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Pre-Doctoral Internship
Welcome from the Training Director
The University of Tennessee
The Counseling Center
The Training Program
Overview & Philosophy of Training
Training Activities
Direct Service Activities
Additional Activities
Summary of Core Experiences
Professional Staff
Accreditation
Internship Application Selection Process
Download 2009-2010 Training Program pdf
Counseling Center Homepage | |
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Professional Staff
The Counseling Center's permanent staff consists of a Director, an Associate Director, two Assistant Directors, and six other counseling psychologists. The university psychiatrist and psychiatric clinical nurse specialist are adjunct staff members. In addition, there are four predoctoral interns, several graduate assistants, and 5 to14 doctoral practicum students working at the Center. Three full-time secretaries provide staff support.
Victor W. Barr, Ph.D., Director
University of North Carolina at Chapel Hill, 1989
Adjunct Assistant Professor, Department of Psychology
Licensed Counseling Psychologist and Health Service Provider
Center activities: General Counseling Center management; member of Vice Chancellor’s staff; membership on various university committees; consultation with faculty, staff and administration; supervision; individual and couples psychotherapy; coordination of Center micro‑computers and LAN.
Theoretical style: Cognitive/dynamic orientation with a strong emphasis on experiential components in therapy.
Professional interests: Brief psychotherapy, supervision, stress and social support; factors affecting retention of students; evaluation models; Myers Briggs Type Indicator; study skills and learning disabilities; headaches; sleep.
Supervision Model: I view finding one's voice in therapy as a primary developmental task of supervision at the intern level. Conceptualization is a central concern for this process. The content of supervisory sessions is dependent on the developmental level of the supervisee and the needs of the client. Sometimes supervision is processing counter-transference, sometimes teaching; sometimes acting as a referral source. At times, it is assisting supervisees in discovering what they are experiencing or, it is modeling skills and techniques. Sometimes it involves modeling the role of a client to assist in conceptualization.
Melissa A. Bartsch, Ph.D., Staff Psychologist/Practicum Coordinator
University of Tennessee, 2004
Licensed Psychologist and Health Service Provider
Center activities: Provide individual, couples, and group therapy; provide supervision; teach doctoral practicum course; serve on university and community committees as well as Counseling Center committees for training and for outreach & consultation; provide consultation to faculty, staff and administration; and participate in various outreach activities.
Theoretical Style: Orientation combines interpersonal process with feminist and emotionally-focused approaches.
Professional Interests: Addictive/compulsive behaviors, LGBT issues, relational issues, women’s issues, training and supervision.
Supervision Model: I work with supervisees from a developmental perspective and adapt my approach to their needs, goals, and skill level. I tend to be more structured in my approach with newer trainees and with more advanced trainees I encourage them to create the structure that they want and/or need from supervision and from me. I believe one of the most important training experiences for any supervisee is the development of their own authentic voice and this belief guides my work as a supervisor. I encourage supervisees to attend to interpersonal process and engage this process through use of self and I model these skills in supervision. I work to
create an environment in which supervisees feel safe to explore their own processes both personally and professionally.
Connie S. Briscoe, Ph.D., Assistant Director/ Director of Outreach and Consultation
University of Tennessee, Counseling Psychology, 2002
Licensed Counseling Psychologist and Health Service Provider
Center activities: Coordinating the management of Center outreach and consultation; participating on various university, center, and community committees; providing individual, couples, and group therapy; providing supervision and training; consulting with faculty, staff and administration; participating in various outreach activities.
Theoretical style: Orientation combines interpersonal process with feminist and cognitive-behavioral approaches.
Supervision model: My supervision model is based on a developmental approach. As I work with supervisees, I try to carefully assess the developmental level they are at with regard to the specific activities they are engaging in under my supervision and to adapt my supervision style accordingly. I also try to be aware of where supervisees are in terms of self and other awareness, motivation, and autonomy. I believe the relationship between the supervisor and trainee is a valuable tool and I try to provide a safe, collaborative, mutually empathic and empowering relationship with my supervisees. I try to do this by being empathic, balancing positive and negative feedback, balancing challenge and support, and being available to consult when necessary.
Marci Burroughs, Ph.D., Associate Director/Director of Clinical Services
University of Southern Mississippi, 1996
Adjunct Assistant Professor, Department of Psychology
Licensed Counseling Psychologist and Health Service Provider
Center activities: General Counseling Center administration in absence of Director, or as assigned by Director. Membership on various university committees. Coordinating the management of clinical services; individual, couples, and group therapist; supervision; consultation with faculty, staff and administration; participation in various outreach activities.
Theoretical style: Orientation combines developmental, attachment and family systems theories with interpersonal process psychotherapy and experiential approaches.
Professional interests: Bipolar Disorder, survivors of childhood abuse, family of origin issues, graduate student development, supervision, and training.
Supervision model: I take a developmental approach to supervision and vary my style based on the supervisee's skill level. A combination of case management and professional development is used. I utilize Socratic questioning to challenge supervisees to form hypotheses, and then test these hypotheses in their work with clients. This is used to help supervisees form conceptualizations and integrate theory and practice. I use developmental models and self‑disclosure about my own developmental process to normalize supervisee's experiences and to provide a safe, supportive environment for their continued professional growth. Role playing, live monitoring, and tape review are utilized to provide feedback regarding clinical work. I challenge supervisees to use self in therapy and to process their relationships with clients. I model this with my use of self in supervision and through processing the supervisory relationship.
Irina V. Diyankova, Ph.D., Staff Psychologist
Iowa State University, 2008
Center Activities: Individual, group, and couples psychotherapy; outreach and consultation; training and supervision.
Theoretical Style: I conceptualize my clients from a variety of theoretical perspectives, including interpersonal process, psychodynamic, multicultural, cognitive, existential, and emotion-focused. I am very client-centered in my work. Therefore, with every client I try to use a different combination of approaches that fits their concerns and worldview. In addition to aforementioned perspectives, I draw techniques from Gestalt and mind-body approaches.
Professional Interests: Trauma, anxiety, relational concerns, international students’ issues, diversity, group therapy, and training.
Supervision Model: I use a developmental approach to my supervision, meaning that supervisee’s needs and level of experience define the nature of our work. I am very collaborative in my approach and try to be as helpful and as supportive as possible. At the same time, I don’t shy away from challenging my supervisees to stretch themselves in their clinical work and professional development.
Janetta Jamerson, Ph.D. Staff Psychologist/Group Coordinator
University of Kentucky, 2006
Center Activities: Individual, group, and couples psychotherapy; outreach and consultation; liaison with Office of Equity and Diversity; training and supervision.
Theoretical Style: Eclectic with strong emphasis on cognitive-behavioral and interpersonal process.
Professional Interests: Diversity, relational issues, outreach, group therapy, religious/spiritual issues, LGBT issues, and trauma.
Supervision Model: Approach to supervision is based on supervisees’ training needs and developmental level with particular consideration of client needs. Supervision can be didactic and focused on skills training with emphasis on conceptualization. My interpersonal style tends to be laid back. I try to create a supportive and safe environment to allow space and freedom for supervisees to explore their interests and develop their own therapeutic style. I am encouraging and empowering of supervisees yet challenging when appropriate. Supervision is guided by awareness of and adherence to ethical guidelines
Philip Johnson, Ph.D., Assistant Director/Director of Training
Oklahoma State University, 1989
Adjunct Assistant Professor, Department of Psychology
Licensed Counseling Psychologist and Health Service Provider
Center activities: Internship/Practicum program administration; individual and couples therapy; supervision; outreach and consultation with faculty, staff, campus ministers and various university organizations.
Theoretical style: Orientation combines developmental, cognitive behavioral and family systems with interpersonal process psychotherapy.
Professional interests: Training and supervision; relationship, family of origin and spiritual issues.
Supervision model: My supervision model is based on a developmental approach, while encouraging awareness and understanding of process issues and the counselor's use of self in therapy. I believe that understanding the emotional reaction of therapists is a very helpful tool in conceptualization and I strive to create a supervisory relationship of respect, safety and support,
in which issues or reactions can be discussed. An emphasis is placed on the use of videotaping for the purpose of case conceptualization. Supervisees will be encouraged to try new techniques that facilitate client change, while being supported in developing their own therapeutic style and theoretical orientation. I emphasize the transitions of professional growth that occur during the internship year.
Paul McAnear, Ph.D., Staff Psychologist
University of Tennessee, 2004
Licensed Psychologist and Health Service Provider
Center activities: Individual, group, and couples psychotherapy; supervision and training; consultation with faculty and staff; outreach activities for university and community.
Theoretical style: I use an eclectic, pragmatic, client-centered approach focused on helping clients identify and progress toward their goals. My techniques are informed by psychodynamic, interpersonal, cognitive-behavioral, and solution-focused therapies.
Supervision model: I utilize a developmental model of supervision striving to provide the structure and guidance appropriate to the individual supervisees needs. My goal is to enable supervisees to develop a therapeutic identity and style that is a genuine reflection of their person. I see supervision as a collaborative process where a supervisees professional training needs and goals are integrated with excellent client care.
Professional Interests: Impact of childhood abuse on current functioning; brief substance abuse interventions; positive, solution-focused interventions; group dynamics; teamwork; fatherhood and men’s issues; forgiveness; grief management; spirituality.
Suzanne L. Molnar, Ph.D., Staff Psychologist
University of Florida, 1982
Adjunct Assistant Professor, Department of Psychology
Licensed Counseling Psychologist and Health Services Provider
Center activities: Supervision and training; individual and couples psychotherapy; group therapy; consultation/liaison with Women's Athletics Department.
Other professional activities: APA internship accreditation site visitor; member of Knoxville Area Task Force on Eating Disorder.
Theoretical style: Eclectic, with an emphasis on family systems. Techniques are drawn from client‑centered, cognitive behavioral, Gestalt, and family systems approaches. Professional interests: Supervision and training; eating disorders treatment; couples counseling; GLBT issues..
Supervision model: Developmental. My preferred supervision relationship is supportive and consultative, but my role varies from teacher to consultant to mentor depending on the immediate needs of the supervisee. Because of my emphasis on client‑therapist process, I preview supervisees' tapes regularly. My other emphases in supervision are client conceptualization, therapeutic choice points, working with counter transference, and facilitating the supervisee's development of a personally congruent yet flexible style.
Ashley Ross, Ph.D.
Tennessee State University, 2007
Staff Psychologist
Theoretical Style: I conceptualize my clients from a broad dynamic approach, which includes
object relation, interpersonal, and family system. In sessions, I use the interpersonal process to deepen the experience of therapy and promote change. I frequently engage in emotionally focused, here-and-now interactions. In addition, I am mindful of transference/countertransference issues and employ a use-of-self approach.
Professional interests: Trauma survivors, family-of-origin issues, men’s issues, supervision, intimate partner violence, spirituality.
Supervision model: Supervision is the foundation of becoming a confident, competent clinician. I believe supervision is a playful, creative process and I enjoy it as much as I enjoy providing therapy. In many ways, my supervision style mirrors my approach to therapy. I generally take a psychodynamic/interpersonal stance and work on creating a trusting environment. I believe that supervision is a reciprocal interaction, both exciting and informative. While taking into consideration the supervisee’s developmental level, I try to deepen his/her ability to conceptualize clients so that interventions are timely, focused, and more effective. This involves discussing several aspects of the therapeutic relationship, such as, emotional reactions regarding the client or parallel processes that may be occurring. During supervision, I may share my own professional experiences as a clinician-both my successes and blunders- in an attempt to normalize the supervisee’s experiences and possible fears at this developmental crossroads.
2008 – 2009 Interns
Amy E. Davis
The University of Memphis
Jenna Glover
Utah State University
Suejung (Sue) Han
Purdue University
Victoria Stewart
Marywood University
Support Staff:
Sandra Chambers
Office Manager
Elise Dougan
Administrative Support Assistant
Jessica Weller
Senior Secretary
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