Texas Woman’s University
Denise Lucero-Miller, Ph.D, Licensed Psychologist, Training Director
Carmen Cruz, Psy.D., Licensed Psychologist
Kelly Simonson, Ph.D., Licensed Psychologist
Linda Louden, Ph.D., Licensed Psychologist
Many university counseling centers are staffed in part by practicum students or interns and providing quality supervision to these students is essential for these trainees to provide quality services to university student clients. Being in training as a practicum student or intern is a stressful and demanding personal and professional experience. The internship year in particular is a year during which students ideally are supported and challenged as they transition into the role of professional psychologist. Inherent in this process are a series of five distinct stages (Lamb, Baker, Jennings, & Yarris, 1982) which characterize a typical intern’s emotional, clinical, and identity development throughout the training year: 1) pre-entry preparation; 2) early intern syndrome; 3) intern identity; 4) emerging professional; and 5) resolution. The duration and content of each intern’s progression through these stages is influenced by a variety of contextual factors. These include diversity status, internship training philosophy, cohort and staff dynamics, and the concurrent management of multiple life identities.
Progression through each stage also provokes numerous opportunities for both trainee and supervisor self-reflection in relation to issues such as power, culture, self-disclosure, and connection/disconnection. Awareness of the unique stages of the internship experience allows feminist training staff to tailor and implement supervision that is collaborative, empowering, and developmentally appropriate. Additionally, a clear understanding of the struggles encountered by interns at each stage provides the feminist supervisor with the information necessary to accurately assess interns’ ability to explore increasingly sophisticated topics such as parallel process issues, use of self in therapy, and transference/countertransference. Better understanding of these clinical issues by trainees should translate into better care for clients.
The goal of this structured discussion will be to explore how contextual factors and the self-reflective process intersect and influence successful transition for trainees. Particular attention will be given to demystifying the supervision process, supervision relationship dynamics, boundary issues, and the importance of role modeling to emerging professionals. Finally, we will create conversation about the importance of supervisor self-care, consultation, and ongoing commitment to the integration of personal and professional development.
Date Updated: 11-JUL-2008
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