Common Learning Activities:

• Provide milieu management and behavioral support

• Provide meal support

• Co-facilitate psychoeducation and therapeutic groups

• Provide individual and family therapy (clinical master’s students only)

• Learn from weekly clinical consultations, including psychiatric and nutritional consult meetings

• Sharpen your skills through individual and group supervision weekly

• Collaborate at weekly team support team meetings

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 CBT-E training and weekly consults

• Milieu management and meal support training

• Weekly ED-specific consult groups, including Psychiatric and Primary Care Grand Rounds

• 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 consults as follows:
  Bachelor’s and first year/generalist master’s students must attend in-person Thursdays 1:15-2:15
  Clinical/advanced master’s students must attend meetings on Wednesdays 10:30-11:30 (in-person) and Fridays 8:30-11am (virtual)

• Successfully complete CBT-E and meal support trainings (provided by Ryther)

• Available mostly for in-person work at our North Seattle campus.  Occasionally virtual meetings, trainings, and supervisions will be available virtually.

• 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.