Predoctoral Internship in Professional Psychology
Professional Staff Details
Michael D. Adams, Ph.D., Indiana State University
Practicum Coordinator, Group CoordinatorTheoretical Orientation:
I would describe my theoretical orientation as a combination of dialogic hermeneutics and systems theory. Within my work I like to combine the theories of psychology and philosophy. Accordingly, I think to come to an understanding of an individual I think it is important to learn the meanings they assign to different events in their life and what people/places/things the individual finds meaningful. In order to attain an understanding of what is meaningful to clients I see great relevance in learning about the client's family-of-origin, culture and ethnicity, spiritual and religious values, people who are important to them, and some of the influential experiences they have been through that have effected them and at times taught them who they are or who they want to become. In addition, the theoretical model that I work from highly values relationships and recognizes the relationship as all-important in helping someone understand their self and heal from past emotional wounds. Accordingly, as a counselor I strive to form a helping relationship with each of my clients. Within these relationships I try to provide warmth, respect, empathy, and genuineness in order that the client may feel safe to discuss personal problems. As clients explore through dialogue the meanings they have assigned to different life events I work to help them understand the relationship between their beliefs, feelings, and behaviors in a manner where they can determine how to make healthy changes in their life.
Client Issues:
In my training I have obtained a Masters in marriage and family therapy and a doctorate in counseling psychology. Accordingly I have had the opportunity to work with a lot of different people in a lot of different areas. Therefore, I consider myself a generalist and like to work with anyone who comes through my door. However, there are some areas that I have developed specialties in. I really enjoy working with couples on relational issues and with clients who are struggling with family-of-origin related issues. I also have had a lot of opportunities to work with children, teenagers, and adults who have been survivors of trauma (i.e., sexual, physical, emotional, or verbal abuse, sexual assault, and neglect). I find this work tough but very rewarding. I also enjoy working with those struggling with eating disorders. Further, I enjoy working with those who have questions about spiritual/religious issues. Through the Employee Assistance Program (EAP) I also enjoy helping supervisors and employees by providing consultation on how to manage better relationships within the workplace environment. Overall, I really enjoy working with people and am happy to provide services to anyone who is interested in receiving help.
Supervision Style:
Supervision is something I highly value and find quite rewarding. With that being said I believe in the adage that "a good therapist does not necessarily make a good supervisor." My style of supervision is informed from a developmental approach as well as a hermeneutic style. Developmentally, I believe it is highly important to meet a supervisee at their developmental level as a therapist. Therefore, I am constantly working to determine where a counselor-in-training is at in their development and then provide them with appropriate feedback and interventions according to their developmental level. In addition, when a supervisee has appropriately reached a developmental milestone in their training I help push them to reach the next appropriate level of their development. Hermeneutically, I challenge supervisees to think about their personal beliefs about therapy and the change process. I work to help them to become more aware of what they think about their clients, how they are affected by their clients, and how they think they affect their clients. I believe that helping a supervisee become more cognizant of these questions helps them see the relevance of a client's, as well as the therapist's, culture, history, and beliefs and how these influence the therapeutic relationship. To be able to have conversations concerning these issues I feel that it is highly important to have a relationship where the supervisee feels accepted and safe in a non-threatening environment. This is what I work to provide. Furthermore, I am also very happy to talk to supervisees about professional issues, such as applying for internship/job, writing a vita/resume, or transitioning from a psychologist in training to a professional psychologist.
Rosean Bishop, Ph.D., Pennsylvania State University
Interim DirectorAssistant Director/Training Director
Theoretical Orientation:
I use a combination of psychodynamic and interpersonal theories in my work. I see these as very complimentary theories, both having a focus on relationship. These theoretical tenets inform my conceptualization of clients, which, in turn, informs my interventions. I believe relationships are the core factor in development and we can look to early life experiences and our perceptions of our early significant relationships to gain understanding into how we think and act currently. In addition, an awareness and acknowledgement of the salient sociocultural context is also an important part of my work. My interventions, then, focus both on exploring and gaining understanding of the roots of our beliefs about relationships and changing current relationship patterns that are dysfunctional. My use of both psychodynamic and interpersonal theories also contributes to my focus on myself as a therapeutic instrument. Thus, I find it valuable to examine my reactions in therapy and what is contributing to these either from the client or my own life experiences (or both). Finally, being an authentic and present individual within the therapeutic relationship is also a cornerstone of my work.
Client Issues:
I enjoy working with both individuals and groups. A particular focus of mine has been in working with survivors of childhood sexual abuse. I also enjoy working with individuals who are LGBTQ, whether or not this is a primary focus of their therapy. Finally, I often work with clients who have an Axis II diagnosis (most often Cluster B) and I find this work simultaneously challenging and rewarding. Given my psychodynamic and interpersonal orientation, I conceptualize these individuals as having negative or impaired relationship experiences during their early, personality forming years. I am also quite passionate about group therapy and the curative forces present in this modality. Again, given my focus on relationship, it makes sense that I also focus on interpersonal process groups where learning about oneself in relationship with others in the here and now is the heart of the work.
Supervision Style:
Our internship is organized such that the training director does not serve as a primary or case supervisor for individual therapy. I do, however, co-lead and supervise groups and, along with Dr. Richard Thoreson, facilitate the supervision of supervision seminar. I approach supervision much the same way I approach my clinical work - focusing on developing an effective working relationship that will foster growth. I particularly enjoy helping trainees develop their own theory of therapy and supervision and then to use this in case conceptualization and intentional interventions. While acknowledging the innate power-differential, I encourage a collaborative atmosphere in supervision and have found that I have learned a great deal from my supervisees. I work best with supervisees who are invested in growing and learning and who are willing to take a look at themselves as important components of the therapeutic and supervision environment.
Pam Darby-Mullins, Ph.D., University of Missouri-Kansas City
Psychological Resident
Research Coordinator
Theoretical Orientation:
I highly value the process of learning, growing, and developing as a clinician and as such, I consider the formation of my theoretical orientation to be an ongoing, never-ending endeavor. Overall, I consider the foundation and cornerstone of my theoretical approach to be person-center theory and therefore, I focus on creating the core conditions of genuineness, unconditional positive regard, and empathy in my work with clients. I strive to make meaningful connections with my clients and to help them feel heard and understood. I am continually in awe of the healing power that being fully present with another human being can provide. Although I primarily conceptualize my clients utilizing person centered theory, I also draw from psychodynamic, existential, and feminist theoretical approaches. Often in my work with clients, it feels important to consider the impact of early childhood experiences, the client’s perceptions and meanings made from experiences, and the role of the larger system, culture, and power. Ultimately, I attempt to create an atmosphere of acceptance, flexibility, warmth, safety, and caring in my clinical work.
Clinical Issues:
I consider myself to be a generalist and enjoy working with a wide range of presenting concerns. My specific areas of interest include: working with the LGBTQ population regarding issues such as identity development, homophobia, coming out, discrimination, isolation, and loss; working with clients struggling with eating issues and body image concerns; working with clients dealing with current or past trauma or abuse, including physical, sexual, emotional, and verbal abuse or neglect; working with clients regarding stress and anxiety management; and working with clients addressing family of origin issues. I am a strong advocate for social justice and strive to work toward equality and peace and justice for our campus, community, and beyond.
Supervision Style:
Supervision Style:
A large aspect of what drew me to this position is my passion for the training, supervision, and development of new professionals in this field. I find this work to be very satisfying and rewarding. I utilize a collaborative and developmental approach to supervision. In addition, I also utilize many concepts from person centered theory and concur with Roger’s proposition that empathy, warmth, and genuineness are necessary for trainees as well as clients. I strive to create a safe, supportive, and nurturing environment in which the supervisee can feel comfortable to attempt new skills and interventions, openly discuss their strengths and growth edges, and process their experience of supervision. I also ask supervisees to challenge themselves, to be open to self-evaluation and reflection, and to make an investment in learning and growing as a clinician. I enjoy and welcome discussions about professional development, internship / job search, research / dissertation, systemic concerns, and the field of psychology.
Jenny Lybeck-Brown, Ph.D., Southern Illinois University at Carbondale
Clinical GA CoordinatorTheoretical Orientation:
I conceptualize clients using a combination of psychodynamic (object relations) and interpersonal theories. I believe that the way that people currently relate to themselves and others is largely impacted by their early environments, often through relationships in their families of origin. In the same way that relationships can often be destructive, I believe that safe, corrective relationships with a therapist and eventually with significant others gives clients an opportunity to relearn things about themselves and the world. I use interpersonal interventions in order to process these relational interactions and promote healing. I am also guided by a strong multicultural framework and believe that it is essential to consider issues of culture, oppression, etc. when thinking about any client. Cultural factors are a large part of who we are as individuals and impact everything from clients' presenting problems to their coping strategies. Although I primarily conceptualize from a psychodynamic/interpersonal perspective, I integrate interventions from a variety of theories into my work with clients based on their level of readiness for therapy, presenting issues, and cultural backgrounds. My interest in being flexible in my interventions has led me to have an interest in alternative or creative interventions, such as art therapy, imagery work, etc.
Client Issues:
I was trained as a generalist, and I am comfortable working with a wide variety of client issues ranging from normal developmental issues (e.g., adjustment, identity development, etc.) to more severe psychopathology. My areas of special interest and expertise include eating disorders, women's issues, and trauma recovery, with particular interest in working with sexual assault and abuse survivors. I am also interested in issues of vicarious trauma of therapists and therapists in training who work with trauma survivors. I have received quite a bit of training in career counseling, and this is something that I enjoy when I have the opportunity to work with a client on these issues. I also like working in a group modality, particularly in groups with an interpersonal process focus.
Supervision Style:
My supervision style is developmental in that I conceptualize each supervisee in terms of where she or he is in terms of therapist development and try to tailor my style and "interventions" to complement this level of development. Similar to clinical work, I believe that developing a strong working relationship based on safety and trust is the foundation of work in supervision. I tend to be fairly process oriented in supervision and find it important to focus on the interactions between the supervisee and his or her clients, as well as looking at the relationship between the myself and the supervisee. This work frequently highlights the supervisee's reactions to clients and own issues that impact clinical work. I think that a good deal of support and encouragement is important for all trainees, and I emphasize the strengths that each therapist brings (and encourage trainees to recognize their own strengths). I also believe that it is important to receive challenge in supervision, and I try to provide direct, constructive feedback throughout the course of supervision (I don't like evaluations to be a surprise). I don't like to "micromanage" my supervisees, and I appreciate when supervisees attend carefully to the details of their work (e.g., writing careful, timely notes) so that supervision time can be spent having in depth discussions of clinical work. I am also open to discussing professional issues in supervision, such as dissertation progress, balancing work and family, and job search, as these are important aspects of one's development as a professional and an overall balanced individual.
Anne Meyer, Ph.D., Southern Illinois University
Programming, Consultation, & Communications Coordinator, Interim Clinical Director
Theoretical Orientation:
Although I feel one’s theoretical orientation continues to be refined as we continue to grow as clinicians, I actively integrate interpersonal, CBT, and feminist approaches. I believe that individuals are impacted by their relationships, and while my emphasis frequently examines the impact of current relationships one has, it is often important to consider early attachment and dynamics of their family of origin in this process. I highly value the use of self to influence client change by focusing on the “here and now” process that occurs in the therapeutic relationship. Using schema work, I help clients consider their understanding of relationships and the attributions they make about events in their lives. Finally, I believe in examining the sociocultural factors impacting clients, being very genuine in my work, being flexible with my interventions to meet clients where they are, and actively working to empower clients to increase change.
Clinical Issues:
I have been trained in a generalist tradition and have worked in many settings. However, my true passion lies in serving the college student population. I am excited by the unique developmental challenges/growth areas that are inherent to these clients. I have specialized in working with trauma survivors, particularly childhood sexual abuse and survivors of domestic violence or sexual assault. It is my work with these clients that I probably find most rewarding. I also find therapy with Axis II clients to be both challenging and stimulating, particularly clients who have Cluster B diagnoses or traits.
Supervision Style:
Being able to provide training also drew me to work in a university counseling center setting. I love helping supervisees grow - clinically, professional, and personally. Not surprisingly, my supervisory style in many ways mirrors my theoretical orientation. I strive to meet my supervisees where they are developmentally but also value interns as “soon to be colleagues.” I enjoy supervisees who are willing to take risks and be open to the growth that occurs during internship year, but I recognize this cannot occur without a sense of safety. I actively work to develop trust within supervision so my supervisees feel they can “spread their wings” and still feel safe. This includes trusting our relationship with my goal being that interns feel comfortable enough to challenge me and openly process our relationship when needed. I find it important to highlight the strengths that interns bring to their work yet also examine the areas they can grow. A common growth area I focus on with interns includes being able to articulate their theoretical orientation and increase the purposefulness of their interventions with clients.
Rico Mosby, Ph.D., Texas Tech University
Psychological Resident
Theoretical Orientation:
Guiding the development of my theoretical approach have been a vast array of existing theories. These theories support my humanistic view that clients are experts of their own experiences and are in charge of their growth and development, which presents the opportunity to seek collaboration with clients to foster change versus working against resistances. Further, I am enough of a cognitive therapist to believe that it is important to examine the personal rules that clients use to make meaning of their experiences. Access to these core constructs is facilitated by acknowledging and expressing emotions and feelings in therapy. Therefore, I borrow from experiential approaches to therapy to facilitate an emotional processing which help clients create new, adaptive experiences and understandings of self-in-the-world.
With that being said, my theoretical orientation is eclectic and is influenced by family systems, humanistic theory, multicultural perspectives, and interpersonal process approaches. I believe that the realities people live in are always based upon their cultural experiences, personal histories, values, and perspectives. My therapeutic goal is to help each individual, within the context of his or her relationships and culture, find the most satisfying personal and relational life paths. It is through my response to the unique characteristics of the client that I am able to provide the specific interpersonal experiences the client may need in their moves toward change.
Client Issues:
I enjoy working with clients presenting with a variety of clinical and interpersonal concerns. However, I am most passionate about issues regarding relationship development, communication effectiveness, and relational/marital cohesiveness. As a close relationships researcher I am fully aware that relationships with family, friends, and romantic partners are all significant for our lives. Therefore, it is easy to focus on the emotional and affective components of relationships such as love, passion, attachment and intimacy. But, what good are such affectional variables if they are not effectively expressed and communicated? Accordingly, I have notable interest in clients who may have difficulty establishing and maintaining close relationships with others and whom are interested in learning more about how they relate to others. Being a trained and passionate couples therapist, I also appreciate the wonderful energy and observable “process of change” that is present when both members of the relational dyad are present in the room. In addition, I have a passion for the “here and now” experience of group work and a particular interest in working with First Generation college students and students of underrepresented populations.
Supervision Style:
My supervision style involves a collaborative process, in which there is a “team” aspect. The team aspect allows everyone to work toward the same goal with the client’s welfare being the primary focal point. I feel supervision should be an avenue where the supervisee is comfortable with expressing concerns and opinions and does not feel as if their opinion is not respected or considered. Also, it is important that we not only meet weekly, but that there is also an open door policy, in which the supervisee can comfortably consult with me about clinical issues as well as areas regarding their professional development. I have a willingness to engage in self-reflection and appropriate self-disclosure. I believe in motivating and engaging the trainee in experiential ways for the sake of their growth. In summary, I expect the supervisory relationship to be one in which the tasks, roles and responsibilities of all involved are clear, and there is effective communication of various concerns. I have found supervisees make notable strides in their professional development by way of frequent feedback and honest expression within a trusting and supportive relationship.
Raeona Nichols, Ph.D., University of Missouri
Theoretical Orientation:
In brief, I would describe my theoretical orientation as Feminist/Integrationist. I was active in the second wave feminist movement in my younger years, and my feminist beliefs inform how I approach the clinical aspects of my work. For me, a feminist approach included many aspects of what we now call multiculturalism. I think it is critical to think in a broader cultural and societal context when attempting to conceptualize whatever difficulties students' bring to counseling. In what might seem like a contrast (and it is), I also studied psychoanalytic theory intensively for a year with an analyst early in my career, and I am influenced conceptually by the work of such folks as Winnecot, Kohut, and Kernberg. (However, don't ask me to read the original text by the latter two again - Cliff Notes for me please!) I also have really liked Irvin Yalom's existentialist take on theory and practice. In most recent years, interpersonal theory has been of interest to me, and I use it in my work. That's in addition to cognitive/behavioral, gestalt, and occasional NLP interventions. My latest interest has been the efficacy of some Buddhist concepts in personal growth and change.
Clinical Issues:
I am a generalist; I see whoever comes through the door. That means I work a lot with folks who have difficulty with depression, anxiety and relationships. However, I do have a couple of specialty areas. My primary area of specialty is in rape/sexual assault of adult and adolescent women. (I also see men on occasion who have had this experience, but as you know, men rarely present for treatment.) I am also interested in how people process and recover from trauma, in general. I also have a specialty in working with concerns that specifically affect the lesbian, gay, bisexual, transgender, and "queer" (as some of the students now refer to themselves) communities. Two years ago, I was awarded a "Catalyst Award" which is given to acknowledge those who have advocated for the LGBTQ communities; it was one of the most meaningful moments of my career. At this time, I am particularly interested in impediments to health care (mental and physical) for LGBTQ people.
Supervision Style:
My supervision style is again influenced by my feminist beliefs. I try to be very aware of power dynamics between myself and the people I supervise - I see myself in a role to both teach and empower. I really like clinical work, I have a lot of clinical experience, and I like working with interns who share my enthusiasm.
2007 - 2008 Pre-Doctoral Interns
Amy Chamberlain, University of Southern Mississippi
Mike Iezzi, New Mexico State University
Clint Quisenberry, Texas A&M University
Angela Soth McNett, University of Missouri-Columbia
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