Counseling and Psychiatric Services (CAPS) training programs are designed to prepare ethical, multiculturally competent professionals who are able to work in a variety of positions. Trainees are considered an integral part of the CAPS team and are included in the daily functions of the agency. CAPS values the energy, knowledge, and enthusiasm trainees bring to the department and we look forward to welcoming them to our multidisciplinary setting.
For more information about a specific training program, please see our list at the bottom of this page.
CAPS offers confidential, on-campus mental health services for CU Boulder students. We provide a variety of services, including individual therapy, group therapy, couples therapy, crisis management, workshops, consultation, and outreach. CAPS provides both short-term and long-term treatment. With two locations on campus (Center for Community and Wardenburg Health Center), as well as satellite offices in residence halls, CAPS services are tailored to best meet the needs of CU Boulder students.
CAPS Staff
Our staff includes clinical psychologists, counseling psychologists, clinical social workers, licensed professional counselors, psychiatrists, and psychiatric nurse practitioners.
Staff Bios:
Staff at CAPS-C4C
Staff at CAPS-Wardenburg Health Center
CAPS is part of Wardenburg Health Services (WHS), which provides a wide range of medical, mental health, sports medicine and wellness services. Education, outreach, and illness-prevention activities and programs are an important part of the health services’ mission to encourage healthy behaviors and overall wellness.
As the flagship university of the State of Colorado, CU Boulder is a dynamic community of scholars and learners situated on one of the most spectacular college campuses in the country. As one of 34 U.S. public institutions belonging to the prestigious Association of American Universities (AAU) and the only member in the Rocky Mountain region, we have a proud tradition of academic excellence, with five Nobel laureates and more than 50 members of prestigious academic academies.
CU Boulder has strong programs in the sciences, engineering, business, law, arts, humanities, education, music, and many other disciplines. Nearly 7,000 faculty and staff serve 30,000 students.
Campus: University of Colorado Boulder
City/State: Boulder, Colorado
Position Type: University Staff
Full/Part Time: Full Time
Background Check Required: Yes
Counseling and Psychiatric Services (CAPS) invites applications for three, one-year full-time Post-Doctoral Psychology Fellowships. These positions are for candidates who have completed all of their doctoral graduate work in Clinical or Counseling Psychology who need supervised psychotherapy experience to obtain licensure. The positions provide direct clinical services and campus community outreach.
Each position will focus on one of three training tracks:
Applicants are encouraged to apply for the track that best fits their interest and skills. Applicants may apply for more than one track if they desire. Additional details about each track are included in the job posting.
Each track will also include provision of services to the university student community. Primary areas of service include: walk-in services; intake; individual and group psychotherapy; crisis intervention and case management.
Starting Date – August 8, 2016 (exact date negotiable)
To apply, please submit the following materials to the posting at www.jobsatcu.com:
Questions may be directed to Kenli.Urruty@colorado.edu or call the Counseling and Psychiatric Services office at 303-492-6766.
As the flagship university of the State of Colorado, CU Boulder is a dynamic community of scholars and learners situated on one of the most spectacular college campuses in the country. As one of 34 U.S. public institutions belonging to the prestigious Association of American Universities (AAU) and the only member in the Rocky Mountain region, we have a proud tradition of academic excellence, with five Nobel laureates and more than 50 members of prestigious academic academies.
CU Boulder has strong programs in the sciences, engineering, business, law, arts, humanities, education, music, and many other disciplines. Nearly 7,000 faculty and staff serve 30,000 students.
Boulder is located in the foothills of the Rocky Mountains, just 30 miles northwest of Denver. Home of the University of Colorado’s main campus and the National Center for Atmospheric Research, Boulder sits 5,430 feet above sea level and is surrounded by a greenbelt of city trails and open spaces. Boulder is known for its natural beauty, outdoor recreation, music and dance concerts, natural product retailers and restaurants, outstanding alternative transportation options, diverse businesses, and technological and academic resources. With 300 days of sunshine, it is easy to take advantage of hiking, biking, climbing, skiing, snowboarding and snowshoeing—all within minutes of downtown Boulder. Denver’s proximity multiplies opportunities for sporting events and a broad array of cultural opportunities through museums, dance and music. For more information on the city of Boulder click here.
Training Program 2016-2017
CAPS serves the student population at the University of Colorado at Boulder. CAPS offers counseling, consultation, and outreach designed to enhance students’ academic success, personal well-being, and social competence. We are staffed by licensed clinical and counseling psychologists, clinical social workers, and professional counselors, in addition to support staff and trainees. CAPS is committed to a community model. We view the entire university as our client, just as we regard the students who seek our direct services as clients. In its delivery of services and its training, CAPS incorporates multicultural values and practices. Our primary areas of service include brief individual psychotherapy, groups, workshops, crisis intervention, case consultation, teaching, multicultural training and advocacy, as well as community and organizational consultation. A range of psychotherapeutic orientations is represented among our staff; these include psychodynamic, emotion-focused, humanistic, existential, narrative, interpersonal, systemic, feminist, solution-focused, social-constructionist, Ericksonian, mindfulness-based, ACT, constructivist, and cognitive-behavioral as well as integrative and eclectic approaches.
For more information about our staff and services click here.
Practicum training program applicants must be currently enrolled in a doctoral program in counseling or clinical psychology or have recently completed a Masters program in one of these areas. In either case, applicants must have completed at least two years of half-time supervised practicum experience by the beginning of the fall semester when practicum commences. Demonstrated commitment to the values of social justice and multiculturalism, as evidenced by coursework, community involvement or life experience is required. We are committed to seeking a diverse group of applicants.
Wednesday & Thursday, August 10-11, 2016
Practicum placement hours begin Monday, August 22, 2016 and will end on Tuesday, May 16, 2017.
Additional summer hours may be arranged during the summer of 2017, following the successful completion of practicum therapist training program.
Staff In-Service (1 hour) and Training Seminar and Group Supervision (2 hours) are all mandatory. Currently these meetings occur on Mondays between 9:00 a.m. and 12 p.m.. 1-2 hours of individual clinical supervision, to be arranged with supervisor
On-site work at center at least 20 hours a week, including weekly caseload of 8-12 clients, 1-2 walk-in shifts, and 2-3 hours of outreach and/or group therapy.
Vacations may be scheduled, with supervisor's approval, during university holidays and break periods. To see CU’s academic calendar click here.
Adherence to ethical and legal standards as well as Center and University policies.
Participation in an on-going evaluation process and appropriate self-disclosure as required in various seminars and supervision.
Finalists will be expected to successfully complete a criminal background check.
The CAPS staff and current trainees invite prospective applicants to attend an information session on Monday, January 25, 2016, 9 - 11 AM located in CAPS, Room S440, Center for Community (C4C) on the CU Boulder campus.
Please submit the following:
(1) A cover letter including:
a) reasons for seeking a practicum at Counseling and Psychiatric Services;
b) description of supervised clinical experience; (Include actual number of hours already completed and hours anticipated prior to August, 2016. Please include a breakdown which indicates number of hours providing individual, couple, family, and group therapy; assessment; crisis intervention; workshops, presentations, or other outreach; and hours of supervision received. You also may include description & hours of other relevant experience.;
c) name of graduate program, including whether this program is accredited by CACREP, APA or similar body.
(2) a current vitae or resume;
(3) two letters of recommendation from individuals familiar with applicant’s work in providing psychotherapy and/or graduate coursework. One (1) letter must be from a previous clinical supervisor or someone knowledgeable of applicant’s clinical skills.
All materials must be received in our office by 5 p.m. on February 5, 2016.
For full consideration, get all application materials in by February 5. Late applications may be considered if space is available and on a case by case basis.
Individual interviews will be scheduled from February 15 - 26, 2016. Final selection of applicants will be made no later than March 4, 2016.
Mail applications to:
Jesús Sanchez, PhD
Practicum Training Co-Coordinator
Counseling & Psychiatric Services
104 UCB
Boulder, CO 80309-0104
or submit electronically to: Jesus.Sanchez-1@colorado.edu
For more information, please contact Jesús Sanchez, or call CAPS-C4C at 303-492-6766.
Internship Program Philosophy
Our 2000-hour internship program is designed to provide a bridge between the pre-intern level of graduate training and entry-level positions in psychology. A practitioner-scholar educational model defines the philosophical foundation of the program.
Internship is also a time to expand and deepen basic professional skills and move toward establishing an integrated professional identity. With supervision provided by licensed professionals from the field of health service psychology and related disciplines, the integration of an intern’s personal and professional growth is a major focus of the program. Training is sequential, cumulative, and graded in complexity. In addition to training and supervision in individual and relationship psychotherapy, supervision, consultation, crisis intervention, and topic-specific focus areas, CAPS professional staff provide training in group process skills.
A Unique Training Opportunity
CAPS is an integral part of Wardenburg Health Services. CAPS is positioned to offer opportunities to collaborate with Wardenburg's medical, women's clinic, and physical therapy staff on select individual cases, affording interns several opportunities throughout the training year to actively participate in collaborative treatment with primary care. Additionally, students interested in intensive training in group psychotherapy are likely to particularly benefit from training at our site.
Our multidisciplinary staff consists of psychologists, psychiatrists, nurse practitioners, licensed clinical social workers, and licensed professional counselors. The staff represent and respect a multiplicity of theoretical orientations. Regular inter-disciplinary case review meetings are a distinctive part of the intern’s training experience.
Training and Theoretical Orientation
Our large multidisciplinary staff represent many different theoretical orientations. The group training and psychotherapy segment of the Professional Issues Seminar are primarily psychodynamic in their focus. Interns are not expected to adopt a psychodynamic orientation in their cases, but are expected to study the material presented in seminars and discuss its impact on their thinking and clinical practice.
A Range of Psychological Health Services
CAPS is a multidisciplinary clinic including staff from the fields of social work, nursing, psychology, psychiatry and counseling. CAPS services include:
All students have access to 6 free initial visits. Students who have purchased the CU Student Gold Health Insurance may be seen in the clinic without additional payment for a further 20 visits, after which a copay applies (psychotherapy and psychiatry visits combined) per policy year (August to August). Psychological assessments are a flat fee of $250 for students with Gold Health Insurance and $500 for students without Gold Insurance. Students without the Student Gold Health Insurance may be seen on a fee for service basis after their initial 6 free visits.
Client Demographics
During the 2014-2015 academic year, CAPS clientele self-identified as 53% male, 46% female, and 1% transgender or “other.” Twenty-five percent of our clients were diagnosed with mood disorders; 26% with anxiety disorders; 4% with V-Codes; 4% with eating disorders; 11% with ADD/ADHD; 1% with other learning disabilities; 7% with substance abuse; and 17% with other disorders (psychotic disorders, personality disorders, relationship problems, sleep problems, adjustment, PTSD, sleep/medical, and other diagnoses).
Approximately 20% of CAPS clientele self-identified as racially or ethnically diverse, including 5.5% Chicano, Latino, Hispanic; 6% Asian; 2% African-American; <1 % Native American; and 0.5% Arab-American. Approximately 10% of CAPS clientele self-identify as GLBQIA.
Training Themes
1. Incorporation of ethical discussion and decision-making throughout program.
Regardless of the individualized training goals that each intern may develop during their internship year, the unifying theme of the training program is to provide interns with experiences which will allow them to develop into Health Service Psychologists who practice in accordance with the standards and ethical principles of the American Psychological Association.
2. Generalist training, including primary health care.
Located in a university health center, CAPS's doctoral internship training program offers its participants the opportunity to experience, learn, and develop a broad range of generalist skills within a multidisciplinary treatment setting. The CAPS program seeks to train interns to be effective professionals within the therapy relationship and within our service community, through collaboration, consultation, assessment, and program development. This generalist preparation is also a solid foundation for later work in multiple settings. With the unique environment provided by our general healthcare setting and CAPS professional staff's experiences, many of our interns pursue general practice opportunities, making use of their generalist skills, and building on their strong collaborative experiences with professionals from other disciplines, including psychiatrists and primary care providers.
3. Experience with a practitioner-scholar model. As a part of the practitioner-scholar model, an understanding of both the theoretical and empirical support for psychological practice is expected of all interns. In addition to reviews of applied research findings in seminars, supervision, or staff continuing education, interns may also be involved in CAPS Quality Improvement research projects, and can participate in gathering, analyzing, and presenting data to WHS administration. Opportunities to produce professional papers and presentations are sometimes available.
4. Continuing development of cultural competency in professional practice.
Continuing development of sensitivity to issues of diversity, as well as awareness of one's own cultural identities and assumptions, is expected of all staff at CAPS. Recognizing the University of Colorado Boulder is a predominantly White institution, CAPS staff take an active role in supporting diversity awareness through direct services, consultation, and attendance at community activities. Through discussions, supervision, and training meetings, interns focus on cross-cultural processes and increasing awareness of personal biases which influence interactions with others, both in and out of the therapy setting.
5. Ongoing assessment of skills with increasing levels of responsibility. Throughout the year, the training team meets to assess intern competencies, needs for additional training, and readiness for increased professional responsibility within the supervision of the training program. Interns are expected to take on more clinically complex cases and display more independence as they progress through the year. The expectation is that interns will progress at all levels of skills and competencies and seek greater independence in their functioning that approximates that of entry-level psychologist positions. There are times when supervisors recognize the need for remediation in clinical or personal areas. Such remediation is intended to correct deficits in professional training or development, and to restore the intern to expected levels of skill and competency.
Training Goals
The goals of the internship are to (1) expand and deepen basic professional skills, and, (2) establish an integrated professional identity.
Training Objectives
In support of the training goals noted above, the following are the specific skill-building and competency objectives assessed for all interns:
1. Expand and deepen basic professional skills
2. Establish an integrated professional identity
Training Activities and Sequence
The internship year at CAPS is designed to develop each intern’s knowledge, skill, and abilities in a wide range of activities. Before beginning the internship year, the training coordinator contacts each intern and their academic training director, or otherwise reviews internship application materials, in order to become familiar with the intern’s strengths and needs for further training. The primary supervisor then works with the intern to develop an individual plan to facilitate their professional development during the training year. This plan is designed to balance the developmental needs of each intern with professional considerations, ethical factors, and the needs of the clinic.
Interns are required to attend the initial two-week orientation prior to the start of the fall semester. The orientation is designed to acquaint all interns with CAPS policies and procedures, university regulations, ethical and service delivery guidelines, and orientation to culturally competent practice. At this time, the interns are also expected to meet and interact with the CAPS clinic staff in an attempt to develop preliminary supervisory relationships. Interns may then state any preferences for individual supervisors, which will be taken into account when assignments are made. Throughout the year, the training team meets on a monthly basis to evaluate timely issues in the training program. In addition, the training team utilizes time during the summer to evaluate the prior year’s training program and to plan for the upcoming year.
All interns receive training in psychological assessment, group psychotherapy and in walk‑in/crisis care within the general training track of the internship.
Interns also participate in training in an individual focus area. Currently available areas of focus are in Eating Disorders and Alcohol and Other Drug (AOD) use. Interns can also elect to spend a few hours a week providing Behavioral Health services in the Medical Clinic at Wardenburg Health Center. The training coordinator will work with interns and primary supervisors to schedule focus area selection at the beginning of the training year.
Assessment Training
Interns are trained in the assessment of the college student population, and conduct a minimum of 4 evaluations over the course of the training year. At least one of these assessments should be a full battery including projective personality measures. In regard to the scope of assessment services, we have primarily two types of evaluations. Evaluations in our clinic, 1) help to document and understand students with academic problems (psychoeducational) as well as, 2) help the clinic to best serve our most acute clients (Personality/Diagnostic). Commonly seen diagnoses include ADHD, learning disorders, Autism Spectrum Disorders, head injuries, personality disorders, trauma, and bipolar disorder. We employ a wide range of testing tools, including IQ, achievement, objective personality, projective personality, and neuropsychological assessments. In addition to traditional information gathering approaches, the clinic offers training in Therapeutic Assessment (a la Dr. Steve Finn). This approach works to use assessment as an intervention by combining the best aspects of therapy and assessment together. All interns meet in the weekly assessment seminar and are also provided individual supervision as needed.
Group Therapy Training
The group therapy training provides the opportunity for an intern to understand and apply current research and theory in psychodynamic group psychotherapy through a combination of didactic and experiential learning. The group therapy training program is a training track in which all trainees participate regardless of other focus interests. The training program consists of three components: 1) a weekly interactive, didactic seminar, 2) a weekly experiential training process group, and 3) co-facilitation of one or more clinic treatment groups. In addition to supervision in the didactic seminar and training group, interns will receive one-to-one supervision from their staff co-facilitators following each treatment group session.
A number of staff are Certified Group Psychotherapists (CGP) through the American Group Psychotherapy Association (AGPA). Interns who are interested may be mentored toward acquiring the CGP credential. Standard group offerings include psychoeducational groups on topics like stress management, social anxiety, and depression; DBT; ACT; special topic psychotherapy groups geared to meet the needs of students from chemically dependent families, or students struggling with substance abuse, food/body image issues, or ADD/ADHD; and traditional relationship-focused psychotherapy groups for both undergraduates and graduate students.
Training Focus Areas
Eating Disorders Focus Area
The primary training goal of the Eating Disorders Focus Area is to increase proficiency in the identification and treatment of eating disorders in the college-age population. CAPS maintains a biopsychosocial model of etiology when conceptualizing eating disorders. There is not a unified, research-supported stance regarding etiology in the eating disorder field, and interns are encouraged to develop the ability to draw from multiple domains of knowledge to inform their conceptualizations. Trainees in the ED focus area are taught numerous treatment interventions, including appetite awareness training (AAT), bibliotherapy, cognitive behavioral therapy (CBT), depth psychology approaches, dialectical behavior therapy (DBT), feminist self-empowerment approaches, and the use of psychoeducational materials.
Interns in this focus area can expect to see a wide spectrum of disordered eating issues. The intern will be assigned individual cases as available and perform ED intake evaluations. Interns also have the opportunity to co-facilitate a weekly 1½ hour group specific to eating disorders. Each week, one hour of group supervision is provided by the Eating Disorders Program
Coordinator. Interns present clients from their caseload, and discussion of case conceptualization and treatment is the primary teaching and training tool used in supervision.
The supervision hour also includes training in various treatment interventions for working with eating disordered clients. There is a weekly one hour Eating Disorders Treatment Team meeting attended by the staff dietitian and designated eating disorder medical providers. This team meeting allows interns to gain experience with a multi-disciplinary approach to the treatment of eating disorders. Interns participate in treatment planning, level of care discussions and referral decisions for clients all along the continuum of eating disorder severity. Given our unique position in a university health service, this focus area offers opportunities to collaborate with health care providers in our Medical Clinic, Women’s Clinic, and Nutrition Services.
Focus Area Coordinator: Dana Udall, Ph.D.
Alcohol and Other Drugs (AOD) Focus Area
The AOD Focus Area offers a challenging opportunity for professional growth. Challenges include working with students who are mandated, implementing brief interventions, differentiating co-morbid conditions, and learning the principles and practices of Motivational Interviewing.
Types of AOD services are as follows:
BASICS: (Brief Alcohol Screening and Intervention for College Students) consists of two 1-hour, individually delivered sessions in which the student provides information about their substance-use history and then receives feedback about the risks and protective factors identified by the clinician. The goal is to engage the student in a discussion about their patterns and what might need to change to reduce risks. BASICS was developed by Alan Marlatt and others at the University of Washington. The practitioner will gain skills in obtaining a substance-history and delivering feedback to students in a Motivational Interviewing consistent style. The BASICS format has a rich research background and is recognized by SAMHSA/NIDA as a Tier 1 intervention.
FAC program: This is a 6-hour group process which is conducted in a 3-session format. It incorporates a harm-reduction approach to substance use that has been found to significantly reduce both harmful/risky substance use behavior and the incidence of further substance-related sanctions. Facilitators engage students in learning to calculate their BAC levels, to identify risky behaviors they engage in, and to learn protective strategies to reduce risk. They also engage students in examining their expectations around their substance use and how those beliefs affect their experiences, e.g., what does it mean “to party?”
Marijuana level I: This program consists of three 2-hour small group sessions led by professional staff. Students participate in group exercises and discussions about their current pattern of marijuana use, the risks involved, and the harm-reduction strategies they may employ to decrease personal risk. Topics include weekly tracking of marijuana use, emotional response to use and level of need associated with use, legal issues of marijuana use, pharmacology, biology and effects of marijuana use, review of past-year use of alcohol and other substances, normative expectations around substance use, self-assessment exercises designed to help students evaluate their relationship with substances, refusal strategies, etc. In addition, interns choosing this focus area will meet twice monthly for group supervision and/or attend the AOD treatment team meeting.
Focus Area Coordinator: Stephen Bentley, LCSW, CAC III
Supervision, Evaluation, and Professional Development
Intern Supervision
Interns receive two hours of weekly individual supervision from a CAPS staff psychologist.
They receive an additional hour of individual or group supervision on their focus area activities from their secondary supervisor, who is a licensed professional with expertise in the focus area.
An intern receives supervision from each co-facilitator with whom the intern co-leads a group.
Our goal is that each intern co-leads at least one group per semester. Interns also participate in a weekly small-group "Case Review and Disposition Conference” (CRDC) meeting. The CRDC is a multidisciplinary group where complex client cases are presented and discussed using a multidisciplinary consultative approach.
Evaluation
Supervision and evaluation are an on-going process at CAPS. We believe that in preparing to be a professional, each intern should systematically increase their confidence and skill in providing a range of interventions to various clients and systems. This objective is pursued through collaborative work with experienced staff and appropriately supervised clinical practice. Video equipment is also regularly used in supervision. Comprehensive on-going evaluation of the intern's professional development is an integral part of the training process. In addition to the on-going feedback provided in individual supervision, specific times are designated for both informal and formal assessments of each intern. In January and July, each primary supervisor receives written and/or oral evaluations from all training team members and reviews progress with each intern. Interns are evaluated on their competency in each of the 12 knowledge and skill objectives outlined in the Program
Philosophy, Objectives, and Training Plan
A complete copy of the evaluation is placed in the intern's file, and a summary of the evaluation is sent to the intern's academic training director. The intern also receives a complete copy of their evaluation if desired. Interns also have the option of requesting to meet with the training team in January of the training year to receive oral feedback from the entire team.
Interns have opportunities to provide formal and informal evaluations of the program and other professionals throughout the training year. In January and July, interns are asked to complete written evaluations of their supervisors and to review the evaluations with the training coordinator, who is responsible for overseeing the quality of supervision given to each intern. If interventions are needed on behalf of the intern, the training coordinator and intern will develop an appropriate plan of action that both protects and serves the needs of the intern. For program evaluation purposes, interns complete anonymous evaluations on each of the training seminars, meet monthly with the training coordinator to give to feedback throughout the training year, and meet with the CAPS leadership in July at the end of the training year to provide overall feedback on their training experience at CAPS. The training team will use the feedback to help develop the program to meet interns' training needs. Interns are also contacted for a one year follow-up evaluation after their internship is completed. Annual summer updates and requests to follow the professional development of former interns are sent for five years after graduation from the internship.
Professional Development
Structured training is provided to interns through several venues.
1. Interns participate in 6 hours of didactic seminars each week during the fall and spring semesters. Seminars focus on such professional issues as case consultation, collaborative practice, diversity and multiculturalism, ethics, group therapy practice, psychological assessment, psychodynamic psychotherapy, crisis care, trauma, and supervision and consultation.
2. Interns are also supervised on a weekly walk-in/crisis care shift where they learn to manage walk-in crisis and emergency situations. Supervisory consultation and back-up are provided to interns at all times, and particularly while learning crisis management skills.
The training coordinator, all primary supervisors, and all consulting staff have appropriate licenses and credentials.
Integration of Training and Services
All of the major activities that interns participate in are geared toward promoting their professional development. Formal training activities comprise approximately 25% of an intern’s weekly schedule. Service delivery hours are limited to approximately 65% of an intern's time.
Application for the Doctoral Internship Program
APA Approval Status
The internship is fully accredited by the American Psychological Association.
Office of Program Consultation and Accreditation
750 First Street, NE
Washington, DC 20002-4242
202-336-5979
Stipend and Benefits
Annual stipend for the internship is $25,400.00. Benefits include the option of signing up for group medical/dental insurance through the university, 10 national holidays, 22 vacation days, and sick leave as needed up to a maximum of 15 days per year and an RTD bus pass. The dates of a number of vacation days are pre-determined due to university and program break schedules.
Application Deadline
The deadline for receipt of all application materials is November 1st.
Internship Start Date
The internship begins approximately two weeks prior to the start of the fall semester. Starting dates typically fall on the first Monday of the second week of August.
Selection Criteria
Application Procedures
A completed application includes:
Send all application materials through the AAPI portal to Training Coordinator: Kenli Urruty, PhD
Other correspondence may be addressed to:
Kenli Urruty, PhD, Director of Psychology Training
Counseling and Psychiatric Services
University of Colorado at Boulder
119 UCB
Boulder, CO 80309-0119
Telephone: 303-492-9717
Fax: 303-735-1900
Selection Procedures
Candidates who are considered finalists for the internship are contacted in December and are scheduled for a telephone interview. Finalists are required to visit on-site and it may be cost effective to purchase airline tickets for the program’s information session after this December notification. Phone interviews are conducted in early January. Applicant finalists attending the required on-site information session will also be asked if an optional picture of them can be taken for the exclusive purpose of facilitating reviewers' memories. Photos are not used in any way as part of the selection process. As APPIC members, we adhere to the policies and procedures established by APPIC for notifying candidates.
Persons with diverse backgrounds are encouraged to apply. In all selection activities, attempts will be made to support the principles of diversity. This internship participates in the APPIC national match (using National Matching Services, NMS). All selection procedures are conducted within the guidelines of APPIC. Candidates may withdraw from the selection process at any time up until turning in their rank order list to the internship Training Director. If matched with a site, the candidate must intern at that site.
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. All interns must pass a criminal background check prior to the first day of internship. Although interns are engaged in an educational training process, they are also university employees. As such, interns are subject to the laws of the state of Colorado, and therefore their employment is at will.
For more on the Social Work Post-Masters Fellowship and how to apply, download this PDF. For more on the Social Work Post-Masters Fellowship in Behavioral Health in particular, see here (PDF).
For information about our other programs please call our main office during normal business hours.
Nondiscrimination Statement
The University of Colorado does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and employment in, its educational programs and activities.
| August 19 - December 10, 2016 | |
|---|---|
| Monday - Thursday | 8:00AM - 6:00PM Pharmacy: 9:00AM - 6:00PM |
| Friday | 8:00AM - 5:00PM Medical & Pharmacy: 9:00AM - 5:00PM |
| Saturday | 10:00AM - 2:00PM: Medical & CAPS-Wardenburg only (All patients check in at Medical Clinic, 2nd floor) |
| Sunday | Closed |
| For holiday hours click here | |
