Common Learning Activities:

• Co-facilitate both Intensive Outpatient and general Outpatient DBT  groups 1-2 afternoons/evenings per week

• Provide individual and family therapy with a variety of outpatient clients

• Attend weekly DBT-specific consultation group

• 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 DBT Skills training

• Weekly DBT consultation group with attention to EBP fidelity

• Introductory training in Cognitive Behavioral Therapy

• Applying Trauma Informed Practices in therapeutic relationships

REQUIRED ELEMENTS

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

• Available to attend required team meetings every Wednesday 10am-12pm (virtual or in-person).

• Available for in-person therapy groups for at least two afternoons/evenings per week.  Groups are generally offered Monday, Wednesday, and Thursday between 4:00-7:00PM.  (Bachelor’s students will be considered if available for group at least one afternoon per/week.)

• 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 9 months (3 quarters) for 2nd Year/Advanced Master’s students.  Bachelor’s and 1st Year Master’s students will be considered for shorter 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.