The model of training in the doctoral internship at the University of Washington Counseling Center can be defined as a Developmental Model that is informed by psychological theory and research. The basis of our training program is developmental in nature and applies a graduated model of learning as we provide interns with a rich and varied learning experience that combines practice with science. The Counseling Center recruits students from scientist practitioner, practitioner, and scholar practitioner academic departments in Health Service Psychology, Clinical Psychology, Counseling Psychology, and Educational Psychology. These students come with the foundation of theoretical and research based knowledge and a readiness for intensive training in clinical practice. The primary focus of the internship training is to assist interns in integrating this academic foundation with professional practice in Health Service Psychology. This is accomplished by facilitating professional learning and personal growth by means of supervised clinical experience, didactic seminars, continued exposure to psychological literature, and collegial interactions and mentoring throughout the year. The University of Washington Counseling Center adheres to the principals of the Health Service Psychology Education Collaborative (APA, 2013, August 5).
Upon completion of the internship, the developing professional should have sufficient experience in a university counseling center and general psychotherapeutic practices to confidently and competently carry out the responsibilities of an entry level health service psychologist in a variety of settings. Our training is focused on the following APA designated profession-wide competencies:
- Research
- Ethical and Legal Standards
- Individual and Cultural Diversity
- Professional Values, Attitudes, and Behaviors
- Communication and Interpersonal Skills
- Assessment
- Intervention
- Supervision
- Consultation and Interprofessional/Interdisciplinary Skills
The primary focus of the internship training is to assist interns in expanding their knowledge and increasing their expertise in counseling with a diverse student population. The training program is committed to providing interns with training in diversity. This training encompasses increasing awareness of different identities (e.g. sexual/affectional orientation, physical challenge, nontraditional student age, etc.).
The program is dedicated to the enhancement of the ethical and professional development of interns. Interns are encouraged to make professional contributions in staff case conferences, seminars, and outreach presentations.
In accordance with the premise that individual change occurs within the context of significant human interaction, the supervisor-intern relationship is intended to be an important and necessary ingredient for the development of professional competence. Therefore, interns are provided with in-depth supervision.
Student Disclosure of Personal Information: We concur with and affirm the principles set forth in the 2003 APA Ethical Guidelines related to student disclosure of personal information (Ethical Standard 7.04). However, we also acknowledge that personal history/experiences, values, and beliefs may affect professional activities. Interns are encouraged to share such information in supervision, consultation, or other activities in which the intern feels that such information may be useful to help them understand their own functioning as a professional. In order to encourage professional development, supervisors or others may ask interns to reflect upon their experiences, values, and/or beliefs if they notice professional behaviors that may indicate personal history affecting professional performance. Nevertheless, interns may always choose what to disclose and how much to disclose, and will not be penalized for this choice. We assert that supervision is not therapy, and again stress that disclosure of personal information remains the choice of the trainee.
Leadership Team
Natacha Foo Kune, Ph.D. (2005), Ohio State University, Columbus. Director and Counseling Psychologist, License #PY60634517 (WA). Types of counseling: individual and group. Areas of interest: Multicultural issues and intersections of identity, diasporic Asian issues (including Asian American and Pacific Islander issues), training issues, LGBTQIA issues, couples, trauma, international students and social justice issues. Techniques: multicultural, interpersonal and cognitive behavioral frameworks.
Linda Anderson, Ph.D. (2003), Indiana University, Bloomington. Associate Director/Clinical Director and Counseling Psychologist, License #PY60316112 (WA). Types of counseling: individual and group. Areas of interest: women’s issues, developmental and identity concerns, multicultural concerns, parenting, working with survivors of sexual abuse and assault, relationship violence, and stalking. Techniques: integrative, incorporating feminist/multicultural, interpersonal, and cognitive-behavioral frameworks.
Charisse Williams, Ph.D. (2007), University of Florida. Assistant Director/Training Director and Counseling Psychologist, License #PY60059524 (WA). Types of counseling: individual, couple, and group. Areas of interest: personal growth/existential issues, eating disorders/body image, interpersonal/relationship issues, development and identity, LGBTQ issues, substance abuse/harm reduction, and multicultural concerns. Techniques: integrative, drawing heavily from dynamic (interpersonal), multicultural, humanistic, cognitive-behavioral and ACT frameworks.
Kayleen McGinley, B.A. (1998), Seattle University. Administrator. Manages the departmental budgets, human resources, and technology. Contact/liaison for trainees’ questions, and is able to assist trainees in navigating our department and the University system.
Clinical Staff
Laura Boye, Psy.D. (2016), PGSP-Stanford Psy.D. Consortium. Clinical psychologist and Veteran Support Counselor, License #PY60845021 (WA).
Amy Collins, Ph.D. (2009), Texas A&M University. Residential Life Liaison and Counseling Psychologist, License #PY60321662 (WA). Types of counseling: individual, couple and group. Areas of interest: crisis intervention, trauma, self-growth, all aspects of diversity, family of origin concerns, world view and belief systems, and interpersonal concerns. Techniques: integrative approach drawing primarily from interpersonal, developmental, and cognitive-behavioral theories, and often incorporating mindfulness, always with an overarching focus on collaborative, individualized interventions.
Sara Dale, Psy.D. (2003), Forest Institute of Professional Psychology. Clinical Psychologist, License #PY00003088 (WA). Types of counseling: individual, couple and group. Areas of interest: women’s issues, eating disorders, body image, depression, and relationship/identity exploration. Techniques: integrative with a multicultural, interpersonal emphasis.
Tomomi Ito, M.A. (2016), Bastyr University. Case Manager and Mental Health Therapist, License #LH60914208 (WA).
Mandy Lu, Psy.D. (2019), University of Indianapolis. Mental Health Therapist.
Ronald Ma, Psy.D. (2016), Springfield College.Counseling Psychologist, License #PY60805024 (WA). Types of counseling: individual, couple, and group. Areas of interest: depression, anxiety, cultural concerns, relationship/interpersonal/social skills concerns, family of origin issues, first-generation college students, identity exploration, trauma, spirituality and religion, addictive behaviors, masculinity and men’s issues, sexuality, LGBTQ issues. Techniques: integrative drawing primarily from cognitive-behavioral, psychodynamic, family systems, mindfulness, and multicultural counseling approaches within a developmental and feminist framework.
Andrea Salazar-Nuñez, Ph.D. (2017), University of Wisconsin-Madison. Counseling Psychologist, License #PY60878190 (WA). Types of counseling: individual and group. Areas of interest: multicultural issues, non-traditional and underrepresented student issues (including undocumented students), students of color, first-generation college students, women’s issues, intersectionality, LGBTQ+, Chicana/o and Latinx student issues, identity development, values/motivation, grief/loss, and anxiety and depression. Techniques: multicultural grounded ACT therapy approach with an emphasis on interpersonal (dynamic) processing.
Scott Shiebler, Ph.D. (2003), Seattle Pacific University; M.S.W. (1989). Counseling Psychologist, License #PY00003187 (WA); Licensed Independent Clinical Social Worker, License #LW0004691 (WA). Types of counseling: individual, couple, and group. Areas of interest: development and identity concerns, men’s issues, trauma, grief and loss, lesbian, gay, bisexual, and transgender issues. Techniques: integrative with emphasis on interpersonal, psychodynamic, and developmental approaches.
David Slagle, M.S. (1985), Seattle Pacific University. Licensed Marriage and Family Therapist, License #LF1108 (WA). Types of counseling: individual, couple, and group. Areas of interest: identity development, depression and anxiety, relationship difficulty, cultural adjustment, life transitions, LGBTQ issues, grief and loss, trauma, family and bicultural concerns, and wellness. Techniques: integrative approach drawing from Interpersonal, Systems, Emotion-Focused, and Cognitive-Behavioral Therapies.
Iris Song, Psy.D. (2010), The Chicago School of Professional Psychology. Clinical Psychologist, License #PY60639248 (WA). Types of counseling: individual and group. Areas of interest: international aid and empowerment, trauma, grief/loss, transition, interpersonal/relational concerns, issues of self/identity, and acculturation. Techniques: contemporary relational psychodynamic psychotherapy. Fluent in Korean language.
Caitlin Stanaway, Psy.D. (2013), The Chicago School of Professional Psychology. Clinical Psychologist, License #PY60531204 (WA). Types of counseling: individual, couple, and group. Areas of interest: women’s issues, trauma, anxiety, depression, relationship/identity exploration. Techniques: humanistic, interpersonal, and psychodynamic with a cultural and developmental emphasis, utilizing mindfulness and ACT frameworks.
Yuxin Sun, Ph.D. (2019), Auburn University. International Student Specialist and Mental Health Therapist.
Anne Swenson, Ph.D. (2007), Case Western Reserve University. Clinical Psychologist, License #PY00003692 (WA). Types of counseling: individual and group. Areas of interest: anxiety, life transitions, stress management, depression, eating concerns, psychological assessment, and trauma. Techniques: integrative, drawing heavily from cognitive-behavioral, interpersonal, and developmental frameworks.
Support Staff
Pisey Keo, Program Assistant.
Kevin Mason, B.S. (2013), California Lutheran University. Program Coordinator.
Lena Scott, B.A. (2004), The Evergreen State College. Program Assistant.
Professional Psychology Interns 2019 – 2020
Gianna Galindo, M.A. Doctoral candidate at Alliant International University, California School of Professional Psychology.
Nicole Montes, M.A. Doctoral candidate at the Illinois School of Professional Psychology, Argosy.
Alexander Shappie, B.A. Doctoral candidate at the Virginia Consortium Program in Clinical Psychology.
What is the developmental model?
The doctoral internship training program at UWCC is based on a developmental model of training. The professional training model and educational philosophy of the internship program is to provide training grounded in the core competencies and the scientific principles of the profession, with an emphasis in the area of applied practice. The internship training program has, at its foundation, a belief that trainees learn best in a supportive, challenging, experiential, and didactic training environment in which the relationship between the trainees and the trainers is paramount. Training staff affirm that trainees are engaged in a developmental process, and offer a variety of graduated and sequential training experiences including strong supervisory and mentoring relationships. Our objective is to support and train psychology doctoral students’ transition into competent, ethical, independently functioning psychologists who will contribute to the welfare of society and to the profession. The developmental training model encourages trainees to engage in graduated “learning by doing” that is enhanced and deepened with seminars and consultations.
What is the culture like at UWCC?
Prior interns have described the culture at UWCC to be busy, supportive, challenging and fun. UWCC is a fast-paced counseling center that serves many students daily. Whereas training staff understand and acknowledge the embedded hierarchy in a training program, interns have reported that the culture still felt collegial and collaborative, with the environment being team-oriented, consultative and friendly.
What type of assessments will I complete as an intern?
The psychological assessment UWCC interns perform is a psycho-diagnostic assessment, utilizing the therapeutic assessment model developed by Stephen Finn. The Assessment Coordinator, Anne Swenson, will teach seminars and have subsequent readings so interns grow comfortable utilizing the MCMI III, the MMPI-2 and the Thematic Apperception Test. You will be given an opportunity to complete these assessments twice during your internship year, as opportunities permit. Interns will also be trained in career counseling and assessment using the Myers-Briggs Type Indicator and the Strong Interest Inventory, and will have opportunities to utilize these career assessments.
What is an emphasis area?
An emphasis area can be either a type of service or a particular clinical issue that you want to gain greater expertise with. Emphasis areas can be either half-year or full-year, depending on the topic. Each intern is able to choose one of the emphasis areas that are offered by staff and will meet with his/her emphasis area supervisor weekly. Emphasis area tasks can range from facilitating a group, to working with a particular committee on campus, to learning a new therapeutic technique. Typically, emphasis areas that are offered are training and supervision at a university counseling center, trauma, mindfulness, couples therapy, and multi-cultural issues. Staff availability, intern interests, and the needs of the center are determinants in which areas of emphasis are offered.
We highly recommend that applicants contact current interns to gain perspectives on what training here can be like. We think it is best for all parties when interns are able to have fuller knowledge about what we offer and which areas of training are more limited. Our staff recognize that internship is the capstone of your doctoral-level education, and interns should expect to feel supported as a trainee. UWCC is a busy and rigorous environment. Each intern who comes to our internship site will have specific skills and experiences that will both benefit the clinical team as well as the University community. Interns have noted that the feedback they offer the team about their experiences is taken seriously and held with integrity. Many interns also have said they feel integrated as part of the UWCC team.
What characteristics would be best for an UWCC intern to have?
Interns that report having a successful and beneficial year at UWCC usually have 1) self-awareness to accurately assess both strengths and areas of growth and utilize this knowledge to be able to sculpt their training experiences and needs; 2) the ability to balance being a trainee and a professional—able to learn, ask questions, seek guidance, and absorb the information being provided while also developing confidence in their skills and strengths and abilities to contribute to the mission of the UWCC; 3) time management and the ability to handle a busy and rigorous year of training; 4) interest in the training provided by the UWCC and the role and duties of a health service psychologist; and 5) self-care coping strategies. Please note that this is not an all-inclusive list!
How is self-care for interns supported?
There are several ways that an internship at UWCC will offer self-care activities. First, as an intern you are offered the excellent health benefits that permanent staff are offered. Secondly, interns are also eligible for University holidays and personal holidays, as well as sick time and annual leave. The UWCC is a center that also likes to have fun, and there is a Celebrations Committee that manages the many annual events we offer throughout the year (i.e. annual picnic, quarterly games night, etc.). For instance, interns are invited to participate in our birthday buddy system in which a staff member volunteers to help celebrate your birthday.
Is it true that it rains all the time in Seattle?
Actually, a lot of Seattle residents are drawn to the area because of the weather. It does rain frequently, especially during the late fall and winter months. However, the rain tends to be lighter and does not usually accumulate. The rain equates to an overall cooler temperature as well as a lush landscape. A lot of our interns appreciate living in Seattle because of the environmental beauty of the Northwest. We are surrounded by gorgeous mountains and near Puget Sound. Seattle also has major lakes (Lake Washington, Lake Union, and Green Lake) where boating, swimming, and walking trails are available. Seattle is also known for its coffee roasting, craft beer industry, and music scene, and there are endless affordable activities to do in the city. Seattle also has an extensive bus system as well as bicycle lanes within the streets, so many residents are able to live here without a car.