Behavioral Health Graduate Student Training

• Student must be enrolled at an accredited university in a social work master’s program
• Students must be either a second year student, or in advanced standing with clinical experience due to the rigorous clinical expectations of the program.
• Students must be in good academic standing at their institution.
• Students must be committed to Callen-Lorde’s mission of LGBTQ affirming care.
• Students must be punctual, professional, and have capacity to attend all staff meetings and clinical supervision hours scheduled.
• Student must complete a competitive interview.

• Students will be assigned a caseload of patients and/or group facilitation assignments based on clinic needs.
• Students will be required to participate in weekly group supervision and/or training sessions.
• Students will be required to participate in individual supervision twice a week. Times and days to be determined between student and individual supervisor.
• Students will maintain high ethical standards in practice and professionalism at placement sites.
• Students must be able and willing to work with patient populations of all ethnic, racial, socio-economic, sexual orientation, gender identities, and different levels of functioning.

Goal #1: The development of advanced clinical skills through the integration of theory, research, and practice with a focus on LGBTQ populations.

• Through clinical work and weekly individual and group supervision, students will conduct effective, LGBTQ affirming, goal-directed psychotherapy in a variety of modalities.
• Students will develop formulation of useful theoretical and clinical case conceptualizations through weekly case presentations.
• Students will learn to properly select and implement appropriate psychotherapeutic interventions for the patients’ presenting problems, diagnoses, and levels of functioning.
• Students will have the opportunity to expand on therapeutic modalities including CBT, DBT, psychodynamic, motivational interviewing, relational, trauma-focused interventions, and working with dual diagnosis patient populations.
• Didactic weekly groups with student cohorts and other training opportunities at monthly staff meetings will focus on current research and trends in the field.

Goal #2: Students will gain competency in work with diverse populations including patients who vary in age, socioeconomic status, race, ethnicity, sexual orientation, gender identity and expression and level of functioning within an outpatient setting.

• Student caseloads will be assigned to ensure a comprehensive experience with a diverse patient population across numerous identity categories and will be expected to work with various patients across the spectrum of overall functioning.
• Students will receive specific training and clinical practice in effective care for patients of transgender and gender non-conforming experience.
• Clinical and group supervision will focus on the intersectionality around identity, and use of self in clinical practice.

Goal #3: Students will develop a professional identity through work with an interdisciplinary team in an integrated outpatient care setting.

• Students will gain knowledge in health policy and advocacy as related to our patient population including patient access to TGNC medical coverage, HIV policy, homelessness, social justice, and youth health issues.
• Students will adhere to code of ethics as outlined by national professional organizations and be held to high standards of professionalism.
• Through supervision and clinical experience, students will develop and maintain appropriate professional boundaries with patients and staff.
• Through direct clinical supervision, students will develop self-awareness, be willing to challenge bias and assumptions, and work with a variety of patient populations in a multidisciplinary healthcare setting.
• Students will collaborate with various medical staff, psychiatric staff, nursing, and case management in patient centered behavioral health care.

Goal #4: Students will develop a strong administrative background using electronic health records in an interdisciplinary healthcare setting.

• Students will gain competencies in SOAP note documentation in progress notes, goal oriented treatment planning, and diagnostic evaluations.
• Students will learn how to craft healthcare letters and documentation using inclusive non-stigmatizing language.
• Students will acquire skills to balance administrative and clinical time to maximize efficacy of treatment interventions in practice.