Practicum Training Opportunities

The Student Counseling Center (SCC) at Pacific University provides practicum training to clinical psychology doctoral students*.

Training Philosophy

Training Philosophy of the SCC

The SCC subscribes to a practitioner-scholar model of training. The overarching goal of the practicum-training year is to provide high quality training in the building blocks to provide clinical services within a college counseling center setting, informed by values of ethically sound practice, prioritizing equity and inclusion, celebrating diversity, engaging in self-reflection, and using the self as an instrument. Learning objectives include but are not limited to:

  1. Engage in critically conscious thinking with an equity, diversity, and inclusion (EDI) lens to improve ability to respond to client needs and to engage in systems work to improve overall service to underserved populations with an overall goal to approach work from an anti-oppressive stance.
  2. Develop skills of self-reflection in order to:
    1. Increase awareness of personal reactions and emotions during the course of therapy and in other aspects of our work, and increase ability to be emotionally present in-session and attuned to clients. 
    2. Increase awareness of individual intersecting identity markers and related aspects of power dynamics impacted by privilege and oppression that influence worldview, values, and approaches to interpersonal relationships.
    3. Identify individual areas for growth and development and to manage defenses with regard to individual growth.
  3. Develop skills to evaluate client needs within a short-term therapy model and to develop an appropriate clinical disposition, accounting for sociocultural contexts of each client, to
    1. guide treatment recommendations.
    2. engage in tasks associated with such a short-term therapy model including treatment planning, case management, and provision of appropriate referrals to other resources.
    3. track therapeutic progress and manage client care through stages of therapy from initial rapport-building through termination and adapting therapeutic goals and interventions to meet client needs.
  4. Improve case conceptualization and treatment planning skills through exposure to various theoretical orientations, approaches, and presenting concerns prevalent in college counseling center settings.
  5. Improve skills related to engaging in risk assessment and follow-up care with clients presenting with risk to self or risk to others. 
  6. Learn more about the different roles of a psychologist through engagement in activities that include intervention on the individual, group, and system levels and gain a greater understanding of personal style and preferences with regard to different work tasks and environments.
  7. Develop values related to engaging in the ethical practice of psychology and improving ethical acumen.
  8. Engage in professional development related to working in a college counseling center and as part of a treatment team by
    1. engaging in staff meetings and consultation with SCC staff and other professionals across campus and in the community.
    2. engaging in two-way feedback with supervisor, peers, and other colleagues as part of supervision and consultation.


These learning objectives will be met through clinical experiences (e.g., provision of individual therapy, outreach activities, case management), individual supervision, professional development seminars, affinity-based group processes, small group supervision, all staff case consultation, case presentations, introspection, autonomous dedication to professional identity development, and through the trainee’s own interactions with staff and peers. The SCC has a strong commitment to training new professionals and seek to cocreate this experience with you by honoring the wisdom derived from your embodied, cultural, and ancestral ways of knowing and being.


Training Philosophies of Primary Supervisors

Dr. Wan-Chen Weng, Staff Psychologist & Groups Coordinator:
As a clinical supervisor, I reflect on how my personal and professional experiences have shaped my supervisory relationships. My supervision style is best described as relational, supportive, and collaborative. I believe the success in supervision lays on trusting relationships. I take integrative models of supervision to attend to the working alliance ab both supervisor/supervisee and client/counselor relationships, to meet and identify the supervisee's developmental process, to address social justice issues and reflect on how our intersecting identities be present in both supervisory and clinical interfaces, and to contextualize power and privilege from a systematic perspective. 

Dr. Jamie Young, Staff Psychologist (licensed 2014) and Training Coordinator; Also OPA Ethics Committee Member 
I have formal education, training, and supervised experience related to the provision of supervision, and I continue to engage in ongoing learning and consultation in order to increase my supervisory competencies. Since 2011, I have supervised practicum students in their work with adolescents and adults in individual, couple, and group therapies, outreach, and systemic interventions. My treatment approach is insight-based and rooted in Relational Gestalt Therapy. In practice, I take a person-centered stance, striving toward egalitarian relationship dynamics, prioritizing subjective experience, and conceptualizing the person-in-context (e.g., systemic oppression, family of origin). Interventions frequently focus on interpersonal dynamics including within the therapeutic dyad, somatic experiencing/phenomenology, facilitation of catharsis, and exploration of attachment and sociocultural contexts on current functioning. I aim to take a holistic and developmental approach and supplement treatment with skills-based interventions and referrals to external supports. Similarly, I view supervision as a collaborative process, in parallel with our therapeutic work. I invest in the relationship, working toward an anti-oppressive, egalitarian stance and attend to existing power dynamics. As a human, I am warm, creative, humorous, and conscientious. I will arrive to our relationship in line with my values of dialogue, exploration of different perspectives, accountability, ethical practice, and transparency. I ask that my supervisees meet me with regard to bringing authenticity and transparency to our relationship and find that I'm best able to support student practitioners when there is a level of comfort with boundaried self-disclosure related to professional roles (e.g., reactions to clients, stressors impacting work), mutuality with regard to honoring one another as cultural beings, and openness to bi-directional feedback. 


Clinical Training Activities

Client Consultation, Short-term Therapy, and Referral Services

  • 8-11 scheduled individual clients per week for short-term therapy.
  • Two 30-minute scheduled initial consultations per week that includes triaging client concerns and determining appropriate treatment disposition (e.g., short-term therapy, group therapy, referrals).
  • One-hour of crisis/walk-in consultation coverage per week.
  • Case management and referral services for clients whose concerns fall outside of our Scope of Practice.

Group Therapy

Group therapy options vary depending on staff availability, clinic demands, and client interest. Possible group offerings include

  • Interpersonal Process Groups
  • Psychoeducational Skills-Based Groups
  • Support Groups

Outreach and Consultation

  • Practicum trainees engage in a minimum of one outreach activity each term and are encouraged to engage in more as activities become available that meet trainee interests and style.
  • Our center is committed to community engagement to raise awareness of mental health concerns, participating in prevention efforts, and reaching traditionally underserved populations. Examples include but are not limited to writing articles for our student newspaper (Pacific Index), psychoeducational presentations to various student groups, creating fliers or other written materials for students, drop in workshops, BIPOC Let’s Talk, and tabling to engage students in increased awareness of our services and mental health topics

Breakdown of Hours

  • Statistics from years 2016-2019 indicate that during a 9 month 20 hour practicum placement, students average 204 direct client hours (range = 143-240).
  • Trainees spend approximately 60% of their hours per week in direct service, 15% in training and supervision, and 25% completing paperwork and case management.

Supervision and Training Support

  • 2-day orientation to our center and staff (~16 hrs/yr)
  • One-hour a week of individual supervision with primary supervisor (~31 hrs/yr)
    • Review of video and audio tape included in supervision
  • One-hour a week of administrative staff meetings and clinical consultation with the entire SCC staff (~31 hrs/yr)
  • BIPOC and White Affinity racial healing professional consultation and group supervision on a bi-weekly basis (~15 hrs/yr)
  • Professional development seminars on a bi-weekly basis on a range of topics pertinent to college mental health (~15 hrs/yr)
  • Trainees engage in a case presentation once per semester
  • SCC senior staff encourage consultation and operate with an open-door policy to support trainees in skills-acquisition

Logistical Considerations

  • Our training site is open to those in their second practicum or Clinical Field Work and to those who have not been in ongoing therapy* at the SCC.
  • Practicum training occurs between mid-August and Mid-June.
  • Training occurs at the Forest Grove location only.
  • Clinic operating hours are Monday – Friday 9:00am – 5:00pm. Outreach programming is occasionally scheduled outside of normal business hours.
  • This is a nine month position (typically third week of August – third week of May).
  • There are several clinic closures during the academic year including Thanksgiving break (beginning Wednesday at noon), Winter Break (typically mid-December through the first Monday in January), and Spring break (typically the last week of March). Please check the Arts & Sciences Calendar for exact dates and note that these dates may not align with SGP breaks.

* Students from Pacific University's School of Graduate Psychology receive psychotherapy and crisis services from SCC senior staff only, and practicum students do not have access to any scheduling or clinical information regarding their peers. More detailed information regarding the impact on training options for SGP students who access the Student Counseling Center for clinical services is available in the Information for Pacific University Graduate Psychology Students Accessing the Student Counseling Center.