Common Practicum Site Questions 


What type of site are you? 
 
FCCS is an outpatient mental health 501 (c)(3) non-profit facility.


Are you in person, online, or hybrid?

We are fully online. Any students needing in-person hours can do community-based services.


What types of activities so students participate in?
 
Practicum students have the opportunity for the following: 
  • Individual therapy
  • Family therapy
  • Couples counseling
  • Crisis intervention
  • Court-ordered therapy
  • Psychoeducation

Social Work students can also:
  • Engage in outreach activities 
  • Assist clients with resource and referral 
  • Review policies
  • Develop curriculum for groups


Who Provides Supervision?
  • We accept LPCC, LMFT, and LCSW track students.
  • We have an onsite (primary) LMFT, Melinda Haynes, as well as an off-site LMFT supervisor for additional supervision
 
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What is the Practicum Like?

​We provide a rigorous practicum experience. It is very common for former trainees to stay connected and express appreciation for the depth of training they received while in our program.

Our program is fully online. Students must be able to work independently as well as collaboratively within a group supervision model. Intrinsically motivated self-starters thrive here.

This is not a laid-back or “easy A” practicum. We intentionally prepare students for their next professional step: Associateship.

All of that being said, we are a friendly and supportive group. Questions are welcome. Students often form strong bonds and warmly welcome newcomers. It is a place to be both challenged and supported.

Why do students at your site have to "get their own clients"?

Trainees take an active role in connecting with prospective clients rather than simply having clients assigned to them. This is intentional and serves several purposes.

First, we are preparing trainees for the realities of professional practice. Communicating with prospective clients, discussing availability and services, determining basic fit, and helping someone feel comfortable enough to schedule are foundational professional skills.

We have also learned that clients often connect with the person who first speaks with them. When administrative staff complete the initial conversation and then transfer the client to someone else, the client may feel disappointed or less connected. Allowing the prospective therapist to make that first connection often creates a more natural transition into treatment.

It is also more efficient. A staff member may spend significant time matching a client with a therapist only for the client to decide after the first session that the therapist, schedule, or approach is not the right fit. Direct communication allows the trainee and prospective client to explore fit earlier.

​Our flexible scheduling model is another factor. A time that appears open on a trainee’s calendar does not always mean that the trainee is able or willing to accept an ongoing client at that time. Direct communication helps prevent unnecessary back-and-forth.

Perhaps most importantly, this process builds confidence and professional identity. Creating a professional profile, introducing yourself to prospective clients, talking about the services you provide, and beginning to develop a caseload are opportunities to step into the role of therapist rather than remaining only in the role of student.

We also recognize that resistance to this part of training is sometimes rooted in fear. A trainee may hear “find your own clients” and immediately think, “I don’t know how to do that,” “What if no one chooses me?” or “What if I say the wrong thing?” When confidence is low, it can be tempting to interpret a normal professional responsibility as something the site should be doing instead. Part of training is learning to notice that fear without handing the responsibility back to someone else.

Trainees are not expected to figure this out alone. We provide guidance and support throughout the process.
If the idea of speaking with prospective clients feels intimidating, that is understandable—and it is also an important area for professional growth. Mental health professionals routinely meet unfamiliar people, establish rapport quickly, communicate clearly, and help others feel safe enough to engage.

The goal is not simply to “get clients.” The goal is to develop the interpersonal confidence, initiative, judgment, and professional communication skills that clinical practice requires.


What is the Application Process?

  • Acceptance is not guaranteed. We require an interview with our Intern Coordinator. We look for practicum readiness, and availability to attend supervision and see clients.
  • ​After acceptance, trainees must pass a background check, complete onboarding / training and participate in at least four supervisions before getting clients.
  • Trainees will get clients through FCCS referrals, and agency-supported outreach and marketing efforts. We emphasize a gradual, developmentally appropriate caseload build rather than an immediate full caseload.
  • Apply

You can browse our bios here and reach out to our Intern Coordinator with any further questions. 

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