Professional Clinical Training

PNW’s Counseling Center has training opportunities available in the following areas: diagnostic, clinical therapy and advanced clinical therapy.

The Purdue University Northwest Counseling Center is not a member of ACEPT. We do, however, work very closely with numerous Chicagoland universities and professional schools of psychology and strive to collaborate within the guidelines of ACEPT.

Therefore, please follow the ACEPT guidelines to apply to our site. For access to the ACEPT guidelines, including dates and procedures, please visit the ACEPT Chicago website.

We look forward to the opportunity to work with you to provide a quality learning experience as you pursue your clinical training toward your degree.


Amber Mosley, Ph.D., H.S.P.P.
Interim Executive Director of the Counseling Center

Doctoral Clinical Therapy (Advanced Clinical Therapy) Practicum/Counselor Intern Position and/or Externship

Purdue University Northwest, located in Hammond and Westville, Indiana has annual openings for Counseling therapy practicum/Advance therapy practicum positions. Practicum training is at the Hammond Location. Purdue University Northwest is located 25 miles southeast of Chicago, Illinois in a nationally identified shortage area for Mental Health.

An ideal candidate for Purdue University Northwest Counseling Center would be a student that has some previous individual counseling experience. This student should be able to work independently and manage a caseload of 8-12 clients. Additionally, this student should have experience with dual diagnoses and a desire to work with ethnically and culturally diverse clients and working with non-traditional students.

The ideal candidate should be proactive and adaptive, and also should be able to manage crisis situations and seek supervision appropriately. Primary responsibilities will be: delivery of mental health counseling, and making appropriate referrals to mental health services within the University and community resources.

Therapy (Advanced Therapy) practicum/Counselor Intern will maintain a caseload of counseling clients in the Counseling Center, provide consultation and support services to Residence Life Staff, extend and enhance mental health care services to student residents with the Residential community, identify students in distress and consult with Supervisor to prevent escalation of symptoms.

Psychological testing experiences are available in addition to the clinical training experience. Classroom presentations on various topics are a routine part of the Counseling Center experience. Outreach programming topics may include personal adjustment, building healthy relationships, career development, sexuality, multicultural counseling, substance abuse and mental health concerns.

Counselor Intern will participate in National Screening Days for: Anxiety, Depression, Suicide Awareness Alcohol Awareness, Stalking Awareness, National Coming Out and Eating Disorders.

Doctoral externs from Ph.D. or Psy.D.

Psychology programs seeking a Therapy (Advanced Therapy) practicum are encouraged to apply: APA accreditation programs is a requirement.

Clinical Supervision toward graduation requirements will be provided by a Licensed Clinical Psychologists with H.S.P.P. status.

An individual with computer literacy, an involvement in professional organizations and ability to collaborate with and provide support for Student Affairs professionals is highly desirable. Students must have institutional/individual professional malpractice insurance.

Purdue University Northwest Counseling Center will accept, review and offer interview for Advanced Clinical Therapy practicum and Intermediate Clinical Therapy practicum doctoral students.  We will offer one interview date for trainees: (1 day/date/time for Advanced Clinical Therapy and 1 day/date/time for Intermediate Clinical Therapy).

Applicants should submit the following: cover letter, professional vitae and 2 letters of recommendation:

Amber Mosley, Ph.D., H.S.P.P.

Interim Executive Director

Purdue University Northwest Counseling Center

2250 173rd Street – Riley Center

Hammond, Indiana 46323-2094

219 989 2366

Clinical supervision is the construction of individualized learning plans for supervisees working with clients. The systematic manner in which supervision is applied is for the purpose of identifying knowledge, skills and professional practice models as is fundamental to ethical practice.

Supervision routines and practices are utilized to provide systematic training for the purpose of professional development, identity and best practices within the profession of Counseling and Counseling Psychology. The Counseling Center at Purdue University Northwest utilizes the developmental model of clinical supervision.

Purdue University Northwest utilizes a developmental model of supervision based in the acknowledgment that we each are continuously growing as professionals. The object is to maximize and identify growth needed for the future throughout the professional Clinical Supervision relationship between Clinical Supervisor and Counselor intern/extern (supervisee).

Thus, it is typical and expected that supervision will continuously identify new areas of growth in a life-long learning process. A developmental model takes into account the professional identity and professional experience of counselor intern/externs.

Our developmental model approach recognizes three levels of supervisees: beginning, intermediate and advanced.

Beginning supervision may rely on directive approaches to acclimate supervisees to professional experience within the PNW Counseling Center. As supervisees increase in professional competence, self-assurance and self-reliance, supervision adjusts by the supervisees’ level of expertise. Beginning supervisees will work closely with the supervisor to diagnose all clients and establish plans for therapy.

As professional confidence occurs, intermediate supervisees shift focus and begin to depend on supervisors as a resource for understanding difficult clients.

Advanced supervisees begin to function more independently; seek consultation from supervisees and professional colleagues when appropriate and gradually take responsibility for their correct and incorrect decisions. Advanced supervisees at all levels require weekly supervision by licensed clinical mental health professionals.

There are eight content growth areas of Clinical Supervision which include: intervention, skills competence, assessment techniques, interpersonal assessment, client conceptualization, individual differences, theoretical orientation, treatment goals and plans and professional ethics.

Clinical Supervision is targeted to assist supervisees identify their areas of strength as well as growth areas with the objective of developing professional best practices and commitment to professional life-long learning.

  • Develop, implement and critically evaluate the efficacy of counseling services, treatment plans, programs and related activities in the settings in which they plan to work.
  • Seek appropriate consultation with colleagues, other professionals and lay persons as well as establish effective relationships with individuals and agencies that also provide services to assist clients.
  • Understand basic principles of human growth and development and recognize the influence of social and cultural factors on the behavior and development of individuals, families and communities.
  • Appreciate the role, function and professional identity of counselors, understand professional issues unique to mental health counseling and promote the growth and development of the field of professional counseling.
  • Counsel individuals, couples and groups using appropriate techniques, materials and resources that assist clients in resolving the following; socio-emotional, personal, vocational concerns and/or coping with problems of living. Activities include the following bulleted skills/tasks.
  • Administer, score, and interpret a limited number of psychological tests assessing cognitive and personality functioning.

Personal Counseling

Personal Counseling addresses personal concerns that may interfere with productive emotional functioning and academic success. Such concerns may include: adjustment to college, relationship problems, stress, test anxiety, family problems, sexual orientation/coming out, body image concerns, depression, anxiety, self-confidence, self-esteem and sexual abuse.

Outreach & Presentations

Throughout the year, the Counseling Center provides various outreach and presentations on topics including:  Eating Disorder Awareness Week, Alcohol Awareness Week, Stress Free Week, Domestic/Intimate Partner Violence, Coming Out, Suicide Prevention, Movember, Self-Harm/Self-Injury Awareness Month, etc. Counselors also participate in National Screening Dates including topics on: Depression Screening, Alcohol Awareness and Eating Disorders.

Information on Mental Health Issues

The Counseling Center provides brochures and information on issues including: depression, anxiety, time management, procrastination, substance use, relationships, assertiveness, self-confidence, eating disorders, loneliness and test anxiety.

Faculty/Staff Consultation

Counseling Center staff members are available to provide consultation to faculty and staff members when they have concerns about how to best deal with an emotionally distressed and/or distressing students.

An informative brochure titled “Helping Emotionally-Distressed students: A Guide for Faculty & Staff” has been developed by the Counseling Center and copies are easily available for your reference and use. Additional resources are available in the “Helping Students find their way” booklet.

Counselors are available for class presentations on a variety of topics including: stress management, test anxiety and time management.

Psychological Assessment

In addition to psychotherapy, the PNW Counseling Center provides opportunities for trainees to engage in psychological, academic, and neuropsychological testing. The Counseling Center works in conjunction with the PNW Accessibility Center (PAC) to determine eligibility for accommodations, provide recommendations for the types of interventions that may be of most use and suggestions for the subsequent treatment of issues identified (e.g., psychotherapy).

Assessments often entail the administration of a comprehensive battery of tests that may include, but often not limited to, Wechsler Adult Intelligence Scale – 4th Edition (WAIS-IV), Delis Kaplan Executive Function System (DKEFS), Woodcock Johnson Tests of Achievement and Cognitive Abilities, Personality Assessment Inventory (PAI), Minnesota Multiphasic Personality Inventory – 2nd Edition – Restructured Format (MMPI-2-RF) and others.

Referral questions pertain to a variety of issues including ADHD, autism, specific learning disorders, test anxiety, neurocognitive disorders and others. Students will be taught appropriate administration and scoring procedures, receive feedback on report writing, and learn about special considerations in comprehensive assessments such as performance validity measures and malingering.

Supervision will follow more of a developmental model, where the supervisor will assess the student’s competence level and work from there. Extensive experience with testing and assessment is not necessary, but curiosity, commitment to learning, and determination to complete the work in the designated time frame is necessary.

Supervisees will receive clinical supervision from Licensed Clinical Psychologists (IN & IL licensure) in collaboration with National Certified Counselor with NBCC National Board for Certified Counselors, and/or LMHC; Licensed Mental Health Counselors (IN).

Weekly supervision consists of one (1) hour face to face supervision. Weekly group supervision consists of one (1) hour of group supervision; generally consisting of supervisee and professional staff members.

Supervisees will:

  • have the opportunity to engage in a variety of professional activities in addition to direct service. Examples include: record keeping, supervision, information and referral, in-service and staff meetings.
  • be able to articulate an informed comprehension of a variety of theoretical perspectives on human behavior, as well as their personal rationale for and approach to counseling.
  • develop effective written communication that demonstrates high levels of clarity, comprehension, synthesis and critical thinking and analysis.
  • prepare audio tapes and transcripts as necessary of client sessions for use in supervision or other venues for supervisor to assess supervisee’s level of skill.
  • use a variety of professional resources including: assessment instruments, print and non-print media, professional literature, research and a formal evaluation of the student’s performance during the practicum/internship/externship.
  • comprehend and adhere to the ethical principles and professional values of the counseling profession.
  • gain understanding of the ethical dimensions of counseling and/or psychology.
  • develop the ability to make ethical decisions based on ethically sound principles.
  • develop attitudes and skills related to lifelong learning, including the ability to critically self-assess and analyze personal and professional strengths and weaknesses.
  • continually assess and improve their analytical abilities. Through the process of self-awareness, knowledge, and skill development related to issues of diversity and multiculturalism, supervisees will be able to more effectively serve a broad spectrum of individuals, families and communities.
  • demonstrate and develop effective oral communication skills, including listening to diverse perspectives and presenting ideas, policies and research.