Common Learning Activities:

• Co-facilitate group therapies that are arts-based or have an arts-based component

• Develop, plan, and implement creative arts interventions with individuals and groups

• Participate in a broad range of creative therapeutic interventions, such as drama, visual arts, role playing games, experiential therapy, and more

• Provide individual, family, and group therapy with in both outpatient and inpatient settings

• Practicing the integration of arts-modalities with other evidence-based treatments

• Gain experience with in-person and virtual therapy

• Learn from weekly Individual and group supervisions

• Collaborate at weekly team meetings, including multi-disciplinary case consults (“grand rounds”)

TRAININGS

Our rigorous onboarding process includes a variety of core trainings such as:

• Motivational Interviewing

• Behavior management and crisis de-escalation

• Trauma-informed care

• Record keeping and clinical writing

• Workplace expectations

• Ethical decision-making

• Case management skills

Additionally, students in this Learning Pathway get specific training and supervision in:

• Introductory training in Cognitive Behavioral Therapy

• Applying Trauma Informed Practices in therapeutic relationships

• Trauma-Focused CBT (Clinical/final years master’s interns only)

REQUIRED ELEMENTS

To fully participate in this Learning Pathway, interns should meet the following requirements:

• Available to attend required team meetings on Wednesdays 11am-12pm (virtual or in-person).

• Available for in-person therapy groups for at least two afternoons/evenings per week.  Group times vary but generally offered Monday-Thursday with start times between 3:00-5:30pm.

• Able to work in-person for specific groups and individual therapy sessions.  Some hybrid work is available.

• Can maintain practicum placement for no less than 6 months (2 quarters) with preference for those who can commit to 9 months or longer.  Bachelor’s students will be considered for single quarter/semester placements.

• Able to complete assigned tasks outside of their specific Learning Pathway based on agency needs, school/program requirements, and individual learning goals.

• Acceptance of and ability to work with individuals and families with a variety of identities, behaviors, and cultural and spiritual practices with the ability to apply a social justice and equity lens to all aspects of this work.