About Counseling and Mental Health Services (CMHS)
Placement within Student Affairs
CMHS is a department within University of Connecticut Student Health Services (SHS). SHS is a member of the Division of Student Affairs and is accredited by Accreditation Association of Ambulatory Health Care (AAAHC). SHS offers several services in addition to counseling and psychological services including specializations in allergy, immunization, radiology, physical therapy, audiology, sports medicine, women’s health services, health promotion, and labs.
CMHS Mission Statement
The mission of CMHS is to provide the highest quality clinical services to promote the emotional, relational and academic potential of all students. We are committed to the core values of respect, responsiveness, innovation and quality to enhance the unique experience of each individual at the University of Connecticut.
CMHS Diversity Statement
Counseling & Mental Health Services is committed to creating a safe and welcoming environment for the UConn community. We celebrate and honor the uniqueness and diversity of all individuals. We promote social justice and inclusivity throughout UConn and the broader global community through our clinical, outreach, and training services.
CMHS is located on the 4th floor of the Arjona Building, adjacent to Mirror Lake, on the Storrs campus. Interns have furnished offices which they may decorate as they choose as well as office equipment. Interns also have access to personal computers, university mainframe, and internet. CMHS maintains a library of relevant and up-to-date mental health books and journals.
Doctoral interns are active trainees and service providers at CMHS. CMHS staff is composed of 9 Ph.D. and Psy.D. Psychologists (7 of whom are Licensed Psychologists), 4 Licensed Clinical Social Workers, 2 M.D. Psychiatrists, 2 Psychiatric Advanced Nurse Practitioners, 1 Licensed Marriage and Family Therapist/Licensed Drug and Alcohol Counselor, and 5 Support Staff who provide administrative support to staff and interns. Approximately 8-10% of the student body receives direct clinical services from CMHS each year while nearly 20% of the student body is serviced through CMHS outreach and psychoeducational programming.
A Practitioner Model informed by Theory and Research guides the CMHS Training Program. Interns are trained to ground their practice of psychology in theory and research. This model is principally accomplished in an intensive, supervised university counseling center experience working with a multicultural group of interdisciplinary professionals. Imbued in this model are service provision, didactic and experiential instruction, and the use of psychological theory/research.
CMHS provides a setting in which interns increase and strengthen their abilities to practice psychology throughout their year with the agency. Training involves developing both core skills and positive professional identity essential for the work of an entry-level psychologist providing services including:
1. Individual and group counseling
2. Assessment and diagnosis
3. Crisis intervention
CMHS recruits students from scientist-practitioner and scholar-practitioner departments so that they come with a foundation of theoretical and research-based knowledge, with the capacity to engage in theoretical and research-based inquiry, and with a readiness for intensive training in practice. CMHS continues training in integrating practice and theory and research as these provide the underpinnings of the practice of psychology. A part of competent practice also includes being informed about the seminal and current theoretical and research-bases of psychology and social work. CMHS accomplishes integration through:
1. Developing critical thinking to guide the use of research to inform clinical practice
2. Generating clinical hypotheses to explore in supervision
3. Participating in in-service training programs on best current practices in clinical practice, (e.g., training, supervision, crisis response, ethics, and so on).
1. Staff provide clinical and professional identity role modeling.
2. Staff collaborate with interns in both clinical and outreach capacities.
3. Staff create a milieu respectful of interns: honoring their cultural identities, valuing their positive self-growth, and establishing a strong work ethic.
Trainees Are Primarily In Training.
The primary purpose of the internship is to train interns to practice psychology. Intensive supervision and didactic instruction are the primary vehicles for training and evaluating interns.
Mentorship Is The Cornerstone Of Professional Development.
Interns are always under the direct supervision and guidance of several staff members. CMHS Training Program is founded on the belief that individuals grow primarily as the product of significant relationships. The Intern-Supervisor relationship provides the foundation for growth in core skill areas and in professional identity development.
Interns Are in Training to Develop Professional Identities.
CMHS staff provides opportunities for interns to work with culturally diverse professionals from various disciplines (e.g., clinical and counseling psychology, social work, student services, marriage and family therapy, psychiatry, assessment, medicine, and nursing). Interns are provided time to process and reflect on their experiences in order to promote growth and integration of their professional confidence.
The Growth Of A Professional Identity Occurs Developmentally.
The Training Program provides higher levels of direction and structure initially, with movement towards greater autonomy and responsibility. High levels of structure assist transition into a new system by providing guidance and direction. Interns have multiple opportunities to be increasingly autonomous in all aspects of their functioning at CMHS.
Training Needs Are Met Through the Expertise of CMHS Staff and Other Campus Professionals.
CMHS provides exposure to a broad range of experiences and theoretical perspectives during the year, both internally and externally. This allows interns to seek their own areas of interest within different venues such as clinical intervention, programming, consultation, psychopharmacology, alcohol and other drug usage, assessment, multiculturalism, didactics, case presentation, and scholarly inquiry.
Individuals Learn In Individual Ways.
The Training Program uses various learning methods including practical experiences, modeling, process-based activities, group, didactic, experiential, and self-guided learning. CMHS provides an environment that is supportive and challenging and based in part on interns’ self-assessments. Time is spent initially working with interns to assist them in defining their goals and desires for training.
Psychologists Are Informed Through the Integration of Science And Practice.
Theory, research, and practice mutually inform each other. Interns are guided and encouraged in their pursuit of observing, inferring, formulating, and evaluating clinical hypotheses. Interns generate clinical hypotheses based on theory and research.
The mission of the CMHS internship is to provide a training experience that prepares interns to meet the demands of the role of psychologist as well as meet licensure requirements for psychologists.
Doctoral interns are expected to achieve the follow goals over the course of their internship experience at CMHS:
The development of skills in the following areas:
1) Clinical Competence (includes competence in individual therapy, group therapy, assessment and treatment of alcohol and other drug issues, crisis evaluation, psychological assessment, and case management.)
2) Provision of Supervision (includes competence in development of supervisory relationship; development of necessary knowledge/skills/ethics required for supervision provision; evaluation of supervisees; and case management responsibilities.)
3) Outreach and Consultation (includes development of knowledge/skills/experience to provide outreach to a campus community; ability to provide clinical consultation to campus constituents; and teach practicum students seminar(s) in areas of emerging expertise.)
4) Professionalism/Professional Identity/Ethical Practice (includes development of knowledge of ethical and legal standards affecting the professional practice of psychology; bridging science with practice of psychology; using supervision effectively to develop clinical skills and professional identity; and demonstrating scholarly inquiry.)
5) Multicultural Competence (includes increased self-awareness of own assumptions about human behavior, values, biases, preconceived notions, and personal limitations; and increased knowledge about specific cultural groups and the integration of cultural influences into therapeutic intervention and applies appropriate, relevant, and culturally competent intervention strategies and skills when working with culturally diverse people across all training activities.)
Successful completion of internship criteria
In order to successfully complete internship, the following criteria must be met:
• Satisfy the 2000-hour training requirement. This may include intake assessments, individual therapy, group therapy, crisis evaluation, consultation, outreach, paperwork, administrative responsibilities, etc.
• At least 25% of the 2000-hour requirement (500 hours) must be accounted for by direct services activities such as intakes, therapy, outreach, and crisis evaluation.
• Completion of all clinical paperwork prior to departure as reviewed by your supervisor(s).
• Receive evaluations from CMHS indicating sufficient achievement of objectives and goals as indicated by an overall averaged score of 3 or above on each Overall Goal on end-of-year evaluations.
Individual Counseling: Interns engage in individual counseling seeing students in brief model therapy providing between 15-18 individual contact hours a week. Individual counseling involves assessing and conceptualizing from a theoretical frame-of-reference, presenting problems, providing clinical disposition, and formalized treatment planning and implementation.
Group Counseling: Interns are involved with co-leading one or more of the various types of groups with a staff member to have the opportunity to work directly in a clinical situation with a supervisor. Most groups are general therapy groups but there may be opportunities to participate in thematic groups if resources are available.
Crisis Evaluation and Intervention: Interns participate with increasing responsibility and autonomy in the day and evening on-call rotations at CMHS providing emergency assessments to clients who present to CMHS on a walk-in basis or after-hours.
Triage and Urgent Intake Appointments: Interns may conduct over-the-phone triage appointments with students who are seeking to enter into services at CMHS as well as provide urgent intake appointments to students who present with urgent presenting clinical issues.
Alcohol and Other Drug Counseling: All interns carry a minimum caseload of 1-2 students with either substance use/abuse as a primary or co-occurring diagnosis. Interns who want more focus in this may increase this number on their case load and may also engage in outreach/educational activities around wellness and prevention activities/website resource development.
Psychoeducational Programming and Outreach: CMHS engages in a wide range of programming and outreach including invited presentations to departments, classes, and residence halls. Interns will be a part of outreach programming at CMHS through joining other staff in presentations as well as developing their own based on their areas of interest and expertise.
Individual and Group Supervision: Supervision of interns is conducted on a regularly scheduled, individual basis by licensed professional staff. Interns have two individual supervisors during the time they are with CMHS as well as one group supervisor. Additionally, ongoing seminars provide opportunities for additional supervision in a group format. Interns are expected to be prepared each week for supervision. Preparation involves reviewing video tapes, organizing cases, preparing questions, and reviewing set goals for supervision to set directions for each session of supervision.
In accordance with the 2003 APA Ethical Guidelines including the 2010 Amendments, CMHS does not require the disclosure of personal information. We do believe it is useful to share information about how CMHS views self-disclosure in the supervisory experience so candidates are fully informed about the CMHS supervision model:
- With awareness that professional activities may be impacted by personal experiences, beliefs, and values, interns may choose to disclose and are encouraged to do so as long as the intern feels the information has a bearing on their professional functioning.
- Supervisors may notice significant incidents and patterns in intern professional behaviors that suggest behaviors may be influenced by personal experiences, beliefs, and values. Supervisors may ask interns to reflect on this in the defined context of encouraging professional growth.
- Interns choose how much and what to disclose. Interns are not penalized for the choice not to share personal information. Supervision is never viewed as psychotherapy.
Case Conference: Interns are integrated into weekly case conference supervision meetings with senior staff at CMHS. Case conference is an opportunity for interns to learn from senior staff by listening to case presentations as well as present cases for feedback from a broader audience than individual supervision. Interns will be responsible for 2 formal case presentations over the course of the year as well as informal case presentations in their case conference meetings in preparation for the formal case presentations.
Supervision of Supervision: Interns are provided with training in supervision models as well as discussion of supervision experiences throughout the academic year.
Program Evaluation: Interns will complete a Total Quality Inventory (TQI) project as a part of internship responsibilities to gain an experiential understanding of program evaluation methods in addition to academic learning about program evaluation.
Teaching/presentations: Interns will have the opportunity to teach at least one seminar to practicum and social work trainees during the academic year. Those who wish to teach more, may be able to present multiple presentations. Interns will also present their dissertation research at the end of the year to CMHS staff.
Seminars: Interns will participate in a number of educational seminars designed to complement the experiential learning during the internship year. See Training Seminars for further information.
Case Management: Interns are responsible for managing their own case loads so that they have continually and consistently have enough clients. In addition, administrative time is provided each week so that interns can also write up reports and case notes, write business/professional letters and e-mails, return telephone calls, consult with supervisors and other staff, and do general planning.
Committee Meetings: Interns are viewed as administratively responsible individuals whose opinions are highly valued. As a result, interns may participate as members of one of the various teams that make up the working groups of CMHS.
Intern Selection: Interns will participate in the intern selection process. Interns may review applicant files, make recommendations, and actively engage in the interview process.
Staff Meetings: Staff meeting is held once a week for 1-2 hours. The purpose of the staff meeting is for staff to have a set time each week to share office and university-wide information, to experience scheduled learning experiences together, process through various staff issues as they arise, and to share colleagueship which becomes especially important when the semester becomes busy. All administrative, professional, and internship staff members attend these meetings. Interns are strongly encouraged to participate in these meetings as full staff members.
Fall and Spring semesters: 40-45 hours per week
|20||hours clinical work (approximately)
|4-5||hours supervision (individual, group, case conference, supervision of supervision)|
|1||hour providing supervision|
|1-2||hours staff meeting|
|6-7||hours didactic training|
|5||hours paperwork/administrative activities|
|1-2||hours outreach/educational activities|
*Other may include paperwork, supervision preparation, specialized rotations, professional development activities (research, reading, etc)
Winter break and summer activities will differ as client flow changes during these points in the academic year.
CMHS is a 2000-hour internship
Group Seminar: Specialized training and supervision in group process models.
Alcohol and Other Drug (AOD) Seminar: Specialized training and supervision of AOD treatment issues.
Clinical Reasoning Seminar: Specialized focus on cultivating diagnostic interviewing, reasoning, and treatment planning skills.
Peer Process/Professional Development Seminar: Focus on profession development issues for emerging psychologists. Topics may cover issues such as ethics, licensure, job searching, and professional identity development.
Consultation/Outreach: Seminar to focus on development of consultation/outreach skills and increasing understanding of working in a college counseling environment.
Multiculturalism: Seminar focused on development of cultural awareness in clinical practice.
Treatment and Intervention Seminars: Training in treatment and intervention in areas such as Suicide and Crisis Assessment; Short Term Treatment Models; Specific Clinical Issues (ex: eating disorders, sleep, etc.)
Specialized/Personalized Training Experiences: Mentorship relationships with staff member with specialized training interest (example Women’s issues in college mental health, eating disorders, training in administration, etc.)
Evaluation Procedures: Each semester CMHS Staff who are serving in the capacity of supervisor are responsible for evaluating their interns. Evaluations are completed by supervisors and reviewed with supervisees who are given opportunity to formally respond to each evaluation. In addition, supervisees complete an evaluation for their supervisors. The Coordinator of Training collects evaluations after they have been reviewed. Supervisor evaluations by supervisees are given to the Coordinator of Training for filing. Supervisee evaluations are filed in their files. Baseline goal setting occurs between the supervisees and the supervisor in early Fall.
The process for evaluation of supervisees is as follows: Evaluations are conducted formally using evaluation forms and through discussion. Evaluations occur at several levels among supervisees and supervisors. Supervisees are evaluated for all experiences including individual, triage, on-call and group work; outreach and programming; assessment; alcohol and other drug work; and diversity work.
Supervisees are also given opportunity to evaluate all individuals from whom they receive evaluation. Supervisees are also provided with formal opportunity to respond to any evaluation they receive. Supervisees also provide evaluation on their overall CMHS experience in written and verbal forms.
Evaluation occurs two times during the course of the training year, once during:
- December at the mid-way point of the year. This is a group evaluation with all of the supervisee’s supervisors. The supervisee receives feedback, reviews Fall goals and sets/reaffirms final Spring goals, and is assisted in generating methods by which to meet the training goals.
- May to assess at the end of the regular academic year to address progress. This is a group evaluation with all of the supervisee’s supervisors. The supervisee receives feedback and reviews regular academic year goals for progress for the year and unfinished goals for continued training after CMHS.
Setting of UCONN
Founded in 1881, the University of Connecticut (UCONN) is the state’s flagship institution of higher learning. Since its inception as an agricultural school, the University has grown to include 13 Schools and Colleges at its main campus in Storrs, separate Schools of Law and Social Work in Hartford, five regional campuses throughout the state, and Schools of Medicine and Dentistry at the UCONN Health Center in Farmington.
UCONN is a Land Grant and Sea Grant College and a Space Grant Consortium institution. The University spans 4,104 acres at its main campus and five regional campuses, and an additional 162 acres at the UCONN Health Center in Farmington.
Having celebrated its 125th anniversary, the University of Connecticut stands as a school of choice for academically talented students. For eight consecutive years, UConn has been ranked as the top public university in New England. While the total applications for admissions have doubled in ten years, the number of out-of-state students has skyrocketed. For Fall 2011, more than 10,000 out-of-state students applied for fewer than 1,000 seats in the first year class. The University recently welcomed more than 100 high school valedictorians and salutatorians to UConn’s Class of 2011.
UConn is in the top 15% on The Princeton Review 2006 selectivity scale. Designated as a Carnegie Foundation Research University-Extensive institution, a distinction shared by fewer than four percent of America’s higher education institutions, UConn has more than 70 research centers where faculty, graduates and undergraduates explore everything from improving human health to enhancing public education and protecting the country’s natural resources. The University is undergoing an amazing transformation. UConn is renewing, rebuilding and enhancing its campuses through an unprecedented $2.3 billion, 20-year state investment in the University’s infrastructure. For 12 years running, UConn has been rated by U.S. News & World Report as the #1 Public University in New England and today also ranks among the top 30 public universities in the nation. UConn is proud of its statement on diversity as well as its non-discrimination and non-harassment policies which includes people based on: Race; Color; Religion; Ethnicity; Age; Gender; Marital status; National origin; Ancestry; Sexual Orientation; Genetic information; Disabled veteran; Veteran status; Physical or mental disabilities (including learning disabilities, mental retardation, past/present history of a mental disorder); and Prior conviction of a crime. A process is currently underway to discuss the addition of gender identity and gender expression.
The Student Body
The undergraduate population at UConn has grown to over 17,345 students at the Storrs campus. There are also over 4536 graduate and professional students enrolled in the University. With the addition of attractive new housing options, UConn now boasts the highest percentage of students living on campus of any public university in the United States (72 percent). Approximately 11,600 students live in campus residential facilities. The student body as a whole is exceedingly bright and capable. As the institution has risen in prominence to a top research institution in the nation, many students are making UConn their first choice. Forty-four percent of entering freshman in fall 2005 graduated in the top 10% of their high school class. Approximately 8% of the UConn entering freshman class is enrolled in the nationally recognized Honors Program. These students, who are chosen through a competitive selection process, on average were ranked in the top four percent of their high school graduating class. With an overall acceptance rate of 51%, US News & World Report ranks UConn as a “more selective” institution. UConn’s Fall 2011 entering class at all campuses included 110 valedictorians and salutatorians, nearly three times the number who enrolled in the freshman class in 1995. The first year retention rate is 92% which ranks UConn among the top 25 public universities in the nation.
In addition to their academic studies, students are active in co-curricular activities. Athletics within this championship NCAA Division-I institution has created the phenomenon known among UConn students as “Huskymania” and many participate in and/or follow varsity, club, and intramural sports. There are over 550 student organizations ranging from honor societies, arts, media, and cultural interest groups in which students are engaged. Involvement in Greek life is also available with approximately 8% of the male and 7% of the female student body participating in fraternities or sororities.
Currently, 77% of undergraduate enrollment comes from in-state and the majority of hail from the northeast. The student body is diverse with approximately 17% of under-graduates describing themselves as affiliated with underrepresented groups. Fifty percent of undergraduate students are female. International students comprise two percent of the student body. The average SAT score of entering freshmen is 1221.
UConn is engaged in a building program that is the envy of most university presidents. To date, the landmark UCONN 2000 construction program has created more than 8.1 million square feet of new and renovated space for research, teaching, living, and learning. Recently completed projects include award winning buildings for the School of Business, the School of Pharmacy, the School of Engineering and the departments of chemistry, biology-physics and agriculture-biotechnology. Throughout the University system, classrooms and laboratories are being built and renovated at a remarkable rate, placing UConn’s facilities among the very best of the nation’s public research universities. More than 100 classrooms have been completely refurbished with voice, video, and data capabilities added. Residential living environments have also been evolving to include the latest innovations nationally in university housing with additions. All of these cutting-edge facilities offer learning environments with a focused approach toward helping students succeed academically and interpersonally. The Student Union has just completed a two-phase $62.8 million expansion that has added a food court, retail space, and a 500 seat movie theatre. The last addition, completed in August 2006, brings together for the first time, all six cultural centers, with the Asian American Cultural Center, Puerto Rican and Latin American Cultural Center, Rainbow Center, and Women’s Center located on the fourth floor and the African American Cultural Center and the International Center in the newest area of the Student Union building.
The Storrs campus is comprised of 4,108 acres and is a town-within-a town. Transportation is convenient; students walk to classes or ride University shuttle buses. The graceful design of the campus pedestrian core encourages foot traffic, inviting students to gather for discussions and to become engaged in the rich and dynamic life of the University. The state-of-the-art Homer Babbidge Library is the intellectual center of University life. Containing more than 500 computers, 2.5 million books, and nearly 25,000 journals, as well as 180,000 maps and 35,000 reference sources, it provides 24-hour study lounges and a gourmet café. UConn is also in continual building with two new classroom buildings in current construction with a total of +10, 000,000 square feet of building space.
Qualifications of Candidates
MINIMAL ELIGIBILITY AND QUALIFICATIONS
Applicants must complete all formal requirements towards Ph.D. or Psy.D. candidacy in Counseling or Clinical Psychology, including:
- All course work necessary for the title of doctoral candidate including comprehensive exams.
- Acceptance of dissertation proposal by dissertation committee no later than the APPIC ranking date.
- A minimum of 500 AAPI Doctoral Intervention Hours.
- A minimum of 200 direct therapy hours with adults and adolescents.
- Interns selected for review must be minimally from a regionally accredited university with preference given to those from APA or CPA accredited doctoral programs.
- Clinical experience with college student population in a college/university mental health setting.
- Applicants from APA or CPA accredited doctoral programs
The stipend for the 2016-2017 Internship is $25,000 with full and generous UConn health and leave benefits.
APPIC Match Number: 2178
Refer to the APPIC website for more details and complete application instructions for applying online. All application materials listed below should be uploaded via the APPIC applicant portal. We do not accept any paper materials. Interested candidates should submit:
- Completed AAPI Online.
- Cover letter.
- Current curriculum vitae.
- Official graduate transcript(s).
- Three letters of recommendation, with at least two from clinical supervisors who will speak directly about the quality of your clinical work and your engagement in clinical supervision.
Application materials should be uploaded no later than Tuesday, November 1, 2016.
Application Instructions Specific to CMHS
CMHS requests all of the aforementioned information for the purpose of processing your application for internship. This information is kept confidential and is not provided to anyone without your prior written consent. Responses to all items are required to have your application considered complete. Failure to complete any items will mean your application is not complete and it will not be considered by the CMHS Internship Selection Committee.
Some doctoral programs require their students to have additional training contracts and evaluations completed by their internship programs. The UConn CMHS internship does not enter into training contracts with academic training programs, and the UConn CMHS supervisors do not complete evaluations on interns developed by academic training programs. Our training program’s evaluation procedures are extensive and comprehensive and copies of completed evaluations are provided to doctoral programs. If you are enrolled in an academic training program that requires such training contracts and evaluations, you are strongly encouraged to consult with your Director of Clinical Training as to whether or not you are eligible to apply to our program.
Intern Selection Process
Completed applications arriving by the deadline are carefully reviewed for degree of fit with our internship program. Applicants being given serious consideration are contacted in mid-December to schedule an early January in-person or telephone interview.
Intern selection is based on a combination of the following factors:
- Fulfillment of minimum eligibility and qualifications for candidates.
- Degree of fit between applicant’s stated goals for training with the CMHS training mission/goals/philosophy.
- Degree of support for candidate qualifications and fit with internship training program from recommendation letters.
- Demonstrated clinical acumen based on the interview.
- Previous university counseling center experience.
- Knowledge of the research and theoretical underpinnings of counseling center practices.
- Demonstrated sensitivity during interview to the unique needs of multicultural populations.
To assist you with travel arrangements to UConn, please note the following information.
Bradley International Airport, Windsor Locks/Hartford, CT (45 min drive from campus )
Logan International Airport, Boston, MA (1.5 hours drive from campus )
JFK, New York City (2.5 hours drive from campus)
LaGuardia Airport, New York City (2.5 hours drive from campus)
Amtrak Stations, Hartford and New London, CT (45 min drive from campus)
MegaBus: Discount direct bus service to/from New York City and Hartford. Megabus buses offer a stop at the UConn campus
Peter Pan Bus: Express service to/from New York City and Boston (coming soon) via Hartford. Peter Pan offers a stop at the UConn campus.
Nathan Hale Inn and Conference Center, Storrs, CT (located on the UConn campus)
Other hotels are located in nearby communities, with Mansfield, Vernon, and Manchester being most close to campus.
If you are unable to attend an in-person interview, we invite you to arrange a time with the Coordinator of Training to visit our site to help inform your decision making process.
University of Connecticut Non-Discrimintaion Policy
The University of Connecticut does not discriminate on the basis of race, color, religion, national origin, ancestry, disability, genetic information, sex, sexual orientation, gender identity or expression, age, veteran status, marital status or other legally protected characteristics in all programs and activities and supports all state and federal laws that promote equal opportunity and prohibit discrimination, including the provision of reasonable accommodations for persons with disabilities. The University engages in an interactive process with each person making a request for accommodations and reviews the requests on an individualized, case-by-case basis. To request an accommodation or for questions related to the University’s non-discrimination policies, please contact:
Elizabeth Conklin, J.D.
Title IX Coordinator
Associate Vice President
Office of Diversity and Equity
241 Glenbrook Road, Unit 4175
Storrs, CT 06269-4175
Phone: (860) 486-2943
Email: email@example.com / Website: www.ode.uconn.edu
Pre-Employment Criminal Background Check
Pre-employment criminal background checks serve as an important element of our ongoing efforts to ensure a safe and secure campus and workplace. Criminal history information can identify prospective employees who may be predisposed to engage in violence, sexual misconduct, and misappropriation of resources, identity theft, data breaches and other misconduct. Criminal background checks can also reduce the risk of negligent hiring claims and enhance public confidence in our hiring practices.
- All full-time and part-time final external candidates for employment in staff (professional and classified) and faculty positions
- All Adjunct Faculty, Special Payroll Lecturers, Instructional Specialists, Academic Specialists and other titles with teaching or advising responsibilities; or deemed to be in a position of trust (working with minors)
- Other safety sensitive positions (temporary special payroll or volunteer) as requested by hiring departments
Pre-employment criminal background checks will typically include the following: social security number verification, past address trace, statewide criminal history search (where available), statewide sex offender check, county criminal history check, federal criminal history check, nationwide criminal history check, international criminal history check (where applicable) and nationwide sex offender search.
Whether a candidate should be disqualified from employment based on criminal history information will be determined on a case-by-case basis.
Pursuant to Connecticut General Statutes 46a-79 and 46a-80 and other relevant laws, the following factors will be considered in determining whether to disqualify a candidate from employment based on criminal history information:
- The nature of the offense and its relationship to the position
- The degree to which the applicant has been rehabilitated
- The length of time elapsed since conviction
A decision to disqualify a candidate based upon the results of the criminal background check will be made by the Director of Faculty and Staff Labor Relations in consultation with the appointing authority. The Director of Human Resources may also be consulted as deemed necessary.
All interns will be required to participate in a criminal background check as a condition for employment
As an American Psychological Association (APA) accredited internship site, we abide by the APA Accreditation Operating Procedures; if you need to contact the Commission on Accreditation, please call (202)336-5979 or write:
Direct all Materials and Questions to:
Jennifer L. Petro, Psy.D.
Psychologist and Coordinator of Training