8- 8:30 AM. Interns also rotate on CAPS committees each quarter, including the Training Committee, the Clinical Quality Assurance Committee, and the Multicultural Committee.

Professional Development: In addition to the monthly two-hour professional development meetings for the entire CAPS staff, interns are given five days for professional development during the internship year. Interns may use their time for conference attendance and professional meetings, dissertation meetings, graduation, and job interviewing. In addition, interns attend the annual Northern California Training Director Intern Conference.

Responsibilities of Interns

Professional involvement in the activities of the internship, including clinical services, outreach and consultation services, training seminars, staff meetings, and administrative tasks. Interns should audio or video tape all therapy sessions.

The following list details the amount of time, on average, an intern devotes to specific services and training activities:

	Hours Per Week	Percentage
Direct Service Responsibilities

Individual Therapy	10-12
Group Therapy	1.5
First Appointments/Intakes	3
Crisis Services Duty	4.5
Outreach and Consultation	2

Total	21-23	52-57%%

Training

Individual Primary Supervision	2
Individual Secondary Supervision	1 (winter and spring quarter)
Supervision of Group Therapy	.5
Intern Group Supervision Seminar	1
Special Topics Seminar	1.5
Clinical Seminar	1
Case Conference / Clinical Teams	1
Behavioral Health Stress Seminar Fall and Winter quarter - 1 hour weekly
Assessment Seminar Series Intern Orientation - 4 hours Outreach and Consultation Seminar Fall quarter - 6 hours Group Therapy Series Intern Orientation - 4 hours Program Evaluation Series Spring quarter - 3 hours Supervision Series; Spring Quarter - 4 hours

Total
Fall quarter	9	22%
Winter quarter	8	20%
Spring quarter	8	20%
Administration

Staff meetings, Committees	3
Case management, preparation	3-5
Travel	2

Total	10	25%
TOTAL	42

The total internship hours over the 12 month academic year is 2000 hours.

Maintenance of Ethical and Legal Standards
Interns are expected to adhere to the Ethical Guidelines of the American Psychological Association and to learn and maintain the California laws as they relate to the practice of psychology.
Demonstration of sound professional judgment
Interns should know their personal and training limitations and seek consultation and supervision when appropriate. Consultation should always be sought on questions of suicide, violence potential, child or elder abuse, and grave disability.
Successful completion of all Exit Criteria for the internship

Exit Criteria

In order for an intern to successfully complete the CAPS internship program at UC Santa Cruz, the following criteria must be met:

2000 hours of training must be completed, including 500 hours of direct clinical service
Satisfactory achievement ratings (4) on each training objective required of the program
No ethical or legal violations
3 Formal case presentations (1 each quarter)
Completion of Outreach Project
Completion of Intern Program Evaluation Project
All paperwork, including clinical documentation, Assesment Reports, Outreach Project, Program Evaluation Project, and Board of Psychology logs, must be complete
Completion of all program and supervisory evaluations
Exit interview with Training Director

Evaluation Procedures

CAPS is committed to an ongoing process of intern evaluation and program evaluation throughout the year. Our goal is to assist interns in their professional development as psychologists, and receive feedback that will enhance and improve our training program each year. The evaluation process begins during intern orientation when interns are asked to assess their skills and competencies to identify areas of strengths and areas of growth so that training goals and objectives can be developed for the year. Interns receive formal written feedback from their primary supervisor at the end of fall, winter, and spring quarter, about their performance in the areas of assessment, brief individual and group therapy, behavioral health and stress reduction services, triage and crisis intervention, professional ethics and legal mandates, diversity, outreach, and consultation. The primary supervisor gathers input from all training staff who work with the intern and integrates this feedback into the formal written evaluation each quarter. In addition to this formal feedback, it is expected that verbal feedback will be continuously provided during the supervision process. The Training Director sends a copy of this evaluation, plus a letter summarizing the intern's progress on internship, to the intern's Training Director in their academic program. Communication with the intern's home program occurs at the end of each evaluation period.

Interns also have many opportunities to evaluate the internship training program. Interns evaluate their supervisors at the end of each quarter, and they also complete evaluations of all intern training seminars each quarter, as well as internship program evaluations twice a year. The Training Director and the training committee review all evaluation materials of the program, and utilize this input for intern program development and program enhancement. Our goal is to engage in an ongoing and continuous process of program enhancement to provide excellence in training in our internship program.

Accreditation

The internship program is accredited by the American Psychological Association.

    American Psychological Association
    Office of Program Consultation and Accreditation
    750 First Street, NE
    Washington, DC 20002-4242
    (202) 336-5500
    (202) 336-6123 TDD

Website: www.apa.org/ed/accreditation

CAPS is a member of the Association of Psychology Postdoctoral and Internship Centers (APPIC) and Association for Counseling Center Training Agencies (ACCTA). The University of California, Santa Cruz is accredited with Western Association of Schools and Colleges. CAPS is also accredited by the International Association of Counseling Services.

Stipend and Benefits

    * A stipend of $25,000 for the 12-month appointment
    * Full University Health and Welfare Benefits and Retirement Plan membership
    * Paid University holidays, university closures, and two weeks of leave in accordance with University policies
    * Private office with phone, computer, voice mail, e-mail account, and Internet access
    * Library and research facilities
    * Five days for professional development

Application and Selection Process

Qualification of Candidates

To be eligible, candidates must be currently enrolled in a regionally accredited doctoral program in Counseling or Clinical Psychology, and have completed coursework towards a doctorate in Counseling or Clinical Psychology. They must have completed a minimum of 500 intervention and assessment hours. Candidates must also be advanced to candidacy, and have their comprehensive exams completed and graded by January 1, 2012 before we begin interviewing candidates for an intern position.

Application Procedure

Applications must include:

Completed AAPI (APPIC Application for Psychology Internship)--this application can be accessed through the Applicant Portal on the APPIC web page at www.appic.org. More specific details regarding the online AAPI can be found here as well.
Curriculum Vita
2 Supplemental Questions: Please do not exceed 500 words per question. Please attach these answers in the AAPI online in the category "supplemental."
- Please describe your experiences and learning in the area of outreach and consultation (workshops, educational programs, teaching, consultation with residential staff, etc.).
- Please describe your experiences in crisis intervention activities (crisis on-calls, hotline work, emergency rotations, clients in crisis).
Three letters of reference including at least two from former clinical supervisors or training coordinators. Please include only 3 letters of reference. We want to be fair to all applicants and we will only review your first 3 letters posted.
Official transcripts of all graduate work.
Completed applications MUST be received by November 1, 2011.

Completed applications must be received by the deadline. Given the high volume of applications, we do not accept applications after the deadline. It is the responsibility of the applicant to see that all materials are apporiately posted on the applicable portal. If you have any questions about the status of your application, please e-mail our CAPS Office Manager. You may also call our Central Office at (831) 459-2628. Please note that we receive many on-line applications, and someone will get back to you as soon as possible. We no longer receive nor accept hard-copy application materials.
Materials should be addressed to:

MaryJan Murphy, Ph.D., Associate Director/Training Director
Counseling and Psychological Services
Student Health Center, 2nd Floor, East Wing University of California, Santa Cruz
1156 High Street
Santa Cruz, CA 95064

Since UC Santa Cruz CAPS participates in the APPIC Internship Matching Program, you must also enroll in the APPIC Internship Matching Program separate from applying for our internship program.

To register in the APPIC Matching Program, access the website at http://www.appic.org

Our PROGRAM CODE NUMBER for the APPIC Matching Program is 116111.

Counseling and Psychological Services is committed to providing access for all people with disabilities and will provide accommodations if prior notification is received

Background Check - In Accordance with University Policy, candidates who match with CAPS at UC Santa Cruz must successfully complete a background check (including fingerprinting) prior to being appointed for internship. Final hiring for the internship is contingent upon clearing the background check.

Selection Process

Our selection process involves two phases: application screening and interviewing of selected candidates. The selection committee, which is comprised of the Training Director, training committee staff members, and an intern representative, is involved in both phases. In our application screening process, members of the selection committee screen application files with respect to applicant background information, basic requirements met (doctoral degree in progress, 500 intervention hours, advanced to candidacy, comprehensive exams grade before early January), stated goals, and match with the training opportunities available in our training program. Other specific criteria which are considered in the screening process include the applicant's current transcripts of graduate coursework and letters of recommendation from three people who have supervised the applicant's performance, with at least two from previous clinical supervisors. After the files have been screened and rated, the selection committee meets to discuss which applicants will be considered for a telephone interview in our second phase of intern selection.

In the second phase, selected candidates are asked to participate in a 40 minute telephone interview in early January. We do not conduct any on-site interviews. We use a standard set of questions for each candidate. After the telephone interviews are completed, the selection committee discusses the candidate's interview and integrates this information with the application screening in order to rank the candidate for the APPIC Match List. Criteria we consider from the interview include interest and goals appropriate to the internship program, ethical conduct, a sound theoretical and academic foundation for effective clinical skills, and demonstrated sensitivity to multicultural issues. As a member of APPIC, we develop a ranking list of candidates we would like to select for an intern position at our site, and this list is used in the APPIC Matching Program. Interns are notified of the match results from the National Matching Service on the date specified in the Schedule of Dates for the Matching Program.

APPIC Match Policies

Counseling and Psychological Services is a member of APPIC and abides by all APPIC guidelines. Please review the APPIC web site http://www.appic.org for APPIC Match Policies for Internship Offers and Acceptances, and for updated information on the computer matching process for intern selection.

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.

Frequently Asked Questions

Please view our list of Frequently Asked Questions.

Professional Staff

Emilie Cate, Counseling Psychologist Ph.D. Counseling Psychology, University of Oregon

Emilie is a counseling psychologist experienced in providing individual, couples and group therapy. She enjoys working collaboratively and from a strength-based perspective with all students, particularly international, first generation, re-entry and transfer students. Emilie specializes in issues associated with LGBTQI identity, disability and ability, social justice, and the intersection of multiple identities. Her theoretical orientation integrates mindfulness, cognitive-behavioral, and multicultural approaches to therapy.

Gary Dunn, Director
PH.D. Clinical Psychology

Gary is a licensed psychologist who has experience and training in individual, couples and group therapy. He has a background in community mental health and hospital-based psychology. He is interested in the treatment of sexual abuse survivors, dissociative identity disorder, and post-traumatic stress disorder. Gary’s primary training is in cognitive-behavioral therapy and strategic therapy. He is also interested in health psychology, healthcare administration, and leadership development.

Audrey Kim, Counseling Psychologist
Ph.D. Counseling/Clinical School Psychology, University of California, Santa Barbara

Audrey is a licensed psychologist who draws upon multicultural, feminist, psychodynamic and cognitive-behavioral approaches to therapy. Audrey's areas of interest include women's issues, identity development (including ethnic/racial identity, sexual orientation), eating issues, and career concerns.

Mark Kutcher, M.D., Lead Psychiatrist

Dr. Kutcher is a board certified adult psychiatrist. He sees students at the CAPS office located at the Student Health Center, East Wing, 2nd Floor. Dr. Kutcher joined CAPS staff in 2010. Dr. Kutcher has worked in campus mental health settings for the past 16 years. Previous positions include Assistant Professor at Vanderbilt University Medical Center, Staff Psychiatrist at the University of Texas, Austin and an investigator on numerous Psychopharmacology research studies.

Amy Mandell, Case Manager
M.A. Clinical Psychology, New College of California

Amy is a licensed Marriage and Family Therapist. She has worked in multiple community mental health settings providing therapy and case management primarily to youth and young adults. Her theoretical orientation is influenced by her interest in social justice and includes feminist psychology, psychodynamic therapy, cognitive-behavioral therapy, and family systems. She is particularly interested in cross-cultural services, GLBTQ issues, eating disorders, and identity formation.

A. Patrice Monsour, Counseling Psychologist
Ph.D. Clinical Psychology, University of Denver

Patrice is a licensed psychologist with a background in clinical/community psychology and Zen Buddhism. Her interests include spirituality, GLBT issues, multicultural counseling (especially with Middle Eastern students), healing from child abuse, and working with transfer and reentry students. She integrates developmental, existential, and Buddhist approaches to counseling.

Jodi Mulder, Counseling Psychologist
MSW, Social Work, University of Michigan

Jodi is a Licensed Clinical Social Worker. She has a background working in school social work, an international community agency, and private practice. In her work with students, she integrates cognitive behavioral techniques, insight oriented therapy and motivation interviewing. Her interests include family and relationship dynamics, substance abuse, students in transition, and spirituality. She enjoys working with international students, incoming freshman and student athletes.

MaryJan Murphy, Associate Director/Training Director
Ph.D. in Counseling Psychology, University of California at Santa Barbara

MaryJan is a licensed psychologist with a Ph.D. in Counseling Psychology. She has experience and training in individual, couples, and group therapy, outreach and consultation, and training and supervision. Her theoretical orientation is integrative, with primary focus on cognitive behavioral, interpersonal, and feminist approaches to therapy. She is interested in women's issues, eating disorders, rape and sexual assault, issues facing returning students, and career development.

Susan Rameriz, Counseling Psychologist
Ph.D., Counseling Psychology, Southern Illinois University, Carbondale

Susan is a counseling psychologist with training and experience in providing individual, couples and group therapy. She has experience working with a broad range of concerns, and collaborates with students to identify personally meaningful, adaptive responses to current and anticipated stressors. Her particular interests include: cultural and ethnic identity development, first-generation college students, re-entry students, parenting, interpersonal trauma (including healing from sexual abuse), couples counseling, gender issues, ADHD and Asperger’s Syndrome. Susan’s work is rooted in multicultural and feminist philosophies and she utilizes a variety of therapeutic interventions, with particular emphasis on Interpersonal-Process and Dialectical Behavioral Therapy.

Peg Shemaria-Hedman, Counseling Psychologist
Ph.D. Clinical Psychology, California School of Professional Psychology

Peg is licensed in both clinical social work and as a psychologist. She has experience and training in clinical, cross cultural and community psychology and works from a psychodynamic and feminist orientation. She has worked in a variety of clinical and educational settings and her interests include cross cultural and ethnic issues, survivors of sexual abuse, gay, lesbian and bisexual issues, and adult children of alcoholics.

Susan J. Gulbe Walsh, Counseling Psychologist
Ph.D. Clinical Psychology, Institute of Imaginal Studies

Susan is a licensed psychologist who has training and experience in individual, couples, and group therapy. She has a background working in social service, mental health, and educational settings. She is particularly interested in culture, identity, and eating issues and is passionate about community mental health, social justice, and the interface of psychology and religion. Her therapeutic approach is integrative with an emphasis on Jungian, existential, and psychodynamic perspectives; she also draws on treatment modalities such as art therapy and somatic practices.

Dina Wirick, Counseling Psychologist
Ph.D. Clinical Psychology, Washington State University

Dina is a clinical psychologist who has experience and training in individual, couple’s and group therapy. She has worked in variety of settings including a college counseling center, student health center and the Veterans Affairs Healthcare System. Her areas of interest include substance abuse, multicultural counseling, trauma, and issues facing returning veterans. She works from an integrative framework drawing primarily from cognitive behavioral, attachment theory and interpersonal approaches.

Current Post Doctoral Fellows

Landon Berger, PsyD
Clinical Psychology, PGSP-Stanford Consortium

Colleen Johnson, PhD
Counseling Psychology, University of North Dakota

Current Predoctoral Interns

Karin Arndt, MA., Psychology Intern
Clinical Psychology PhD program, Duquesne University

Anne Bailey BA., Psychology Intern
Clinical Psychology PsyD program, Alliant International University/California School of Professional Psychology, San Francisco

Jenna Wheeler, M.Ed., Psychology Intern
Counseling Psychology PhD program, University of Oregon

Former Interns and First Post-Internship Positions

2010-11

Cody Christopherson, M.A., Psychology Intern
Counseling Psychology, Ph.D. Program, Notre Dame University, Notre Dame, Indiana

Kim Chu, M.S., Psychology Intern
Clinical Psychology, Psy.D. Program, PGST-Stanford University, Stanford, California

Brian Uhlin, M.A., Psychology Intern
Clinical Psychology, Ph.D. Program, Ohio University, Athens, Ohio

2009-10

Pamela Fletcher, B.A., Predoctoral Intern
Clinical Psychology, Psy.D. Program, Wright State University, Dayton

Michelle Montagno, M.A., Predoctoral Intern
Clinical Psychology, Psy.D. Program, The Wright Institute, Berkeley

Michelle Pavlick, M.A., Predoctoral Intern
Clinical Psychology, Ph.D. Program, Bowling Green State University, Bowling Green

2008-09

Heidi Meck, Ph.D., Clinical Psychology, CSPP Alliant University, San Francisco. Postdoctoral Fellow, Kaiser Permanente, Oakland, CA

Josina Moak, Psy. D., Clinical Psychology, Pepperdine University, Los Angeles. Postdoctoral Fellow, Counseling and Psychological Services, UC Santa Cruz

Linda Sattler, Ph.D., Clinical Psychology, Pacific Graduate School of Psychology/Stanford University, Palo Alto, CA. Postdoctoral Fellow, Counseling and Psychological Services, San Jose State University, CA

2007-08

Alexis Karris, Ph.D., Clinical Psychology, University of Colorado at Boulder. Assistant Professor, Metropolitan State University, Denver, CO

Paul Kim, Psy.D., Clinical Psychology, The Wright Institute, Berkeley, CA. Postdoctoral Fellow, Kaiser Permanente, Sacramento, CA

Justin Li, Ph.D. Candidate, Counseling Psychology, Loyola University, Chicago, IL. Postdoctoral Fellow, Counseling and Psychological Services, UC Santa Cruz.

2006-2007

Mary Clarke, M.A., Counseling Psychology, Loyola University Chicago. Postdoctoral Fellow, Counseling and Psychological Services, UC Santa Cruz

Kristyn Fowkes, M.S., Counseling Psychology, University of Oregon. Postdoctoral Fellow, Counseling and Psychological Services, UC Santa Cruz

Seth Goldberg, M.A., Clinical Psychology, The Wright Institute. Postdoctoral Fellow, Kaiser Permanente, Hayward, California.

2005-2006

Nicole Bruns, Psy.D., Clinical Psychology, Alliant International University/California School of Professional Psychology. Postdoctoral Fellow, Kaiser Permanente, Sacramento , California

Zoe Gillispie, Ph.D., Clinical Psychology, Pacific Graduate School of Psychology. Postdoctoral Fellow, Kaiser Permanente, Fremont , California

Julia Shojaian, Psy.D., Clinical Psychology, Baylor University . Staff Psychologist, University Counseling Center .

2004-2005

Jill Fusilier, Psy.D., Counseling Psychology, University of Northern Colorado. Postdoctoral Fellow, Kaiser Permanente, Pleasanton, California

Navi Hundal, Psy.D. Candidate, Clinical Psychology, THe Wright Institute. Postdoctoral Fellow, Kaiser Permanente, San Francisco, California

Jane Mia Kim, Ph.D. Candidate, Counseling Psychology, University of Denver. Postdoctoral Fellow, Kaiser Permanente, Santa Clara, California

2003-2004

Kimberly Keough, Psy.D. Candidate, Clinical Psychology, The Wright Institute. Post-doctoral Fellow, La Familia Counseling Service, Oakland, CA.

Ona Stiles, Ph.D., Clinical Psychology, The California School of Professional Psychology at Alliant International University. Post-doctoral Fellow, Counseling Psychological Services, Sacramento State University, CA.

Jeffrey Andreas Tan, Ph.D. Candidate, Counseling Psychology, University of Missouri-Columbia. Completing dissertation.

2002-2003

Kirsten Carraway, Ph.D. Candidate, Counseling Psychology, University of Florida. Post-doctoral Fellow, Kaiser Permanente Medical Center, Milpitas, California.

Thomas Murray, Ph.D., Counseling Psychology, University of Missouri-Kansas City. Adjunct Faculty, Ohio State University at Mansfield.

Andrew Pierson, Ph.D. Candidate, Counseling Psychology, University of Buffalo-SUNY. Temporary Staff Counselor, Counseling and Psychological Services, University of California, Santa Cruz.

2001-2002

Shannon Casey-Cannon, Ph.D., Counseling Psychology, Stanford University. Post-doctoral Fellow, Stanford University.

Nicole Roberts, Ph.D., Counseling Psychology, New Mexico State University, Director of Adult Counseling Services, Dallas, Texas.

Giovanna Suarez-Renaud, Ph.D., Counseling Psychology, University of Missouri, Columbia. Post-doctoral Fellow, Deer Oakes Hospital, Austin, Texas.

2000-2001

Dana Carr, Ph.D. Candidate, Clinical Psychology, California School of Professional Psychology/Alliant University. Completing dissertation.

Sandy Chin, Ph.D., Clinical Psychology, Pacific Graduate School of Psychology. Post-doctoral Fellow, Counseling and Psychological Services, University of California, Berkeley.

Gretchen Reichardt, Ph.D. Candidate, Counseling Psychology, University of Southern California. Completing dissertation.

1999 - 2000

Cory Fitzpatrick, Ph.D., Clinical Psychology, California School of Professional Psychology, Alameda. Post-doctoral Fellow, Kaiser Permanente Medical Center, Martinez, California.

Cathy Moonshine, Ph.D., Clinical Psychology, Pacific Graduate School of Psychology. Dual Diagnosis Supervisor for Unity, Inc., Portland, Oregon.

Kate Young, Ph.D., Counseling Psychology, Stanford University. Post-doctoral Fellow, Counseling and Psychological Services, Stanford University, Stanford, California.

Academic Institutions of Former Interns 1993 - 1999

1998-1999

California School of Professional Psychology, Alameda, Clinical Psychology
The Fielding Institute, Clinical Psychology
University of Utah, Counseling Psychology

1997-1998

Stanford University, Counseling Psychology
California School of Professional Psychology, Alameda, Clinical Psychology
California School of Professional Psychology, Los Angeles, Clinical Psychology

1996-1997

Minnesota School of Professional Psychology, Clinical Psychology
California School of Professional Psychology, Alameda, Clinical Psychology
Washington State University, Counseling Psychology

1995-1996

California School of Professional Psychology, Los Angeles, Clinical Psychology
California School of Professional Psychology, Alameda, Clinical Psychology
Southern Illinois University at Carbondale, Counseling Psychology
University of San Francisco, Counseling Psychology

1994-1995

Pacific Graduate School of Psychology, Clinical Psychology
The Wright Institute, Clinical Psychology
Pacific Graduate School of Psychology, Clinical Psychology

1993-1994

Pacific Graduate School of Psychology, Clinical Psychology
Pacific Graduate School of Psychology, Clinical Psychology
Ohio State University, Clinical Psychology

Navigation

Counseling and Psychological Services

Student Health Center,
East Wing 2nd Floor
UC Santa Cruz
1156 High Street
Santa Cruz, CA 95064
Phone: (831) 459-2628

A-Z Index | Find People