Training Model and Philosophy

The UW Tacoma Counseling & Psychological Services training program utilizes a practitioner-developmental model of training. The focus is on service delivery with a view of professional development as sequential in nature, and with the goal of helping preinterns move toward internship readiness by the completion of the training year. Embedded in this model is the belief that professional identity is not a static phenomenon that ends once a clinical experience or terminal degree is achieved but instead consists of life-long learning that evolves as the field does. 

Along with professional growth, personal growth also is encouraged. The training staff believe that personal development and maturity are cornerstones of professional competence and identity. Every effort is made to provide a supportive environment which models and attends to personal growth. In a system that provides both support and challenge, trainees are encouraged and supported in the process of becoming intermediate level practitioners. This process begins by evaluating the competencies trainees bring to the center. These are explored during orientation as trainees reflect on their own experiences and complete a self-assessment that helps them identify training goals for the year. Preinterns are asked in their individual supervision, the practicum seminar, and their meetings with the Training Director to consider their own level of skill and professional development. Initially, preinterns are expected to demonstrate strong skills in basic listening, providing empathy, and development of rapport with clients. Trainees are asked to set goals, and over the course of the year, build on the skills they bring, and acquire new skills at an intermediate or growing competence level that are essential for internship. These goals are reviewed periodically and may be revised as trainees progress through the preinternship year.