Internship in Health Service Psychology, Counseling Services
Our mission at Counseling Services is to
provide Kansas State University students
with a wide range of services and programs,
designed to help them achieve their personal
and educational goals. Counseling Services is
the primary counseling and mental health
agency for a student body of approximately
24,000 students. Students come to us with a
wide range of concerns including: anxiety,
depression, relationship problems, stress,
alcohol/drug abuse, and eating disorders.
Our staff maintains close working relationships
with local mental health and hospital facilities
and we refer students who require long-term
or more intensive care.
- Individual psychotherapy
- Group therapy
- Couples therapy
- Career counseling
- Outreach/consultation presentations
- Prevention services
- Training programs
Counseling Services provides an atmosphere welcoming of all aspects of diversity. We support the campus SAFE Zone.
Internship Admissions, Support, and Initial Placement Data
Annual Report (PDF)
Resources for Clinicians
Manhattan, Kansas, is a great place to live and study! In fact, The Princeton Review ranked Kansas State University among the top in several different categories in their 2019 National Rankings. Among our rankings are No. 3 for best town-gown relations, No. $ for best quality of life, No. 8 for happiest students, No. 11 for students pack the stadiums, No. 12 for most loved colleges, and No. 14 for best run colleges. Please take a moment to browse the information below about our community.
- Flint Hills Discovery Center
- K-State Gardens and Insect Zoo
- Konza Prairie
- Sunset Zoo
- Tuttle Creek State Park
- Pillsbury Crossing
- Parks and Rec Department
Relocating To Manhattan
Counseling Services Campus Partners
- CARE Center
- Career Center
- Center for Student Involvement
- Graduate School
- Housing and Dining Services
- International Student and Scholar Services
- K-State Athletics
- K-State Libraries
- K-State Traditions
- Lafene Health Center
- LGBT Resource Center
- McCain Auditorium
- Non-Traditional and Veteran Student Services
- Office of Diversity
- Office of Student Life
- Recreational Services
- Student Access Center
- Student Union
- Tutoring Center
The staff at K-State Counseling Services aims to be:
- Supportive. When possible, we keep our doors open so interns, practicum students and other training staff may stop in to consult whenever they need to. Humor is also valued among the staff, and you’ll often hear laughter coming from the break room at lunchtime.
- Interactive. Each month we have a themed potluck. We bring food to share and celebrate the staff birthdays that occurred during that month. We periodically plan outings as a way to spend time together and build relationships among our staff and their families outside of the office. This has included lunchtime bowling at the K-State Student Union, movies, ice cream socials and picnics.
- Hardworking. We enjoy each other’s company and we also work hard to serve our students, K-State’s campus, and the Manhattan community in a variety of ways.
- More than just counseling. In addition to providing prevention services and psychotherapy services, we also aim to be oriented toward social justice. For example, we created a food shelf as a resource for our students who are experiencing food insecurity.
- Full. As an agricultural school, we have delicious treats available to us. Call Hall’s Dairy Bar sells K-State ice cream, cheese, milk and other products. The Bakery Science Club has a weekly bake sale during the semester, and these treats often make appearances in our break room! The students in the Animal Sciences and Industry department sell cuts of meat at the Dairy Bar and at their weekly meat sale.
Our internship in Health Service Psychology has been continuously accredited by the American Psychological Association (APA) since 1987. The next accreditation site visit will be held in 2019. Questions related to the program’s accreditation status should be directed to APA’s Commission on Accreditation:
Office of Program Consultation and Accreditation
American Psychological Association
750 First Street, NE
Washington, DC 20002-4242
K-State match number: 130511.
This internship site agrees to abide by the APPIC policy that no person at this training facility will solicit, accept, or use any ranking-related information from any intern applicant.
Our internship program is committed to attracting and effectively training interns from any/all backgrounds. Our agency lives our value of diversity through the following: working to attract and retain diverse staff and trainees, a biweekly diversity seminar for interns, a diversity workgroup comprised of several Counseling Services staff members, providing a minimum of one diversity related training for agency staff in the fall and spring semesters, maintaining a food shelf to support the wellbeing of those struggling with food/economic insecurity, and integrating awareness and discussion of diversity into all facets of our agency's operations (e.g., intern seminars, individual and group supervision, outreach presentations).
As a staff, we value our training program and make training activities a very high priority. The aim of our psychology internship program is “To develop and train competent generalists in health service psychology who are prepared for post-doctoral practice.” Our intrinsic goal is the development of ethical, competent, generalist psychologists trained in the scientist practitioner model, who are respectful of human diversity, knowledgeable in and committed to social justice, and who contribute to their communities and to the field of psychology. Our educational focus is preparation in the applied practice of clinical and counseling psychology based upon the body of scientific knowledge and ethical principles of our profession. Our primary mode of training is "learning by doing." In addition to this experiential training focus, we are aware that we are all members of a larger global community. Consequently, we provide an array of training seminars, training supervisors, and training experiences with a practical, experiential approach. To the extent possible, we use the naturally occurring events, not only in the university community, but nationally and globally as well for opportunities in training. These experiences often provide a valuable means of meeting training objectives.
Training Values and Competencies
Our internship program is committed to the following five underlying values: 1. We are committed to training in the Local Clinical Scientist model; an augmentation of the Scientist-Practitioner Model. 2. We are committed to a broad range of skill development encompassing counseling, therapeutic, programmatic and educational interventions. 3. We are committed to training in understanding and respecting human diversity and to providing effective services to diverse clientele and collaboration with diverse colleagues. 4. We are committed to facilitating the development of professional identity and professionalism. 5. We are committed to flexibility in developing each intern's training program.
In order to meet the aim of the training program, as well as embody the values of the training program, we use the following nine profession wide competencies to structure the training program. The following nine competencies provide: sufficient breadth to ensure that the training program is adequately training competent generalists who are prepared for post-doctoral practice; a structure for the evaluation of interns in the training program; alignment with the Standards of Accreditation as published by the APA’s Commission on Accreditation. The nine competencies are: Research, Ethical and legal standards, Individual and cultural diversity, Professional values and attitudes, Communication and interpersonal skills, Assessment, Intervention, Supervision, Consultation and interprofessional/interdisciplinary skills. Each intern is given at least one opportunity to demonstrate their competence in each of these nine areas. For instance, throughout the internship year interns will demonstrate their competence with consultation and interprofessional/interdisciplinary skills through outreach activities.
Our internship program does not use distance technologies in training or providing clinical services.
Social Justice Project
Interns will engage in an outreach that is culturally informed and meets the needs of a historically marginalized population on K-State’s campus. Diversity is broadly defined here. The purpose is to support the development of interns’ multicultural awareness, leadership skills and outreach experience. The Social Justice Project will also enhance the multicultural awareness and knowledge of CS staff and support our efforts to build liaison relationships across campus. Interns will work with a campus liaison to develop the social justice project. One aspect of the project could include a tangible artifact (created for the Outreach Seminar) that will become a resource at both Counseling Services and the campus liaison’s office.
Social Justice Project Timeline
Fall: Begin brainstorming and discussing ideas for project. Begin initial work on project.
Spring - early summer: Engage in project planning, coordinate with campus liaison to develop and implement project.
Summer (last week of internship): 30-minute presentation of project to staff.
Duration, Salary, and Benefits
The upcoming training year will begin on Wednesday, Aug. 1, 2018, and end on Wednesday, July 31, 2019. Our regular work hours during the academic semesters are Monday - Friday 8 a.m to 5 p.m. This 12-month position provides a minimum salary of $25,650 with 22 days leave time and 11 days sick leave. Medical/Health insurance, dental coverage, and vision coverage are available through the university group plan. We do not have specific leave for maternity/paternity purposes, but we do allow reasonable unpaid leave in the event of family needs that are in excess of vacation and sick leave allowances. See table here for additional information on benefits.
It is expected that each intern will secure professional liability insurance prior to the start of internship. We do not endorse a particular provider of professional liability insurance. One example of such a provider is The Trust at 1-800-477-1200.
To enhance their identities as psychologists, we also encourage our interns to either maintain their current memberships, or become student members of APA. Information about student membership can be obtained from:
APA Membership Department
750 First Street, NE
Washington, DC 20002-4242
800-374-2721(US and Canada Toll Free)
202-336-5580 (in DC)
- Melissa King, Ph.D., Licensed Psychologist/Groups Coordinator
- Daniel Larson, Ed.D., Licensed Psychologist/Director
- Cliff Rone, Ph.D., Licensed Psychologist/Training Director
- Ryan Staley, Psy.D., Licensed Psychologist
- Cheryl Taliaferro, Psy.D., Staff Psychologist
- Sochanvimean Vannavuth, Ph.D., Licensed Psychologist
- Kodee Walls, Ph.D., Licensed Psychologist/Stress Management Program Coordinator
- Laurie Wesely, Ph.D., Licensed Psychologist/Clinical Director
Additional Training Staff
Additional Clinical Staff
- Melissa Miller, M.A., Licensed Professional Counselor
SUPERVISORS' COUNSELING STYLE, SUPERVISION STYLE AND INTERESTS
I started at K-State in August of 2015 and have been in the Midwest most of my life. I was born and raised in Des Moines, Iowa, and completed my bachelor's degree in psychology with a concentration in women's studies at Drake University. I then moved to southern Illinois where I completed my master's degree and doctorate in counseling psychology at Southern Illinois University at Carbondale and earned a graduate certificate in women's studies. I completed my pre-doctoral internship at the University of Utah Counseling Center and then moved to Duluth, Minnesota, where I was an instructor in the psychology department at the University of Minnesota Duluth and worked in a group private practice providing individual and couples therapy to older adolescents and adults.
My theoretical orientation incorporates feminist and multicultural perspectives with interpersonal process. I also incorporate principles from DBT, EFT and ACT to address the concerns of my clients in a way that is individualized to their particular needs and worldviews.
As a supervisor, I take a developmental approach, meeting supervisees where they're at and incorporating attention to how aspects of power, privilege and oppression influence our supervision relationship and my supervisee's relationships with clients. I prioritize creating a trusting space in which we can reflectively process and explore the dynamics at play in the therapeutic and supervisory relationships. I think watching tape is useful in supervisee reflection and growth, so we do this regularly. I find supervision to be both challenging and rewarding, and my hope is to co-create a similar dynamic with and for my supervisee.
Outside of work I am quite active. I enjoy cooking, reading, working out, and spending time with friends and family. I love to be outside, particularly around water or in the mountains, and love camping and campfires.
I have been at K-State since April of 2017. I was born and raised in Sioux Falls, South Dakota, and have spent the majority of my counseling career in the mid-west. I completed my bachelor's degree in psychology from Concordia College, my master's degree from University of South Dakotat, and my doctorate in counseling psychology from Northern Arizona University.
My theoretical orientation is a combination of cognitive-behavioral and solution focused therapy, although overall I take a very eclectic approach in my counseling style. I enjoy working with college students on a variety of concerns, but my particular areas of interest include anxiety, depression, and relationship issues.
I approach supervision from a developmental perspective. Regardless of the supervisee's level of experience, I work to create and atmosphere of trust, honesty, and willingness to explore areas of growth.
I moved to Manhattan and began working at K-State in August of 2014. Though I was born and raised in a suburb of Portland, Oregon, my educational career has taken me all over the country. I completed my bachelor's degree in psychology at Texas Christian University, my master's degree and doctorate in clinical psychology at Idaho State University, my pre-doctoral internship at University of Houston's Counseling and Psychological Services, and my post-doctoral fellowship at University of Georgia's Counseling and Psychiatric Services.
My educational background focused on Cognitive Behavioral Therapy and I have been trained in Acceptance and Commitment Therapy. Since these initial training experiences I have emphasized learning to integrate much more affective work into my counseling, primarily from an interpersonal process approach. I love working with college students who have underrepresented racial, cultural, and national identities, as well as non-traditional students, first generation college students, and students who struggle with anxiety or problematic interpersonal patterns.
I approach supervision from a developmental perspective. My main goal is to create a supervisory relationship based on trust and honesty that allows for promoting the supervisee's growth through collaborative discussion, reflection, and exploration. I like to watch a lot of tape because I believe the best way to learn about oneself as a clinician is to watch her/his own work. I believe both the supervisor and supervisee should feel challenged, but at a reasonable and growth-promoting pace.
Personally, my number one priority is my family and friends. My favorite pastimes include spending time outdoors, taking on new challenges (e.g., fixing up an old house), and watching college football. On weekends I try to spend some time surrounded by nature and wildlife, and my favorite vacations are spent camping at national parks with loved ones.
I grew up living the life of a nomad for the first half of my youth; as the son of a pastor relocation was a common occurrence. During my adult years frequent moves have been sparked by my pursuit of education, training, and work opportunities in the field of psychology. Over the years I have come to enjoy both the seasons of transition and change, as well as stability and consistency we all encounter to varying degrees throughout our lives. It is my belief that opportunities for meaningful growth and rewarding experiences abound during the ever unfolding beginnings and endings that comprise our life journeys. My own experiences with frequent moves as both a child and adult, and embedded in an interpersonal context, have shaped who I am and how I view and engage in the important life roles I assume, including psychologist.
My training and academic preparation began at Friends University where I completed a Bachelor’s Degree in Human Service Psychology. Following my time at Friends I went on to compete a Master’s Degree in Counseling Psychology at the University of Kansas. I subsequently worked for five years as a staff therapist and, eventually, clinical director at a residential facility for male, adolescent, juvenile offenders where I provided assessment and therapy services to residents and their families, oversaw the clinical program, and supervised marriage and family therapy practicum students. During that time I also served as an adjunct professor at Friends University. I continued my graduate training at George Fox University where I earned a master’s and doctoral degree in Clinical Psychology. My postdoctoral residency was completed at Hazelden, now Hazelden Betty Ford Foundation, an impatient addictions treatment center located in Oregon. I returned to Kansas in 2013 where I obtained licensure as a psychologist and began work as a full time independent contractor for a counseling center in Manhattan providing therapy and assessment services to residents of Manhattan and surrounding communities. I joined the K-State Counseling Services Team as a staff psychologist in August of 2017; I have continued to maintain a small private practice during off hours. One of the great appeals of the K-State Counseling Services program was the opportunity to be a part of the training of future psychologists, a strong professional interest of mine. Other draws for me included the chance to work in a university setting and as a part of a multidisciplinary team serving a diverse student population. My research and clinical interests include clergy mental health, trauma and addiction, the integration of spirituality into mental health care, mindfulness, clinical training, domestic violence/interpersonal trauma, and body image issues in males.
I think about supervision as a collaborative endeavor in which both supervisor and supervisee work to identify individual training goals/needs and establish a plan for meeting those goals/needs. My approach is integrative in that it is informed by developmental, competency, and psychotherapy based models of supervision with an emphasis on establishing a strong/supportive working alliance with the supervisee.
My approach to therapy is grounded in both Cognitive Behavioral and Interpersonal process principles and techniques. Identifying and altering patterns of thinking, behavior, relating (to self/others), and coping is a primary focus of treatment. Additionally, mindfulness based and solution focused interventions are often incorporated into the therapy.
Sochanvimean Vannavuth, Ph.D.
“It is not the world of the survival of the fittest, but it is the world that you always need to be a little kinder than necessary.” This is the teaching my parents taught me and siblings growing up. This teaching was not only taught in words but through the acts of kindness. Like many families in a third world country, our family was extremely poor. At times, we found it hard to know where our food would come from the next day. However, my parents have never failed to share food, clothes, or other resources to those in need.
I am a Second generation of the Khmer Rouge survivor. Growing up in Cambodia has taught me a life lesson of humility and resiliency. In addition to the millions of people who were killed in the genocide, a number of people suffer from moderate to severe mental illness. Countless homeless children continue to roam the street looking for food. Cambodian next generations continue to suffer from intergenerational trauma. I have heard many devastating stories from Cambodian villagers concerning the Khmer Rouge. It is my parents’ teachings of kindness and strength that give me courage to look at these sufferings compassionately and determine to contribute to this community. With this hope and dream, I decided to fly thousands of miles away from home to gather knowledge in the U.S.
My journey in the U.S. began in 2010, when I was fortunate to receive a scholarship for a doctoral degree in clinical psychology at Alliant International University, San Diego. The challenges in a new country including experiencing minority stress, put my determination to the test, but it was these same humbling moments that gave me an opportunity to grow and validate my strengths. I went on to do an internship at the Counseling Services at Miami University, where my professional identity were nurtured and grown significantly and completed a post-doctoral residency at Counseling and Psychological Services at University of California, San Diego.
My parents have often told me that “life is moments of humility and appreciation”. They shared with me the story that I had dengue fever when I was nine months old. Due to the illness severity and lack of medicine, the hospital had already given up on me while my parents were anxiously searching for medicine and a doctor who was willing to see me. At last, they found the doctor, but he informed my parents that “There’s a 95% chance your son cannot be saved and if he is saved, there’s a high chance he’ll be mentally delayed.” Although I have been told that story many times, not until these last couple years of facing a great deal of challenges in a new country did I deeply understand what my parents meant. I was not only fortunate to escape death and developmental delay, but to pursue a dream of a greater good.
That story has inspired me to pursue my goal of becoming an authentic psychologist and teacher. In this journey, I have discovered that combing Eastern philosophies with Humanistic and Existential approaches is best described my work as a psychologist. I approach therapy, teaching, supervision, research, and education with contextual, cultural sensitivity, and social justice orientation. One among many things that I have experienced in the U.S is the limitation for a professional to take a stand due to perceived and powerful political limitations. As a minority professional, I have pledge to take a stand against all forms of oppression. More often than not, I feel scared doing so and I do it anyway because that is one small way I could live to support those who came after me to be courageous in the moments needed. I celebrate our differences. I will speak out for you when you are threatened with xenophobia and intolerance. Please do the same for me.
I am a big advocate for humanistic psychology, which its value, despite very relevant, has been faded in today’s psychology education and practice. Since 1988, the coverage devoted to humanistic psychology in an average text has rarely passed 2 0r 3 pages, accounted for less than one third of 1% of the average text's total pages. Up to 2017, there has been a slight increase to about 5 and 1/2 pages accounted for a full 1%. Despite the significant contributions of humanistic psychology, the small percentage revealed how little this approach is valued in the mainstream psychology (Churchill, 1988; Henry, 2017). I often asked myself the question what is responsible for the undermining of the importance of humanistic psychology and who is responsible in advocating and reviving humanistic psychology. I am committed to bring forth the value of humanistic psychology; however, I am most passionate about the depths, similarities, and diversity of various theories of personalities. I have been trained in Third-wave cognitive therapy, psychodynamics, family psychotherapy, and Eastern philosophy based psychology (e.g. Metta, Karuna, Mudita, Upekkha). All in all, I humbly, genuinely, appreciatively passionate about diversity of theories of personalities in the field of psychology and would like to continue to learn and hear more from different perspectives.
Ball State University, 2016
Pronouns in Use: she/her/hers/herself
Center Activities: I provide individual and group psychotherapy to undergraduate and graduate students, couples therapy and outreach across campus. As the Stress Management Program Coordinator, I manage and oversee the implementation of the stress management program, which works to provide prevention and wellness services to Kansas State University's students. I conduct needs assessments in order to develop, implement, and evaluate comprehensive stress management and reduction services. I also plan and implement primary prevention training and educational activities related to well-being, stress management, resiliency, and programming related to other dimensions of wellness.
Theoretical Style: My work integrates client-centered, interpersonal process, and cognitive-behavioral theories and interventions within a multicultural framework. My clinical work and supervision are grounded in forming a trusting and accepting relationship that honors students' intersecting social identities. I view therapy as an opportunity for students to learn and practice skills, acknowledge and accept painful feelings and lived experiences, and make discoveries about themselves that can help improve how they feel, increase their effectiveness in relationships with others, and move toward their academic goals.
Professional Interests: I have a primary focus on treatment of anxiety and family of origin concerns related to attachment. In terms of a specific population, I am interested in LGBTQ issues and have presented nationally on this topic. I also have expertise in areas related to couples therapy, men's issues, relationship difficulties and group therapy.
Supervision Model: First and foremost, it is my belief that in order to be an effective therapist and supervisor, one must be authentic. With that in mind, I work from a developmental perspective which encourages supervisees to increase their awareness and understanding of use of self in the therapeutic relationship. I collaborate with the supervisee on professional growth and identity to facilitate their development of becoming a competent and appropriate professional. I also work from a multicultural perspective, attempting to honor and incorporate social identities (of client, therapist, and me) into how we formulate diagnoses, treatment plans and our conversations about the work.
Personal Interests: Transplanted from Indiana, I love the sunshine, trails and hills of Manhattan. I enjoy cozy home activities like watching TV/Netflix, cooking and eating, and being owned by my cats. I am also a huge sports fan and will watch almost any competitive event.
My career has been devoted to working at university counseling centers and, as a psychologist, I cannot imagine a better job. I enjoy the variety of tasks that I perform, from counseling to supervising interns to presenting. I also find it fulfilling to work with college students. Students face the challenges of achieving academically, choosing a career, and transitioning into the world of work. Additionally, they may face individual challenges that range from adjusting to college, struggles with relationships, mood difficulties, eating and body image concerns, and recovering from traumatic experiences.
Counseling is a unique relationship where clients allow me the privilege of joining with them for part of their journey. It is my goal to create a secure enough space where clients and I can collaborate to move from their initial “thin” description of what is bringing them to counseling to a “thick” understanding. This deeper, richer understanding takes into account the larger context which results in a non-pathologizing viewpoint. Thus, my theoretical underpinnings stem from humanistic and feminist viewpoints. Intertwined with this is the knowledge I have gained from working in the area of trauma and being trained in Eye Movement Desensitization Reprocessing Therapy (EMDR). This has taught me that everyone has the innate drive to heal, but that there is a time and place for everything. Listening to clients, maintaining my curiosity, empowering clients to tap into their innate knowledge of what they need, having compassion for them, and incorporating my knowledge and instincts all combine in counseling to help clients reach their goals.
Supervising doctoral interns parallels my work with clients as I strive to provide a supportive, compassionate environment that also challenges interns to grow. I take a developmental perspective and focus on strengths while encouraging interns to achieve their goals. My internship year was one of tremendous change and was very enjoyable and challenging. My goal is to provide a similar experience for interns as they transition from students into professionals. It is a delight to be part of this process.
Professionally and personally I am always growing and learning. K-State is a great place in which to learn and work with the strong school spirit both on and off campus and the supportive, collaborative environment within Counseling Services. In terms of personal interests, I enjoy spending time with my partner, children and dogs. I also enjoy watching our chickens (yes, you read that right!), reading and knitting.
ADDITIONAL TRAINING STAFF
I moved to Kansas in June 2002 to begin my master’s in English and cultural studies, and haven’t left. Upon completion of my M.A. I taught for the English Department here at K-State and then began a doctoral program in human ecology, as well as a graduate certificate in women’s studies. I received my Ph.D. in human ecology with a specialization in apparel and textile design in May 2012. Being adverse to all things mathematical (or even resembling math) I chose to do qualitative research for my dissertation. The aim of my dissertation was to discover the voice of the military wife, examine it through a feminist lens, and then translate those voices into artwork that represented the collective, lived experience of the women interviewed. Three methodologies were utilized to analyze and translate the voices of military wives into textile art. These three methodologies: practice-based research, phenomenology, and feminist inquiry provided a suitable structure for shaping the study. Interviews conducted with 22 military wives revealed two overarching themes: militarization and marriage; as well as multiple subthemes. Three subthemes were recognized as being the most prominent: relationships, separation and collective experience. These themes were used as the inspiration for the creation and installation of three textile art pieces.
It was during my dissertation phase that I came to Counseling Services. After have taught courses for several departments (English, apparel & textiles, women’s studies), I felt I needed a break from teaching. In 2010 when I was asked to move into an assistantship that provided me with the opportunity to run the University Life Café website, as well as market it across campus and the community, I jumped at the opportunity. Because I had such a great experience here as a G.T.A., I applied for the position of Online Programs Coordinator and one week before I defended I was offered the position, which I obviously accepted. Over the years the position has evolved to include not only the agency’s online programs, but its outreach as well. Each semester we do numerous outreach events, presentations, tablings, workshops, and even an art contest. Somehow, with the help of my G.T.A., we manage to reach out to thousands of students and make them aware of our services. I am passionate about outreach and belong to the AUCCCO, which provides me with new and exciting ideas for engaging students. I love leading the Outreach seminar and getting to know the interns and their individual interests, as well as getting to know them on a personal level.
Originally from Southern California, I have lived all over the country due to my husband’s Army career and my parent’s decision to move from California to the Midwest during my high school years. Dom and I have been married for 25 years and have one son, Logan, who is also in the military, currently stationed in Monterey, California. In my free time, I breed Lykoi cats (also known as the “werewolf cat”), read, put together puzzles, sew and cook. I love leading the Outreach Seminar and getting to know the interns and their individual interests; I look forward to meeting you and working with you in the coming year.
I am the office manager at Kansas States’ Counseling Service, where I ensure that the daily operations of the office run smoothly. Since I joined Counseling Services in 1997, I have been maintaining and ensuring security for technology, managing the data and student accounts, serving as a supervisor as well as serving on the training, clinical, and the administrative teams. Formerly, I worked with the Public Affairs Division of Kansas Farm Bureau. I attended Manhattan Area Technical College where I completed coursework in Office Administration.
I am an active member of the campus community by being on or chairing many campus committees and I am currently the President of University Support Staff Senate.
I have been a resident of Manhattan since moving here from a small Kansas rural farming community in 1997. Though I love photography and in particular photographing wildlife in the mountains of Wyoming and Montana, my first love would be my six grandchildren. They keep me quite busy with their endless activities of football, volleyball, softball and whatever else they find to enjoy.
ADDITIONAL CLINICAL STAFF
I was born and raised in the Texas Panhandle. I attended West Texas A&M University and received my B.A. in English. I continued my master’s work at WTAMU and received a M.A. degree in counseling. During my college career, I spent almost five years working for the Residential Living Department in various capacities (Resident Assistant, Residence Hall Coordinator, and Office Assistant). My roles in Residential Living made me aware of my passion for Student Affairs and for the University Setting.
After graduating with my master’s degree (and getting married), I moved to southwestern Kansas and worked for a year and a half as a therapist at a community mental health center. I had the opportunity to work as both an outpatient and inpatient therapist. I was also privileged to be a member of the Batterer Intervention Team (BIP).
After spending time in community mental health, I truly missed the university setting and jumped on the opportunity to apply for a position at K-State when it came open.
I have been a therapist at K-State since August 2016. As a therapist, I tend to use cognitive approaches and prefer brief short-term therapy. I also enjoy teaching and writing and am able to use those skills on our various teams within the agency as well as in outreach opportunities.
Outside of work, I enjoy hiking and biking with my husband and working together on projects at our house. I love nature photography, good books, road trips, and getting coffee with close friends.
Past Interns: Placement Following Internship
- Alliant International University: Private Practice
- University of St. Thomas: Teaching
- Adler University: University Counseling Center; Staff
- Alliant International University: University Counseling Center; Post-Doc
- Azusa Pacific University: Hospital; Post-Doc
- Oklahoma State University: Hospital; Post-Doc
- University of Wisconsin Milwaukee: University Counseling Center; Post-Doc
- University of Indiana: University Counseling Center; Post-Doc
- Texas Women's University: University Counseling Center; Post-Doc
- University of South Alabama: Health/Counseling Center; Post-Doc
- Louisiana Tech: University Counseling Center; Staff
- University of Indiana: University Counseling Center; Post-Doc
- Loyola University Maryland: University Counseling Center; Post-Doc
- University of Missouri: University Counseling Center; Post-Doc
- University of Northern Colorado: Hospital; Post-Doc
- Bowling Green State University: Hospital; Post-Doc
- Western Michigan University: University Counseling Center; Post-Doc
- University of Northern Colorado: University Counseling Center; Post-Doc
- University of Missouri: Research Position
- University of North Dakota: University Counseling Center
- University of Missouri at Kansas City: Director; School of Education
- West Virginia University: University Counseling Center
- University of South Alabama: University Counseling Center
- Argosy University, Twin Cities: Post-Doc
- Iowa State University: Post-Doc
- Oklahoma State University: Post-Doc
- Pacific University: Post-Doc
- Purdue University: Completing Dissertation
- Regent University: University Counseling Center
- University of Oklahoma: Assessment Center; Post-Doc
- Wright State University: Continued Job Search
- Bowling Green State University: Community College Instructor
- Seattle Pacific University: Community Mental Health; Post-Doc
- University of Missouri-Kansas City: University Counseling Center; Post-Doc
- University of St. Thomas: University Counseling Center
- Bowling Green State University: Assistant Professor
- Indiana State University: Community College; Counselor/Instructor
- Purdue University: Community Mental Health Center
- University of Southern Mississippi: University Counseling Center
- University of Mississippi: University Counseling Center; Post-Doc
- University of Missouri-Kansas City: University Counseling Center; Post-Doc
- University Nebraska Lincoln: Community Mental Health/Adjunct Faculty
- Wright Institute: HMO; Post-Doc
- Bowling Green University: University Counseling Center; Post-Doc
- University of Buffalo: University Counseling Center; Post-Doc
- University of Missouri-Kansas City: Private Intensive Outpatient Clinic; Post-Doc
- Wright State University: University Counseling Center; Post-Doc
- Oklahoma State University: University Counseling Center
- University of Georgia: University Counseling Center; Post-Doc
- University of Missouri-Kansas City: University Counseling Center; Post-Doc
- University of Oklahoma: Geriatric Inpatient
The Internship Program first began in 1981 and became APA-accredited in 1987. If interested in information about interns prior to 2005, please contact the internship training director.
Our Minimum Requirements
- Completion of a minimum of 500 intervention hours by the start of internship.
- Enrollment in an APA-Accredited Counseling or Clinical Psychology doctoral program.
- At least one practicum or work experience which primarily involved working with college students.
- Comprehensive exams completed prior to application deadline.
- An approved dissertation proposal prior to the start of the internship.
The Application Process
- Applications must be completed through APPIC website. We will not accept any paper materials.
- Required materials include:
- Completed AAPI application
- Current Vitae
- Cover letter: Your cover letter must explain why you believe you would be a good fit with the internship program at Kansas State University Counseling Services. Be specific about your goals for internship and how our program in particular will help you meet these goals. It should be at least 300 words.
- Three letters of reference: Letters should be submitted with at least two from professionals who have supervised your clinical work. References should reflect your most recent work if possible.
- Address cover letter to:
Cliff Rone, Ph.D., Training Director
232 English/Counseling Services Building
Kansas State University
Manhattan, KS 66506-6503
- Program Code and Accreditation:
- APPIC Member Number: 1305
- Accredited by the Commission on Accreditation of the American Psychological Association
For additional information contact Cliff Rone.
Nov. 13, 2017
The Selection Process
Each application is initially screened by the Selection Committee to ensure that the minimum criteria are met. Applicants who will not be considered further will be notified by mid-December.
Each applicant's file will be evaluated and rated by at least two Selection Committee members. Selected applicants will receive a telephone interview.
All formal interviews are by phone; we have decided to not conduct on-site interviews for social justice reasons. Travel, car rentals, and accommodations can be quite expensive, and we acknowledge that this may disproportionately affect some students relative to others. The formal telephone interviews are usually conducted with at least two clinical staff members interviewing the candidate and include interview questions and a clinical vignette.
The satisfactory completion of a background check is a condition of employment. Background checks will be initiated after Match Day.
Optional Open House
We will host an open house for intern applicants on Friday, January 13th, 2017 from 2:30 to 5:00 PM. We are excited about the open house as an opportunity to show applicants our counseling center, meet our staff and current interns, and answer any questions you may have about our great site! However, we know that time and finances are tight, so attendance at the open house is optional, and not required to be ranked.