COVID-19 Information

The information below is associated with our typical operating procedure. We continue to monitor the global pandemic situation and will adjust accordingly (e.g., engaging in staggered work schedules, offering teletherapy, etc.), therefore, information is subject to change as the situation unfolds.

Training | Counseling Center

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

Training Philosophy

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:
    • 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. 
    • 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.
    • 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: 
    • guide treatment recommendations.
    • engage in tasks associated with such a short-term therapy model including treatment planning, case management, and provision of appropriate referrals to other resources.
    • 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:
    • engaging in staff meetings and consultation with SCC staff and other professionals across campus and in the community.
    • 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, potential group therapy, 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. Amanda Guerrero, Staff Psychologist

In my supervision style I strive to develop a trusting, collaborative, and transparent relationship with my supervisees. I hope to cultivate this relationship through an emphasis on mutual respect, discussions encouraging the exploration of intersecting and divergent identities, and open conversations around power and privilege. In my therapeutic approach I attempt to integrate Acceptance and Commitment therapy (ACT) and multiple other modalities with a multicultural, social justice lens. Meaning I engage with my clients with the understanding that my role is to provide them with guidance, empathy, skills, knowledge, and compassion as they explore and identify means to engage in values that align with their unique worldview. In this process we deepen their awareness of systems that they live within, examine explore interpersonal relationships, cultural contexts, and their various intersecting identities to help them create tools and feel empowered to make the changes they want in their life. Similar to work with my clients, I plan to work alongside my supervisees to help them increase awareness of both their personal and professional values and identities, and address how these influence their clinical work. I am excited to assist my supervisees in their journey of uncovering their strengths, in their exploration of theoretical orientations and clinical techniques, in developing knowledge and skills about college mental health, and increasing their cultural responsiveness. 

Dr. Daisy Bueno, EDI Outreach Specialist and Staff Psychologist

The basis of clinical supervision entails a trusted relationship between two individuals with intersecting identities that fosters a space for deep reflection and learning. I have a passion in social justice, equity, and decolonizing systems work. These values emphasize the importance of creating strong relationships, providing a space for silenced voices, and working towards liberation as clinicians. I place value in reflecting on the individual story and discussing intersecting identities and experiences. What we bring to the room as a clinician is of utmost importance. It is my hope to develop a safe and comfortable space to engage in vulnerable conversations, engage in critical consciousness and self-reflection, work on deconstructing power and privilege, and learn how to engage in therapeutic healing modalities that are consistent with our own identity and those we serve.

Dr. Jamie Young, Staff Psychologist and Training Coordinator 
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 style and sociocultural dynamics. 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. 

Jessie Larson-Wu, Staff Therapist

I identify as a cis-hetero white American female therapist who grew up in China. I grew up in a religious home and moved away from religion when I was in high school, now identifying as non-religious. These are salient parts of my identity that I feel constantly aware of and that show up in the room with supervisees and clients. I believe supervision is a space to engage in deep reflection and challenge ourselves to grow in our work as counselors. I also see supervision as a space to address the impact of our work on our own mental health, the impact of systems on our work/selves, and ourselves as cultural beings in the therapy room. I believe supervisees need a space in supervision that allows for vulnerability in order to truly grow as therapists. I use the discrimination model and Multicultural Relational Perspective as supervision theories to guide my supervision. I’ll also consider your developmental level throughout our work together. In my own clinical work, I have a relational and somatic focus, exploring internal stories, systems impact, and in-the-moment experiences.

Dr. Laura E. Stallings, Director and Staff Psychologist 

My approach to supervision encompasses an integrated developmental feminist multicultural approach with a keen attention to centering collaboration, transparent discussions on power differentials, intersecting cultural dynamics within our relationship, and incorporating a social justice lens to acknowledge how ecological systems impact our work. It is my hope to collaboratively create a transparent, brave, and vulnerable supervisory relationship where my supervisees can take risks to explore the intersections of their personal and professional selves and how those intersections impact their clinical work and professional identities. It is a great joy to walk alongside my supervisees as I empower and encourage them to acknowledge and utilize their strengths and lived experiences, to experiment with utilizing various theoretical orientations and clinical interventions, increasing cultural responsiveness, building knowledge and skills about college mental health, and empowering them to reach their professional goals. It is important to me to remain flexible in my supervisory style, so that I can consistently seek out feedback and be responsive to each unique supervisee’s needs. In my clinical practice, my passions and expertise include working with clients who are impacted by mass trauma, interpersonal trauma, and bereavement. My theoretical orientation is integrative and primarily encompasses postmodern humanistic approaches, interpersonal process, phase-oriented integrated trauma models, and feminist and multicultural framework to understand and address the disempowering systemic factors in my client’s lives. I also incorporate secondary approaches when clinically appropriate including: brief-therapy modalities, developmental theories, and skills-based approaches (e.g., cognitive-behavioral therapy and dialectical-behavioral therapy).

Clinical Training Information

Our Clientele

Our center serves all enrolled students at our four campuses with offices on two campuses (i.e., Forest Grove and Hillsboro). In an effort to minimize dual relationships, our training program occurs at the Forest Grove location and practicum trainees have experience working with undergraduate and graduate students outside of the College of Health Professions. 

Our clients present with a wide-range of concerns and life experiences and trainees can expect to gain experience supporting clients through life transitions; academic stressors and navigating academic systems; grief and loss; managing changes in health status and disabilities; healing from racial, interpersonal, and other forms of trauma; acute crises; intersecting identity development; navigating familial and other interpersonal relationships; along with other presenting concerns and symptomology.

With regard to demographics, recent self-report data indicate that 58% of our clientele self-identify as White, 38% as BIPOC, and 4% chose not to disclose their racial or ethnic identity; 74% self-identify as female, 17% as male, and 9% as non-binary/queer/trans*; 65% self-identified as straight/heterosexual and 34% self-identified as LGBQ+. These demographics reflect the university population at large. A unique aspect of our university is that approximately 1/5 of our undergraduate students originate from the Hawaiian Islands and represent the multiple ethnic groups living on the islands. 

Individual Client Services

  • 8-11 scheduled individual clients per week for short-term individual 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

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.

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.

Practicum trainees will have the opportunity to develop skills in systemic intervention during the final month of training, through a mentored project. We hope for our trainees to apply their passion and fresh eyes to our system to engage in a project focused on improving SCC service to the community. Past examples include creating a series of self-help videos, researching best-practices for peer-led support groups, and suicide post-vention recommendations. This is a new opportunity for students in the 2021-22 cohort.

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). Please note that we have shifted to a 10-month 20 hours/week placement.

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)
  • 1.5 hours per week of individual supervision with primary supervisor; review of video/audio tape included in supervision (~50 hrs/yr)
  • One-hour a week of administrative staff meetings and clinical consultation with the entire SCC staff (~35 hrs/yr)
  • BIPOC and White Affinity-based groups for 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.

  • 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.
    • We require that all staff including trainees be available Wednesday mornings for staff meetings, case consultation, and training activities.
  • This is a ten-month position (typically third week of August – third week of June). There are several clinic closures during the academic year including Thanksgiving break, Winter break (typically mid-December through New Year's Day), 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 how we manage our dual role with SGP students is available in the Information for Pacific University Graduate Psychology Students Accessing the Student Counseling Center.


Contact Us

Forest Grove Clinic
2142 College Way 

Hillsboro Clinic
730 SE Oak Street, Ste. D 

Phone: 503-352-2191


SCC 24/7 Support & Crisis Line | 503-352-2999

Mailing Address
UC Box A174
2043 College Way
Forest Grove, OR 97116